Unit 1 Week 4 PDF

WEEKLY OVERVIEW
Build Knowledge Essential Question:

How do we care for animals?
Friends and Family
Teach and Model Practice and Apply
Close Reading and Writing Close Reading and Writing
Lola and Tiva: An Unlikely Friendship, 82–99

Genre Narrative Nonfiction Lexile 630L ETS
Reading Writing Literature Anthology TextEvaluator 4
Workshop
“Taking Care of Pepper,” 70–75

Genre Narrative Nonfiction Lexile 520L ETS TextEvaluator 4
“Animal Needs,” 102–103

Genre Interview Lexile 430L ETS TextEvaluator 8
Differentiated Texts Extended Complex Texts
Publishing Division from TARA AND TIREE, FEARLESS FRIENDS:

Reprinted with the permission of Simon & Schuster Books for
A True Story by Andrew Clements, illustrated by Ellen Beier.

Young Readers, an imprint of Simon & Schuster Children’s
Illustrations copyright © 2002 Ellen Beier.
APPROACHING
NG BEYOND Pets at the White
Tara and Tiree, Fearless
Lexile 240 Lexile 610 House
ETS TextEvaluator 6
Friends: A True Story
ETS TextEvaluator 4 ON LEVEL ELL Genre Nonfiction
Genre Nonfiction
Lexile 550 Lexile 360 Lexile 230L Lexile 470L
ETS TextEvaluator 4 ETS TextEvaluator 4 ETS TextEvaluator 6 ETS TextEvaluator 6
Leveled Readers Classroom Library
T276 UNIT 1 WEEK 4

WEEK 4
Ken Karp/McGraw-Hill Education

Student Outcomes
Close Reading of Complex Text Language Development

• Cite relevant evidence from text Conventions
• Determine key details; use illustrations • Use predicates and commas
• Summarize text Vocabulary Acquisition
• Acquire and use academic vocabulary
allowed care excited needs
safe roam wandered wild
Writing
Write to Sources
• Use root words as clues to the meaning of a word
• Draw evidence from informational texts

• Write opinion texts
• Conduct short research on the needs of animals Foundational Skills
Writing Process Phonics/Word Study
• Prewrite a Personal Narrative
• Introduce Long a: a_e
• Blend with Short a and Long a_e
Spelling Words
bag cap ham bake
Speaking and Listening
ate mad back cape
• Engage in collaborative discussions about
animal care made rake still belt
• Paraphrase portions of “All Kind of Vets” into done your
and presentations on animal care

Fluency
• Present information on animal care • Intonation
Content Knowledge
• Explore different kinds of living things.
Professional Development
Support to make the most of your instructional time:
• See lessons in action in real classrooms.
• Get expert advice on instructional practices.
• Collaborate with other teachers.
• Access PLC Resources Go Digital! www.connected.mcgraw-hill.com.
WEEKLY OVERVIEW T277

INSTRUCTIONAL PATH
1 Talk About Caring for
Animals
Guide children in collaborative
conversations.
Discuss the essential question: How do we care
for animals?
Develop academic language.
Listen to “All Kinds of Vets” and retell how vets
care for different animals.
2
2
Read “Taking Care of Pepper”
Model close reading with a short complex text.
Read
“Taking Care of Pepper” to learn how a boy cares for his horse,
citing text evidence to answer text-dependent questions.
Reread
“Taking Care of Pepper” to analyze text, craft, and structure, citing

text evidence.
Write About Caring for

3 Animals
Model writing to a source.
Analyze a short response student model.
Use text evidence from close reading
to write to a source.
T278 UNIT 1 WEEK 4

WEEK 4
Read and Write About
4 Caring for Animals
Practice and apply close reading of the
anchor text.
Read
Lola and Tiva: An Unlikely Friendship to learn about how a girl

cares for a rhino.
Reread
Lola and Tiva: An Unlikely Friendship and use text evidence

to understand how the author presents information about how
animals and people can be friends.
Write a short response about Lola and Tiva: An Unlikely
Friendship.
Integrate
Information about how different animals have different needs.

Write to Two Sources, citing text evidence from Lola and Tiva: An
Unlikely Friendship and “Animal Needs.”
5 • Text-Dependent Questions
Independent • Scaffolded Partner Work
Partner Work • Talk with a Partner
Gradual release of support • Cite Text Evidence
to independent work • Complete a Sentence Frame.

• Guided Text Annotation
Integrate Knowledge and Ideas

6 Connect Texts
Text to Text Discuss how each of the texts answers the question:
How do we care for animals?
Text to Compare information about how people care for pets
and how vets care for sick animals.
Conduct a Short Research Project

Create a collage of animal needs
INSTRUCTIONAL PATH T279

DEVELOPING READERS AND WRITERS
Write to Sources
Day 1 and Day 2

Build Writing Fluency
• Quick write on “Taking Care of Pepper,” p. T298
Write to a Source
• Analyze a student model, p. T314
• Write about “Taking Care of Pepper,” p. T314
• Apply Writing Trait: Sequence, p. T314
• Apply Grammar Skill: Predicates, p. T314
Day 3
Write to a Source
• Write about Lola and Tiva: An Unlikely Friendship,
independent practice, p. T324
• Provide scaffolded instruction to meet student needs, p. T324
Day 4 and Day 5

Write to Two Sources
• Analyze a student model, p. T330, p. T336
• Write to compare Lola and Tiva: An Unlikely Friendship
with “Animal Needs,” p. T336
T279A UNIT 1 WEEK 4

WEEK 4
WEEK 4: PREWRITE WEEK 5: DRAFT AND REVISE WEEK 6: PROOFREAD/EDIT, PUBLISH, EVALUATE
ting Go Genre Writing:

Wri cess
Digital
Pro
Narrative Text
Personal Narrative
Expert Model
• Discuss features of a personal narrative
Writer’s
Workspace
• Discuss the expert model
Prewrite
• Discuss purpose and audience
• Plan the topic
Expert Model
Features Model Graphic Organizer Graphic Organizer

of a Personal Narrative
Grammar and Spelling Resources Online PDFs
Reading/Writing Workshop Online Spelling Grammar Practice, Phonics/Spelling Practice,

Grammar Handbook, and Grammar Games pp. 16–20 pp. 16–20
p. 475
DEVELOPING READERS AND WRITERS T279B

SUGGESTED LESSON PLAN
READING DAY 1 DAY 2

Build Background Animals Need Our Care, Oral Language Animals Need Our Care, T300
Teach, Model T284–T285 Word Work T303
and Apply Oral Vocabulary T286 • Structural Analysis: Inflectional Endings -ed, -ing
Word Work/Vocabulary T288–T293
Core
Close Reading “Taking Care of Pepper,”
• Phonemic Awareness: Phoneme Segmentation T306–T313
• Phonics/Spelling: Introduce Short a, Long a: a_e • Genre: Narrative Nonfiction
• High-Frequency Words/Words in Context • Skill: Key Details: Use Photos
Reading/Writing Workshop Close Reading ”Taking Care of Pepper,” • Strategy: Ask and Answer Questions
T294–T297 • Vocabulary Strategy: Root Words
Listening Comprehension Strategy: Ask Listening Comprehension Strategy:
and Answer, T287 Ask and Answer, T301
• Interactive Read-Aloud: “All Kinds of Vets” • Interactive Read-Aloud: “All Kinds of Vets”
Options
Whole Group
Word Work/Vocabulary T302–T305

• Phonemic Awareness: Phoneme Categorization
• Phonics/Spelling: Words with Short a, Long a: a_e
• High-Frequency Words/Expand Vocabulary
Review Oral Vocabulary Words T300
LANGUAGE ARTS
Grammar Predicates, T299 Write About the Text T314–T315
Core
Grammar Predicates, T316–T317

Writing
Grammar
Options
Write About the Text Writing Fluency,

T298
Writings Writing Process: Narrative Personal Narrative, T486–T491 Use with Weeks 4–6
Proces
Differentiated Instruction Use your data dashboard to determine each student’s needs.
Then select instructional supports options throughout the week.
APPROACHING LEVEL ON LEVEL

Leveled Reader Phonics Comprehension Leveled Reader
People Helping Connect to Short a, Long a: a_e,T344 Identify Details, T348 People Helping Whales, T350–T351
Small Group
Whales, T340–T341 Blend/Build Words with Short a, Review Key Details: “Working With Animals,” T351
“Working With Long a: a_e, T344–T345 Use Photos, T349 Literature Circles, T351
Animals,” T341 Fluency in Connected Text, T345 Read for Fluency, T348
Literature Circles, T341 Self-Selected Reading, Phonics
High-Frequency Words/ T349 Build Words with Short and Long a, T352
Phonemic Awareness Vocabulary Review, T347
Phoneme Segmentation, T343
Phoneme Categorization, T342 Structural Analysis
Inflectional Endings -ed, -ing, T346
Phoneme Blending, T342
T280 UNIT 1 WEEK 4

Go CUSTOMIZE YOUR OWN
Digital LESSON PLANS
www.connected.mcgraw-hill.com
WEEK 4
DAY 3 DAY 4 DAY 5

Word Work T320–T321 Word Work T327 Word Work T334–T335
• Phonemic Awareness: Phoneme Blending • Phonemic Awareness: Phoneme Categorization • Phonemic Awareness: Blending
• Phonics/Spelling: Words with Vocabulary Strategy Review: Context Clues: • Phonics/Spelling: Short a, Long a: a_e
Short a, Long a: a_e • Structural Analysis: Inflectional
Sentence Clues, T329
Fluency T322 Endings -ed, -ing
Close Reading “Animal Needs,” • High-Frequency Words
• Intonation Literature
Anthology T329A–T329B • Vocabulary
• High-Frequency Words
Integrate Ideas Text
Close Reading Lola and Tiva:
Connections T338–T339 339
An Unlikely Friendship, T323A–T323K
Oral Vocabulary “All Kinds of Vets,” T318 Oral Language T326 Integrate Ideas T338–T339
T339
Comprehension Maintain Skill: Key Details, Word Work T327–T328 • Research and Inquiry
T319 • Speaking and Listening
• Phonics/Spelling: Words with Short a, Long a: a_e
Vocabulary Reinforce Vocabulary, T323 • High-Frequency Words
• Structural Analysis: Inflectional Endings -ed, -ing
Word Work T321
Fluency T329
• Structural Analysis: Inflectional Endings -ed, -ing • Intonation
Integrate Ideas Research and Inquiry,
T332–T333
Grammar Mechanics: Commas, T325 Write About Two Texts T330 Write About Two Texts T336
Grammar Mechanics: Commas, T331 Write to a Prompt T336
Grammar Predicates, T337
Grammar Predicates, T325 Grammar Predicates, T331 Grammar Mechanics: Commas, T337
Write About the Text T324
Writings Writing Process: Narrative Personal Narrative, T486–T491 Use with Weeks 4–6
Proces
BEYOND LEVEL ENGLISH LANGUAGE LEARNERS

Vocabulary Leveled Reader Shared Read Vocabulary
Review Words, T352 People Helping Whales, T354–T355 Taking Care of Pepper, Preteach Vocabulary, T362
“Working With Animals,” T355 T358–T359 Review Vocabulary, T362
Comprehension Literature Circles, T355 Root Words, T363
Review Key Details: Use Leveled Reader
Photos, T353 People Helping Whales, Additional Vocabulary, T363
Vocabulary T360–T361 Writing/Spelling
Self-Selected Reading, T353 Domain-Specific; Root Words, T356
“Working with Animals,” Sequence, T364
Extend, T356 T361 Words with Short a, Long a:a_e, T364
Comprehension Literature Circles, T361 Grammar
Review Key Details, T357
Gifted and Predicates T365
Self-Selected Reading, T357 Talented
SUGGESTED LESSON PLAN T281

DIFFERENTIATE TO ACCELERATE
A C T
Reprinted with the permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division from TARA AND TIREE, FEARLESS FRIENDS: A True Story by Andrew Clements, illustrated by Ellen Beier. Illustrations copyright © 2002 Ellen Beier.
Scaffold to Access Complex Text
QQ
t
ivivee uuaannt
IF If the text complexity of a particular selection is too difficult for children ltit
aat tiitta
uaali attiv
ivee
QQu
Reader and Task
THEN use the Access Complex Text prompts to scaffold instruction. TEXT COMPLEXITY
Reading/Writing Literature Anthology Leveled Readers Classroom Library

Workshop
ingOn Lev
in el ELL
Approach ve d
ond
yo
Bey
“Taking Care of Lola and Tiva: An Unlikely Approaching Level On Level Tara and Tiree, Fearless
Pepper” Friendship Friends: A True Story
Quantitative
Lexile 240 Lexile 550

Lexile 520 Lexile 630 Lexile 230
TextEvaluator™ 4 TextEvaluator™ 4
TextEvaluator™ 4 TextEvaluator™ 4 TextEvaluator™ 6
Beyond Level ELL
“Animal Needs” Pets at the White House
What Makes the What Makes the Text What Makes the Text Complex? What Makes the Text
Text Complex? Complex? • Specific Vocabulary Complex?
• Genre Nonfiction • Lack of Prior • Prior Knowledge • Genre
Narrative, T295 Knowledge Wildlife • Sentence Structure • Specific Vocabulary
• Purpose Key Details, Conservation, T323B • Connection of Ideas • Prior Knowledge
Qualitative
T309 • Specific Vocabulary Context • Genre • Sentence Structure

Clues, T323B, T323G
• Organization
See Scaffolded • Organization Question and
Answer Format, T329A
See Level Up lessons online for Leveled Readers. • Purpose
Instruction in Teacher’s
Edition T295 and T309.
• Connection of Ideas
See Scaffolded
Instruction in Teacher’s Edition See Scaffolded
T323B,T323G, T329A. Instruction in Teacher’s
Edition T496–T497.
The Introduce the The Introduce the Concept The Introduce the Concept lesson on pages T284– The Introduce the Concept
Concept lesson on lesson on pages T284–T285 T285 will help determine the reader’s knowledge lesson on pages T284–T285
pages T284–T285 will will help determine the and engagement in the weekly concept. See will help determine the
Reader and Task
help determine the reader’s knowledge and pages T340–T341, T350–T351, reader’s knowledge and
reader’s knowledge engagement in the weekly T354–T355, T360–T361, T332–T333, and engagement in the weekly
and engagement in the concept. See pages T323A– T338–T339 for questions and tasks for this text. concept. See pages T496–
weekly concept. See T323L, T329A–T329B, T497 for questions and
pages T294–T297, T306– T332–T333, and T338–T339 tasks for this text.
T313, T332–T333, and for questions and tasks for
T338–T339 for questions this text.
and tasks for this text.
T282 UNIT 1 WEEK 4 GoDigital! http://connected.mcgraw-hill.com

WEEK 4
Monitor and Differentiate with Leveled Readers
children can read their leveled text
Quick Check
Q IF fluently and answer comprehension
questions
To differentiate instruction use the Quick
Checks to assess students’ needs and select the
assign the next level up to accelerate
appropriate small group instruction focus. THEN
children reading with more complex text.
Comprehension Strategy Ask and Answer T354
Questions, T307
Comprehension Skills Key Details: Use
Photos, T309
Genre Narrative Nonfiction, T311
Vocabulary Strategy Root Words, T313
Beyond
Phonics/Fluency Short a, long a: a_e,
Intonation, T320, T329
If No Approaching Level Reteach T340–T349 T351
ELL Develop T358–T365
If Yes On Level Review T350–T353
Beyond Level Extend T354–T357

Level
On L
Using Weekly Data

Check your data Dashboard to
ing
verify assessment results and guide Approach ELL
T341 T361
T361
grouping decisions.
ENGLISH LANGUAGE LEARNERS

Small Group Instruction
S Additional ELL Support
Use the ELL small group lessons in the Wonders Use Wonders for English Learners for ELD
Teacher’s Edition to provide focused instruction. instruction that connects to the core.
Language Development Language Development
Vocabulary preteaching and review, additional vocabulary Ample opportunities for discussions, and
building, and vocabulary strategy lessons, pp. T362–T363 scaffolded language support
Close Reading Close Reading
Interactive Question-Response routines for scaffolded Companion Worktexts for guided support
Wonders for ELs
text-dependent questioning for reading and rereading the in annotating text and citing text evidence. Teacher Edition
Shared Read and Leveled Reader, pp. T358–T361 Differentiated Texts about the weekly concept. and Companion
Worktexts
Writing Writing
Focus on the weekly writing trait, grammar skills, and Scaffolded instruction for writing to sources
spelling words, pp. T364–T365 and revising student models
DIFFERENTIATE TO ACCELERATE T283

WHOLE GROUP
DAY 1 behavior
behavior
allowed
Visual Vocabulary
a b c
Word-Building
Cards Think Aloud
Cards
Clouds
allowed roam Interactive
care safe Read-Aloud
Reading/ excited wandered Cards behavior
behavior
Writing needs wild another Sound-
Workshop Spelling
High-Frequency Cards
Word Cards
Introduce the Concept

LESSO
INI N
M
5
Mins Build Background
ESSENTIAL QUESTION
Go
How do we care for animals? Digital
With children, read the Essential Question on page 66 of the
Reading/Writing Workshop. Explain that every animal has needs, or
things it must have to live and grow. Tell them that people can care for,
Reading/Writing
Workshop or look after, animals.
With children, discuss the photo of the guinea pig. Focus on the needs of
OBJECTIVES animals and the care people can give them. Animals Need
Care
Build on others’ talk
in conversations by • A guinea pig needs food to help it grow and stay healthy.
linking their
comments to the
• This animal needs clean water to drink and fresh air to breathe.
remarks of • A clean, dry home, or shelter, keeps the guinea pig safe and comfortable.
others.
Video
Build background Talk About It
knowledge.
Ask: How can people care for a guinea pig? What are the needs of a
guinea pig? Why does a guinea pig need fresh food and water? What
ACADEMIC else does a guinea pig need to stay safe and be comfortable? Have
LANGUAGE children discuss in pairs or groups. Photos
care, needs
• Model using the Concept Web to talk about the needs of animals and how
people can care for them. Add children’s responses.
Collaborative Conversations
Graphic
Add New Ideas As children engage in partner, small-group, and Organizer
whole-group discussions, encourage them to

• stay on topic.
• build on the ideas of others.
• connect their personal experiences to the conversation. Visual Glossary
T284 UNIT 1 WEEK 4

DAY 1 • W E E K 4
READING/WRITING WORKSHOP, pp. 66–67

SCAFFOLD GRAPHIC ORGANIZER
Beginning Intermediate Advanced/High
Use Visuals Point to the Identify Help children to Discuss Have children
guinea pig. This is a identify the needs of a describe the needs of a
guinea pig. We can care guinea pig. What care guinea pig and the care it
for this pet. It has needs. does a guinea pig need to should have. Why does a
Point to the food and help it grow? Do guinea guinea pig need fresh food
bedding: A guinea pig pigs need water and air? and water? Why should it
needs food. It needs a What kind of home does have a clean, dry home?
place to live. Gesture or a guinea pig need? Talk about the care
pantomime and say: A people should give this
Guide children to use a
guinea pig needs water pet. Correct the meaning
concept word in their
to drink and air to of children’s responses as
response. Repeat correct
breathe. Have children needed.
responses slowly and
repeat after you. Model
clearly to the class.
correct pronunciation as
needed.
INTRODUCE THE CONCEPT T285

WHOLE GROUP
DAY 1
Build the Concept
LESSO
INI N
M
5
Mins Oral Language
OBJECTIVES
ESSENTIAL QUESTION Go
Ask and answer
questions about
Remind children that this week you’ll be talking and reading about the
needs of animals and how people care for animals.
Digital
what a speaker says
in order to clarify
comprehension, Oral Vocabulary Words
gather additional Use the Define/Example/Ask routine to introduce the Oral Vocabulary
information, or
deepen words below. Prompt children to use the words as they discuss caring
understanding for animals.
of a topic or All Kinds of
issue. Vets
• Develop oral Oral Vocabulary Routine

language.
Define: A duty is something a person is supposed to do, such as a job or a chore.
• Discuss the
Essential Question. Example: The mail carrier’s duty is to deliver the mail to homes and stores.
Ask: What are some of the duties of a firefighter? Think Aloud
Cloud
ACADEMIC
Define: Equipment includes all the special things, or supplies, that you need
LANGUAGE
to do something.
informational text,
question Example: When my family goes camping, we need sleeping bags, a tent,
and other special equipment.
Ask: Name something you like to do, such as biking, making jewelry, or
building models. What equipment do you need?
Define: Professions are jobs that people have been trained to do.
Example: People who choose professions, such as medicine or teaching, go
to college for many years.
Ask: What profession might you want when you grow up?
Define: Satisfaction is the good feeling you have when you have done a good
job.
Example: Manuel gets a lot of satisfaction from doing his schoolwork well.
Ask: Complete this sentence: I get a lot of satisfaction when I .
Define: When you are thorough, you do a job carefully and finish it.
Example: Olivia worked hard on her report and did a thorough job.
Ask: If your parents ask you to do a thorough job cleaning your room, what
do they mean?
T286 UNIT 1 WEEK 4

DAY 1 • W E E K 4
Listening
Comprehension
LESSO
INI N
M
10
Mins Interactive Read Aloud
Read “All Kinds
of Vets”
Tell children that you will read an
informational text about different
types of veterinarians. Display the
Interactive Read-Aloud Cards.
Strategy: Ask and Answer

Interactive Read-Aloud Cards
Questions
1 Model Explain to children that as they read an informational text,
they can ask themselves questions about parts that they don’t
understand or that they want to know more about. This can help
them better understand the key details in the text.
Think Aloud You can ask yourself questions about the
information in the text and look for answers as you listen to the
selection. As we read “All Kinds of Vets,” ask yourself questions
about what the vets are doing. Then look for answers in the
words and pictures.
2 Apply As you read, use the Think Aloud Cloud to model the
strategy. Then have them think of a question that they have about
the text.
Think Aloud Remember, you can ask questions as you read and
look for the answers in the selection. For example, we learned that
pets don’t have to be sick to go to the vet. I’ll ask myself, ”Why else
would pets go to the vet?” As I read the pages I’ll look for the
ENGLISH LANGUAGE
answer to my question.
LEARNERS
Synonyms and Circumlocution
Make Connections Remind children that they can ask for
Text to Self After reading, have children share what they learned synonyms to help clarify words or
expressions they do not understand.
about how veterinarians take care of animals. Then have them
Ask: What is another word for
discuss the questions they asked themselves and how they found injured? (hurt)
their answers.
BUILD THE CONCEPT T287

WHOLE GROUP
DAY 1 Build Fluency: Sound Spellings:
Word Work Display the Word-Building Cards: e,

o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d, f,
g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound.
LESSO
INI N
M
5
Mins Phonemic Awareness
OBJECTIVES Phoneme Segmentation Go
Know and apply
grade-level phonics 1 Model Introduce /a/. Have children listen as you say each sound in
Digital
and word analysis the word cap. Together count the sounds. Listen as I say each sound
skills in decoding
in the word cap: /k/, /a/, /p/. Let’s count the sounds. That’s right,
words.
there are three sounds in cap. Repeat with bat, slam, trap.
Distinguish long and
short vowels when Introduce /ā/. Have children listen as you say each sound in cape: /k/,
reading regularly /ā/, /p/. Together count the sounds. Repeat with bake, skate, plane.
spelled one-syllable Phonemic
words. Awareness
2 Guided Practice/Practice Guide children to practice with the
• Segment phonemes following examples. Do the first two with them. I will say a word. Tell
in a word. me the sounds in each word. We’ll do the first two together.
• Apply phonics
when decoding
map late make
train
words with short gate name wax
and long a. Phonics
cab date fade
LESSO
INI N
M
10
Mins Phonics
Introduce Long a: a_e Sound-Spelling Card
1 Model Display the Train Sound-Spelling Card. Teach /ā/ spelled a_e.
Use minimal contrast pairs to show how the vowel team a_e forms the
SKILLS TRACE long a sound. This is the Train Sound-Spelling Card. The sound is /ā/.
SHORT A AND LONG A This is the sound in the middle of the word train. Listen: /trāāā n/,
Introduce Unit 1 Week 4
train. Today we will learn one spelling for the /ā/ sound. Look at the
Day 1 word I wrote: cap. This word has the short a sound, /a/. Watch as I
Review Unit 1 Week 4 add e to the end of the word. The new word is cape. The a and e act
Day 2, Day 3, Day 4, Day 5 as a team to make long a, /ā/. Listen /kāp/. I’ll say /ā/ as I write the
Assess Unit 1 letters a_e several times.
2 Guided Practice/Practice Have children practice connecting the

letters a_e to the /ā/ sound. Display the Train Sound-Spelling Card
and write a_e. Now do it with me. Say /ā/ as I write the letters a_e.
This time, write the letters a_e five times as you say the /ā/ sound.
T288 UNIT 1 WEEK 4

DAY 1 • W E E K 4
Blend with Short a and Long a: a_e

1 Model Display the Word-Building Cards t, a, p. Model blending the ENGLISH LANGUAGE
sounds. This is the letter t. It stands for /t/. This is the letter a. It
LEARNERS
stands for /a/. This is the letter p. It stands for /p/. Listen as I blend Phonemic Awareness: Minimal
Contrasts Focus on articulation. Say
these sounds together: /taaap/. Model adding final e to tap. Point
/a/ and note your mouth position.
out the CVC and CVCe patterns. When I add e to tap, the e does Have children repeat. Use the
not make a sound. The a_e stands for the long a sound. Listen as I articulation photos. Repeat for /ā/.
say the new word: /tāp/. Say the two words with me: tap, tape. Have children say both sounds and
note the differences. Continue with
Continue by modeling the words mad, made and fad, fade. tap/tape, mad/made, rat/rate.
Phonics: Variations in Language

2 Guided Practice/Practice Display the Day 1 Phonics Practice In some native languages, including
Activity. Read each word in the first row, blending the sounds, for Spanish, e is pronounced /ā/. Native
example /baaad/. The word is bad. Have children blend each word speakers of Spanish may write e
with you. Prompt children to read the connected text, sounding out instead of long a in many words. They
may also pronounce the silent e at
the decodable words.
the end of some long a words. Have
children practice pronouncing save,
drape, lake. Practice with
bad cap trap snack cake Approaching Level phonics lessons.
name safe wake made rake
skate trap plate state track
drape frog stamp skunk blame
Brad and Jane ate grapes as a snack.
A cat drank milk from a plate.
Is it safe for Dad and Pat to skate on the lake? ON-LEVEL PRACTICE BOOK p. 32
Also online
Phonics Practice
Corrective Feedback
Sound Error Model the sound that children missed, then have
them repeat the sound. Say: My turn. Tap under the letter and
say: Sound? /ā/. What’s the sound? Return to the beginning of
the word. Say: Let’s start over. Blend the word with children
again.
APPROACHING BEYOND ELL

p. 32 p. 32 p. 32
WORD WORK T289

WHOLE GROUP
DAY 1 High-Frequency Words: Read,
Word Work Spell, and Write to review last

week’s high-frequency words: she,
by, boy, girl, he, small, what, were,
want, here.
LESSO
INI N
M
5
Mins Spelling
OBJECTIVES Words with Short a and Long a
Go
Demonstrate
command of the Dictation Use the spelling dictation routine to help children transfer
Digital
conventions of their growing knowledge of sound-spellings to writing. Follow the
standard English
Dictation Routine.
capitalization,
punctuation, and Pretest After dictation, pronounce each spelling word. Read the
spelling when
sentence and pronounce the word again. Ask children to say each word
writing.
softly, stretching the sounds, before writing it. After the pretest, display
Generalize learned Spelling Word
spelling patterns the spelling words and write each word as you say the letter names. Have Routine
when writing words children check their words.
(e.g., cage badge;
boy boil).
Know and apply bag Meg gave me a bag of nuts.
grade-level phonics
and word analysis in cap I wore a red cap to school.
decoding ham I like ham for breakfast. High-
words. Frequency
bake Mom will bake a cake for my party. Word Routine
short vowels when ate John ate a sandwich for lunch.
reading regularly mad Jill was mad when it rained on Sunday.
spelled one-syllable
words. back My desk is at the back of the room.
cape I like my pretty blue cape.
Spell words with made The sweater was made from red wool.
short a and long a.
rake Sam and Pam rake the leaves.
still It is still light outside.
belt I like to wear a black belt with this dress.
into Tina was the last person to get into the car.
ENGLISH LANGUAGE done Brett waited until she was done.
LEARNERS
your What would you like to do for your birthday?
Spelling Review the
meaning of these words For Approaching Level and Beyond Level children, refer to the
by using pictures, Differentiated Spelling Lists for modified word lists.
pantomime, or gestures
when possible. Have
children repeat or act
out the definition as
they repeat the word.
T290 UNIT 1 WEEK 4

DAY 1 • W E E K 4
LESSO
INI N
M
10
Mins High-Frequency Words
another, done, water, your, into,
show, now, too, move, year
1 Model Display the High-Frequency Word Cards another, done,
water, your, into, show, now, too, move and year. Use the Read/
Spell/Write routine to teach each word.
• Read Point to and say the word year. This is the word year. Say it
with me: year. We were in first grade last year.
• Spell The word year is spelled y-e-a-r. Spell it with me.
• Write Let’s write the word in the air as we say each letter:
y-e-a-r.
• Follow the same steps to introduce another, done, water, your,
into, show, now, too, and move.
• As children spell each word with you, point out the irregularities
in sound/spellings, such as the /ü/ sound spelled o in the word
into.
• Have partners create sentences using each word.
2 Guided Reading Have children read the sentences. Prompt them to

identify the high-frequency words in connected text and to blend
the decodable words.
1. What year is this?
Monitor and
2. I wore another top with my pants.
Differentiate
3. Is your work done?
4. We like to drink water. Q
Quick Check
5. Where is your backpack? Can children read and decode
6. Kate ran into the house. words with short and long a?
7. Dad will show Sam how to add. Can children recognize and read
high-frequency words?
8. Bob will make a kite now.
9. Will Dan come with us too?
10. I will move the dog bed into the next room.
If No Approaching Reteach pp. T342-T347

ELL Develop pp. T358-T365
If Yes On Level Review pp. T352-T353
Beyond Level Extend pp. T356-T357
WORD WORK T291

WHOLE GROUP
DAY 1
Vocabulary
LESSO
INI N
M
10
Mins Words in Context
Model the Routine Visual Vocabulary Cards Go
Introduce each vocabulary word using
g Digital
the Vocabulary Routine found on the Vocabulary
bu
ulary Routine
Define:
Visual Vocabulary Cards.
e:
Example:
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When an animal roams, it moves around freely. Visual Glossary
Demonstrate
understanding of Example: Lions roam the plains in Africa.
word relationships
and nuances in word Ask: Describe how you move when you roam.
meanings.
Identify real-life
connections between
words and their use
Definitions
(e.g., describe foods • allowed When you are not allowed to do something, you do not
that are spicy or
juicy). have permission.
Determine the • care When you care for something, you meet its needs.
meaning of words
and phrases in a text
• excited When I am excited, I am all worked up about
relevant to a grade 2 something that happened.
topic or subject
area.
• needs A person’s or an animal’s needs are things they must
have.
• safe When I am safe, I am free from harm or danger.
ACADEMIC
LANGUAGE • wandered During a snowstorm, the animals wandered around
• definitions, looking for shelter.
meanings,
vocabulary
• wild The wild is a place in nature where animals live.
• cognates:
definiciones: Talk About It
vocabulario Have children work with a partner. Have them look at each picture and
discuss the meaning of the Vocabulary word. Then have them choose
three words and write questions for their partner to answer.
T292 UNIT 1 WEEK 4

DAY 1 • W E E K 4
ON-LEVEL PRACTICE BOOK p. 31

SCAFFOLD
Use Visuals Let’s look at Explain Have children Discuss Display the
the picture for the word make a concrete picture for wild and read
needs. Point to the dog connection to vocabulary the sentence. Then ask:
eating. Guide children to words by asking questions, What other things can
understand that a dog such as Why might a you find in the wild?
needs food and water. Ask: horse need a large area Guide children to name
What other needs does a to roam in? and discuss other
dog have? Discuss that a animals and plants that
dog also needs a place to live in the wild. Repeat
live and air to breathe. with other vocabulary
words, discussing each
word.
p. 31 p. 31 p. 31
VOCABULARY T293
WHOLE GROUP
DAY 1 CLOS E RE A DI N G Read

E REA
OS
CL
Comprehension
DING
LESSO
INI N
M
10
Mins
Shared Read Lexile 520 TextEvaluator™ 4
Go
Connect to Concept Digital
Animals Need Our Care
Explain to children that “Taking Care of Pepper” will tell them more
Reading/Writing
about how people care for animals, in this case, how a boy cares for
Workshop his horse.
After reading each page, have partners discuss what they have learned
OBJECTIVES
about how the boy cares for his horse. Taking Care
Read with sufficient of Pepper
accuracy and
fluency to support Use Vocabulary Words in Context
comprehension.
allowed care excited needs
Read on-level text roam safe wandered wild

with purpose and The highlighted words in the text are the vocabulary words children have
understanding.
learned. As you read, have them discuss the meaning of the words.
Identify meanings
of words used in Close Reading Routine
context.
Read DOK 1-2
• Identify key ideas and details about animals.

• Take notes and retell.
• Use A C T prompts as needed.
Reread DOK 2–3
• Analyze text, craft and structure.

• Use the Reread Minilesson.
Integrate DOK 4
See pages T358–T361 • Integrate knowledge and ideas.

for Interactive
• Make text-to-text connections.
Question Response
routine for the • Use the Integrate lesson.
Shared Read.
T294 UNIT 1 WEEK 4

DAY 1 • W E E K 4
Read A C T Access Complex Text

Close Reading Genre
Some children may be unfamiliar with the
Note Taking Read page 71 together. Model how to take notes.
concept of narrative nonfiction. They may
Say: I will think about the Essential Question as I read and
think that “Taking Care of Pepper” is fiction
note key ideas and details. As you continue to read, model
because it contains characters and tells about
how to note questions and identify unfamiliar words.
events. As a result, children may not realize
Paragraph 1: Read the first paragraph together with children. that the information that it gives about farms
Ask: Based on the title and the paragraph that we read, what and taking care of animals is true.
is the selection about? This selection is about a boy who takes
care of his horse. This paragraph introduces us to the selection. • Explain that this selection is nonfiction. It
gives information about a real boy who
In this selection, we will probably learn about the ways Jack
lives on a farm and takes care of a horse.
takes care of Pepper.
• Use the photographs on pages 72 and 73
to help children visualize and review what a
farm and horse are, and to talk about items
that are found on a farm, such as a barn.
COMPREHENSION T295
WHOLE GROUP
DAY 1
Read READING/WRITING WORKSHOP, pp. 72–73

E REA
OS
CL
DING
Shared Read Paragraphs 1-3: Tell children that you are going
to take a closer look at page 72. Together, read
the first three paragraphs. Ask: How do Jack and
his father care for Pepper? Model how to cite
Close Reading evidence to answer the question. The author tells
Note Taking Read page 72 together. Model how us that Jack and his father go to Pepper’s stall
to take notes. Say: I will think about the Essential very early in the morning. The stall keeps Pepper
Question as I read and note key ideas and details. safe from bad weather and other dangers. Jack
As you continue to read, model how to note gives Pepper hay to eat. He also cleans Pepper’s
questions and identify unfamiliar words. stall and puts down padding.
T296 UNIT 1 WEEK 4

DAY 1 • W E E K 4
P,, pp. 74–75

READING/WRITING WORKSHOP, 75
7 5
Make Connections
Essential Question Have children go back into ENGLISH LANGUAGE LEARNERS
the text for evidence as they tell a partner Clarify the Meaning Children may not be familiar with
the content area vocabulary hay, sawdust, and padding
about the ways people care for horses. Use these
on page 72. Explain the meanings and reread the
sentence starters to focus discussion: sentences containing these words. Then help children
I read that stalls . . . complete sentence frames such as: Horses eat dried grass
called . When you grind up wood into small bits, it is
One thing you have to do when taking called . gives the horse something soft to stand
care of horses . . . on. Have children repeat each of the following words on
page 75 and guide them to point to examples in the
photographs: saddle, bit, grooms, mane, tail, fur.
SHARED READ T297

WHOLE GROUP
DAY 1 Language Arts

L ES S O
INI N
M
10
Mins
Write to Sources
Build Writing Fluency Go
Write to a Prompt Provide children with the prompt: What is a Digital
typical day like for Jack? (Explain that the word typical means normal
Reading/Writing
or regular.) Have children share their ideas. Encourage them to use
Workshop sequence words in their descriptions. What time does Jack wake up?
Where does he go? What does Jack do first? What does he do next?
OBJECTIVES
Continue asking similar questions if necessary. When children finish
Produce, expand, and
rearrange complete sharing ideas, have them write continuously for five minutes in their Writing Lines
simple and compound Writer’s Notebook. If children stop writing, encourage them to continue.
sentences.
When children finish writing, have them work with a partner to

ACADEMIC
LANGUAGE
compare their ideas about what a typical day is like for Jack. Partners
• organization,
should make sure that they both have a clear understanding of the topic.
Writer’s
sequence, order,
Workspace
predicate
Writinsgs Genre Writing Grammar

P ro ce
Narrative Text: Personal Narrative, pp. T486–T491

N
Teacher Conference Fourth Week Focus: Over the course of the week, focus on the
STEP 1 Talk about the following stages of the writing process:
strengths of the writing.
Expert Model Analyze with children the features of personal
STEP 2 Focus on the target
narratives and the Expert Model found online at Writer’s
trait.
STEP 3
Workspace.
Make concrete
suggestions for revisions. Prewrite Discuss the purpose for writing a personal narrative and
Peer Conferences analyze the audience. Teach the Sequence Minilesson and then
Provide these questions to have partners brainstorm topics. Children can record ideas for their
guide peers as they review personal narratives on Graphic Organizer 14 found online in the
a partner’s draft.
Writer’s Workspace.
Is the writing clear and
easy to understand? Draft Review the features of the Student Model found online in
What words help the Writer’s Workspace. Use the Dialogue Minilesson to focus on
organize the writing? using quotations to make narratives interesting. Have children
Where else can the draft their personal narratives.
writing have a clearer
order?
T298 UNIT 1 WEEK 4

DAY 1 • W E E K 4
LES S O
INI N
M
5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 16
Predicates
1 Explain/Model Explain that every sentence must have a predicate.
Tell children that they can identify the predicate in a sentence by
asking themselves, What does the subject of the sentence do?
Sam finds a kitten.
He takes the kitten home.
Model identifying the predicate in the first sentence.
Think Aloud What does Sam do in this sentence? Sam finds a kitten.
Finds a kitten is the predicate.
Repeat with the second sentence. Then tell children that the order
of words in a sentence must make sense. Explain that the word order
gives a sentence its meaning. Point out that in many sentences the
word order is subject + predicate + other words.
2 Guided Practice/Practice Display the sentences below and read

them aloud. Have partners first identify the subject of each sentence
and then identify the predicate. Guide children to identify the predicate
by having them ask, What is this sentence about? What does the
subject of the sentence do?
The monkeys played in the trees.
They jumped from branch to branch.
Talk About It
Add Predicates Have children work with a partner. Have one
partner say a subject. Have the other partner say a predicate to
make a sentence. The sentences should tell about caring for a
pet. Explain that the predicates should tell what the subject does
to care for a pet.
• Review the Essential Question and
encourage children to discuss using
the new concept and oral vocabulary
words. Ask: What pets and other
animals did we learn about that need
our care? What care does a horse
need?
• Prompt children to share what skills
they learned. How might they use
those skills?
LANGUAGE ARTS T299

WHOLE GROUP
DAY 2 behavior
behavior
allowed
Visual
a b c
Word-Building
behavior
behavior
another
Cards High-Frequency
Vocabulary Cards Word Cards
allowed roam Interactive
care safe Read-Aloud
Reading/Writing excited wandered Cards behavior
behavior
ate
Workshop needs wild Sound-
Spelling
Spelling Word Cards
Cards
Build the Concept

LESSO
INI N
M
5
Mins Oral Language
OBJECTIVES
Recount or describe
Remind children that this week you’ll be talking and reading about the Digital
key ideas or details needs of animals and the how people care for animals. Remind children
from a text read of the animals vets care for in “All Kinds of Vets,” and the care Jack gives
aloud or information his horse Pepper in “Taking Care of Pepper.” Guide them to talk about
presented orally
or through other the question using information from what they have read and talked
media. about on Day 1.
• Develop oral Review Oral Vocabulary All Kinds of

Vets
language.
Review the oral vocabulary words duty, equipment, professions,
• Discuss the
Essential Question.
satisfaction, and thorough using the Define/Example/Ask routine.
• Retell story events.
Encourage children to discuss caring for animals when coming up with
examples of each word.
ACADEMIC Retell Routine

LANGUAGE
questions
T300 UNIT 1 WEEK 4

DAY 2 • W E E K 4
Listening
Comprehension
LESSO
INI N
M
5
Mins Interactive Read Aloud
Reread “All Kinds
of Vets”
Tell children that you will reread “All
Kinds of Vets.” Display the Interactive
Read-Aloud Cards.
Strategy: Ask and Answer

Questions
Remind children that they can ask
themselves questions about the text
as they listen to the selection. This can help them understand key
details in the selection. As we reread, “All Kinds of Vets,” ask yourself
questions about the selection. I can ask myself, How is a wildlife
veterinarian different from a vet that cares for family pets? The text
tells me that these vets must know about different kinds of wild
animals. When they treat these animals, they give them medicine so
that they sleep during the examination. This makes the animals less
dangerous to treat.
Read aloud “All Kinds of Vets.” Pause to model using the strategy.
Prompt children to ask questions. Guide them to use the text to find
answers.
Model Retelling
ENGLISH LANGUAGE
Pause to retell part of the selection. I can put the information from the
LEARNERS
text and photos in my own words. So far, I have read that animals visit
the vet not only when they’re sick but also for checkups to help them Retell Guide children to retell the
selection by providing a question
stay healthy. I also read that there are different kinds of vets. Some
prompt for each card. For example:
veterinarians care only for pets. Others are wildlife veterinarians. What is a veterinarian? What do
Explain that when children retell an informational selection, they wildlife veterinarians do? Provide
sentence starters for children to
should focus on choosing and explaining important facts and details.
complete orally. A veterinarian
is a doctor that . A wildlife
Retell the Selection veterinarian cares for .
After reading, guide children to retell the entire selection. Tell them to
focus on the important facts and details. You may wish to let children
use the Interactive Read-Aloud Cards to help them retell the selection.

WHOLE GROUP
DAY 2
DAY 1 Build Fluency: Sound Spellings
Word Work Display the Word-Building Cards

a_e, a, e, o, u, sl, dr, sk, sp, st, tr, pr,
pl, c, d, f, g, h, j, k, ck, m, n, p, q, r,
w, x. Have children say each sound.
LESSO
INI N
M
5
OBJECTIVES Phoneme Categorization Go
Know and apply
grade-level phonics
1 Model Show children how to categorize medial phonemes. Listen as Digital
and word analysis I say three words: fame, cake, hat. Two words have the /ā/ sound
skills in decoding in the middle, and one word does not. The words fame and cake
words. have the /ā/ sound in the middle. The word hat does not. It does not
Distinguish long and belong.
short vowels when
reading regularly Continue modeling phoneme categorization with the following word
spelled one-syllable sets. Phonemic
words. Awareness
pin/mat/cab lake/tap/same lip/gate/bake trap/cake/
• Categorize plan
phonemes words.
• Blend and build 2 Guided Practice/Practice Have children practice categorizing
words with short phonemes. Do the first one together. Listen for the sounds in the three
and long a.
words I say. Which words have the same vowel sound in the middle? Phonics
Which word does not belong? The words are make, bat, tame.
ACADEMIC Which words have the same vowel sound in the middle? (make,
LANGUAGE tame) Which word does not belong? (bat) Repeat with task/stamp/
categorize, blend frog, drum/vane/came, and sled/task/glass.
Have children categorize phonemes with the following word sets.
Structural
tag/fat/run wade/trim/state stop/drape/spot spade/jab/drake Analysis
LESSO
INI N
M
5
Mins Phonics
Review Short a and Long a
1 Model Display the Apple Sound-Spelling Card. Review /a/ spelled a
using van and cat. Repeat with the Train Sound-Spelling Card for /ā/
spelled a_e, using cape and tame.
2 Guided Practice/Practice Have children practice connecting the

letter a and the /a/ sound. Point to the Apple Sound-Spelling Card.
What is this letter? What sound does it stand for? Repeat with the
Train Sound-Spelling Card for the /ā/ sound for the a_e spelling.
T302 UNIT 1 WEEK 4

DAY 2 • W E E K 4
Blend with Short a and Long a: a_e

1 Model Display Word-Building Cards p, l, a, n. Model how to blend ENGLISH LANGUAGE
the sounds. This is the letter p. It stands for /p/. This is the letter
LEARNERS
l. It stands for /l/. This is the letter a. It stands for /a/. This is the Phonics: Build Vocabulary
Review the meanings of example
letter n. It stands for /n/. Listen as I blend these sounds together: /
words that can be explained or
plaaan/. Say it with me: plan. Repeat the model for /ā/ by adding demonstrated in a clear way. For
the Word-Building Card e and blending the word plane. example, say the word cat and
meow like that animal. Model
• Continue by modeling the words can, cane and rat, rate.
the actions for trade and mad,
2 Guided Practice/Practice Repeat the routine with children with cat, saying “I will trade my eraser for
your pencil.” Have children repeat.
fan, quack, quake, at, ate, pan, pane, jam, lack, lake, late, name.
Provide sentence starters, such as I
can , for children to complete.
Correct grammar and pronunciation,
Build with Short a and Long a: a_e as needed.
1 Model Display the Word-Building Cards m, a, d. Blend: /m/ /a/
/d/, /mmmaaad/, mad.
• Add e to the end of mad and repeat with made.
• Replace m with tr and repeat with trade.
• Change t to g and repeat with grade.
2 Guided Practice/Practice Continue with wade, wake, wave, gave,

game, came, tape, tap, cap, cape, cane, can. Guide children to
build and blend each word.
LESSO
INI N
M
5
Mins Structural Analysis
Inflectional Endings -ed, -ing
1 Model Write and read aloud pack, packed. Underline the ed. Tell
children that adding -ed to a verb makes it tell about something
that has already happened. Say pack and packed again, and have
children listen for the /t/ sound at the end of packed. Then write
and say add, added, blame, and blamed. Point out that the letters
-ed at the end of a word can stand for /t/ as in packed, /d/ as in
blamed, or /ed/ as in added. Use each word in a sentence.
Last, write and read aloud pack and packing. Explain that
adding -ing to a verb makes the verb tell about something that is
happening right now in the present. Use each word in a sentence.
2 Practice/Apply Write the following words on the board: camp,

hand, add, ask, spill, help. Have children add -ing and -ed to each
word and use each word in a sentence. APPROACHING BEYOND ELL
p. 32 p. 32 p. 32
WORD WORK T303

WHOLE GROUP
DAY 2
DAY 1 Build Fluency: Sound Spellings:
Word Work Read, Spell, and Write to review this

week’s high-frequency words: another,
year, done, water, your, into, show,
now, too, move.
LESSO
INI N
M
5
Mins Spelling
OBJECTIVES Word Sort with Short a and Long a Go
Know and apply
grade-level phonics
1 Model Display the Spelling Word Cards for short a and long a Digital
and word analysis sounds, one at a time. Have children read each word, listening for the
skills in decoding medial short a and long a sounds.
words.
Use the words cap and cape to create a two-column chart. Say each
short vowels when
word and pronounce the sounds: /k/ /a/ /p/; /k/ /ā/ /p/. Say each
reading regularly word again. Ask children to chorally spell each word.
spelled one-syllable Spelling Word
words. 2 Guided Practice/Practice Have children place each Spelling Word Sort
Recognize and read Card in the column with the words containing the same vowel sound.
grade-appropriate When completed, have children chorally read the words in each
irregularly spelled
words. column. Then call out a word. Have a child find the word card and
point to it as the class chorally spells the word.
• Spell words with
3 Build Fluency: Word Automaticity Have children chorally read High-
short and long a. Frequency
words to build fluency. Then conclude by asking children to generate Word Routine
• Read, spell,
and write high- additional words with the same vowel sound. List them in the correct
frequency words. columns and help children recognize which words are spelled with
• Read and long a and which are spelled with short a.
understand words
with inflectional LESSO
INI N
endings. M
5
Mins High-Frequency Words Visual
Glossary
another, done, into, move, now,

show, too, water, year, your
1 Guided Practice Say each word and have children Read/Spell/Write
it. Ask children to picture the word, and write it the way they see
it. Display the answers for children to self-correct. Point out the /u/
sound in the word done.
2 Practice Add this week’s High-Frequency Words to the cumulative

word bank. Have partners create sentences using the words.
Cumulative Review Review last week’s words using the Read/Spell/
Write routine.
T304 UNIT 1 WEEK 4

DAY 2 • W E E K 4
Vocabulary
ENGLISH LANGUAGE
LEARNERS
More Practice Practice spelling
LESSO
INI N by helping children generate
M
5
Mins Expand Vocabulary more words with long and short a
patterns. Provide clues: It is another
word for angry. It rhymes with sad.
Have children use the Visual Vocabulary Cards to review this week’s Write the word and have children
practice reading it. Correct their
vocabulary words: allowed, care, excited, needs, roam, safe, wandered, pronunciation, if needed.
wild.
1 Explain Explain to children that words have different forms. Help

children generate different forms of this week’s words by adding,
changing, or removing inflectional endings -ed, -ing, and -s. Review
the meaning of each ending.
2 Model Draw a four-column T-chart on the board. Model how to

add endings to the word roam. Write the vocabulary word roam
in the first column. Then write roamed, roaming, and roams in the
next three columns. Read aloud the words with children.
Point out how the different endings change the meaning of roam.
Discuss each form of the word and its meaning.
Have children share aloud sentences using roam, roaming, roamed,
and roams.
Monitor and
3 Guided Practice Have children work in pairs to fill in charts for Differentiate
allowed, care, excited, and wandered. Then have children share
sentences using different forms of the words.
Quick
Q Check
Can children read and decode
words with short and long a?
Can children recognize and read
high-frequency words?

WORD WORK T305

WHOLE GROUP
DAY 2 OS
E REA
CL
Comprehension Strategy
DING
LESSO
INI N
M
10
Mins Ask and Answer Questions
Go
1 Explain
Point out that when children read informational text such as
Digital
“Taking Care of Pepper,” they may come across new information and
detailed explanations. Children can ask themselves questions about
Reading/Writing this information to make sure that they understand it. Then they can
Workshop
reread the selection to find answers to their questions.
OBJECTIVES • Readers can ask questions about key details or explanations that
they are not sure they understand. Taking Care of
Ask and answer Pepper
such questions as
who, what, where,
• Readers can ask questions about key details that they want to
when, why, and know more about or that they think they have missed.
how to demonstrate
Point out that asking questions will also help children remember
understanding of
key details in a key details and facts.
text.
Present the
Read with sufficient 2 Model Close Reading: Text Evidence Lesson
accuracy and
fluency to support Model how asking and answering questions can help children
comprehension. understand how Jack takes care of Pepper. Model asking the
question based on page 71 of “Taking Care of Pepper.” Then model
Read on-level text using the text on page 72 to answer the question.
with purpose and
understanding.
3 Guided Practice of Close Reading
Have children work in pairs to think of a question they have about
ACADEMIC Pepper’s needs. Then have children reread the parts of the selection
LANGUAGE that help them answer the question. Have partners share their
questions questions and answers with the class.
T306 UNIT 1 WEEK 4

DAY 2 • W E E K 4
ON-LEVEL PRACTICE BOOK PP. 33–34

pp. 33–34 pp. 33–34 pp. 33–34
READING/WRITING WORKSHOP, p. 76
Monitor and
ENGLISH LANGUAGE LEARNERS Differentiate
SCAFFOLD
Beginning Intermediate Advanced/High Quick
Q Check
Help children reread the Have children reread Have children reread
third paragraph on page page 72 of “Taking Care page 72 of “Taking Care Do children think of questions
72 of “Taking Care of of Pepper.” Ask: Why of Pepper.” Elicit from they have about the text? Do they
Pepper.” Then help them does Jack get up so early children why Jack’s care reread to find the answers to their
to orally complete the every morning? (He takes for Pepper is important.
questions?
following sentence frames care of Pepper.) Why is Ask: Why is it important
about how Jack takes this important? (Pepper for Jack to care for his
care of Pepper: Jack has many needs. Jack horse Pepper? Turn to a
feeds Pepper . Jack takes care of his horse.) partner and explain. Elicit
cleans Pepper’s . Repeat correct answers more details to support Small Group Instruction
Jack puts down . slowly and clearly to the children’s answers.
Encourage children to class. Remind children Help children think of If No Approaching Reteach pp. T340-T341
think of questions that that asking questions questions they want ELL Develop pp. T358-T359
they have about the text. like these can help them answers to as they read
understand a text. the text.
COMPREHENSION STRATEGY T307

WHOLE GROUP
DAY 2 OS
E REA
CL
Comprehension Skill
DING
LESSO
INI N
M
10
Mins Key Details
Go
1 Explain
Explain to children that they can find key details in the photos,
Digital
captions, and text of a nonfiction selection.
• To find key details, children think about the topic of the
Reading/Writing
Workshop selection. For example, “Jack takes care of Pepper.” Then they
look for the key details about that topic. Explain that asking and
OBJECTIVES answering questions as they read will help them find the key
Ask and answer details. For example, “How does Jack take care of Pepper? How Taking Care of
Pepper
such questions as do Jack and Pepper feel about each other?”
who, what, where,
when, why, and • Children can look in the text, photos, and captions for the key
how to demonstrate details about the topic.
understanding of
key details in a
text. 2 Model Close Reading: Text Evidence
Know and use Present the
Model finding key details in the photo and caption on page 72 of Lesson
various text features
(e.g., captions, bold “Taking Care of Pepper.” Identify Pepper waiting in his stall. Read
print, subheadings, aloud the caption and discuss the text, specifically, what Pepper
glossaries, indexes, does when he sees Jack. Explain that Pepper’s actions show that he Detail Detail Detail
electronic menus,
icons) to locate is happy to see Jack.
key facts or Write About Reading: Sentences Model for children how to
W
information in a text Graphic
efficiently. use information from the graphic organizer and the text to write
u Organizer
sentences that give key details about how Jack takes care of Pepper.
ACADEMIC
For example: Jack give Pepper hay to eat. Jack also cleans Pepper’s
LANGUAGE stall and puts down padding.
captions, photos
Have children work in pairs to complete the graphic organizer for
pages 72–75 of “Taking Care of Pepper,” going back in the text to
SKILLS TRACE find details. Remind them to use the key details in the text, photos,
KEY DETAILS and captions. Discuss each section as children complete the graphic
organizer.
Introduce Unit 1 Week 4
Review Unit 1 Week 5;
Write About Reading: Sentences Ask pairs to work together to
W
Unit 2 Weeks 3, 4 write a few sentences that give key details about how Jack takes
w
Assess Unit 1 care of Pepper. Select pairs of children to share their sentences with
the class.
T308 UNIT 1 WEEK 4

DAY 2 • W E E K 4

p. 35 p. 35 p. 35
Monitor and
A C T Access Complex Text Differentiate
Purpose
Quick Check
Q
Children may have difficulty identifying key details in a nonfiction
narrative such as “Taking Care of Pepper” because they are unsure As children complete the graphic
which type of information should be their focus. For example, organizer for each section, do
they may focus on Jack and his daily schedule instead of on how they identify key details? Do the
Jack takes care of Pepper. key details tell about the topic?
• Remind children that the purpose of “Taking Care of Pepper”

is to give information about how Jack takes care of Pepper.
• Have children reread page 73. The text says that Jack rides Small Group Instruction
the bus home and has a snack. Are these key details? Why
or why not? (They are not key details because they do not
tell about how Jack takes care of Pepper.) What are they key ELL Develop pp. T358-T361
details on this page? (Jack feeds Pepper hay and fresh water If Yes On Level Review pp. T352-T353
every day. After school, Jack returns to visit Pepper.) Beyond Level Extend pp. T356-T357
COMPREHENSION SKILL T309

WHOLE GROUP
DAY 2 OS
E REA
CL
Genre: Informational Text
DING
LESSO
INI N
M
10
Mins
Narrative Nonfiction
1 Explain
Go
Share with children the following key characteristics of a narrative Digital
nonfiction selection.
• A narrative nonfiction selection is about real people, things, or
Reading/Writing events.
Workshop
• A narrative nonfiction selection is told by a narrator. The narrator
OBJECTIVES can be a person who is not part of the story, such as the narrator
Present the
Know and use of “Taking Care of Pepper.” Lesson
(e.g. captions, bold
• A narrative nonfiction selection can have photos and captions.
print, subheadings,
glossaries, indexes, 2 Model Close Reading: Text Evidence
electronic menus,
icons) to locate Model identifying “Taking Care of Pepper” as narrative nonfiction.
key facts or Then point out model using the text features on page 72.
information in a text
efficiently. Photos and Captions Point out the photo and caption on page 72.
Remind children that photos illustrate what is described in the text.
Recognize the
The captions often provide additional information that is not written
characteristics and
text features of in the text. What information does the caption on page 72 give you
narrative nonfiction. that is not in the text? (It tells what Pepper does when he sees Jack.)
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE Have children find other photos and captions in the narrative. Guide
• informational
text, narrative
them to work with a partner to tell what they learned. Then have
nonfiction, them share what they learned with the class.
photographs,
captions
• Cognate:
fotografías
T310 UNIT 1 WEEK 4

DAY 2 • W E E K 4

p. 37 p. 37 p. 37
Monitor and
Differentiate
SCAFFOLD Quick Check
Beginning Intermediate Advanced/High Are children able to identify the
Model using the photo Direct children’s attention Have children reread the photos and captions in “Taking
and caption page 72 of to the photo and caption text, photo and caption Care of Pepper”? Can they
“Taking Care of Pepper” on page 72. Say: Point on page 72. Ask: How describe what they learned from
and ask: Does Pepper nod to Pepper in the photo. does Pepper feel about
each of these text features?
his head when he sees What words in the Jack? How do you know?
Jack? (yes) Show me how caption describe Pepper? How does Jack feel about
to nod your head. Does How does the horse feel Pepper? How do you
Pepper stomp his hooves? about Jack? Have children know? Elicit more details
(yes) What is another write a sentence that to support children’s
word for hooves? (feet) Is tells how Pepper feels answers. Then have
Pepper happy or sad to about Jack. Allow children children write sentences If No Approaching Reteach pp.T340-T341
see Jack? (happy) ample time to respond. about how Jack and ELL Develop pp. T358-T361
Pepper feel about each
other.
GENRE T311
WHOLE GROUP
DAY 2 OS
E REA
CL
Vocabulary Strategy
DING
LESSO
INI N
M
10
Mins
Root Words
1 Explain
Go
Remind children that they can often figure out the meaning of an
Digital
unknown word by looking at word parts.
• Remind children that a root word is a word to which other word
Reading/Writing parts are added to make a longer word. Example: wash, washes.
Workshop
The ending -es is added to the root word wash to make the
word washes.
OBJECTIVES
Present the
Determine or clarify • Children can separate the ending from the root word. If they Lesson
meaning of unknown know the meaning of the root word and the meaning of the
and multiple-
meaning words and
ending, they can figure out the meaning of the word.
phrases based on Example: The word wash means “to use soap and water to clean
grade 2 reading and something.” The ending -es means one person performing
content, choosing
flexibly from an array
the action in the present. So washes means that one person is
of strategies. cleaning something now.
Use a known root
word as a clue to 2 Model Close Reading: Text Evidence
the meaning of
an unknown word Model using root words to figure out the meaning of finished on
with the same page 75 of “Taking Care of Pepper.”
root (e.g. addition,
additional).
ACADEMIC Have children work in pairs to figure out the meanings of brushes
LANGUAGE and waiting on page 75. Encourage partners to separate the root
root word, word part word from its ending. Remind them that the ending -ing means the
action is happening now, the ending -ed means the action already
took place, and -es means one person performing the action in the
present. It can also mean more than one, when it is added to a noun.
SKILLS TRACE
ROOT WORDS
Introduce Unit 1 Week 2;

Review Unit 1 Weeks 4, 5;
Unit 2 Weeks 1, 3, 5; Unit 3
Week 1; Unit 4 Week 4
Assess Units 1, 4
T312 UNIT 1 WEEK 4

DAY 2 • W E E K 4

p. 38 p. 38 p. 38
Monitor and
ENGLISH LANGUAGE LEARNERS Differentiate
SCAFFOLD
Beginning Intermediate Advanced/High Quick
Q Check
Point out the words Lead children to separate Have children find the
looking and named on the root word and the words looking and Are children able to separate
page 71. Define the words ending for the words named. Help them to root words from their endings
for children. Gesture and looking and named and separate the root word to determine the meanings of
use sample sentences explain their meanings to and its ending. Ask
brushes and waiting?
to demonstrate the a partner. Allow children children to define the
meanings. Help them ample time to discuss words and use them
replace the words with how they determined in sentences. With a
words they know. Remind word meanings. Point out partner, have them look
children that they can use that name is a cognate: for other words with
root words and endings nombrar. inflectional endings and
to help them find word discuss their meanings. If No Approaching Reteach pp. T340-T349
meanings. ELL Develop pp. T362-T363
VOCABULARY STRATEGY T313

WHOLE GROUP
DAY 2 Language Arts

L ES S O
INI N
M
10
Mins
Write to Sources
Write to the Reading/Writing Go
Workshop Text Digital
Analyze the Prompt Read aloud the prompt on page 80 of the
Reading/Writing Reading/Writing Workshop. Ask: What is the prompt asking? Let’s
Workshop
reread the student model to look for examples of supporting and
OBJECTIVES descriptive details. We can note the evidence from the text.
Write opinion Analyze Text Evidence Display Graphic Organizer 7 found online in the
pieces in which they Graphic
introduce the topic
Writer’s Workspace. Say: Let’s take a look at how one student noted Organizer
or book they are text evidence for her opinion. Sophie found details in the text and wrote
writing about, state them down in a chart. Sophie notes that at 5 o’clock in the morning Jack
an opinion, supply
reasons that support
feeds Pepper. He has to clean out the stall and give Pepper food and
the opinion, use water. In the afternoon, he has to feed him again. He also rides Pepper
linking words (e.g., to give him exercise.
because, and, also) Writing
to connect opinion Analyze the Student Model Explain how Sophie used text evidence
and reasons, and from her notes to write a response to the prompt.
provide a concluding
statement or
section. • Strong Beginning Sophie’s first sentence introduces the topic,
With guidance answers the question, and states her opinion. She grabs the
and support from attention of the reader. She then supports her opinion using Minilesson
adults, produce
writing in which the
text evidence. Ask children to compare the evidence in Sophie’s
development and notes with the details in her writing. Trait: Organization
organization are
appropriate to task • Sequence Sequence words can help to organize writing.
and purpose. Sophie used the sequence words then and next to organize
her response. These words help the reader understand the
ACADEMIC order of what Jack does each day to take care of Pepper. Trait:
LANGUAGE Organization
• strong beginning,
organization, • Word Choice Linking words are connecting words. They can
sequence, order, help show how ideas go together. They may also show how
word choice, ideas are different. Sophie uses the linking word but to contrast
linking word two different ideas about taking care of a horse. She thinks
• Cognates: taking care of a horse sounds fun but that it is also hard work.
organización,
Trait: Organization
secuencia, orden
For additional practice with organization, assign Your Turn Practice
Book, page 39.
T314 UNIT 1 WEEK 4

DAY 2 • W E E K 4
READING/WRITING WORKSHOP, pp. ##–##

80–81
Your Turn: Write about the Text Analyze the Prompt. Read the Your Turn
Prompt on page 81 of the Reading/Writing Workshop: In your opinion, ENGLISH LANGUAGE
would you be good at taking care of a horse? Tell why or why not using LEARNERS
details from the text. Discuss the prompt with children.
Write Sentences Lead children
Have children take notes as they find text evidence to respond to the to write three sentences based
prompt. Remind them to include the following elements as they craft their on the prompt. Help them
identify three sequence words to
response from their notes:
help order their writing in a way
• Strong Beginning that makes sense. Guide them to
brainstorm sequence words.
• Sequence
• Word Choice
Have students use Grammar Handbook page 475 in the Reading/Writing
Workshop to edit for errors with predicate use. Every complete sentence
should have a predicate.
LANGUAGE ARTS T315

WHOLE GROUP
DAY 2 Language Arts

L ES S O
INI N
M
5
Mins
Grammar
Predicates Go
1 Explain/Model Explain to children that a predicate is a word or Digital
group of words that explain what a subject does. Tell them that the
Reading/Writing
predicate is often found at the end of the sentence. It includes a
Workshop verb, or action word.
OBJECTIVES
Display the following group of words and read them aloud.
With guidance The gray squirrel
and support from Graphic
adults, produce Think Aloud Is this a complete sentence? Whom or what is the Organizer
writing in which the
sentence about? The gray squirrel is the subject. Do the words tell me
development and
organization are what the squirrel does? They do not, they describe what the squirrel
appropriate to task looks like, not what it does. This is not a complete sentence because
and purpose.
there is no predicate. I could finish the sentence by adding a predicate,
With guidance and
or by telling what the gray squirrel does. I could add the words “ran up
support from adults Writing
and peers, focus on a the tree” to make a complete sentence: The squirrel ran up the tree.
topic and strengthen “Ran up the tree” is the predicate.
writing as needed
by revising and
editing. 2 Review Remind children that a sentence is a group of words that
Produce, expand, and tells a complete thought. Remind them that every sentence must
rearrange complete have a predicate. Have children identify the predicates in the Grammar
simple and compound
sentences.
sentences.
The cat jumps at the squirrel.
ACADEMIC The dog barks at the cat.
LANGUAGE
• organization, The dog and the cat run in circles.
predicate, The squirrel stays safe in the tree.
sentence, verb
• Cognates:
organización,
predicado, verbo
T316 UNIT 1 WEEK 4

DAY 2 • W E E K 4
3 Guided Practice Remind children that a predicate explains what a
subject does.
Give children the following sentence:
Noah walked home from school.
Invite children to tell which word is the subject and which words are
the predicate. Tell children to look for the action word in the predicate.
(walked) Have children add different predicates to create complete
sentences with the subject Noah. Have them point out the action
words in their new predicates.
4 Practice Have partners add predicates to the following groups of

words and then share their sentences with the class.
Some dogs
The small kitten
Talk About It Have partners work together to orally generate

sentences by giving subjects and predicates to go with them. Children
can take turns naming subjects and finishing their partner’s sentences
with a predicate about activities they like to do, actions they can
perform, or places they like to go.
Link to Writing Say: Let’s look back at our writing to see how
we used predicates correctly in full sentences. What were some
examples of predicates in our own writing? Review the responses to
Write to the Reading/Writing Workshop Text for the correct use
of predicates. If children have not used predicates to form complete
sentences, have them edit their writing and review their responses
with them.
• Review the Essential Question

and encourage children to discuss
using the new concept and oral
vocabulary words. Ask: What pets
and other animals did we learn
about that need our care? What
care does a horse need?
• Prompt children to share what skills

they learned. How might they use
those skills?
LANGUAGE ARTS T317

WHOLE GROUP
DAY 3 behavior
behavior
allowed
Visual
a b c
Word-Building
behavior
behavior
another
High-Frequency
Cards
Vocabulary Cards Word Cards
allowed roam
care safe
Reading/Writing excited wandered behavior
behavior
ate
Workshop needs wild
Literature Anthology Spelling Word

“Lola and Tiva: An Cards
Interactive
Unlikely Friendship” Read-Aloud
Cards
Build the Concept

LESSO
INI N
M
5
Mins
Interactive Read Aloud
OBJECTIVES
Ask and answer
Remind children that this week you’ll be talking and reading about the Digital
such questions as
needs of animals and how people can care for animals. Remind them of
who, what, where, the animals vets care for in “All Kinds of Vets,” and the care Jack gives
when, why, and his horse Pepper in “Taking Care of Pepper.” Guide children to discuss
how to demonstrate
understanding of
the question using information from what they have read and discussed
key details in a throughout the week.
text.
Review Oral Vocabulary All Kinds of
Vets
• Develop oral
Review the oral vocabulary words duty, equipment, professions,
language.
satisfaction, and thorough using the Define/Example/Ask routine.
• Discuss the
Essential Question. Encourage children to discuss how people care for animals when coming
up with examples of each word.
ACADEMIC
LANGUAGE
Reread “All Kinds of Vets” Taking Care of
Pepper
key details, topic, Tell children that you will reread
text, photos, “All Kinds of Vets.” Pause as
captions
you read to model asking and
answering questions to help you
make sure you understand the
text. Prompt children to identify
key details in the text and
photos.
Write About Reading
Have children choose one kind of veterinarian and write a paragraph
about how this kind of veterinarian cares for animals. Remind children to
include key details.
T318 UNIT 1 WEEK 4

DAY 3 • W E E K 4
Comprehension
ENGLISH LANGUAGE
LESSO
INI vie LEARNERS
Re w
N
M
10
Mins Key Details Use Visuals Have children use the
photos in “Taking Care of Pepper” to
help them explain the care Pepper
1 Explain Remind children that this week they have been learning receives to meet his needs. Ask
about how to use text, photos, and captions to identify key details them to describe how Pepper looks
in nonfiction selections. In earlier weeks, they identified key details in these pictures.
in fictional stories such as “Little Flap Learns to Fly.” Use the Shared
Read, “Taking Care of Pepper,” to review this skill.
Review the definitions of the terms key details, topic, and text.
• Key details give important information about the topic.
• A topic is what a selection is mostly about.
• Text is the words in a selection that are written about a topic.
2 Model Display pp. 72–73 of “Taking Care of Pepper.” As I reread

these pages, I find key details in the text, photos, and captions
about how Jack takes care of Pepper. I read that Pepper has a stall
to protect him from bad weather and other dangers. Jack cleans
Pepper’s stall. Jack shows Pepper he cares about him. He strokes
his coat. The caption on page 73 tells me that Jack feeds and gives
Pepper fresh water. After school, he visits Pepper and gives him an
apple.
3 Guided Practice Reread pp. 74–75 of “Taking Care of Pepper.”

Pause as you read to model asking and answering questions
about key details in the text. Point out the photos as you read the
captions. Prompt children to identify key details that support the
topic—how Jack cares for Pepper.
• Help children understand that caring for Pepper includes giving
him the freedom to roam in an open field. Point out that animal
care includes proper exercise. Ask: Why does Pepper need
exercise?
• Prompt children to look at the photo and read the caption on
page 75. What care is Pepper receiving in the photo? Why is
this care important?
• Encourage children to think of other questions they have about
the text and to reread the text to find key details that give the
answers to these questions.

WHOLE GROUP
DAY 3 Build Fluency: Sound Spellings: Display
Word Work the Word-Building Cards: a_e, a, e,

o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d, f,
g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound. For fluency in
connected text, see Decodable Reader
lesson in Small Group.
LESSO
INI N
M
5
OBJECTIVES Phoneme Blending Go
Know and apply
grade-level phonics 1 Model Place markers on the back of the Response Board to represent
Digital
and word analysis sounds. Show children how to orally blend phonemes. I am going to
skills in decoding put one marker in each box as I say each sound. Then I will blend
words.
the sounds to form a word. Place a marker for each sound you say:
short vowels when
/t/ /a/ /p/. This word has three sounds: /t/ /a/ /p/. Listen as I blend
reading regularly these sounds to form a word: /taaap/: tap. The word is tap.
words.
Repeat the routine to model blending of the word crate. Phonemic
Awareness
• Blend phonemes in 2 Guided Practice/Practice Let’s blend sounds to form words together.
a word. Using your own boards, place a marker for each sound you hear. I
• Identify will say one sound at a time. Then we will blend sounds to say the
letter-sound word. Do the first four with children.
correspondences
/a/ a and /ā/ a_e. track drag brave skate clap frame Phonics
• Decode words with wake snack spade quack drape nap
LESSO
short and long a. INI N
M
• Identify and
read words with
inflectional endings
5
Mins Phonics
-ed and -ing. Structural
Blend Words with Short a and Long a Analysis
1 Model Display Word-Building Cards m, a, t. Model how to blend the

sounds. Add e and model blending the sounds again. Listen as I blend
the sounds together: /mat/, mat. Now watch as I add e to the end of
the word mat. The a and e act as a team. Together they stand for /ā/.
Listen as I blend the sounds of the new word: /māt/, mate. Spelling Word
Sort
Continue by modeling how to blend the words pan, pane; pal, pale;
mad, made; rat, rate.
2 Guided Practice/Practice Repeat the routine with snake, snap, jazz,

grasp, flame, grape, flat, game, fast, vane, plate, damp, base, yam,
make, wave.
Decodable Reader Have children read “You Can Bake

a Cake!” (pages 33–38) to practice
decoding words in connected text.
T320 UNIT 1 WEEK 4
DAY 3 • W E E K 4
LESSO
INI N
M
PHONICS/SPELLING PRACTICE BOOK p. 18
5
Mins Structural Analysis
1 Model Say the words pack, packed, packing. Lead children to
listen closely to hear what is different. Point out the /t/ sound at
the end of packed and the /ing/ at the end of packing.
• Write the words pack, packed, packing. Underline the letters -ed
and -ing at the end of packed and roaming. Remind them that
the letters -ed can also have the /d/ or /ed/ sound at the end of
some words. The -ing at the end of the word packing tells that
the action is happening right now in the present.
2 Guided Practice/Practice Help children blend the words rake,

raked, raking; jam, jammed, jamming; land, landed, landing. Point
out that the letters -ed at the end of a word can stand for /t/ as in
raked, /d/ as in jammed, or the /ed/ as in landed.
LESSO
INI N
M
5
Mins Spelling
Words with Short a and Long a
1 Model Write /a/ cat and /ā/ rake (or quick-draw the words) on
index cards. Using the cards as headings, form two columns in a
pocket chart. Hold up the bag Spelling Word Card. Say and spell Monitor and
it. Pronounce each sound clearly: /b/ /a/ /g/. Blend the sounds, Differentiate
stretching the vowel sound to emphasize it: /baaag/. Place this
word in the /a/ cat column. Repeat this step with bake, placing the
word bake in the /ā/ rake column. Read and spell each spelling Quick
Q Check
word together with children. Have children read each word.
Can children blend words with
2 Guided Practice/Practice Have children spell each short a word. short and long a?
Repeat the process with the long a words.
Display the review words still and belt in a separate column. Read
and spell the words together with children. Point out that these Small Group Instruction
words do not have the /a/ or /ā/ sound.
Conclude by asking children to orally generate additional words If No Approaching Reteach pp. T342-T347
that rhyme with each of the spelling words. Write the additional ELL Develop pp. T358-T365
words on the board. Underline the common spelling patterns in the If Yes On Level Review pp. T352-T353
additional words. If necessary, point out the differences between Beyond Level Extend pp. T356-T357
the long and short a words.
WORD WORK T321

WHOLE GROUP
DAY 3 High-Frequency Words: Read, Spell,
Fluency and Write to review this week’s high-

frequency words: another, done, into,
move, now, show, too, year, your,
water.
LESSO
INI N
M
5
Mins
Intonation
OBJECTIVES
1 Explain Explain to children that intonation includes changing the Go
tone of your voice during reading. Stressing important words or
Read with sufficient
accuracy and
phrases will help children to express the meaning of what they Digital
fluency to support are reading. By reading a word or phrase more slowly, they can
comprehension. show it is important. By reading more loudly, children can show
excitement.
Read on-level text
orally with accuracy, 2 Model Model prosody by reading page 71 of the Shared Read,
appropriate rate,
and expression on
“Taking Care of Pepper.” Also, model grouping words together in
Visual
successive readings. phrases. Point out how you pause for punctuation and how you Glossary
raise your voice at the end of questions. Model reading at an
appropriate rate and with accuracy.
• Practice fluency.
• Use vocabulary 3 Guided Practice Have children read the text on page 71 aloud to a
words in context. partner. Make sure they pay attention to using the proper intonation.
Offer corrective feedback as necessary.
Fluency Practice
Children can practice fluency using Practice Book passages.
T322 UNIT 1 WEEK 4

DAY 3 • W E E K 4
Vocabulary
LESSO
INI N
M
5
Mins Reinforce Vocabulary
1 Guided Practice Use the Visual Vocabulary Cards to review this
week’s and last week’s vocabulary words. Work together with
children to generate a new context sentence for each word.
2 Practice Have children work with a partner to complete each

sentence stem orally using this week’s and last week’s vocabulary
words.
1. Kara will to have eggs or cereal for breakfast. (decide)
2. My friend and I toy cars. (trade)
3. Simon at the stars at night. (stares)
4. I in the mirror to see how I look. (glance)
5. Mom showed me the way to set the table. (proper)
6. My room looks with the new paint. (different)
7. We are about going to the zoo. (excited)
8. I feel when I am at home. (safe)
9. At the pond, we watched a turtle swimming in the . (wild)
10. Teri’s parents her to visit me yesterday. (allowed)
11. My pony likes to in the grassy field. (roam)
12. The dog outside and dug up his bone. (wandered)
13. My brother and I for our pet hamster. (care)
14. When you have a pet, you must take care of their .
(needs)
15. My best friend and I have a strong . (relationship)
16. between an animal and a person is very special.
(friendship)
FLUENCY/VOCABULARY T323
WHOLE GROUP
DAY 3 CLOS E RE A DI N G
LITERATURE ANTHOLOGY, pp. 82–83

E REA
OS
CL
DING
Lola and Tiva Lexile 630
TextEvaluator™ 4
Close Reading Routine Read
Read DOK 1-2

ESSENTIAL QUESTION
Literature Anthology • Identify key ideas and details about Read aloud the Essential Question. Children should
animals. think about how people care for animals. Have
• Take notes and retell. children predict who Lola and Tiva are and what will
• Use A C T prompts as needed. happen in the selection.
Reread DOK 2–3 Story Words Read and spell rhino and conservancy.
Explain word meaning as needed.
• Analyze text, craft, and structure.
• Use Close Reading Companion, pp. 22–24.
Note Taking: Graphic Organizer As children read
N
Integrate
the selection, guide them to fill in key details of each
DOK 4
section on Your Turn Practice Book page 36.
• Integrate knowledge and ideas.
• Make text-text connections. Build Vocabulary page 82
• Use the Integrate lesson. rangers: people who take care of parks
T323A UNIT 1 WEEK 4
DAY 3 • WEEK 4
LITERATURE ANTHOLOGY, pp. 84-85
A C T Access Complex Text

1 Strategy: Ask and Answer Questions
Teacher Think Aloud When I look at the picture What Makes This Text Complex?
on page 84, I can ask myself, Who are the girl and
Lack of Prior Knowledge Children may be
animal in the picture? When I read the text I find
unfamiliar with what a wildlife conservancy
out that the girl is Tiva and the baby rhino is Lola.
is and with the wild animals discussed in the
text. Provide explanation and background
Reread Close Reading Companion, 22
knowledge as necessary to clarify children’s
Author’s Craft: Photographs understanding.
Look at the photographs on pages 84 and 85. How Specific Vocabulary Children may be
do the photos help you to understand Lola and Tiva’s unfamiliar with specific words used in the
relationship? (The photos help me to have a better selection. Provide definitions and clarification
idea of what a baby black rhino looks like, and how as needed.
much it would differ from having a small puppy.)
LITERATURE ANTHOLOGY T323B

WHOLE GROUP
DAY 3
2
Read
Remember, when you read, you can ask questions
2 Reread to help you think about key details in the selection
Teacher Think Aloud After reading page 86, that you don’t understand or want to know more
I will make sure that I understand what I have about. Then you can reread or read on to find the
read. I realize that I don’t understand why Lola’s answer. What is a question you could ask about
mother couldn’t feed and protect her. I can reread Lola on page 86? (Lola is in danger. What will
the page to find information about Lola’s mother. happen to Lola?) How will you find the answer
I learn from the first sentence that Lola’s mother to your question? (I will keep reading to find out
was blind. This must be why she couldn’t feed and what happens.)
protect Lola.
Build Vocabulary page 86

blind: not able to see
protect: keep safe
danger: at risk
T323C UNIT 1 WEEK 4

DAY 3 • WEEK 4
4 5
4 Maintain Skill: Key Details

Detail Detail Detail
Key details give you important information about
what is happening in the text. What key detail do Tiva becomes Rangers found Tiva learned to
friends with Lola and feed Lola milk
you learn about Lola on page 88? (Lola could not a baby black brought her when Lola was
find her mother and was in danger. Rangers found rhino named back to Lewa. hungry.
Lola.
her and brought her to a safe place near Tiva’s
house.) Explain to children that they will complete
a Key Details Chart as they read Lola and Tiva.
5 Skill: Key Details

Author’s Craft: Supporting Details
With a partner, look at the photo on page 89.
What does the photo on page 89 show you? Add Reread pages 86-89, what evidence does the text
these details to the graphic organizer. give that Lola was out of danger once she came to
the preserve and met Tiva? (Before, her mother was
Build Vocabulary page 89 blind and she was in danger of getting lost. Now she
gallon: a way to measure liquid. is with people who make sure that she will not be
attacked by predators, and that she will eat.)
LITERATURE ANTHOLOGY T323D

WHOLE GROUP
DAY 3
Read 7 Skill: Key Details

With your partner, reread pages 90–93 to find key
6 Genre: Narrative Nonfiction details in the text. Use the photos and captions to
Remember, sometimes nonfiction narratives have help you. Add the details to your chart.
photos and captions. What information does the
photo and caption on page 90 give you that the Detail Detail Detail
text does not?
Tiva becomes Rangers found Tiva learned to
friends with Lola and feed Lola milk
STOP AND CHECK a baby black brought her when Lola was
rhino named back to Lewa. hungry.
Ask and Answer Questions How was Lola like a Lola.
big puppy? Go back to the text to find the answer.
(She tried to climb things, she licked things, she Lola was like a Lola began to Tiva and
smelled things, and she begged at the dinner table.) big puppy. eat like a real rangers
rhino. became Lola’s
family.

posed: stood or sat in a position for a picture
T323E UNIT 1 WEEK 4
DAY 3 • WEEK 4
7 8

10 Reread
Teacher Think Aloud We’ve read a lot about
Lola and Tiva. What question can you ask about Author’s Craft: Word Choice
the text so far? How does comparing Lola to a puppy help you
Student Think Aloud On page 92, I read that understand her friendship with Tiva better?
Tiva and the rangers became Lola’s family. I can (I don’t know what a baby rhino is like, but I know
ask, “How did Tiva and the rangers become Lola’s what a puppy is like. This helps me to understand
family?” When I look back at the beginning of the how Lola acts and why Lola and Tiva are friends.)
text on page 87, I remember that Lola’s mother
could not take care of her. On the next pages,
I read that the rangers and Tiva took care of her
just as a family would.

shrub: a bush
LITERATURE ANTHOLOGY T323F

WHOLE GROUP
DAY 3
Read
Teacher Think Aloud We’ve learned a lot about Specific Vocabulary
Lola and how she became separated from her Review strategies for finding the meaning
mother. What question can you ask about the key of an unfamiliar word, such as using context
details you learn on pages 94 and 95? clues in the text and photos. Point out
Student Think Aloud On page 94, I read that a the word wallowing in the first paragraph
baby rhino is called a calf and that a calf usually on page 95. Reread page 95. What does
stays with its mother for two years. I am curious wallowing mean? (Wallowing is when a rhino
to know who will look after Lola since her mother rolls around in the mud.) Why is it important
cannot. I will continue reading to find the answer. for a rhino to wallow? (The mud protects the
I read in the next sentences that Tiva became rhino’s skin from the sun and from bugs.)
Lola’s special friend and helped care for her.
T323G UNIT 1 WEEK 4

DAY 3 • WEEK 4
10
11
10 Skill: Key Details Detail Detail Detail

What key details do we learn on pages 96 and 97?
Tiva becomes Rangers Tiva learned to
Use the photographs to help you. Add the key details friends with rescued Lola feed Lola milk
to the chart. a baby black and brought when Lola was
rhino. her back to hungry.
Lewa.

Lola was like a Lola began to Tiva and
big puppy. eat like a real rangers
11 Author’s Craft: Supporting Details rhino. became Lola’s
family.
How did Tiva help Lola learn how to take care of
herself as a rhinoceros? Why was this important? Tiva made Lola and Lola is grown,
(Baby animals learn how to survive, or live safely, sure Lola Tiva shared but Tiva will
learned how their days not forget her
from their families. Since Lola could not learn from to wallow. and learned special friend.
her mother, she learned from Tiva. For example, together.
she learned how to wallow in the mud by watching
Tiva.)
LITERATURE ANTHOLOGY T323H

WHOLE GROUP
DAY 3
STOP AND CHECK

CIENC CONNECT TO CONTENT
E
S
Ask and Answer Questions How have Lola and

ADAPTATION AND INTERDEPENDENCY Tiva changed? Go back to the text to find the
answer. (Lola is now too big to play with Tiva. Lola
Animals adapt to their habitat so they can now take care of herself. I ask myself, how has
can get the things they need, such as Tiva changed? It says that she will never forget
food, water, and protection. Rhinos like her first best friend. I also think that she learned
Lola are herbivores that live in a hot, dry to care for an animal’s needs.)
African climate. On page 92 children read
about Lola’s hook-shaped lip that helps Return to Purposes
her to eat leaves and twigs. On page 95
Review children’s predictions. Guide children to
they read about how rhinos take mud
use text evidence to confirm whether or not their
baths to protect their skin from the hot
predictions were correct. Discuss what children
sun. Throughout the selection children can
learned about Lola and Tiva. Did anything surprise
discuss how people help meet Lola’s needs.
them?
T323I UNIT 1 WEEK 4

DAY 3 • WEEK 4
LITERATURE ANTHOLOGY, p. 100
Meet the Author

Read
Juliana, Isabella, and Word Choice

Craig Hatkoff Authors of nonfiction use vocabulary specific
Read aloud page 100 with children. Ask them why to the subject about which they are writing.
they think the authors wrote about Tiva and Lola. • Have children identify the words
What first made the authors want to write about Conservancy and rangers on page 83.
Tiva and Lola? Why did they think children would Discuss why these words are important to
like this story? Lola and Tiva’s story.
• Read aloud the sentence on page 95,
Author’s Purpose When a rhino rolls in the mud, it is called
Have children cite one example of something wallowing. Discuss why wallowing is
in the story they think is interesting in their important in a book about rhinos.
Response Journals. Use the sentence frame:
I think is interesting because .
LITERATURE ANTHOLOGY T323J

WHOLE GROUP
DAY 3
LITERATURE ANTHOLOGY, p. 101
Respond to the Text

Read Reread
Retell Analyze the Text

Guide children in retelling the selection. Remind After children retell the
them that as they read Lola and Tiva, they noted selection, have them
key details and answered questions about the text. reread to develop a deeper
Tell them that now they will use that information understanding of the text
as well as the information they noted in their Key and answer the questions on
Details Charts to retell the selection. Close Reading Companion pages 22–24. For children
who need support in citing text evidence use the
Reread prompts on pages T323B–T323H.
T323K UNIT 1 WEEK 4

DAY 3 • WEEK 4
Write About the Text

Review the writing prompt with children. Remind them to use their
responses from the Close Reading Companion and to cite text ENGLISH LANGUAGE
evidence to support their answers. For a full lesson on writing a LEARNERS
response using text evidence, see page 324. Retell Help children by looking at
Answer: Lola could not live in the wild so Tiva took care of her. She each page of the selection and
asking a prompt, such as: How is
helped to feed her and keep her healthy. Being a good friend means to
Tiva caring for Lola here? Look at
take care of others. It can mean taking on responsibilities. The authors the photographs to help you. Provide
show how Tiva takes care of Lola in the text and pictures. Evidence: On sentence starters to help children
page 89, the picture shows Tiva feeding Lola milk from a big bottle. retell the selection, such as: On this
The text says Lola drinks a bottle five times a day. On page 90, the page Tiva is caring for Lola by .
authors write that Lola was “a lot like a big puppy.” I know puppies are
good friends to humans. On page 94, the photo shows Tiva picking the
bugs off Lola’s skin. The text said that in the wild birds “eat the bugs
off a rhino’s skin.” Tiva does this to keep Lola’s skin healthy since the
bird will not come near people. On pages 95 and 96, the photos show
Tiva and Lola covered in mud. The text says Tiva taught Lola how to
wallow in mud. Tiva was a good friend who put a lot of time and work
into taking care of Lola. She also had a lot of fun with her friend.
Integrate
Make Connections
Essential Question Answer: Lola could not stay with her mother, who
was blind. Tiva and her family kept Lola safe while she was a calf so
that she could grow up into an adult rhino. Evidence: On page 88,
the text says that rangers searched for Lola and brought her to a safe
place at Lewa. On page 89, I read that Tiva takes care of Lola by
feeding her milk. On page 94, I read that Tiva picks the bugs off Lola’s
skin. The birds won’t come near people, so Tiva does this for Lola. On
pages 95 and 96, I read that Tiva teaches Lola to take baths in the
mud.
Text to World Answers may vary, but encourage children to think
about the changes in Tiva and Lola discussed at the end of the book.
The text says Tiva helped Lola learn to be a rhino. Lola helped Tiva
learn to be a friend. Children can think of examples where animals and
humans help take care of each other.
LITERATURE ANTHOLOGY T323L

WHOLE GROUP
DAY 3 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to the Literature Go
Anthology Text Digital
Scaffolded Instruction For children who need support to complete the
Literature Anthology writing assignment on page 101 of the Literature Anthology, use the
lesson below. Detail Detail Detail
OBJECTIVES Analyze the Prompt Explain that children will write about Lola and Tiva
With guidance on Literature Anthology pages 82–99. Provide the following prompt: On
and support from Graphic
adults, produce
page 97, the authors say that Tiva learned about being a friend. How Organizer
writing in which the does the author use details in the text and pictures to support how Tiva
development and was a good friend to Lola. Ask: What is the prompt asking you to do?
organization are
appropriate to task
(explain the authors’ craft in describing how Tiva learned about being a
and purpose. friend and use text evidence to support the response)
Demonstrate Analyze Text Evidence Help children look for text evidence.
command of the Writing
conventions of Page 89 Look at page 89. What do the authors say is one thing Lola
standard English needs as a baby? How does Tiva take care of the baby rhino?
capitalization,
punctuation, and Page 90 Look at the text, the photos, and the caption on page 90. Why
spelling when writing. was Lola “like a big puppy”?
Page 94 Look at page 94. Tiva must take special steps to care for Lola
Grammar
ACADEMIC since Lola is not living in the wild. How is Tiva helping Lola in her new
LANGUAGE home? Look at the picture. Do you think that taking care of Lola was
• organization, easy or a lot of work? Why?
predicates,
sequence, order,
Pages 95 and 96 Look at pages 95 and 96. Why is Tiva covered in mud
subject, verb in the pictures? How do the pictures help you to understand how Tiva is
a friend to Lola?
Encourage children to find information that supports their opinion as
they reread the text. Tell children that after they take notes, they will
craft a short response to the prompt.
T324 UNIT 1 WEEK 4

INI
LES S O
N
DAY 3 • W E E K 4
M
5
Mins
Grammar
Predicates
ENGLISH LANGUAGE
Review Remind children that the predicate of a sentence tells what LEARNERS
the subject of the sentence does or is. A group of words without a
predicate is not a complete sentence. In addition, tell children that Predicates Review with children
that a predicate tells what the
words in a sentence must be in an order that makes sense. subject of a sentence does or is.
Practice Display the sample sentences. Invite partners to identify Write the following sentences on
which is the complete sentence. Then have children correct the the board.
remaining incomplete sentences by adding predicates. walks the dog.
People take care of their pets. (Correct) and feed the fish.
Two boys (Possible response: take turns walking their dog.) Complete the sentences with
names of volunteers in the class.
My cat (Possible response: needs water every day.) Read the first sentence aloud as
Pets (Possible response: need special care.) students follow along. Ask the
volunteer to act out the sentence.
Ask: What does do? (walks
Mechanics: Commas the dog) What is the predicate
1 Explain/Model Explain to children that a comma comes after a in this sentence? (walks the dog)
sequence word when it begins a sentence. Remind them that a Repeat with the second sentence.
comma signals a slight pause when they read the sentence aloud.
Lead children to identify the sequence words in the Shared Read
student model.
2 Guided Practice/Practice Display the sentences below and read

them aloud. Have partners note the comma after each sequence
word. Have them take turns reading the sentences aloud, pausing
slightly after each comma.
First, Carol gives her cat water.
Next, she gives her cat food.
Last, she plays with her cat.

encourage children to discuss it using
the oral vocabulary words.
• Prompt children to review and discuss
the skills they used today. Guide them
to give examples of how they used
each skill.
LANGUAGE ARTS T325

WHOLE GROUP
DAY 4 a b c
Word-Building
behavior
behavior
another
High-Frequency
Cards
Word Cards
behavior
behavior
cap
Literature Anthology Spelling Word

“Animal Needs” Cards
Extend the Concept

LESSO
INI N
M
5
Mins Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Participate in
Remind children that this week they have been learning about how Digital
collaborative people can care for pets and other animals. Guide children to discuss
conversations with the essential question using information from what they have read and
diverse partners discussed.
about grade 2
topics and texts with Use the Define/Example/Ask routine to review the oral vocabulary words
peers and adults duty, equipment, profession, satisfaction, and thorough. Prompt children
in small and larger
groups. to use the words as they discuss the Essential Question. Then have
Phonemic
children review last week’s oral vocabulary words apologized, partner, Awareness
Know and apply
grade-level phonics scent, rummaged, gazed using the Define/Example/Ask routine.
and word analysis
skills in decoding
words.
short vowels when
reading regularly Phonics
words.
• Build background
knowledge on
animal care.
Structural
• Categorize Analysis
phonemes.
• Add inflectional
endings -ed, -ing.
T326 UNIT 1 WEEK 4

DAY 4 • W E E K 4
Word Work
LESSO
INI N
M
5
Mins Phonemic Awareness Build Fluency: Sound Spellings:
Display the Word-Building Cards
a_e, a, e, o, u, sl, dr, sk, sp, st, tr, pr,
pl, c, d, f, g, h, j, k, ck, m, n, p, q, r,
Phoneme Categorization w, x. Have children say each sound.
1 Model Listen as I say three words: stamp, crate, trap. Two of Repeat, and vary the pace. For fluency
in connected text, see the Decodable
these words have the /a/ sound. One does not. The word crate
Reader lesson in Small Group.
does not have the /a/ sound. It has the /ā/ sound.
2 Guided Practice/Practice Have children practice categorizing

phonemes with these sets of words. Do the first two sets together.
drag/quack/bake back/make/plate track/struck/grass
stick/stand/stamp blast/quake/wage lake/train/hand
LESSO
INI N
M
5
Mins Phonics
Build Words with Short a and Long a
Review Remind children of the spellings for short a /a/ and long a /ā/
a_e. Use the Word Building Cards to build words with short a and long
a (a_e). Place the letters for pan in a pocket chart. Blend the sounds and
read the word, /paaannn/. Add the vowel e to the end. Blend the new
word, /pāāānnn/. Continue with man/mane; mad/made; glad/glade.
Monitor and
Decodable Reader Have children read “Gabe Picks a Pet” Differentiate
(pages 39–42) to practice decoding
words in connected text.
M
INI
LESSO
N Quick Check
Q
5
Mins Structural Analysis Can children build and decode
words with short a and long a?

Review Write and read aloud pack, packed; add, added; blame,
blamed. Remind children that adding -ed to a verb makes it tell about
something that has already happened. The letters -ed at the end of If No Approaching Reteach pp. T342-T347
a word can stand for /t/, /d/, or /ed/. Write and read aloud add and
adding. Remind children that adding -ing to a verb makes the verb tell
about something that is happening right now.
Practice Write these words on the board: quack, camp, lack, hand.
Have pairs build words with the -ed and -ing endings and then write
them. Then have them write a sentence for each word.
EXTEND THE CONCEPT/WORD WORK T327
WHOLE GROUP
DAY 4 High-Frequency Words: Read, Spell,
Word Work and Write to review this week’s

high-frequency words: another,
done, into, move, now, show, too,
year, your, water.
LESSO
INI N
M
5
Mins Spelling
Go
OBJECTIVES Word Sort with Long a and Short a Digital
Know and apply
grade-level phonics Review Provide pairs of children with copies of the Spelling Word Cards.
and word analysis While one partner reads the words one at a time, the other partner
skills in decoding should orally segment the word and then write the word. After reading
words.
all the words, partners should switch roles.
Recognize and read
grade-appropriate Practice Have children correct their own papers. Then have them sort
irregularly spelled the words by consonant-vowel-consonant (CVC) or consonant-vowel-
words. Spelling Word
consonant-e pattern. Help them discover that words with the CVC
Sort
Determine or pattern are words with the /a/ sound and words with the CVCe pattern
clarify the meaning
of unknown and are words with the /ā/ sound.
multiple-meaning
words and phrases INI
LESSO
N
M
based on grade 2
reading and content,
choosing flexibly
5
Mins High-Frequency Words High-
from an array of Frequency
strategies. Word Routine
Use sentence-level another, year, done, water, your,
context as a clue to
the meaning of a
into, show, now, too, move
word or phrase. Review Display High-Frequency Word Cards: another, year, done, water,
your, into, show, now, too, move. Have children Read/Spell/Write each
word.
• Sort words with
long a and short a. • Point to a word and ask a child to use it in a sentence.
• Review high- • Review last week’s words using the same procedure.
frequency words.
• Read with
intonation.
• Practice fluency.
T328 UNIT 1 WEEK 4

DAY 4 • W E E K 4
Fluency/Vocabulary
Strategy
LESSO
INI N
M
5
Mins Intonation
Review Remind children that intonation includes changing the tone
of your voice during reading. Stressing important words or phrases
will help children to express the meaning of what they are reading. By
reading a word or phrase more slowly, they can show it is important.
By reading more loudly, children can show excitement.
Practice Have children read a passage from the Shared Read aloud
to a partner. Remind them to pause for punctuation and to raise their
voice at the end of questions. Make sure they pay attention to using
the proper intonation. Offer corrective feedback as necessary.
Fluency Practice
Children can practice fluency using Practice Book passages.
INI
LESSO
Context Clues: vie
Re w
N
M
5
Mins Sentence Clues
Monitor and
1 Explain/Model Remind children that they can often figure out the Differentiate
meaning of an unknown word by using context clues in a sentence.
• Look for other words or phrases in the sentence that define or
restate the unfamiliar word. Quick Check
Q
• Look for other words or phrases in the sentence that describe or Can children read fluently with
give examples of the unfamiliar word. good intonation?
Model how to use sentence context clues to figure out the
meaning of the word wallowing on page 95 of Lola and Tiva.
2 Guided Practice Have children work in pairs to use sentence Small Group Instruction
clues to figure out the meaning of the words rangers on
page 83, and calf on page 94 of Lola and Tiva. If No Approaching Reteach pp. T340-T349
WORD WORK/FLUENCY/VOCABULARY T329

WHOLE GROUP
DAY 4 CLOS E RE A DI N G
E REA
OS
CL
Comprehension
DING
LESSO
INI N
M
5
Mins Animal Needs
Compare Texts Go
As children read and reread “Animals in Need,” encourage them to
Digital
take notes and think about the Essential Question: How do we care for
animals? Tell children to think about how this text compares with Lola
Literature Anthology and Tiva.
OBJECTIVES Read
Ask and answer Lola and Tiva
such questions as
who, what, where, 1 Skill: Key Details
when, why, and
Anne says an animal shelter is a place that takes care of animals. What
how to demonstrate
understanding of are key details that support this? (There are different animals in the
key details in a text. shelter. They are given a place to live. Animals are fed at the shelter.
They need to be given exercise.)
Know and use Animal Needs
(e.g., captions, bold 2 Strategy: Ask and Answer Questions
print, subheadings,
glossaries, indexes, Anne is asked questions about how people care for animals at a shelter.
electronic menus, What is a question you can ask? (Question: Who else takes care of the
icons) to locate key animals with Anne? Answer: I learn on page 103 that a veterinarian also
facts or information
in a text efficiently. works at the shelter.)
Retell
ACADEMIC Guide children to use the key details to retell the selection.
LANGUAGE
compare, texts,
interview,
connections,
context sentences A C T Access Complex Text
Organization
Tell children that some texts are written in the form of
interviews. They will see text organized with lines for the
interviewer and lines for the person being interviewed. In this
selection it is organized in a Question/Answer format.
T329A UNIT 1 WEEK 4

DAY 4 • W E E K 4
LITERATURE ANTHOLOGY, pp. 102–103 Lexile 430 TextEvaluator™ 8
Reread Integrate
After children retell, have Make Connections

them reread to develop a
Essential Question Answer: We take care of
deeper understanding of
animals by keeping them safe, healthy, and fed.
the text by annotating and
Evidence: On page 102, Anne says an animal
answering questions on
shelter is a place for animals that need an owner
pages 25–27 of the Close
to take care of them. On page 103, she says that
Reading Companion. For
all animals need food, water, air, and shelter. She
children who need help citing text evidence, use
also says dogs need exercise. A veterinarian at
these Reread questions:
the shelter keeps animals healthy.
• How does the interview format tell you about
Text to Text Answer: All the animals in the
animal needs differently from how a narrative
selections this week need shelter and food.
nonfiction piece might?
Evidence: Pepper needs a stall to keep him safe.
• Why does the author make some parts of the Lola needs milk. The animals at the shelter need
text darker than others? meat and plants.
• How does the interview format help the author
tell his/her message?
DEVELOP COMPREHENSION T329B

WHOLE GROUP
DAY 4 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to Two Sources Go
Analyze the Prompt Explain that today children will compare Lola and Digital
Tiva and “Animal Needs” in the Literature Anthology. Provide children
Literature Anthology
with the following prompt: In your opinion, is it easier to care for a baby
rhino or a dog? Use evidence from both texts to support your answer.
OBJECTIVES Ask: What is the prompt asking you to do? (tell which animal I think
With guidance would be easier to care for, a baby rhino or a dog)
and support from
adults, produce Say: On page 102 of “Animal Needs,” I read that animals need food, Graphic
writing in which the Organizer
water, air, and exercise. I will write this in my notes and include the
development and
organization are
source where I found the information. On page 86 of Lola and Tiva, I
appropriate to task can see that rhinos are large animals. They need a lot of room to play.
and purpose. I will write this in my notes. I also read that Lola drank over a gallon of
Recall information milk five times a day. That would take a lot of work!
from experiences or
gather information Analyze Text Evidence Display Graphic Organizer 8 found online in Writing
from provided the Writer’s Workspace. Say: Let’s see how one student took notes to
sources to answer a
question.
answer the prompt. Here are Sophie’s notes.
Produce, expand, and Read through the text evidence for each selection and have children
rearrange complete share what it takes to care for a baby rhino and a dog.
simple and compound
sentences. Share the Prompt Provide the following prompt to children: In your Grammar
opinion, does Tiva give Lola the care she needs? Use evidence from both
ACADEMIC texts to support your answer.
LANGUAGE
• organization,
Find Text Evidence Have children take notes. Help them find text
compare, text, evidence and give guidance where needed. If necessary, review with
evidence, children how to paraphrase. Remind them to write down the page
predicates,
sequence, order number and source of the information.
T330 UNIT 1 WEEK 4

DAY 4 • W E E K 4
LES S O
INI N
M
5
Mins
Grammar
Predicates
Review Review with children that every sentence must have a
predicate. Remind them that they can find the predicate in a sentence
by asking themselves: What does the subject of the sentence do?
Display the following sentence on the board. Point out that the subject
is The boy. Then model finding the predicate by asking: What does the
boy do? (gives the horse hay to eat.)
The boy gives the horse hay to eat.
Practice Have partners work together to write sentences about caring
for pets. Have partners read the sentences aloud and check that each
sentence contains a subject and a predicate.
Mechanics: Commas
Review Remind children that sequence helps organize writing.
Explain that sequence words, such as first, next, last, and finally should
be followed by a comma. The sequence word then is an exception. It is
not followed by a comma when it begins a sentence.
Practice Have children rewrite the directions below. Remind them to
insert a comma when it belongs after a sequence word.
Walking a Dog
First get a leash for your dog. (First,)
Then put the leash on your dog. (Then)
Next walk your dog in a fun, safe place. (Next,)
Finally walk your dog back home. (Finally,)

encourage children to discuss it using
the vocabulary words.
• Prompt children to discuss the skills
they practiced and learned today.
Guide them to share examples of how
they used each skill.
LANGUAGE ARTS T331

WHOLE GROUP
DAY 4 Integrate Ideas

Animals Need Our Care
CIENC
RESEARCH AND INQUIRY
E
S
OBJECTIVES
Participate in collaborative
conversations with diverse
partners about grade 2 topics Make a Collage
and texts with peers and COLLABORATE
Tell children that today they will do a research project with a partner to
adults in small and larger
groups. create a collage of the basic needs of animals. Review the steps in the
research project.
Participate in shared research
and writing projects (e.g.,
read a number of books on STEP 1 Choose a Topic
a single topic to produce
a report; record science Guide partners to think about how we care for animals. Ask them to think
observations). about the texts they read during the week and their own experiences.
• Research information using STEP 2 Find Resources

technology.
Discuss how to use the selections. Tell children that they can find more
• Build background knowledge.
information in reference materials and online. Have children use the
ACADEMIC LANGUAGE Research Process Checklist online.
collage, topic, resources
STEP 3
2 Keep Track of Ideas
Have children make a Layered Book
Foldable® to record ideas and facts
from sources. Model recording the
names of the sources.
Go
Digital
Collaborative Conversations
Ask and Answer Questions As children engage in partner, small
group, and whole group discussions, encourage them to:
• ask questions about ideas that are unclear.
Resources:
• wait a few seconds after asking a question to give others time
Research and to respond.
Inquiry
• answer questions using sentences, not one-word responses.
T332 UNIT 1 WEEK 4

DAY 4 • WEEK 4
STEP 4 Create the Project: Collage

Tell children that they can make a collage of the basic needs
of animals. Explain that a collage is a picture that is made
of other pictures or drawings. Explain the characteristics of a
collage.
• Information The purpose of a collage is to give information.
In this project, the collage will show using words and
pictures what animals need.
• Image A collage has engaging images related to the topic.
• Text A collage can have words but usually gives information
through pictures or drawings.
Have partners create a collage about what animals need.
• Guide them to draw pictures or cut out photos that show
what most animals need.
• Prompt children to write a description that tells about their
collage.
Animals need food, water, and shelter.
INFORMATIONAL COLLAGE

SCAFFOLD

Use Sentence Frames Use sentence Discuss Guide children to focus on Describe Prompt children to
frames to help children identify the the most important details about brainstorm lists of words that name
most important details about caring caring for animals. Ask: What do animal needs, such as food, water,
for animals. For example: Animals animals need to eat? What do and shelter. Have them share their
need , , and . animals need to drink? What kind ideas about what to include in each
of home do animals need? What category. Encourage them to discuss
else can you do to care for an what pictures and words would
animal? work best in the collage.
INTEGRATE IDEAS T333

WHOLE GROUP Materials
DAY 5 a b c
Word-Building
behavior
behavior
another
High-Frequency
Cards
Word Cards
behavior
behavior
Reading/ cap
Writing
Workshop
Spelling-Word Dinah Zike’s
Literature Anthology Cards Foldables
Go
LESSO
Word Work Digital
INI N
M
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Blending
Know and apply Review Show children how to blend words phoneme by phoneme. Listen Phonemic
grade-level phonics Awareness
and word analysis
as I say a group of sounds. Then blend those sounds to form a word.
skills in decoding /k/ /ā/ /k/ (cake) /s/ /n/ /ā/ /k/ (snake) /k/ /a/ /p/ (cap)
words.
/k/ /ā/ /p/ (cape) /t/ /a/ /p/ (tap) /t/ /ā/ /p/ (tape)
short vowels when
reading regularly INI
LESSO
N Phonics
M
words. 5
Mins Phonics
Decode words with
common prefixes
and suffixes. Blend and Build Words with Short a and Structural
Recognize and read Analysis
grade-appropriate Long a: a_e
irregularly spelled Review Have children read and say the words bake, mat, safe, wake,
words.
tan, drape, state, and pan. Then have children follow the word building
• Blend phonemes to routine with Word-Building Cards to build ate, gate, fate, fat, fad, fade,
Spelling Word
form new words. made, mad, mat, map, tap, tape, grape, grade. Sort
• Identify letter- Word Automaticity Help children practice word automaticity. Display
sound
correspondence decodable words and point to each word as children chorally read it. Test
/a/ spelled a and how many words children can read in one minute. Model blending words
/ā/ spelled a_e. children miss.
High-
• Decode words with Frequency
short a and long a. Word Routine
Visual Glossary
T334 UNIT 1 WEEK 4

DAY 5 • W E E K 4
LESSO
INI N
M
5
Mins
Structural Analysis
Build Fluency: Sound Spellings
Display the Word-Building Cards:
Inflectional Endings -ed, -ing a_e, a, e, o, u, sl, dr, sk, sp, st, tr,
Review Remind children that an -ed added to the end of a verb tells pr, pl, c, d, f, g, h, j, k, ck, m, n, p,
q, r, w, x. Have children say each
about something that has already happened. Write and read aloud sound.
camp, camped. Write and read aloud the word camping. Explain that
camping is happening in the present. Have children write sentences
using ask, asked, asking; pack, packed, packing.
LESSO
INI N
M
5
Mins Spelling
Word Sort with Short a and Long a
Review Have children use the Spelling Word Cards to sort the weekly
words by vowel sounds. Remind children that four of the words do
not have the short or long a sound.
Assess Assess children on their abilities to spell words with short a
and long a. Say each word and provide a sentence so that children
can hear the words used in a correct context. In order to challenge
children, you may wish to provide an additional word for both short a
and long a in order to assess whether they understand the concept.
INI
LESSO
Monitor and
N
M
Differentiate
5
Mins High-Frequency Words
Quick Check
Q
another, done, into, move, now,
show, too, water, year, your Can children read and decode
words with short a and long a?
Review Display High-Frequency Word Cards another, done, into, Can children recognize and read
move, now, show, too, water, year, your. Have children Read/Spell/ high-frequency words?
Write each word. Have children write a sentence with each word.
LESSO
INI N
M Small Group Instruction
5
Mins Vocabulary Words If No Approaching Reteach pp. T342-T347
Review Display Visual Vocabulary Word Cards excited, safe, wild,
allowed, roam, wandered, care and needs. Have children review each
word using the Define/Example/Ask Routine on the back of each card.
WORD WORK T335

WHOLE GROUP
DAY 5 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to Two Sources Go
Analyze the Student Model. Review the prompt and Sophie’s notes Digital
from Day 4. Display the student model on page 40 of the Your Turn
Literature Anthology
Practice Book. Explain to children that Sophie put together her notes to
write a response to the prompt. Discuss the page together with children
OBJECTIVES or have them do it independently.
With guidance
and support from
Write the Response Review the prompt from Day 4 with children.
adults, produce Remind them that they took notes on this prompt on Day 4. Have Graphic
writing in which the Organizer
children use their notes to craft a short response. Tell children to include
development and
organization are
the titles of both sources, page numbers, and the following elements:
appropriate to task • Strong Beginning
and purpose.
• Sequence
ACADEMIC • Word Choice Writing
LANGUAGE
• organization, Have children use Grammar Handbook page 475 in the Reading/
predicates, Writing Workshop to edit for errors with predicates.
sequence, order
Use the Conferencing Routines to check children’s writing.
Share and Reflect Have children share their responses with a partner. Grammar
Teacher Conference
STEP 1 Talk about the
strengths of the writing.
STEP 2 Focus on the target
trait.
STEP 3Make concrete
suggestions for revisions.
Peer Conferences
Provide these questions to
guide peers as they review
a partner’s draft.
Is the writing clear and
easy to understand?
What words help
organize the writing?
Where else can the
writing have a clearer
order?
T336 UNIT 1 WEEK 4

DAY 5 • W E E K 4
LES S O
INI N
M
5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 20
Predicates
Review Ask: What is the predicate of a sentence? (It tells what the
subject of the sentences is or does.) Where will you usually find the
predicate of a sentence? (at the end of the sentence) Offer several
examples of sentences. Have children identify the predicates in the
sentences.
Practice Write the following sentences on the board. Have children
identify each subject and predicate. Then have them rewrite each
sentence with a new predicate. Remind children that the subject and
the verb must agree.
The horses need food, shelter, and exercise. (The horses =
subject; Possible change: sleep in their stalls.)
Marco feeds his horse twice a day. (Marco = subject; Possible
change: brushes his horse every morning.)
Mechanics: Comma
Review Remind children that a comma comes after a sequence word
when it begins a sentence. The comma sets off the sequence word
from other words in the sentence.
Practice Explain that sequence words such as first, next, then, and
finally are followed by a comma when they begin a sentence.
Invite partners to exchange their writing and to check for correct
comma usage with these and other sequence words.
Reteach
If children have difficulty identifying predicates in sentences
or using commas with sequence words, review the use of each.
Provide opportunities for children to practice the skills in small
groups, with a partner, or independently.
encourage children to discuss using
Talk About It the oral vocabulary words.
Save the Last Word for Me In pairs, have one partner suggest • Review the comprehension strategy
a subject for a sentence related to the selections children have and skill.
read this week. Have the other partner complete the sentence • Review short a and long a words.
with an appropriate predicate. Then have children switch roles.
• Use the High-Frequency Word Cards
to review the Words to Know.
• Review the different purposes for
writing informational text.
LANGUAGE ARTS T337

WHOLE GROUP
DAY 5 Integrate Ideas

Close Reading Routine
Read DOK 1–2
TEXT CONNECTIONS
• Identify key ideas and details about caring Connect to the Essential Question
for animals. COLLABORATE Write the Essential Question on the board: How do we care for animals?
• Take notes and summarize. Read the Essential Question aloud. Tell children that they will think about
all of the information that they have learned about animals. Say: We
Reread DOK 2–3 have read many selections on this topic. We will compare the information
• Analyze craft and structure. from this week’s Leveled Readers and “Taking Care of Pepper,”
• Use the Close Reading Companion. Reading/Writing Workshop, pages 70–75.
Evaluate Text Evidence Guide children to review the
Integrate DOK 4 selections and their completed graphic organizers.
• Integrate knowledge and ideas Have children work with partners to compare
and make text-to-text connections. information from all the week’s reads. Children can
• Use the Integrate lesson. record notes using a Foldable®. Guide them to record
• Use Close Reading Companion, p. 28.
information from the selections that helps them to
answer the Essential Question.
Take Action
CIENC
RESEARCH AND INQUIRY

E
S
OBJECTIVES
Participate in shared research and
writing projects (e.g., read a number
of books on a single topic to produce Make a Collage
a report; record science observations.)
COLLABORATE Have children create a checklist and review their collages:
• Does their collage give good information about the basic needs of
animals in an engaging way?
• Have they drawn pictures or cut out photos that show what most
animals need?
• Does their collage include any text that supports their main idea?
Go • Have they written a description of their collage to share during their
Digital presentation?
Guide groups to practice sharing their collages with each other. Children
should practice speaking and presenting their information clearly.
Prompt children to ask questions to clarify when something is unclear:
What does your animal need to survive? How are they able to meet this
Collaborate need? What type of care would this animal need if it were your pet? Have
children use the Presentation Checklist online.
T338 UNIT 1 WEEK 4

DAY 5 • WEEK 4
OBJECTIVES
Compare and contrast
the most important points
Text to Poetry presented by two texts on
the same topic.
COLLABORATE Read aloud with children the Integrate activity on
page 28 of the Close Reading Companion. Guide
partners to discuss how the poem,”The Wren-House,”
is similar to the other selections in the week. Have partners collaborate to
complete the Integrate page by comparing “The Wren-House,” “Lola and
Tiva,” and “Animal Needs.”
Present Ideas and Synthesize Information

When children finish their discussions, ask for a volunteer from each group to
share the information from their Foldable® and their Integrate pages. After
each group has presented their ideas, ask: How does learning about the basic
needs of animals help you answer the Essential Question: How do we care for
animals? Lead a class discussion asking children to use the information from
their charts to answer the Essential Question.
SPEAKING AND LISTENING OBJECTIVES

Participate in collaborative
conversations with diverse
As children are working with partners in their Close Reading Companion, partners about grade 2
topics and texts with peers
COLLABORATE or on their charts make sure that children are actively participating in the
and adults in small and
conversation, and when necessary, remind them to use these strategies: larger groups.
Speaking Strategies Recount or describe key
ideas or details from a text
• As children share their collages with the class, tell them to use key facts and read aloud or information
details to describe the basic care most animals need for survival. presented orally or through
other media.
• Ask children to speak in a loud, clear voice and connect their personal
Produce complete
experiences to the presentation.
sentences when
• Encourage children to answer questions using complete sentences with appropriate to task and
situation in order to
details and descriptions instead of simple one-word responses.
provide requested detail or
Listening Strategies clarification. (See grade 2
Language standards 1 and
• Remind children to follow the agreed-upon rules for discussion by raising 3 for specific expectations.)
their hand if they’d like to contribute to the conversation or ask a question.
• After children listen carefully to the presentations, have them repeat others’
ideas to check understanding.
INTEGRATE IDEAS T339

DI FFER ENTIATE D INS TRUCTION • S M AL L GR O UP
Approaching Level
Leveled Reader:
People Helping Whales Go
Digital
Before Reading
Preview and Predict
Have children turn to the title page. Read the title and author name P
PD
and have children repeat. Preview the selection’s photos. Prompt
Lexile 240 children to predict what the selection might be about. Leveled
TextEvaluator™ 4 Readers
OBJECTIVES
Review Genre: Informational Text
Ask and answer Have children recall that informational text is about real people, things,
such questions as or events. It can have text features, such as photos and captions.
who, what, where,
when, why, and
how to demonstrate ESSENTIAL QUESTION Graphic
understanding of Review the Essential Question for the week: How do we care for Organizer
key details in a
text. animals? Then set a purpose for reading: Let’s read to find out how we
care for animals.
Know and use
various text features Remind children that as they read a selection, they can ask questions
(e.g. captions, bold
about what they do not understand or want to know more about.
print, subheadings,
glossaries, indexes, Retelling
electronic menus, During Reading Cards
icons) to locate key
facts or information in Guided Comprehension
a text efficiently.
As children whisper read People Helping Whales, monitor and provide
guidance, correcting blending and modeling key strategies and skills.
MATERIALS
Strategy: Ask and Answer Questions
Leveled Reader
People Helping Remind children that as they read, they can ask themselves questions
Whales about a text and then read to find the answers. Say: Asking questions
as you read helps you understand information about the topic. Model
using the strategy on page 8: What happens to the whales that are
stranded? As I read, I see that people work together to help them.
Skill: Key Details

Remind children that key details give information about the text. Say:
You can find key details by looking at the photos and captions. After
reading, ask: What are the book’s important, or key, details? Display
a Key Details chart for children to copy.
T340 UNIT 1 WEEK 4

WEEK 4
Model recording children’s answers in the key details boxes. Have

children record the answers in their own charts. Literature
Think Aloud Whales breathe air but need water. That is a key detail. Circles
On page 8, I see that whales can get stranded on the beach. The photo
Lead children in conducting
on page 10 shows how people help keep a stranded whale stay wet. a literature circle using the
Guide children to look at the photos and text to determine key details. Thinkmark questions to guide
the discussion. You may wish
to discuss what children have
After Reading learned about how people care
Respond to Reading for animals from both selections
in the leveled reader.
Have children complete the Respond to Reading questions on page 16.
Retell
Have children take turns retelling the selection using the retelling cards
as a guide. Help children make a personal connection by asking: Have
you ever cared for an animal? Have you seen others care for animals?
Model Fluency Level-up

lessons
Read the sentences one at a time, modeling appropriate intonation. available
online.
Have children chorally repeat.
Apply Have children practice reading with partners. Provide feedback
as needed.
PAIR ED R EA D … IF children read the Approaching Level

fluently and answered the questions
“Working with Animals” THEN pair them with children who

have proficiently read the On Level and
Make Connections:
ns: have approaching children
Write About It
Leveled Reader
• echo-read the On Level main selection.
Before reading, ask children to note that • use self-stick notes to mark one key
the genre of this text is also informational text. Then discuss the Compare detail they would like to discuss in each
Texts statement. After reading, ask children to make connections between section.
the information they read from “Working with Animals” and People
Helping Whales.
The On Level challenges children by
FOCUS ON SCIENCE including more specific vocabulary
Children can extend their knowledge of the needs and complex sentence structures.
of animals by completing the science activity
on page 20.
APPROACHING LEVEL T341

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP
Approaching Level
Phonemic
PHONEME CATEGORIZATION
OBJECTIVES Explain to children that they will be categorizing phonemes today. Listen
I Do
Categorize words by
as I say three words: /saaad/, /paaat/, /pooot/. Say: When I say sad and
phoneme. pat I can hear the /aaa/ sound. Pot has the /o/ sound. Pot does not belong.
We Do
Listen as I say three words: cape, tame, bag. Two words have the /ā/ sound:
cape and tame. The word bag does not have /ā/. It does not belong.
Repeat this routine with the following examples:
place, mug, came bag, cat, face bat, made, grape
You Do
It’s your turn. Which words go together and which word does not belong?
tape, mat, save sack, bat, ring pup, tape, cage
Repeat the routine with additional short a and long a words.
PHONEME BLENDING
OBJECTIVES I Do
Explain to children that they will be blending sounds to form words.
Orally produce Say: Listen as I say three sounds: /b/ /aaa/ /t/. I’m going to blend the
single-syllable words sounds together: /b/ /aaa/ /t/, /baaat/, bat. We blended the word bat.
by blending sounds
(phonemes), including Say: Listen as I say three sounds: /k/ /āāā/ /k/. Repeat the sounds: /k/
consonant blends. We Do
/āāā/ /k/. Let’s blend the sounds: /k/ /āāā/ /k/, /kāāāk/, cake. We made
one word: cake.
Blend sounds to form
words. Repeat this routine with the following words:
bag rake late tack take
You Do
It’s your turn. I want you to blend the sounds I say together to form a word.
wave fan came sat safe gate pad
Repeat the blending routine with additional short a and long a words.
You may wish to review Phonemic Awareness with ELL using this section.
T342 UNIT 1 WEEK 4

WEEK 4
PHONEME SEGMENTATION
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds today.
Segment spoken Listen as I say a word: ran. I hear three sounds: /rrr/, /aaa/, and /nnn/.
single-syllable
There are three sounds in the word ran: /rrr/ /aaa/ /nnn/. Repeat the
words into their
complete sequence routine segmenting the word sale.
of individual sounds
(phonemes). We Do
Let’s do some together. I am going to say a word, /sssaaad/. How many
sounds do you hear? The sounds in sad are /sss/, /aaa/, and /d/.
Segment words into
phonemes. Repeat this routine with the following words:
pad cane cat cap make dance
You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.
mad vase wag lake cane snap
For the children who need phonics, decoding, and fluency practice,
use scaffolding methods as necessary to ensure students understand the
meaning of the words. Refer to the Language Transfer Handbook for
phonics elements that may not transfer in students’ native languages.
PHONEMIC AWARENESS T343

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L GR O UP
Approaching Level
Phonics
CONNECT TO SHORT a AND LONG a
OBJECTIVES
I Do
Display the Train Sound-Spelling Card. The sound is /ā/. Use minimal contrast
Know and apply pairs to show how the vowel team a_e forms the long a sound using the
grade-level phonics
and word analysis
words tap and tape. The word is tape. The a and e act as a team to make
skills in decoding long a, /ā/. Listen /tāp/. I’ll say /ā/ as I write the letters a_e several times.
words.
Now do it with me. Have children trace the lowercase a_e on the card while
Distinguish long and We Do
short vowels when saying /aaa/ and /āāā/. Write the letters a_e five times and say /āāā/.
reading regularly
spelled one-syllable You Do
Have children connect the letters a_e to the sound /ā/ by writing the
words. letters a_e while saying /āāā/.
Repeat, connecting the letters a_e to the sound /ā/ through writing the
letters throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards: a_e,

a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x.
Have children chorally say each sound. Repeat and vary the pace.
BLEND WORDS WITH SHORT a AND LONG a
OBJECTIVES
I Do
Display Word-Building Cards g, a, t, e. Say: This is the letter g. It stands
Know and apply for /g/. Say it with me: /g/. This is the letter a. It stands for /ā/. This is the
grade-level phonics
and word analysis
letter t. It stands for /t/. This is e. It is silent. It tells the a to say /ā/. I’ll
skills in decoding blend the three sounds together: /gāāā t/, gate.
words.
Guide children to blend the sounds and read: man, mane; at, ate; gap,
Distinguish long and We Do
short vowels when gape; cat, cake; rat, rate.
reading regularly
spelled one-syllable You Do
Have children blend and decode: mat, mate; cap, cape; van, vane; pan,
words. pane; mad, made; can, cane.
Repeat, blending additional short a and long a words.
You may wish to review Phonics with ELL using this section.
T344 UNIT 1 WEEK 4

WEEK 4
BUILD WORDS WITH SHORT a and LONG a
OBJECTIVES Display Word-Building Cards m, a, t. Say: These are the letters m, a, t.

I Do
Distinguish long and They stand for /m/, /a/, and /t/. I will blend /m/ /a/ /t/ together:
short vowels when
reading regularly /mmmaaat/, mat. The word is mat.
words. We Do
Now, let’s do one together. Place the letter e at the end of mat. Say: When I
add e to mat, the a changes from /a/ to /ā/. Let’s blend: /māt/, mate. Change
the letter m to g. Let’s blend and read the new word: /gāt/. The word is gate.
You Do Have children build the words cat, can, cane, mane, man, map, tap, tape.
Decodable Reader Have children read “You Can Bake a Cake!” (pages 33–38).
First Read Select a page. Have children point to each word, sounding out decodable
words and saying the high-frequency words quickly. Continue as needed. Children
should chorally read the story the first time through.
OBJECTIVES I Do
Display Word-Building Cards b, a, k, e. Say: This is the letter b. It stands for
/b/. This is the letter a. It stands for /ā/. This is the letter k. It stands for /k/.
Decode words with
short a and long a. This is the letter e. It is silent. Listen as I blend all three sounds: /bāāāk/, bake.
We Do
Let’s do some together. Blend and read the words sad, black, add, rake,
same, and tame with children.
You Do
Display the following words: rack, track, rap, trap; wake, sake, lake, flake.
Have children blend and read the words.
Decodable Reader Have children read “Gabe Picks a Pet” (pages 39-42).
Check Comprehension As children read, monitor their comprehension.
Fluency in Connected Text

Have children review the Decodable Reader selections. Identify short a and long a words and blend words
as needed. Have children reread the selections on their own or with a partner.
PHONICS T345
DI F FER ENT I ATE D INS TRUCTIO N • S M AL L GR O UP
Approaching Level
Structural Analysis
REVIEW INFLECTIONAL ENDINGS -ed, -ing
OBJECTIVES Write add. Read the word. Say: Adding different endings to this word
I Do
Know and apply changes the meaning of the word. I can add -ed and say added. I can add
grade-level phonics
and word analysis skills -ing and say adding. The -ed ending means the action has already happened.
in decoding words. The –ing ending means the action is happening now. I will use added and
adding: I added eggs to the cake batter. I am adding butter to the batter.
Read words with the
We Do
Write crack. Let’s read this word: /kraaak/. Let’s add an ending that means
the action already happened: cracked. Let’s add an ending that means the
-ed, -ing.
action is happening now: cracking. Let’s use cracked and cracking in sentences.
You Do
Have children work together. Give them several verbs with and without
inflectional endings. Partners can add the inflectional endings ed and -ing.
Repeat Have children create sentences using words with -ed and -ing.
RETEACH INFLECTIONAL ENDINGS -ed, -ing
OBJECTIVES Write mixed. This is the word mixed. I look at the word mixed and I see the
I Do
Know and apply word mix. The -ed ending shows that the action has already happened. When
grade-level phonics
and word analysis skills I change the -ed ending to -ing, it shows the action is happening now. The
in decoding words. new word is mixing. I’ll use these words in sentences: I mixed eggs and flour
to make bread yesterday. I am mixing eggs and flour to make bread today.
Read words with the
We Do
Write act and fix. Let’s add -ed. Say acted and fixed. Repeat with acting
and fixing. Let’s use these words in sentences. Have the group come up with
-ing, -ed.
sentences for acted, acting, fixed, and fixing. Repeat this routine with the
following examples:
miss land pack box snack
You Do
Now it’s your turn. Add -ed and -ing to each root word and use each word
in a sentence: tack, spell, click, spill.
Repeat Have children add the ending -ed or -ing onto the ends of words.
T346 UNIT 1 WEEK 4

High-Frequency Words/ WEEK 4
Vocabulary
REVIEW HIGH-FREQUENCY WORDS
OBJECTIVES
I Do
Use Word Cards 31–40. Display one word at a time, following the routine:
accuracy and Display the word. Read the word. Then spell the word.
fluency to support
comprehension.
We Do
Ask children to state the words and spell the word with you. Model using
the word in a sentence and have children repeat after you.
Review high-frequency
You Do
Display the word. Ask children to say the word then spell it. When
words.
completed, quickly flip through the word card set as children chorally read
the words. Provide opportunities for children to use the words in speaking
and writing. For example, provide sentence starters, such as I give the
animal . Ask children to write each word in their Writer’s Notebook.
REVIEW VOCABULARY WORDS
OBJECTIVES
I Do
Display each Visual Vocabulary Card and state the word. Explain how the
Use words and phrases photograph illustrates the word. State the example sentence and repeat
acquired through
the word.
conversations, reading
and being read to,
and responding to We Do
Point to the word on the card and read the word with children. Ask them
texts, including using to repeat the word. Engage children in structured partner talk about the
adjectives and adverbs image as prompted on the back of the vocabulary card.
to describe (e.g.,
When other kids are Display each visual in random order, hiding the word. Have children
happy that makes me You Do
happy). match the definitions and context sentences of the words to the visuals
displayed. Then ask children to complete Approaching Level Practice Book
page 31.
STRUCTURAL ANALYSIS/HIGH-FREQUENCY WORDS/VOCABULARY T347

Approaching Level
Comprehension
READ FOR FLUENCY
OBJECTIVES Read the first paragraph of the Practice Book selection. Model using the
I Do
Read with sufficient appropriate intonation based on the text being read.
accuracy and
fluency to support Read the next paragraph and have children repeat each sentence after
comprehension. We Do
you. Point out how the correct intonation in your voice can make the text
Read on-level text
easier to understand.
with purpose and
understanding. You Do
Have children read the rest of the selection aloud. Remind them to use
intonation as they read.
IDENTIFY DETAILS
OBJECTIVES
I Do
Remind children that they have been reading narrative nonfiction. Tell
Identify details in a them that when they read nonfiction, they can look for details in the text.
nonfiction text. Say: When we read nonfiction, we look for details in the words.
We Do
Read the first paragraph of the Practice Book selection aloud. Pause to
identify a detail. I read that Wilshire is a fire dog. I also read that he lives
in the city. These are both details from the selection.
You Do
Guide children to read the rest of the Practice Book selection. After each
page, prompt them to identify any details they learned. Help children to
identify the details.
T348 UNIT 1 WEEK 4

WEEK 4
REVIEW KEY DETAILS
OBJECTIVES
I Do
Remind children that key details provide important information about the
Ask and answer selection. Say: I can find key details in the words and in text features, such
such questions as
as photos and captions.
who, what, where,
when, why, and
how to demonstrate We Do
Read page 33 of the Practice Book selection together. Pause to point out
understanding of key key details in the text and and record them in a Key Details chart. Then
details in a text. discuss the photograph on page 34. Ask: What key details do you learn
from the photo and caption?
Apply skill to identify
key details in a text. Help children read the rest of the selection. Pause to help children to
You Do
identify key details. Record them in the chart.
SELF-SELECTED READING
OBJECTIVES Read Independently

accuracy and Have children pick a nonfiction selection that they have read for sustained
fluency to support silent reading. Remind them that:
comprehension.
• they should look for the key details in the words and pictures.
Read on-level text • it is important to ask questions about the text and then try to find the
with purpose and
answer as they read.
understanding.
• as they read, they should pay special attention to how the key details
help them understand the text.
Apply the strategy
and skill to reread
text. Read Purposefully
Have children record the important details on the Key Details chart. After
reading, guide children to participate in a group discussion about the
selection they read. Guide children to:
• share the information they recorded on their Key Details chart.

• tell what questions they asked as they read the text.
• tell how the key details helped them to understand the selection.
COMPREHENSION T349
D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP
On Level
Leveled Reader:
Digital
Before Reading
Preview and Predict
PD
PD
Have children turn to the title page. Read the title and author name
and have children repeat. Preview the selection’s photos. Prompt
Lexile 550 Leveled
TextEvaluator™ 4 children to predict what the selection might be about. Readers
OBJECTIVES Review Genre: Informational Text

Ask and answer such
questions as who, Have children recall that informational text is about real people, things, Detail Detail Detail
what, where, when, or events. It can have photographs and captions.

why, and how to
demonstrate Graphic
understanding of key ESSENTIAL QUESTION Organizer
details in a Remind children of the Essential Question: How do we care for animals?
text. Set a purpose for reading: Let’s read to find out how people care for
Know and use various whales.
text features (eg.
captions, bold print, Remind children that as they read a selection, they can ask questions
subheadings, about what they do not understand or want to know more about.
glossaries, indexes, Retelling
electronic menus, Cards
icons) to locate key During Reading
in a text efficiently.
Close Reading
Note taking Ask students to use their graphic organizer while they
read.
MATERIALS
Leveled Reader
Pages 2–3 Turn to a partner and discuss blue and orca whales. Ask and
People Helping answer questions about blue or orca whales. (Possible response: How are
Whales blue whales different from orca whales? The blue whale can grow up to
100 feet long, but the orca whale only grows up to 27 feet long. Why
are orca whales special? They can swim very fast to catch prey.)
Pages 4–5 What clue word does the author use to compare whales?
(alike) Paraphrase the key details you learn about all whales. (Whales
have smooth skin, and a layer of fat called blubber. Whales breathe air
through a blowhole.)
Pages 6–7 What key detail do you learn in the small photo on page 6?
(Plankton are tiny animals that live in the ocean.)
T350 UNIT 1 WEEK 4

WEEK 4
Pages 8–9 What is the root word in wandered on page 8? (wander)

Pages 10–14 How do the captions help you understand key details Literature
on pages 10–11? (The captions explain what the people in the Circles
photographs are doing.) What key details do you learn from the
Lead children in conducting a
photographs on page 13? (Possible response: The raft is tied to the crane literature circle using the
with ropes. The raft has holes for the whale’s fins and flukes.) What is Thinkmark questions to guide
the root word in excited on page 14? (excite) the discussion. You may wish to
discuss what children have
learned about how people care
After Reading for animals from both selections
in the leveled reader.
Respond to Reading
Retell
Have children take turns retelling the selection, using the retelling
cards as a guide. Help children make a personal connection by asking:
Have you or someone you know ever cared for an animal? How?
Level-up
lessons
Model Fluency available
online.
Read the sentences, one at a time, modeling appropriate intonation.
Have children chorally repeat.
Apply Have partners practice repeated readings. Provide feedback.
PA I R ED RE A D … IF children read the On Level fluently

and answered the questions
THEN pair them with children who
“Working with Animals” have proficiently read the Beyond Level
and have on-level children
Make Connections: • partner read the Beyond Level main
Write About It Leveled Reader selection.
Before reading, ask children to note that • Identify key details they would like
the genre of this text is also informational text. Then discuss the to learn more about.
Compare Texts statement. After reading, ask children to make
connections between the information they read from “Working with
Animals” and People Helping Whales. A C T Access Complex Text
The Beyond Level challenges children by
FOCUS ON SCIENCE including more specific vocabulary and
Children can extend their knowledge of the needs of complex sentence structures.
animals by completing the science activity on page 20.
ON LEVEL T351
On Level
Phonics
BUILD WORDS WITH SHORT a AND LONG a
OBJECTIVES
I Do
Display Word Building Cards m, a, d. Say: These are the letters m, a, and
Know and apply d. They stand for /m/ /a/ /d/. Listen as I blend these sounds together: /
grade-level phonics
and word analysis skills
mad/. Demonstrate adding e to mad. Say: When I add e to mad, the word
in decoding words. becomes /mād/, made.
We Do
Now, let’s do one together. Make the word made using Word Building
• Build and decode Cards.Change the letter m to f. Let’s blend the new word: /fād/, fade.
words with two-
letter blends. Change the letter d to t. I am going to change the letter d in fade to the letter
• Read for fluency. t. Let’s blend and read the new word: /fāt/, fate. The new word is fate.
You Do
Have children build and blend the words: tap, tape, cape, cap, map, mat,
mate, date, late, lane, blame, flame.
Decodable Reader Have children read “You Can Bake a Cake!” (pages
33–38) and "Gabe Picks a Pet" (39–42).
Vocabulary
REVIEW WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review each vocabulary word. Point to
I Do
Use words and phrases each word, read it aloud, and have children chorally repeat it.
acquired through
conversations, reading Guide children to use the Define/Example/Ask routine for a few
and being read to. We Do
Vocabulary words using their Response Boards. Ask sample questions to
help children respond and explain their answers.
Review Vocabulary
Words. You Do
Have children work with a partner to do the Define/Example/Ask routine
on their own for the remaining vocabulary words. Then have children write
sentences about this week’s selections. Each sentence must contain at least
one vocabulary word.
T352 UNIT1 WEEK 4

Comprehension WEEK 4
REVIEW KEY DETAILS
OBJECTIVES
I Do
Remind children that key details give information about the selection.
Ask and answer such Point out that children can look for key details in the words and text
questions as who,
features. Say: When we read nonfiction, we can look for key details in the
what, where, when,
why, and how to words and text features, such as photos and captions.
demonstrate
understanding of key We Do
Read the first paragraph of the Practice Book selection aloud. Pause to
details in a text. point out the key details. Identify the details and prompt children to tell
why they are important. Use the photo and caption on page 34 to point
Identify the key details
out details. Say: We read that Dalmatians are often used as fire dogs.
in a text.
You Do
Guide children to read the rest of the Practice Book selection. Remind
them to identify the important details as they read. Have children explain
why these details are important in the text.

accuracy and Have children pick a nonfiction selection that they have read for sustained
fluency to support silent reading. Remind them to:
comprehension.
• use key details in the photographs and text to help them understand
Read on-level text the selection.
with purpose and
understanding.
• ask questions about what they are reading and then read more of the
text to help answer their questions.
Apply the strategy and

skill to reread text.
Read Purposefully
Have children record the key details on a Key Details chart. After reading,
guide partners to:
• share the information they recorded on their Key Details chart.

• tell how they could tell it was a nonfiction selection.
• share the questions they asked and explain how they found the answer
to the questions.
PHONICS/VOCABULARY/COMPREHENSION T353
Beyond Level
Leveled Reader:
Digital
Before Reading
Preview and Predict
PD
PD
Read the title and author name. Have children preview the title page
and the photographs. Ask: What do you think this book will be about?
Lexile 610 Leveled
TextEvaluator™ 6 Readers
Review Genre: Informational Text
OBJECTIVES
Have children recall that informational text is about real people, things,
Ask and answer such
questions as who, or events. Prompt children to name key characteristics and features of Detail Detail Detail
what, where, when, informational text. Tell them to look for these characteristics and
why, and how to
features as they read.
demonstrate Graphic
understanding of key Organizer
details in a ESSENTIAL QUESTION
text.
Remind children of the Essential Question: How do people care for
Know and use various animals? Have children set a purpose for reading by saying: What do
text features (e.g.
captions, bold print, you want to find out about caring for animals as you read this book?
subheadings,
glossaries, indexes,
electronic menus, During Reading
facts or information Close Reading
Note taking Ask students to use their graphic organizer while they read.
Pages 2–3 Turn to a partner and discuss blue and orca whales. Ask and
answer questions about blue or orca whales. (Possible response: How
MATERIALS
are blue whales different from orca whales? The blue whale can grow
Leveled Reader
People Helping up to 100 feet long, but the orca whale only grows up to 27 feet long.
Whales What makes an orca whale a good hunter? They can swim very fast to
catch prey.)
Pages 4–7 Paraphrase the key details you learn about all whales.
(Whales have smooth skin, and a layer of fat called blubber. Whales
breathe air through a blowhole.) What does the author use to organize
information about whales and mammals on page 5? (The author uses a
separate box to explain why whales are mammals and not fish.)
How does the author organize details about plankton on page 6? (The
author uses a photo with a caption, and a separate box.)
Pages 8–9 What is the root word in deeper on page 9? (deep)
T354 UNIT 1 WEEK 4

WEEK 4
Pages 10–14 How does the caption help you understand key details on
page 10? (The caption explains what the people in the photographs are Literature
doing.) What key details do you learn from the photographs on page Circles
13? (Possible response: The mats are tied to the crane with ropes.
Workers on the rafts wear life jackets and carry safety gear.) Why is the
literature circle using the
word crane in bold print on page 13? (Crane is a glossary word.) What
Thinkmark questions to guide
is the root word in stranded on page 14? (strand) the discussion. You may wish to
discuss what children have
learned about how people care
After Reading
for animals from both
Respond to Reading selections in the leveled reader.
Retell
Have children take turns retelling what they learned from the selection,
using the retelling cards. Help children make a personal connection by
writing about ways they have seen people care for animals. Say: Write
about ways that people help animals in need.
PAI R ED RE A D …
SYNTHESIZE Challenge
children to find out more about
“Working with Animals” whales and how they live. Ask
them to make a booklet to
Make Connections: describe one type of whale, where
Write About It it lives, what it eats, and any other
Leveled Reader interesting information they find
Before reading “Working with Animals,”
out about it.
have children preview the title page and identify the genre as expository
text. Then discuss the Compare Texts statement. After reading, have EXTEND Have children use
children work with a partner to discuss the information they read from nonfiction books about animals
“Working with Animals” and People Helping Whales. Ask children to and other reference materials
make connections by comparing and contrasting the people and to do their research.
animals from each selection. Prompt children to discuss what they
learned about how people care for animals.
FOCUS ON SCIENCE
Children can extend their knowledge of the needs
on page 20.
BEYOND LEVEL T355

Beyond Level
Vocabulary
REVIEW DOMAIN-SPECIFIC WORDS
OBJECTIVES
Model
Use the Visual Vocabulary Cards to review the meaning of the words care
Use words and phrases and needs. Write sentences about caring for animals on the board using
acquired through
conversations, reading
the words.
and being read to, and
responding to texts, Write the words nutrition and prey on the board and discuss the meanings
including using with children. Then help children write sentences using these words.
adjectives and adverbs
to describe (e.g.,
Apply
Have children work in pairs to review the meanings of the words friendship
When other kids are
and relationship. Then have partners write sentences using the words.
happy that makes me
happy).
ROOT WORDS
OBJECTIVES
Model
Read aloud the second paragraph of the Comprehension and Fluency
Determine or clarify passage on Beyond Level Practice Book pages 33–34.
the meaning of
unknown and multiple- Think Aloud I see the word allowed. I’m not sure what this word means.
meaning words and
phrases based on When I separate the root word and the ending, I see the word allow. I
grade 2 reading and know this means to give permission for. I see the ending -ed. This ending
content, choosing means that something has already happened. Now I understand that
flexibly from an array
of strategies. Wilshire was not permitted to go certain places.
With children, read more sentences. Help them figure out the meaning of
Use a known root word trained.
as a clue to the
meaning of an Have pairs of children read the rest of the passage. Ask them to separate
unknown word with Apply
the same root (e.g.
the root word and the ending to determine the meanings of the following
addition, additional). words: showed, meeting.
Extend Explain that words ending with silent e, drop the e before adding
the ending. Using the words lives, lived, hired, gives, takes, have partners
write the base words and the endings.
T356 UNIT 1 WEEK 4

Comprehension WEEK 4
REVIEW KEY DETAILS
OBJECTIVES
Model
Remind children that key details in a passage help the reader understand
Ask and answer such the topic. Remind children to look for key details in text features, such as
questions as who,
what, where, when,
photos and captions.
why, and how to
demonstrate Have children read the first paragraph of the Comprehension and Fluency
understanding of key passage of Beyond Level Practice Book pages 33–34. Ask open-ended
details in a text. questions to facilitate discussion, such as: What key details did you learn
about Wilshire in this paragraph? What does the photo and caption on
page 34 help you understand about Wilshire? Children should support
their responses.
Apply
Have children identify the key details in each paragraph in the rest of the
passage as they independently fill in a Key Details chart.

By the end of the year,
read and comprehend Have children choose a nonfiction book for sustained silent reading.
informational texts,
including history/social • As children read, have them fill in a Key Details chart.
studies, science, and
technical texts, in the
• Remind them to reread difficult sections of the text.
grades 2–3 text
complexity band Read Purposefully
proficiently, with
scaffolding as needed Encourage children to keep a reading journal. Ask them to read different
at the high end of the nonfiction books to learn about a variety of topics.
range.
• Children can write summaries of the books in their journals.
Reread difficult
sections in a text to • Ask children to share their reactions to the books with classmates.
increase
understanding. Independent Study Challenge children to discuss how their books relate to
the weekly theme of caring for animals. Have children compare the way
people care for animals in the different selections they have read.
VOCABULARY/COMPREHENSION T357
English Language Learners
Shared Read
Taking Care of Pepper Go
Digital
Before Reading
Build Background
Read the Essential Question: How do we care for animals?
PD
PD
• Explain the meaning of the Essential Question. Say: We care for
Taking Care of
Reading/Writing animals when we give them the things they need to live. Pepper
Workshop
• Model an answer: We care for animals when we give them food,
water, exercise, and a safe place to live.
OBJECTIVES Detail Detail Detail
Read with sufficient • Ask children a question that ties the Essential Question to their own
accuracy and fluency background knowledge: Turn to a partner and talk about how people
to support
you know care for animals. Call on several pairs. Graphic
comprehension.
Organizer
Ask and answer such

questions as who,
During Reading
what, where, when,
why, and how to
Interactive Question Response
demonstrate • Ask questions that help children understand the meaning of the text
understanding of key
after each paragraph.
details in a text.
Know and use various • Reinforce the meanings of key vocabulary providing meanings
text features (eg. embedded in the questions.
captions, bold print,
subheadings, • Ask children questions that require them to use key vocabulary.
glossaries, indexes, • Reinforce strategies and skills of the week by modeling.
electronic menus,
ACADEMIC
LANGUAGE
reread, key details,
questions, photos,
captions
T358 UNIT 1 WEEK 4

WEEK 4
Taking Care of Pepper think the word strokes means in the sentence?
(to move your hand across the horse’s coat; to
Pages 70–71 pet or feel the horse’s coat)
Point to the title. Listen as I read the title of the How are Pepper’s needs similar to the
selection. Point to each word as you read it. What needs of other animals? (All animals need
is the title? (Taking Care of Pepper) Pepper is the food, water, exercise, and shelter, just as
name of the horse in the selection. Pepper does.)
Point to the horse in the photos. This is Pepper.
Pepper lives on a farm. What do you think Pepper Page 74
needs to live? (He needs food, water, exercise, and
a safe place to live.) Point to Jack. This is Jack. Let’s read this page together. Point out that roam
What is he giving the horse? (He is giving it a and wander are synonyms. Ask: Why do you roam
carrot. He is showing that he cares about it.) or wander sometimes? Point to the photo. What is
Pepper doing in this photo? (running) How does
Page 72 running in the fields help Pepper? (It gives him
exercise and keeps him healthy.)
Let’s read the page together. Point to the outside
of the stall. Say: This is Pepper’s stall. It protects People also need exercise. How do
him from bad weather and keeps him dry. Ask: you get exercise? (Possible answer: Run, play
What do Jack and his father do each morning to outside.)
care for Pepper? (They give Pepper hay to eat and
Point to and identify Pepper’s mane, tail and fur.
clean his stall.)
Explain that coat is another name for an
Listen as I read this sentence from the story: He animal’s fur.
shovels out the dirty hay and sawdust. Explain the
meanings of hay and sawdust. Ask: How does this Page 75
help Pepper? (It gives Pepper a clean place to live.)
Point out that excited and all worked up are Let’s read this page together. Now listen to this
synonyms. sentence: When they are finished riding, Jack
Explain and Model the Strategy Help children to grooms Pepper. What does the author mean by
understand the strategy. Say: I wonder, What else “grooms”? (He makes Pepper look good by
do Jack and his family do to care for Pepper? I’ll brushing his coat and cleaning him.)
keep reading to find the answer to the question. Explain and Model the Phonics Read the first two
sentences. Listen carefully. Raise your hand when
Page 73 you hear a word that has the short a sound and
put your hand on your head when you hear a word
Let’s read this page together. Now listen as I read that has the long a sound. (saddle, places) Now
this sentence: Next, his mother gives him an apple let’s say each word together: saddle, places.
for Pepper. What other things does Pepper eat?
Use the photo to help you. (hay)
After Reading
Listen to this sentence that shows how Jack
cares for Pepper: Next, Jack strokes Pepper’s Make Connections
brown coat and it feels smooth. What do you • Review the Essential Question.
ENGLISH LANGUAGE LEARNERS T359

Leveled Reader:
Digital
Before Reading
Preview
PD
PD
Read the title. Ask: What is the title? Say it again. Repeat with the
author’s name. Preview the selection’s photographs. Have children
Lexile 360 Leveled
TextEvaluator™ 4 describe the images. Use simple language to tell about each page. Readers
Follow with questions, such as: What does the book show about
OBJECTIVES whales? What does it show about how they move?
Ask and answer such
questions as who, ESSENTIAL QUESTION
what, where, when,
why, and how to
Remind children of the Essential Question. Say: Let’s read to find out
demonstrate how people care for whales. Encourage children to seek clarification Graphic
understanding of key when they encounter a confusing word or phrase. Organizer
details in a
text.
Know and use various During Reading
text features (eg.
captions, bold print, Interactive Question Response
subheadings,
glossaries, indexes,
Pages 2–3 Point to the two photos of whales. There are many kinds of Retelling
electronic menus, whales. Whales are very big animals. Tell your partner which whale is Cards
icons) to locate key the the largest animal on Earth. Talk about how long this animal is. (A
blue whale is the largest animal on Earth. It can be 100 feet long.)
Pages 4–5 What is blubber on a whale? (It is a layer of fat.) What
does the blubber do? (It helps keep the whale warm.) Look at the
MATERIALS
diagram on page 5. Point to the blowhole. Talk with your partner about
Leveled Reader what the blowhole is used for.
People Helping Pages 6–7 Point to the picture of the pod of whales. Say: Whales live in
Whales
groups called pods. What do pods do? (They swim together and look for
food.) What do whales do in the winter? (They swim to warmer oceans.)
Pages 8–9 Look at the photo on page 8. What does the author mean
when she says that the whale is stranded? (It is stuck on the beach, not
able to the water.) What happens when whales get stranded? (People
help them.)
Pages 10–11 Point out the photo on page 10. Say: Talk with a partner.
How are the people in the picture helping the whale? (They are pouring
water on it to keep it cool and wet.) Why do workers put towels on the
whale? (to protect it from the sun)
T360 UNIT 1 WEEK 4

WEEK 4
Pages 12–13 Ask: How do the workers get the whale to the water?
(They lift it with a crane and put it on a raft.) Literature
Pages 14–15 Say: Talk with a partner about what might happen if the Circles
people did not help the whale. (It could have died on the beach.)
literature circle using the
After Reading Thinkmark questions to guide
the discussion. You may wish to
Respond to Reading discuss what children learned
about how people help animals
Ask children to work with partners to answer the Respond to Reading
from both selections in the
questions. Pair children with peers of varying language abilities. leveled reader.
Retell
Model retelling using the Retelling Card prompts. Then guide children to
retell the selection to a partner.
Fluency: Intonation
Read the sentences in the book, one at a time. Help children echo-read
the pages expressively and with appropriate intonation. Level-up
lessons
Apply Have children practice reading with a partner. Pair children with available
peers of varying language abilities. Provide feedback as needed. online.
PA I R ED RE A D …
IF children read the ELL Level fluently

“Working with Animals” and answered the questions
THEN pair them with children who
Make Connections:
have proficiently read the On Level and
Write About It Leveled Reader
have children
Before reading, tell children that this text
• ECHO-READ the On Level main
is also informational text. Then discuss the Compare Texts statement.
selection with their partners.
After reading, ask children to make connections between “Working with
Animals” and People Helping Whales. Prompt children by providing • LIST difficult words and phrases and
sentence frames: One way people help animals is . discuss them with their partners.

The On Level challenges children by
FOCUS ON SCIENCE including more specific vocabulary and
Children can extend their knowledge of the needs complex sentence structures.
on page 20.
ENGLISH LANGUAGE LEARNERS T361


Vocabulary
PRETEACH VOCABULARY
OBJECTIVES Preteach vocabulary from “Taking Care of Pepper,” following the

I Do
Use words and phrases Vocabulary Routine found on the Visual Vocabulary Cards for words
acquired through
conversations, reading excited, safe, allowed, wild, roam, wandered, needs, and care.
and being read to,
and responding to We Do
After completing the Vocabulary Routine for each word, point to the
texts, including using word on the Visual Vocabulary Card and read the word with children. Ask
adjectives and adverbs children to repeat the word.
to describe (e.g., When
other kids are happy
You Do
Have partners write vocabulary words on small cards. Have them select a
that makes me happy).
word, pronounce the word, and use it in an oral sentence.
LANGUAGE Help children write and Lead children to write Have children write the
OBJECTIVE pronounce two words and say four words and vocabulary words,
Use vocabulary words. correctly. use them in sentences. pronounce them and use
them in a sentence.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. The words can be reviewed
I Do
Use words and phrases over a few days. Read each word aloud, pointing to the word on the
acquired through
conversations, reading Visual Vocabulary Card. Have children repeat after you. Then follow the
and being read to. Vocabulary Routine on the back of the card.
We Do
Ask children to think up sentences using the words. Then have children
define the words.
LANGUAGE
OBJECTIVE
You Do
Have partners make a list of clues for two or more words. Ask them to read
Use vocabulary words. them aloud for the class to guess the word.

Help children list clue Have children write clues Ask children to use
words and read them as sentences. synonyms or antonyms in
aloud. their clues.
T362 UNIT 1 WEEK 4

WEEK 4
ROOT WORDS
OBJECTIVES
I Do
Read aloud the first paragraph on page 74 of “Taking Care of Pepper,”
Determine or while children follow along. Summarize the paragraph. Point to the word
clarify the meaning
wandered. Explain that, to understand the meaning of a word you do not
of unknown and
multiple-meaning know, try to separate the word into word parts. You can separate the root
words and phrases word from the ending, such as -ed, or -ing.
based on grade 2
reading and content, Think Aloud I’m not sure what the word wandered on page 74 of “Taking
choosing flexibly from
Care of Pepper” means. I’ll separate the root word wander from the ending
an array of strategies.
-ed. Now I understand that wandered means moved around without a
Use a known root place to go.
word as a clue to
the meaning of an We Do
Have children point to the word walking on page 74. Guide them to use
unknown word with root words to figure out the meaning of the word walking. Write the
the same root (e.g., definition on the board.
addition, additional).
You Do
Have partners write a definition for waiting on page 75 using root words.
LANGUAGE
Help children locate the Ask children to locate and Have children separate
OBJECTIVE
word and root word on read aloud the root words the root word from its
Use known root words. the page. on the page. ending and define the
word on the page.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List additional vocabulary and concept words from “Taking Care of
Know and apply Pepper”: needs, care, stall, exercise. Define each word for children.
grade-level phonics
and word analysis skills Model using the words for children in a sentence: I care for my cat by
in decoding words. We Do
feeding it. A baby takes a great deal of care. Then provide sentence frames
and complete them with children: We care for our school when we .
Compare formal
and informal uses of
You Do
Have pairs make up their own sentences and share them with the class to
English.
complete them.
LANGUAGE
OBJECTIVE Help children copy the Provide sentence starters Have children define the
Use transition words sentence frames correctly for children, if necessary. words they used and use
and complete them. them in sentences.
VOCABULARY T363

Writing/Spelling
WRITING TRAIT: SEQUENCE
OBJECTIVES Explain that writers organize their writing in a way that makes sense. They
I Do
With guidance use words, such as first, next, then, and last to help the reader follow the
and support from
adults, use a variety sequence. Write and read the sentences: First we walked the dog. Next we
of digital tools to fed him. Then we played with him. Finally the dog took a nap.
produce and publish
writing, including in
We Do
Read the first sentence of “Taking Care of Pepper,” emphasizing the word
collaboration with first. Explain that this word helps the reader follow the order, or sequence.
peers.
Ask children to identify a sequence word in the next paragraph.
Demonstrate
command of the Have children write a few sentences that show how they can care for an
conventions of You Do
standard English animal. Remind them to use words that show the sequence of events.
grammar and usage
when writing or
speaking. Help children write the Ask children to describe Ask children to describe
sentences. Provide ways they can care for an how they can care for an
sentence frames to copy animal. Give sentence animal. Ask them to use
and complete. frames to complete. sequence words.
WORDS WITH SHORT a, LONG a
OBJECTIVES Read aloud the Spelling Words on T14. Segment the words into sounds.
I Do
Demonstrate Point out the short a or long a in each word. Read aloud, segment, and
command of the
conventions of spell the remaining words; have children repeat.
standard English
capitalization, We Do
Read the first sentence from Dictation Routine on page T14 aloud: Meg
punctuation, and gave me a bag of nuts. Then emphasize the short a in bag and ask children
spelling when writing.
to repeat. Have them write the word. Repeat for the remaining sentences.
You Do
Display the words. Have children work with a partner to check their
LANGUAGE
spelling lists. Have children correct misspelled words on their list.
OBJECTIVES Beginning Intermediate Advanced/High
Spell words with short
a and long a sounds. Help children copy the After children have Have children think of
words with correct corrected their words, other words that have the
spelling and say the word. have pairs quiz each other. short a or long a sound.
T364 UNIT1 WEEK 4

Grammar WEEK 4
PREDICATES
OBJECTIVES
I Do
Review that a predicate is a part of a sentence that explains the action
Demonstrate command in the sentence. The predicate tells what the subject does. Write the
of the conventions of
following sentence on the board: The horse eats hay. Underline the words
standard English
grammar and usage eats hay and explain that this is the part of the sentence that explains the
when writing or action in the sentence. It tells what the horse does.
speaking.
We Do
Write the sentence frames on the board. Have children read the sentences
and identify the predicate in the sentence. Have them say: The predicate is
LANGUAGE
OBJECTIVE .
Recognize that The animal drinks water.
sentences have
predicates
Jack brushes his horse.
Tim feeds his cat.
You Do
Write the following sentences on the board.
The animal . The boy .
Pair children and have them complete each sentence frame by providing
predicates based on this week’s readings. Have them fill in the predicate
based on what they know about the selections. Circulate, listen in, and
ELL Language take note of each child’s language use and proficiency.
Transfers
Provide extra support Beginning Intermediate Advanced/High
by pointing out Ask children to describe Ask children to explain in After completing the
the predicates in in their own words what their own words what a sentence frames, have
sentences that you “Taking Care of Pepper” predicate is. Have them children make their
read. Make sure is about. Explain that fill in the sentence frames own sentences with the
children understand some of these words can with any words that make predicate missing based
that every complete be used as the predicate sense from the selections on the passages and
sentence must have in their sentence frames. they have read that week. ask a partner to fill in a
a predicate. Remind predicate of their choice.
them that a predicate
is the part of a
sentence that states
the action and tells
about the subject.
Provide them with
practice locating
the predicates of
sentences.
WRITING/SPELLING/GRAMMAR T365
PROGRESS
MONITORING
Unit 1 Week 4
Instructional
Standards Component
Component forfor
Formal
Focus
Covered Assessment
Assessment
Assessment
• Comprehension
RI.2.1 • Selection
• Selection Test
Test
Skill • Weekly
• Weekly Assessment
Assessment
Text Evidence • Vocabulary • Approaching-Level
• Approaching-Level
Strategy Weekly
Weekly Assessment
Assessment
Comprehension • Weekly
RI.2.1, RI.2.5 Skill • Weekly Assessment
Assessment
Key Details:
Use Photos • Approaching-Level
Weekly
Weekly Assessment
Assessment
Vocabulary
L.2.4c • Selection
Strategy • Selection Test
Test
• Weekly
• Weekly Assessment
Assessment
Root Words
Weekly
Weekly Assessment
Assessment
• Comprehension
W.2.8 Weekly
Weekly Assessment
Assessment
Writing About Text Skill
Writing About Text • English Language
Conventions
Unit 1 Week 4 • Writing to Stimuli
Standards Component for
Informal
Covered Assessment
Assessment
Unit 1 Week 4
Instructional Component for
Informal
Focus Assessment
Assessment
Research/Listening/ SL.2.1c, SL.2.2, • RWW
Collaborating SL.2.3 • Teacher’s Edition
• Listening • RWW
Research/Listening/ • RF.2.4a,
Speaking Fluency Assessment
• Teacher’s Edition
Oral Reading Fluency
Collaborating RF.2.4b, RF.2.4c
(ORF) • Research
Fluency Goal: 41 to 61 words
correct per minute
Oral Reading (WCPM) • Reading Accuracy
Fluency Fluency Assessment
(ORF) Rate Goal: 95% or• Prosody
Accuracy
higher
Fluency Goal: 41 to 61
words correct per minute
(WCPM)
Accuracy Rate Goal: 95%
or higher
T366 UNIT 1
Using Assessment Results WEEK 4
Weekly
Assessment Skills If . . . Then . . .
and Fluency
Children score below . . . assign Lessons 105 on Key Details: Use

COMPREHENSION 70% . . . Photos from the Tier 2 Comprehension
Intervention online PDFs.
Children score below . . . assign Lesson 99 on Root Words from the

VOCABULARY 70% . . . Tier 2 Vocabulary Intervention online PDFs.
Children score below . . . assign Lessons 105 and/or Write About

WRITING “3” on constructed Reading Lessons from Section 13 of the Tier 2
response . . . Comprehension Intervention online PDFs.
Children have a WCPM . . . assign a lesson from Section 1, 9, or 10 of

score of 36-40 . . . the Tier 2 Fluency Intervention online PDFs.
Children have a WCPM . . . assign a lesson from Sections 2–8 of the

score of 0–35 . . . Tier 2 Fluency Intervention online PDFs.
Using Weekly Data

Check your data Dashboard to verify assessment
results and guide grouping decisions.
Data-Driven Recommendations
Response to Intervention
Use the appropriate sections of the Placement and Diagnostic Assessment
as well as students’ assessment results to designate students requiring:
TIER TIER
2 Intervention Online PDFs 3 WonderWorks Intervention Program
PROGRESS MONITORING T367

Unit 1 Week 4 PDF

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Unit 1 Week 4 PDF

Загружено:

Авторское право:

Доступные форматы

WEEKLY OVERVIEW

Build Knowledge Essential Question:

Lola and Tiva: An Unlikely Friendship, 82–99

“Taking Care of Pepper,” 70–75

“Animal Needs,” 102–103

Differentiated Texts Extended Complex Texts

Publishing Division from TARA AND TIREE, FEARLESS FRIENDS:

A True Story by Andrew Clements, illustrated by Ellen Beier.

Illustrations copyright © 2002 Ellen Beier.

T276 UNIT 1 WEEK 4

Ken Karp/McGraw-Hill Education

Close Reading of Complex Text Language Development

• Draw evidence from informational texts

• Paraphrase portions of “All Kind of Vets” into done your

and presentations on animal care

WEEKLY OVERVIEW T277

“Taking Care of Pepper” to analyze text, craft, and structure, citing

Write About Caring for

T278 UNIT 1 WEEK 4

Lola and Tiva: An Unlikely Friendship to learn about how a girl

Lola and Tiva: An Unlikely Friendship and use text evidence

Information about how different animals have different needs.

Gradual release of support • Cite Text Evidence

to independent work • Complete a Sentence Frame.

Integrate Knowledge and Ideas

Conduct a Short Research Project

INSTRUCTIONAL PATH T279

Day 1 and Day 2

Day 4 and Day 5

T279A UNIT 1 WEEK 4

ting Go Genre Writing:

Features Model Graphic Organizer Graphic Organizer

Grammar and Spelling Resources Online PDFs

Reading/Writing Workshop Online Spelling Grammar Practice, Phonics/Spelling Practice,

DEVELOPING READERS AND WRITERS T279B

READING DAY 1 DAY 2

Word Work/Vocabulary T302–T305

Grammar Predicates, T316–T317

Write About the Text Writing Fluency,

APPROACHING LEVEL ON LEVEL

T280 UNIT 1 WEEK 4

DAY 3 DAY 4 DAY 5

BEYOND LEVEL ENGLISH LANGUAGE LEARNERS

SUGGESTED LESSON PLAN T281

Reading/Writing Literature Anthology Leveled Readers Classroom Library

Lexile 240 Lexile 550

T309 • Specific Vocabulary Context • Genre • Sentence Structure

T282 UNIT 1 WEEK 4 GoDigital! http://connected.mcgraw-hill.com

ELL Develop T358–T365

If Yes On Level Review T350–T353

Beyond Level Extend T354–T357

Using Weekly Data

ENGLISH LANGUAGE LEARNERS

DIFFERENTIATE TO ACCELERATE T283

Introduce the Concept

whole-group discussions, encourage them to

T284 UNIT 1 WEEK 4

READING/WRITING WORKSHOP, pp. 66–67

ENGLISH LANGUAGE LEARNERS

INTRODUCE THE CONCEPT T285

• Develop oral Oral Vocabulary Routine

T286 UNIT 1 WEEK 4

Strategy: Ask and Answer