First Six Weeks 2nd GRADE READING
LESSON #1
SE Focus / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYSequence of Events/ Infer & Predict / Teacher Guided Instruction / Teacher Guided Instruction / Teacher Guided Instruction / Independent Instruction / Review and Assess
Selection: “Henry and Mudge”CPQ: How does Mudge affect Henry’s life?
Genre Study: Realistic FictionVOCABULARY INSTRUCTION: Alphabetical Order
*THEME/ Big Idea: There are different kinds of communities.
MONDAYOpening Routines
Instructional Guide for ELAR/SLAR p. 2.1
Phonemic Awareness/Daily Phonics T18 Short Vowels “a,i”
Vocabulary T13, T16, T17
Teacher Read Aloud; The Perfect Pet
Develop Background T28-T29
Introduce Sequence of Events T30-T31
Read Selection “Henry and Mudge” T32-38
Listening Comprehension: T15 We Camp, T21
Grammar:Subject & Predicates T22
Spelling: Short vowels “a,i” T22
Sad, dig, jam, glad, list, win, flat, if, fix, rip, kit, mask, as, his, sandwich, picnic
Writing:
Write to narrate: Sentences that tell a true story
- Introduce the Model, T23
Opening Routines
TTT’s : Instructional Guide for ELAR/SLAR 2.1
CPQ Answered: Instructional Guide for ELAR/SLAR 2.1
TTT: How can you tell how Henry is feeling? Provide evidence. P. 18
What clues did the author provide to describe Mudge? P.22
How would you describe the sequence of events in the story of Henry and Mudge? P. 24
Daily Phonics T26
Vocabulary T13
Develop Background T28-T29
Review comprehension sequence of events T30-T31
Read selection “Henry and Mudge” T32-T38
Grammar:Subject & Predicates T40
Spelling: Short vowels “a,i” T27
Writing:
Write to narrate: Sentences that tell a true story
- Focus trait: Ideas T41
TIER II- (see 1st Grade EOY)
TIER III-(see 1st Grade EOY)
WEDNESDAY
Opening Routine
TTT’s : Instructional Guide for ELAR/SLAR 2.1
CPQ Answered: Instructional Guide for ELAR/SLAR 2.1
TTT: How can you tell how Henry is feeling? Provide evidence. P. 18
What clues did the author provide to describe Mudge? P.22
How would you describe the sequence of events in the story of Henry and Mudge? P. 24
Vocabulary T13
DeepenBackground T28-T29
Deepen Comprehension Sequence of Events T30-T31
Read selection “Henry and Mudge” T32-T38
Grammar:Subject & Predicates T50
Spelling: Short vowels “a,i” T27
Writing: Write to narrate: Sentences that tell a true story
- Focus trait: Ideas T51
TIER II- (see 1st Grade EOY)
TIER III-(see 1st Grade EOY) / THURSDAY
Opening Routine
Connect to: Science T56, T57
Making Connections, T57
Vocabulary Strategies: Alphabetical Order T58-T59
Grammar:Subject & Predicates T60
Spiral Review T60
Daily Proofreading practice T61
Spelling: Short vowels “a,i” T27
Writing:
Write to narrate: Sentences that tell a true story
- Draft: T61
TIER II- (see 1st Grade EOY)
TIER III-(see 1st Grade EOY)
FRIDAY
ASSESSMENTS
ELAR/SLAR TEKS: 2.2c 2.23A ELPS: 2B, 3A, 4A
SPELLING: 2.1, 2.18A, 2.21B, 2.23A ELPS: 3C, 3G, 5A, 5C
ELAR/SLAR TEKS: 2.5B,C, 2.4, 2.3A,B,C, 2.9B , Fig 19(E)
ELPS 4C, 1E, 1F, 4F, 5B, 1C, 1E, 4D, 4J, 3B,
TEKS 2.14B
Grammar: TEKS 2.22C 2.1 Fluency-(see TLI Fluency Initiative Routine)
TIER II- (see 1st Grade EOY)
TIER III-(see 1st Grade EOY)
First Six Weeks 2nd GRADE READING
LESSON #2
SE Focus / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYCompare and Contrast/ Question / Teacher Guided Instruction / Teacher Guided Instruction / Teacher Guided Instruction / Independent Instruction / Review and Assess
Selection: “My Family / Mi Familia”CPQ: How would you compare Camila’s family experiences to your own?
Genre Study: Informational TextVOCABULARY INSTRUCTION: Using a Glossary
*THEME/ Big Idea: There are different kinds of communities.
MONDAYOpening Routines
Instructional Guide for ELAR/SLAR p. 2.2
Phonemic Awareness/Daily Phonics T110 Short Vowels o, u, e
CVC syllable pattern
Vocabulary T108-109
Teacher Read Aloud; More Than A Best Friend T106-107
Develop Background T120-121
(Fluency) Decodable Reader: Bud, Ben, and Roz Introduce Compare and Contrast T122-T123
Read Selection My Family T124-132
Vocabulary: Remembered, porch, crown, spend, stuck, visit, cousin, piano
Listening Comprehension: T107
Grammar: Complete Sentences T114
Spelling:Short Vowels o, u, e T114
wet, job, hug, rest, spot, mud, left, help, plum, nut, net, hot, get, not, lunch, spend T110
Writing: Write to Narrate: Friendly Letter - Introduce Model T115 / TUESDAY
Opening Routines
TTT’s : Instructional Guide for ELAR/SLAR p. 2.2
CPQ Answered: Instructional Guide for ELAR/SLAR p. 2.2
How would you compare Camila’s family experiences to your own?
TTT: How does the family tree help you understand the story? P. 44
Why do you think the author mentions music throughout the story? P. 49
What conclusions can you draw about this family based on the clues the author has given? P. 52
Daily Phonics T118-119
wet, job, hug, rest, spot, mud, left, help, plum, nut, net, hot, get, not, lunch, spend
Vocabulary T117
DEVELOP BACKGROUND T120
FLUENCY MODEL ACCURACY T119
READ SELECTION MY FAMILY T124-132
INTRODUCE COMPREHENSION COMPARE AND CONTRAST T122
Grammar: Complete Sentences T134
Spelling: T134 Short Vowels o, u, e T134
Writing: Write to Narrate: Friendly Letter - Focus Trait: Voice, T135
WEDNESDAY
Opening Routine
TTT’s : Instructional Guide for ELAR/SLAR p. 2.2
CPQ Answered: Instructional Guide for ELAR/SLAR p. 2.2
How would you compare Camila’s family experiences to your own?
TTT: How does the family tree help you understand the story? P. 44 Why do you think the author mentions music throughout the story? P. 49
What conclusions can you draw about this family based on the clues the author has given? P. 52
Daily Phonics: T138-139
Vocabulary T137
FLUENCY MODEL ACCURACY T140-141
READ THE FUNNY HAT CONTEST
DEEPEN COMPREHENSION
COMPARE AND CONTRAST T142-143
Grammar: Complete Sentences T144
Spelling:Short Vowels o, u, e T144
Writing: Write to Narrate: Friendly Letter - Prewrite T145 / THURSDAY
Opening Routine
Connect to Poetry - Family Poetry T150, T151
Daily Phonics T148-149
wet, job, hug, rest, spot, mud, left, help, plum, nut, net, hot, get, not, lunch, spend
Vocabulary T147
READ FAMILY POETRY T150-151
CONNECT TO POETRY
MAKING CONNECTIONS, T151
VOCABULARY STRATEGIES
USING A GLOSSARY T152
Grammar:Short Vowels o, u, e T 154
Spiral Review T154
Spelling:Short Vowels o, u, eT 154
Writing: Write to Narrate: Friendly Letter - Draft T155
FRIDAY
ASSESSMENTS:
ELAR/SLAR TEKS:2.2C, 2.23A,C, 2.5B, 2.2G, 2.30, 2.19B - ELPS : 2B, 3A, 4A, IF, 3B, 5A, 5C, 4H
ELAR/SLAR TEKS: 2.2G, 2.4, 2.2H, 2.24B. 2.5B,D, 2.3B,C, 2.14B,D, 2.4, 2.2C,G,H, 2.23A, Fig 19 ( C, D), 2.13, 2.15B - ELPS 4C, 1F, 3B, 1E, 4F, 5B, 4H, 5A, 1C, 4D, 1H, 3D, 4J
ELAR/SLAR TEKS : 2.1, 2.19B, 2.17A, 2.17B, 2.17C,D, 2.21B, 2.2E - ELPS 3C, 3G, 5G, 5D, 5C, 5E, 1G,
First Six Weeks 2nd GRADE READING
LESSON#3
SE Focus / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYAuthor’s Purpose
Analyze / Evaluate / Teacher Guided Instruction / Teacher Guided Instruction / Teacher Guided Instruction / Independent Instruction / Review and Assess
Selection: Henry and Mudge Under the Yellow MoonCPQ: Why might an author write a story?
Genre Study: Realistic FictionVOCABULARY INSTRUCTION: Multiple-Meaning Words
*THEME/ Big Idea: There are different kinds of communities.
MONDAYOpening Routine
Instructional Guide for ELAR/SLAR
Phonemic Awareness/Daily PhonicsT204-T206
Long Vowels “a, I” Sounds for “c”
Vocabulary T202, T203
Teacher Read Aloud; T200-T201
Develop Background T214-T215
Introduce Comprehension T216-T217
Read Selection Henry and MudgeUnder the Yellow Moon T218-224
Vocabulary:
Listening Comprehension: “City Ride” T207
Grammar:Statements &Questions T208, T209
Spelling: Long vowels “a,i” T208
Cake, mine, plate, size, ate, grape, prize, wipe, race, line, pile, rake, gave, bike, mistake, while
Writing: Write to narrate: Sentences that describe
- Focus trait: Introduce the Model, T209
Opening Routine
TTT’s : Instructional Guide for ELAR/SLAR p. 2.3
CPQ Answered: Instructional Guide for ELAR/SLAR 2.3
TTT:Why does the author show that Henry and Mudge are good friends? P. 71
How does the author show that Henry and Mudge are good friends? P. 75
What are some similarities between Henry and Mudge? P. 76
Daily Phonics T212-213
VOCABULARY T211
DEVELOP BACKGROUND T214-T215
Review AUTHORS PURPOSE ANALYZE/EVALUATE T216-T217
READ SELECTION HENRY AND MUDGE UNDER THE YELLOW MOON T218-T224
- Focus trait: Word Choice T227
Spelling: T212-213 Long Vowels a, i sounds for “c”
Writing: Write to Narrate: Sentences That Describe
- Focus Trait: Word Choice, T227
WEDNESDAY
Opening Routine
TTT’s : Instructional Guide for ELAR/SLAR 2.3
CPQ Answered: Instructional Guide for ELAR/SLAR 2.3
TTT:Why does the author show that Henry and Mudge are good friends? P. 71
How does the author show that Henry and Mudge are good friends? P. 75
What are some similarities between Henry and Mudge? P. 76
VOCABULARY T229
DEVELOP BACKGROUND T214-T215
Review AUTHORS PURPOSE ANALYZE/EVALUATE T216-T217
READ SELECTON HENRY AND MUDGE UNDER THE YELLOW MOON T214-T215
DEEPEN COMPREHENSION T234-T235
DEEPEN AUTHORS PURPOSE T234-T235
Grammar: Statements & Questions T236-t
Spelling: Long vowels a,i T236
Writing: Write to narrate: Sentences that describe
- Prewrite, T237
Opening Routine
Connect to: Technology –Outdoor Adventures T242-243
Making Connections, T243
Vocabulary Strategies: Multiple Meaning Words T244-T245
Grammar: Statements & Questions T208, T209
Spelling: Long vowels a,i T246
Writing: Write to narrate: Sentences that describe
- Draft, T247
FRIDAY
ASSESSMENTS
ELAR/SLAR TEKS:2.30, 2.5B,D, 2.13, 2.2G, 2.2H, 2.4, RC-2 (D), 2.2B (iv), 2.3B,C, 2.9B, 2.2A(i) ELPS : 2I, 3B, 3C, 4C, 1E, 1F, 4F, 5B, 4B, 1C, 4D, 4G, 4H, 4J, 3G, 1H
SPELLING:2.2B, 2.2A, 2.2G, 2.23A, 2.19A, 2.21C, 2.22C, 2.1, 2.30, 2.2H ELPS: 2B, 4A, 5A/C, 3C, 1F, 3A, 3B, 4B, 1E,
ELAR/SLAR TEKS: 2.5B,C, 2.4, 2.3A, Fig 19(E)
ELPS 2I, 3B, 3C, 4C, 1E, 1F, 4F, 5B, 4B, 1C, 4D, 4G, 4H, 4J, 3G, 1H
TEKS 2.14B
First Six Weeks 2nd GRADE READING
LESSON #4
SE Focus / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYCause & Effect
Summarize / Teacher Guided Instruction / Teacher Guided Instruction / Teacher Guided Instruction / Independent Instruction / Review and Assess
Selection: “Diary of a Spider”CPQ: How do the events in Spider’s life affect her?Explain.
Genre Study: Humorous FictionVOCABULARY INSTRUCTION: Context Clues
*THEME/ Big Idea: There are different kinds of communities.
MONDAYOpening Routines
Phonemic Awareness/Daily PhonicsT296-297
Vocabulary T291
Teacher Read Aloud; BATS: BEASTLY OR BEAUTIFUL T292-293
Develop Background T306
Introduce CAUSE AND EFFECT; SUMMARIZE T308-T309
Read Selection DIARY OF A SPIDER T310-T322
Vocabulary:
Listening Comprehension: T293 (Fluency) Decodable Reader: A Bed Of Roses T292 model intonation
Grammar: What is a noun? T300
Daily Proofreading Practice T301
Spelling: Long Vowels o, u, T300
Sounds for g
doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tune, home, joke, wrote, ice, cube
Writing: Write to Narrate
True Story
Introduce Model T301 / TUESDAY
Opening Routines
Daily Phonics T304-305
Vocabulary T303
FLUENCY MODEL INTONATION T305
DEVELOP BACKGROUND T306-307
INTRODUCE COMPREHENSION CAUSE AND EFFECT/SUMMARIZE T308-T309
READ SELECTON DIARY OF A SPIDER
TTT: How are insects different from spiders?P. 92
Writing Focus Traits Ideas
Grammar: What is a noun? T324
Daily Proofreading Practice T325
Spelling: Long Vowels o, u, T324
Writing: Write to Narrate
True Story
Focus Trait: Ideas, T325
WEDNESDAY
Opening Routine
Daily Phonics: T328-329
Long Vowels o, u, e
Writing Prewrite
Grammar: What is a noun? T334
Daily Proofreading Practice T335
Spelling: Long Vowels o, u T334
Writing: Write to Narrate
True Story
Prewrite T335
Activity: Tell about a fire drill you had at school. / THURSDAY
Opening Routine
Vocabulary T327
FLUENCY MODEL INTONATION T330
READ SWIM LIKE A FROG
DEEPEN COMPREHENSION
CAUSE AND EFFECT T332-T333
Grammar: What is a noun?
Spiral Review T334
Daily Proofreading Practice T345
Spelling: Long Vowels o, u T344
Writing: Write to Narrate
True Story
Prewrite T345
FRIDAY
ASSESSMENTS
ELAR/SLAR TEKS: 2.2B, 2.2G, 2.23A, 2.4
ELPS : 2A, 2B, 2B, 4A, 5A, 4B, 4H
ELAR/SLAR TEKS: 2.5B, 2.4, 2.2G, 2.2B(iv), 2.23A, Fig 19(E), 2.3C, 2.30
ELPS 1E, 1F, 4F, 5B, 2A, 4B, 4H, 5A, 4A, 4D
First Six Weeks 2nd GRADE READING
Lesson#5
SE Focus / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYStory Structure
Visualize / Teacher Guided Instruction / Teacher Guided Instruction / Teacher Guided Instruction / Independent Instruction / Review and Assess
Selection: “Teacher’s Pet”CPQ: Why did the author give the title of Teacher’s Pets to the story?
Genre Study: Realistic FictionVOCABULARY INSTRUCTION: Base Words and Endings –ed, -ing
*THEME/ Big Idea: There are different kinds of communities.
MONDAYOpening Routine
Phonemic Awareness/Daily Phonics T394-T396 Consonant Blends with r, l, s
Teacher Read Aloud: “LESTER” T390-T391
Develop Background T404
Introduce STORY STRUCTURE; VISUALIZE T406-T407
Read Selection TEACHER’S PETS
Vocabulary:
Wonderful: noises, quiet, sprinkled, share, noticed, bursting, suddenly,
Listening Comprehension: T391 (Fluency) Decodable Reader: FLINT COVE CLAMBAKE T397
Grammar: SINGULAR AND PLURAL NOUNS T398
Spelling: Consonant Blends with r,l,s, T399
Writing: Write to Narrate:True story
Draft T399 / TUESDAY
Opening Routine
Phonemic Awareness/Daily Phonics T402-403
Consonant Blends with r, l, s
FLUENCY MODEL PHRASING T390
DEVELOP BACKGROUND T404-T405
INTRODUCE COMPREHENSION
STORY STRUCTURE T406-T407
VISUALIZE T406-T407
READ SELECTON TEACHER’S PETS
T408-T420
TTT: Why do you think the neighbors want Red to stay at school? P.131
Grammar: Singular and Plural Nouns T422
Daily Proofreading Practice T423
Spelling: Consonant Blends with r,l,s, T399
Writing: Write to Narrate
True Story
Focus Trait: Sentence Fluency T423
WEDNESDAY
Opening Routine
Phonemic Awareness/Daily Phonics: T426
Consonant Blends with r, l, s
Vocabulary T425
FLUENCY MODEL PHRASING T427
READ THE STOP AND SPEND SALE T 426
DEEPEN COMPREHENSION
STORY STRUCTURE T428-T429
TTT: What does Miss Fry do differently with Moe than she did with the other pets? P. 135
Grammar: Singular and Plural Nouns T430T431
Spelling: Consonant Blends with r,l,s, T430
Writing: Write to Narrate
True Story: Draft T431 / THURSDAY
Opening Routine
Phonemic Awareness/Daily Phonics T434-T435
Consonant Blends with r, l, s
Vocabulary T433
READ SEE WESTBURG BY BUS!
T436-T437
CONNECT TO SOCIAL STUDIES
MAKING CONNECTIONS, T437
VOCABULARY STRATEGIES
BASE WORD ENDINGS –ed, -ing.
T438-T439TTT: How does Winston start a big change in Miss Fry’s classroom? P. 148
Grammar: Singular and Plural Nouns T440 Spiral Review
Daily Proofreading Practice T441
Spelling: Consonant Blends with r,l,s, T430
Writing: Write to NarrateTrue StoryDraft and Revise T441Activity: Tell how to get from your home to your favorite place in your neighborhood.
FRIDAY
ASSESSMENTS
ELAR/SLAR TEKS: 2.2A(ii), 2.2G, 2.23A, 2.4, 2.2B(iv)
ELPS : 2A, 3A, 2B, 4A, 5A
ELAR/SLAR TEKS: 2.3B, 2.4, 2.25C, 2.5B, RC-2(E), 2.2B(iv), 2.23A, 2.9B
ELPS: 4D, 4F, 4G, 1A, 4I,