Second Grade Day Three-Pearl and Wagner
RLA 120 minute block Date:
Activating Strategy: Morning Warm-Up-What else can cats do? T.E. 338aPhonics: (includes Spelling)
LEQ: What letter combinations can produce a long e sound?
Ashlock method- model and practice blending the long a sound
Practice 108
Phonics rhyme-Inventors Succeed
Spelling-Practice 43
Summarizing: Complete the vowel digraph baseball activity from the Florida Center CD.
Vocabulary: Amazing Words-foolproof-oral discussion
Sing With Me Big Book Page 11-Track 1
Graphic Organizer –review vocabulary from the Word Meaning –Inside Information organizer
Practice workbook- 109
Words Out Loud test
Comprehension: (Whole group)
LEQ: How can you determine the author’s purpose in writing a story?
Listening Comprehension- Read Aloud Anthology- Farmer Smart’s Fat Cat-read orally-
AP-Why was Farmer Smart’s way of catching mice foolproof?
Summarizing- Think-Pair-Share- Do you think Farmer Boast and Farmer Bluster will have problems with mice from now on? Why do you think that?
Partner reading-Pearl and Wagner –Partners will be assigned a page from the story to practice chorally. Partners will perform their page for the class.
AP-Why does Pearl say that Wagner made the robot with her?
Summarizing- Text Analysis from the Florida Center CD-Use the cards to determine the author’s purpose. Complete with partners.
Summarizing: Journal Writing-Write about an idea for an invention you could use on the playground.
Fluency: Sing With Me Big Book-Unique Inventions- T. E.316m
Partner reading-Pearl and Wagner
Phonics rhyme-Inventors Succeed -Chart page 11
Differentiated Small Group Instruction:
Intensive:
Leveled Reader: The Science Fair
Poem: Same as Monday
R.T.: Same as Monday / Strategic:
Leveled Reader: Dotty’s Dots / Benchmark:
Leveled Reader: The Sidekick
Grammar: T.E.339b-Apply to Writing
Waltke’s Web –Powerpoint Unit 3 Week 1 –Action Verbs 2
Write school, playground, home, store. Have children supply verbs that tell about things people do in each place.
Practice 42
Summarizing: Think-Pair-Share-Students will discuss and report out how do you determine which word is the verb in each sentence.
Process Writing (30-45 minutes):
First draft and editing: The teacher will begin editing with students who have completed the first draft. Conferencing to provide formative feedback and students will begin final draft.
Handwriting-Model and assign