Curricular Plan for Making Meaning and Making Meaning Vocabulary
Grade 2
Unit 1: The Reading Life (Fiction and Narrative Nonfiction)
3 Weeks
Students should understand and be able to:
Comprehension Focus
·  Students make text-to-self connections.
·  Students begin Individualized Daily Reading.
·  Teacher and students share their reading lives.
· 
Social Development Focus
·  Teacher and students build a reading community.
·  Students take responsibility for their learning and behavior.
·  Students learn the procedure for “Turn to Your Partner,” “Think, Pair, Share,” and class meetings, and IDR.
·  Students learn the procedure for a read-aloud.
·  Students develop the group skill of listening to one another.
Mentor Texts
·  McDuff Moves In
·  Shelia Rae, the Brave
·  Eat My Dust! Henry Ford’s First Race
Making Meaning
Week 1
Day 1: Read-aloud - McDuff Moves In
·  Model practice the procedure for the read-aloud
·  Read and discuss a story
·  Listen to one another
·  Reflection / Day 2: Listening Practice
·  Hear the story read aloud again
·  Model and practice “Turn to Your Partner” / Day 3: Read-aloud
·  Practice the procedures for a read-aloud
·  Practice “Turn to Your Partner”
·  Make text-to-self connections to enjoy and understand a story
·  Extension: Discuss the students’ favorite school day
Common Core State Standards
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.1b Build on others' talk in conversations by linking their comments to the of remarks of others.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.1b Build on others' talk in conversations by linking their comments to the of remarks of others.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Making Meaning
Week 2
Day 1: Class Meeting
·  Prepare for a class meeting and set ground rules
·  Reflect on reading lives
·  Reflect on the class meeting and close / Day 2: Read-aloud - Shelia Rae, the Brave
·  Review procedure and teach “Think, Pair, Share”
·  Introduce and read story
·  Make text-to-self connections
·  Reflect on “Think, Pair, Share” / Day 3: Individualized Daily Reading
·  Review procedures for classroom library
·  Teach procedure for IDR
·  Model completing a “Reading Log”
·  Select books and read independently
Common Core State Standards
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.1b Build on others' talk in conversations by linking their comments to the of remarks of others.
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. / RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Making Meaning Vocabulary
Week 1
Vocabulary Words: tumble, swirl, compassionate, content
Day 1
·  Introduce the Vocabulary Program
·  Introduce and define new words
·  Talk about the word
·  Act out the word
·  Play “Swirling or Not Swirling?” / Day 2
·  Review words
·  Introduce and define new words
·  Use the word to discuss the Read-aloud
·  Imagine That!
·  Discuss the word in context / Day 3
·  Review the words
·  Play “Which Word Goes With?”
Common Core State Standards
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
Making Meaning
Week 3
Day 1: Read-aloud – Eat My Dust
·  Review read-aloud procedure
·  Introduce and read-aloud new story
·  Discuss the story
·  Reflect on “Think, Pair, Share”
·  / Day 2: IDR
·  Review procedures for classroom library
·  Select books and read independently
·  Discuss and reflect / Day 3: IDR
·  Review procedures and expectations for IDR
·  Select books and read independently
·  Discuss and reflect
·  Check-in class meeting
Assessment: social development
Common Core State Standards
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Making Meaning Vocabulary
Week 2
Vocabulary Words: fearless, fearful, familiar, convince
Day 1
·  Ongoing Review – Play “Which Word am I?
·  Introduce and define new words
·  Use the words to talk about the read-aloud
·  Imagine That!
·  Talk about the word and make connections
Assessment: word identification, comprehension of word meaning, enjoyment of learning new words / Day 2
·  Review the words
·  Introduce and define new words
·  Talk about the word
·  Play “Familiar or Not Familiar?” / Day 3
·  Review the words
·  Introduce and define new words
·  Discuss “Would You Be Happy” Questions
Common Core State Standards
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. / L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).