1St Nine Weeks 2Nd Grade

2ndNine Weeks –5th Grade

WeekOne

Language Word Study

Reader’s Workshop

Writer’sWorkshop

After following a link, click Alt then back arrow (not backspace) to return.

Big question: What challenges do lifelong learners face?

Enduring understanding: Exploring new concepts requires people to take risks, seek connections, and build on prior knowledge. Literate people always persevere even when faced with what may seem a vast amount of unknown information. /

Guiding questions:

How does one begin to acquire new learning?
Why is it essential that learners take risks?
What are the rewards of internalizing a new concept?

30
Min /

Language / Word Study

TEKS
RC-5A
5B
5C
5D
5E
5F / Cognitive Strategy Instruction / Focus Strategy: Metacognition should continue to be modeled and practiced.
Read Aloud Books:
Any fiction read aloud that displays strong story structure would support this week’s lessons.
TEKS
5.2A
5.2B
5.2C
5.22A / Word Study
Instruction / Spelling Focus: Plurals-Change “f” to “v” and add “es”
Core Word Wall Words / Core Spelling List
Extension List / Buddy Study Cycle

Give students pretest using Core Spelling List.
Have students replace any word spelled correctly with a word from the Extension List.
Choose five words from the Core WordWall These words will be added to the basic spelling list and then be posted on the word wall for the following week. Core Word Wall words should be words that your students are having difficulty spelling in their writing.
Buddy Study Cycle for Spelling

Mini-Lesson
WordSort

Vocabulary Focus
Tier II Academic Words
predicament, admire, paradise, entitled / Content Specific Academic Words
analyze
NOTE: The Tier II Academic words were selected from the basal mentor texts and 10 trade book mentor texts. Four of these words will be listed each week to teach during Direct Vocabulary Instruction. The mentor sentences, and page numbers for each word, can be found by following the Tier II Academic Words link above. During a week that the mentor text is revisited, four different Tier II vocabulary words will be listed.
Please use the criteria for selecting Tier II academic words if you choose to use another trade book to introduce the reading strategy.

Vocabulary Mentor Sentences
Direct Vocabulary Instructions
Some Vocabulary activities to use throughout the year.
Vocabulary sheet #1

(completed sample)

Vocabularysheet#2

(completed sample) /

There are thirty-one district selected academic vocabulary words for the year from ELA content area.

Reader’s Workshop

TEKS: 5.2B,5.6B,5.11A,5.11C, RC-5A, RC-5B, RC-5C, RC-5D, RC-5E, RC-5F
CCRS: II A 3, B 1-3, III B 1-2, IV 3
Suggested ELPS:1(F), 4(F), 4(J), 4(K), 4(G), 4(I), 4(K)
Strategic Reading Focus:Spiral Review and District Benchmark-Scott Foresman Unit #1
Focus TEK:Review / Reader’s Workshop:
Teach and Assess Strategic Lesson 8 and 9
Curriculum Resources:

Teach and Assess by Geraldine Haggard Strategic Lesson 8 and 9

Additional Resources:

Developing Readers (original edition-red, white, and blue cover)
Developing Readers (revised edition-black cover, grade level specific)
Guide on the Side.
Envision It! TEKS Handbook

Independent Reading / GuidedReading
Workstations
Gradually increase the independent reading time throughout the year to allow time to meet with at least two guided reading groups. Follow the link “Independent Reading” for explanation of the independent reading time as it evolves throughout the year.
While students are reading independently meet with guided reading groups. /

In students’ small groups, revisit the strategy mini-lesson, using text on students’ instructional reading level.
As they are introduced, the strategy posters should be posted near teacher’s guided reading tables and then referred to throughout the year to spiral reading strategies.

Additional Support/ARI/Dyslexia

For students who are having difficulty with the reading strategy focus use the Small Group Strategic Intervention section from Scott Foresman T.E., GOTS Differentiated Instruction or the reteach section from First Stop.

Workstations
4. Scott Foresman Practice Station Flip Chart
Continue to reinforce student’s active use of cognitive strategies, when necessary, during small group instruction.

Detailed lessons to reinforce and revisit cognitive strategy instruction are provided in the book Strategies that Work by Stephanie Harvey and Anne Goudvis (2007).
Teachers should continue to prompt for strategic thinking. Use the following Prompting for strategic thinkingcards, as needed.
Applying Cognitive Strategies to Fiction
Applying Cognitive Strategies to Nonfiction

Share Time
A group meeting for all students brings Reader’s Workshop to a close. In this brief meeting time, students can share what they have learned and listen to what work others have completed. Call on a few students to tell quickly about their discoveries.

Writer’s Workshop

Writing Mini-lesson / Grammar
TEKS: 5.18A (i) (iii) (iv)
CCRS: I A 3-5,
Suggested ELPS:5(B),5(F),5(G)
Focus: Revitalizing the Writer’s Notebook / Mini-lessons:
Weekly Mini-lesson Breakdown
Students will revisit their Writer’s Notebook in order to create authentic opportunities for students to become lifelong writers.
Conferring
Additional Resources on these topics: See the WritingProjectschart (p. 78 in Guiding Readers and Writers Grades 3-6) and read “Managing Writing Workshop, Conferences and Status of the Class” on p. 77 in Guiding Readers and Writers Grades 3-6.), and Conferences and Status of the Class” on p. 77 in Guiding Readers and Writers Grades 3-6.)
Grammar Focus: Capitalization for Abbreviations
Focus TEKS: 5.A (i) / Mini-lessons
Envision Targeted Resources:
Share: Student’s come together briefly to share their writing or something they noticed about themselves as a writer.

Spelling Mini Lesson

Focus: Plurals-change “f” to “v” and add “es”

Rule: Some nouns that end in –f or –fe, change the –f to –v and add “es”. In these nouns the /v/ sound can be heard.

Lesson:

Review that when changing a singular noun to a plural noun you add an “s”.
Write the word dog/dogs and trumpet/trumpets. Notice “s” was added to make it plural.
Write wife/wives and calf/claves on the board. Which are singular and plural? What do they notice about the change?
Tell the students that when some nouns end with “f” or “fe” you will remove the “f” or “fe” and add “es”.
Write shelf, knife and loaf on the board. Notice these words end with “f” and “fe” how would we change these to the plural form?

wife / wives
knife / knives
loaf / loaves

Write chieves and chiefs on the board. Which would be the plural for the word chief? Not all nouns ending with “f” or “fe” need to be changed. Notice you can hear the /f/ sound when you say chiefs. Chieves just doesn’t sound right.

Syllables:

The 6 syllable types have been covered and reviewed during the first quarter. Students should still be coding word by syllables as part of their weekly spelling lesson. There are several ways you may incorporate this into your plans. This may be a buddy activity, assigned as homework, set up into a Word Work Station, or assigned as part their class work. Since we want our students to be able to spell by syllables this is an important part of their learning and should not be left behind.

The Buddy Study Cycle for Spelling

Format /

Mini-lesson. The teacher provides a mini-lesson that focuses on what students need to know about the spelling pattern for the week.
Spelling cycle can begin any day of the week. Example: new words can be introduced on Wednesday and spelling text taken on Tuesday.
Students will need a spelling spiral.

Day One

A spelling pretest is given over the target sound for the week. Students take pretest in their spelling spiral.
If the student has the word misspelled, it should be corrected.
If the word is spelled correctly they will choose a word from the extension list. The teacher or student can add words to this list throughout the year.
The words added need to follow the target-spelling pattern, or sound for the week.
Student’s spelling list is the words they missed from the pretest and any words they added from the extension list.

Suggested

Activities
for the week /

Look, Say, Cover, Write, Check

Students use a folder with three or four flaps cut so that columns of words can be hidden or revealed.
The student writes the words accurately in the first column. Then, for each word, the student covers the word, says it, visualizes it, writes it in the second column, checks the word, and then writes it again in the third column, repeating the sequence each time.

Buddy Check

Spelling buddies, who are matched by spelling development, give each other a test and check it. Students learn how to self-correct and develop strategies for tricky words.

Making Connections

Students write connections for each one of their spelling words. They connect words by the way they sound (phonetic connections; beginning, ending sounds, rhymes, homonyms), look (visual patterns), and mean (synonyms).

Day Five: Buddy Test

Spelling
Test /

Students are matched with a spelling buddy.
Buddies give each other the spelling test in their spelling/word study notebook.

Students take their test on notebook paper
Spelling buddy has the student’s list in their spelling notebook
After the test the student puts the spelling test inside the spelling notebook for the teacher to check.

Spelling List # 1

1 / wharf / 1 / bookshelf
2 / wharves / 2 / bookshelves
3 / dwarf / 3 / pocketknife
4 / dwarves / 4 / pocketknives
5 / scarf / 5 / werewolf
6 / scarves / 6 / werewolves
7 / thief / 7 / cloverleaf
8 / thieves / 8 / cloverleaves
9 / shelf / 9 / meatloaf
10 / shelves / 10 / meatloaves

11. afternoon

12. finish

13. sight

14. forward

15 silent

Extension Spelling List # 1

1 / bookshelf
2 / bookshelves
3 / pocketknife
4 / pocketknives
5 / werewolf
6 / werewolves
7 / cloverleaf
8 / cloverleaves
9 / meatloaf
10 / meatloaves

Word Sort

Singular Nouns / Plural Nouns
Change “f” or “fe” to “v” and add “es” / Plural Nouns that just add “s”
Nonsense Noun Plurals / sheaves
thief / wolves / giraffes
elfs / surf / life
shelves / lifes / thieves
wolf / halves / surves

Grammar Mini-Lesson

Capitalization Review

Grammar and mechanics will be taught through the use of mentor texts. Excerpts from the weekly read aloud will be utilized. Grammar mini-lessons will usually be presented on Days 1 and 2; concept review and mini-conferences will be utilized on Days 3 – 5.

Resources:

Day 1 – Invitation to Notice

The focus of this lesson is capitalization for abbreviations.

Tell students:

“We are going to collect some words that begin with capital letters and are abbreviations for longer words.”

Display passagesRed Kayak Scott Foresman SE 26-41.

I’ve got to do it. I’ve got to do CPR-I had been taught how---Dad and I took a class at the community center. (p.36)(cardiopulmonary resuscitation)

And I remembered those guys at the fire station talking about the ABC’s. The first thing you did in an emergency was ABC’s. (p. 34) (A-airway, B-breathing, C-circulation)

Model for students the steps of the activity:

1. What do you notice about these?

I see that the letters in the word CPRare capitalized. This is the abbreviation for cardiopulmonary resuscitation.
ABC is capitalized. This is the abbreviation for airway, breathing, and circulation. It could be part of a person’s name or in this case it represents an Iditarod race for a younger person. I will write it on one sticky note with the page number (34) beneath.”
“Let’s continue doing this together with another passage until we have found all the abbreviated words.”

Complete the activity.
Save the sticky notes for modeling tomorrow.

Day 2 –Invitation to Collect

Using novels or any reading materials, students reread several pages they have read previously. As they reread, they collect any words that begin with capital letters and are abbreviations. Each student records words sticky notes with the page number beneath.
While students collect words, teacher monitors, answering and clarifying questions.
This activity will take longer than a few minutes, it will be far more powerful than a quick look day after day.
Model the next step of the activity using the sticky notes collected yesterday.

Put some of the sticky notes on the board or under the document camera. Talk about the abbreviations they have found. Sort them by ones with a period and ones without. Ask “Why do you think these have periods?” (Usually abbreviations that have a lowercase letter in them end with a period.)

Have students work in table groups to combine and sort their sticky notes.

Students share with the class. Record their findings in the class Grammar and Mechanics chart with a few examples anchoring each category. Have students construct a similar chart in the Writer’s Toolbox or in their Writer’s Notebook.

Record the following

abbreviation with only capital letters
abbreviations with periods
what the abbreviation stand for

Students may not find all the categories initially. Add categories to the chart as they are discovered in class by the students.

Day 3 – Day 5

Teacher continuously reviews abbreviations within the Writer’s Workshop strand for the whole week.
Teacher identifies words with abbreviations within his/her own model writing (Personal Stories)
Students continue writing and identifying abbreviated words.
Teacher closely monitors students’ progress in “mini” conferences with students

Selecting Tier II Words for

Direct Vocabulary Instruction

Words can be divided into three categories:

There are two different vocabulary words that will be covered through out the year Tier 2 words that research shows will increase comprehension by 33% and a core list of Tier 3 words specific to English Language Arts.

When using a trade book to introduce the reading strategy choose Tier 2 words for Direct Vocabulary Instruction. Students should complete a vocabulary sheet on the words.

How to Choose Tier II Words

Tier I are common words that do not need to be taught such as happy and baby.
Tier II words are useful across a range of contexts.
Tier III words are content specific such as photosynthesis and idiom.
Tier II words need direct teaching and explanation.
Tier II words are the words that the more mature language user would utilize such as furious for mad, or plump for fat.
Think utility when choosing Tier II words.
Criteria for choosing Tier II words:

Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. (relative, bloom)
Instructional possibility: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. (surround, market)
Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept. (sigh, decide)

More Information:

Bringing Words to Life: Robust Vocabulary Instruction, Beck, McKeown, and Kucan

Vocabulary

2nd Quarter Week 1

Words taken from Peter’s Predicament

predicament

noun--- problem; difficult situation

“His predicament was that Peter just refused to part with even his oldest, ripped-up pair.”

admire

verb--- to really like something

“Your sneakers were definitely the most disgusting. You won first place! We are displaying them in a closed case where people can admire the shoes without the odor.”

paradise

noun--- a place of great happiness or joy

“He knew precisely where he wanted Grandfather to take him, Smith’s Athletic Store, a paradise for sneaker lovers.”

entitled

verb--- to give a right or claim to

“It said that Peter was entitled to one free pair of sneakers!”

Direct Vocabulary Instruction

Each week four or five vocabulary words will be taken from the read aloud for direct vocabulary instruction. When the nonfiction text are used as read aloud the core list will be given for direct vocabulary instruction and a separate list of words, called content vocabulary, will be given that the teacher may need to address and discuss to aid comprehension. These content words are more specific to social studies and science.

Students will need a vocabulary notebook or three ring binder with copies of the vocabulary sheet. Other forms can be used throughout the year to work on vocabulary words such as concept ladders, Venn diagrams and forms from Thinking Maps.

Students will complete one vocabularysheet for each word. (Alternate vocabulary sheet) (View completed #1, #2 for an example.) This lesson can be broken up over two days by having students complete all of the vocabulary sheet using the following procedures for half the words on one day and the other half on the next day or by completing steps 1-4 on all words and steps 5-7 on all words on day two.

Note: struggling readers have a much harder time with vocabulary so vocabulary lessons should be done together with the teacher not as an independent assignment of looking words up in the dictionary.

Write the sentence that contains the vocabulary word in the box labeled ‘Word’ and include part of speech.
Together as a class choose a student-friendly definition for the word and include it in the ‘Definition’ box.
Have students put the definition in their own words in the “explanation” box.
Present examples of the word used in contexts different from the story context and list this in the “explanation” box.
Give non-examples of the word

Use antonyms if possible
Predict what students may confuse in the definition of explanation.

Provide a nonlinguistic representation of the word in the picture box.
Solicit questions and answers to check for understanding.