Golden Rule Schools, Inc.

2nd grade ELAR LESSON PLANS Week 1

Question of the Week: What can we learn by exploring different communities? Content Objectives: Language Objectives: (Aligned with the TEKS) (Aligned with ELPS)
The students will: Use prior knowledge and experiences to understand meanings in English; Learn structures, expressions, and basic academic The students will: vocabulary heard during classroom instruction and Spell words with short vowels; interactions; Read high frequency words; Write using newly acquired basic vocabulary and Describe main characters in realistic fiction; content-based grade level vocabulary. Identify and use complete sentences; and Understand the general meaning, main points, and Understand that a sentence begins with a important details of spoken language ranging from capital letter and often ends with a period. situations in which topics, language, and contexts are familiar to unfamiliar; and Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs. TEKS: 2.9.B, 2.6.B, 2.9.A, 2.17, 2.3A, 2.18, 2.2G, 2.19, 2.1A, 2.20, 2.2A
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Vocabulary:
Academic Vocabulary: character, setting, realistic fiction, sentences, monitor, clarify Spelling Vocabulary: rock, list, desk, job, sad, chop, sack, tag, rib, mess, dust, drum High Frequency Words: beautiful, country, friend, front, someone, somewhere Story Vocabulary: cousins, promise, parents,

Visuals, Materials, and Texts:

Reading Street SE Readers and Writers Notebook Decodable Practice Reader 1A Language Arts SE Lets Practice It! TR DVD 5 Graphic Organizer 10

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Activating Prior Knowledge (Before Reading) Think, Pair, Share Predictions Cluster Brainstorming KWL/KWHL Charts Picture Walk Eliciting students knowledge from previous lesson, life experiences, and etc.

Technology: Main Selection eText, via https://pearsonsuccess.net Projector Elmo Differentiated Instruction: Provide multiple examples; Highlight critical features; Provide multiple media and formats; Support background context; Provide ongoing relevant feedback; Offer choices of content and tools; and Offer adjustable levels and of challenge. DI 1-21, Teachers Edition

Checking for Understanding

Anticipation/Reaction Guide Building Vocabulary and Concept Knowledge: Context clues Frayer Model for introduced and unfamiliar vocabulary. Role playing/use of gestures Pictures/ Quick drawings on the board Using the Spanish equivalent and then asking the students to say the word in English Adding new words to the word wall Extended Activity: Have students write sentences on sentence strips and then cut each strip into two, jigsaw puzzle style. Distribute the strips to children, one strip per child. Let the children walk around the room to find a child with a puzzle piece that matched theirs and makes a complete sentence. Simon Says a Sentence Let children use verbal and nonverbal communication to give directions while playing Simon Says. Tell children that they must listen carefully and following Simon Says only when the direction is in a complete sentence. Independent Practice: Monday Grammar Transparency 1 (TR DVD) Students will write a sentence using each of the Spelling vocabulary words. Readers and Writers Notebook, pp. 1-3 Tuesday Readers and Writers Notebook, p. 5 Readers and Writers Notebook, p. 6 Wednesday Identify the plot of selected text. Thursday Readers and Writers Notebook, p. 7 Write a personal narrative about a new place that you have visited. Friday

Student Interaction (During Reading): The student will: Use prior knowledge to confirm and adjust while reading. Make support predictions with text. Raise questions while reading. Identify parts of a text that are and arent understood. Reread to improve recall, revisit favorite parts, and understand confusing parts. Comprehension Strategies (After Reading): Draw conclusions Monitor and Clarify Sequence events orally or in writing Inferences Confirm/Adjust Predictions Draw, talk, and write about text read Anticipation/Reaction Guide For specific ideas, see the Differentiated Activities for Practice Stations

Guided and Independent Practice

Guided Practice: Monday Language Arts SE, pp. 2-3 Students will write the Spelling vocabulary words. Teacher will segment the words, clarify pronunciation, and give the meanings of the words. Graphic Organizer 10 A New Neighborhood Tuesday Create a sentence with each of the high frequency words Alphabetize Spelling Vocabulary words Lets Practice It! TR DVD 9 Comprehension Check Questions Wednesday Display sentences and have students work in pairs to discuss what is wrong the sentences. Lets Practice It! TR DVD 4 Thursday Write a personal narrative about a friend. Readers and Writers Notebook, p. 10 Readers and Writers Notebook, p. 11 Friday Wrap up discussion of the question of the week Review introduced skills

Running Record Spelling Test Readers and Writers Notebook, p. 12 Weekly Assessment from the Blackline Masters for Monitoring Progress Language Arts, p.58