Grade 2 Reading Street Week: 1 Story: The Twin Club Date_______
Day 1
Content Knowledge
 Oral Language =Let’s Talk About- Exploring Communities
 Oral Vocabulary/ Amazing Words (Sing w/ Me Big Book) page 1 Let’s Go
Investigate
 Add to the Concept Web (What can we learn by exploring different communities?)
I can tell the difference between a rural and urban community.
Phonemic Awareness- Distinguish Medial Phonemes (student pages 22-23)
I can hear the middle short vowel sound in a word.
Phonics/Spelling (short vowels and consonants)
95%- Routine 13 Closed Syllable “I Do, We Do” (5 minutes)
 Sound Spelling Card
 Introduce Spelling words
 Word Building (student text page 24) TE pg.24
I can read and spell words with short vowel sounds.
High Frequency Words (TE pg. 25 Routine and student page 25)
 Say and Spell
 Identify Familiar Letter Sounds
 Show Meaning
I can recognize high-frequency words.
Text Based Comprehension
 Comprehension Skill- introduce character and setting (anchor chart)
 Teacher Read Aloud- (TE 25b)
 Reader’s and Writer’s Notebook page 3- optional
I can identify the character and setting of a story.
I can describe how characters in a story respond to major events and challenges.
Stations- Introduce skills that will be reviewed and practiced at stations
On-Level/ Strategic/ Advanced =Phonics
Conventions- sentences TE page 25c
I can write a complete sentence with correct capitalization and punctuation.
Writing= Read Like a Writer TE page 25d-e
Model and use Routine Quick Write for Fluency as journal entry
I can identify the key features of a personal narrative.
Research and Inquiry
 Review the three types of communities
 Ask and answer questions about communities
I can ask and answer questions that help explore my topic.

Standards
CCSS Literature 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS Speaking/Listening 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.
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS Speaking/Listening 1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS Language 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.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Essential Question:
What do good readers and writers do?
21 st Century Skills:
Global Awareness of different types of communities around the world.
Communicate and collaborate with peers
Informational literacy on different types of communities

Grade 2 Reading Street Week: 1 Story: The Twin Club Date_______
Day 2
Content Knowledge
 Oral Language- Read aloud The Tale of Pale Male (big book), complete Team
Talk discussion on page 26a TE
 Oral Vocabulary/ Amazing Words- Robust Vocabulary Routine pg. 26e TE
 Add to the Concept Web
I can tell the difference between a rural and urban community.
I can participate in Think, Pair, Share with my peers.
Phonics / Spelling
 Review syllable patterns
95%- Routine 13 Closed Syllable “I Do, We Do” (5 minutes)
I can read and spell words with short vowel sounds.
High Frequency Words/ Selection Vocabulary
 Review TE page 26e-f
I can recognize high-frequency words.
Text Based Comprehension
 Introduce Main Selection
 Access Text (1st Read)
 Text-Based Comprehension Check Understanding TE pg.43a
I can identify the character and setting of a story.
I can describe how characters in a story respond to major events and challenges.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: Daily 5
Read to Self
Read to Someone
Work on Writing
Word Work
Listen to Reading
Conventions Review pg. 43c TE
I can write a complete sentence with correct capitalization and punctuation.
Research and Inquiry
 Discuss materials in library basket that relate to the different types of communities we’re learning about.
I can use a variety of resources to learn about communities.
Writing: Lucy Calkins
 Introduce Writer’s Workshop routines and procedures- Ch.5 A Guide to the
Common Core Workshop
I can practice routines and procedures for Writer’s Workshop.

Standards:
CCSS Literature 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS Speaking/Listening 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.
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS Speaking/Listening 1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS Language 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.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Essential Question:
What do good readers and writers do?
21 st Century Skills:
Global Awareness of different types of communities around the world.
Communicate and collaborate with peers
Informational literacy on different types of communities
Grade 2 Reading Street Week: 1 Story: The Twin Club Date_______
Day 3

Content Knowledge
 Oral Language- discuss the word perch in the big book The Tale of Pale Male
 Oral Vocabulary/ Amazing Words- pg. 44b TE
 Concept Web- add to web pg. 44b
I can tell the difference between a rural and urban community.
I can participate in Think, Pair, Share with my peers.
Phonics
 Review- Building words “I do, we do” (students will build words in center)
 Review if needed: 95%- Routine 13 Closed Syllable “I Do, We Do” (5 minutes)
 Decodable Book- bring up on SMART Board The Van passage 1b
 Spelling- dictation using short vowel and high frequency words
I can read and spell words with short vowel sounds.
Text Based Comprehension
 Close Read (2 nd Read)
 Think Critically- pg.44-45 student book
 Quick Check- use Look Back and Write
I can answer questions using evidence from the text to support my answers.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: Daily 5
Read to Self
Read to Someone
Work on Writing
Word Work
Listen to Reading
Conventions
 Let’s Practice It! Pg. DVD 7
I can write a complete sentence with correct capitalization and punctuation.
Research and Inquiry
 Gather and Record Info (use later in the day for Social Studies connection) pg. 47b
TE
Writing: Lucy Calkins
 Introduce Writer’s Workshop routines and procedures- Ch.5 A Guide to the
Common Core Workshop
I can practice routines and procedures for Writer’s Workshop.

Standards:
CCSS Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Language 1.f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
CCSS Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Essential Question:
What do good readers and writers do?
21 st Century Skills:
Global Awareness of different types of communities around the world.
Communicate and collaborate with peers
Informational literacy on different types of communities

Grade 2 Reading Street Week: 1 Story: The Twin Club Date_______
Day 4
Content Knowledge
 Oral Language- discuss realistic fiction and read “ Movin’ On In ” in Anthology
 Oral Vocabulary/ Amazing Words
 Concept Web
I can tell the difference between a rural and urban community.
I can participate in Think, Pair, Share with my peers.
Phonics Review
 Fluent Word Reading
 Decodable Reader (copies in center if needed)
 Spelling Pretest
I can read and spell words with short vowel in them.
Text Based Comprehension
 Paired Reading (Student pages 48-49)
 Reading and Writing Across Texts (Page 49a TE)
I can describe how words and phrases supply rhythm and meaning for a poem.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: Daily 5
Read to Self
Read to Someone
Work on Writing
Word Work
Listen to Reading
Conventions
I can write a complete sentence with correct capitalization and punctuation.
Listening and Speaking (page 49f TE)
I can participate in conversations with adult and peers and follow procedures for speaking and listening.
Writing
 Introduce Writer’s Workshop routines and procedures- Ch.5 A Guide to the
Common Core Workshop
I can practice routines and procedures for Writer’s Workshop.

Standards:
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS Informational Text 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Essential Question:
What do good readers and writers do?
21 st Century Skills:
Global Awareness of different types of communities around the world.
Communicate and collaborate with peers
Informational literacy on different types of communities

Grade 2 Reading Street Week: 1 Story: The Twin Club Date_______
Day 5
Content Knowledge
 Oral Vocabulary/ Review Amazing Words
 Review Concept Web
Phonics
 Review
 Spelling Test
Assessment-
 Weekly assessment
Review
 Vocabulary
 Fluency
 Listening and Speaking
 Text-Based Comprehension
 Genre
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group if needed
10 minutes- Advanced group
Centers: Daily 5
Read to Self
Read to Someone
Work on Writing
Word Work
Listen to Reading
Conventions
 Sentences Test Practice from Reader’s Writer’s Workbook pg. 12
Writing
 Introduce Writer’s Workshop routines and procedures- Ch.5 A Guide to the Common
Core Workshop
I can practice routines and procedures for Writer’s Workshop.

Standards:
CCSS Literature 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
Essential Question:
What do good readers and writers do?
21 st Century Skills:
Global Awareness of different types of communities around the world.
Communicate and collaborate with peers
Informational literacy on different types of communities
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