Grade 2 Reading Street
Date_______
Week: 3
Story: Henry and Mudge
Day 1
Content Knowledge
 Oral Language =Let’s Talk About- Exploring Nature
 Oral Vocabulary/ Amazing Words (Sing w/ Me Big Book) page 3 Tranquil
Nights
 Add to the Concept Web (What can we discover by exploring nature?)
I can tell about nature and objects we find in nature.
Phonemic Awareness- Blend and Segment Phonemes (student pages 84-85)
Get Ready
I can hear the different parts of a word and blend the sounds to make a word.
Phonics/Spelling (short vowels and consonants)
95%- Routine 14 Consonant Blends “I Do, We Do” (5 minutes)
 Sound Spelling Card
 Introduce Spelling words
 Word Building (student text page 86) TE pg. 85a
Language
Arts
Small Group
Read and Comprehension
I can read and blend words.
High Frequency Words (TE pg. 87 Routine and student page 87)
 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 87b)
 Reader’s and Writer’s Notebook page 27- 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- Predicates TE – 87c
I can identify the predicate in a sentence.
Writing= Read Like a Writer TE page 87d
Model and use Routine Quick Write for Fluency as journal entry
I can write a response to a text-based question.
Research and Inquiry
 Review the concept map about nature
 Ask and answer questions about what students would like to learn
more about in nature.
I can ask and answer questions that help explore my topic.
Standards
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 2. Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
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 Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
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.
Grade 2 Reading Street
Date_______
Week: 3
Story: Henry and Mudge
Day 2
Content Knowledge
 Oral Language- Read aloud The Tale of Pale Male (big book), complete Team
Talk discussion on page 88a TE
 Oral Vocabulary/ Amazing Words- Robust Vocabulary Routine pg. 88b TE
 Add to the Concept Web
I can tell about nature and objects we find in nature.
I can participate in Think, Pair, Share with my peers.
Phonics / Spelling
 Review syllable patterns
95%- Routine 14 Consonant Blends “I Do, We Do” (5 minutes)
I can read and spell words with consonant blends
High Frequency Words/ Selection Vocabulary
 Review TE page 88e
I can recognize high-frequency words.
Text Based Comprehension
 Introduce Main Selection
 Access Text (1st Read)
 Text-Based Comprehension Check Understanding TE pg.103a.
I can identify the character and setting of a story.
I can describe how characters in a story respond to major events and challenges.
Language
Arts
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers:
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions Review pg. 103b TE
I can identify the predicate in a sentence.
Research and Inquiry
 Discuss personal sources and how they can be used in research.
I can ask and answer questions that help explore my topic.
Writing: Lucy Calkins
Begin Lucy Calkins Narrative Lessons 1-5
I can write a personal narrative when participating in writer’s workshop.
Standards:
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
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 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 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
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 7. Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Grade 2 Reading Street
Date_______
Week:
3
Story: Henry and Mudge
Day 3
Content Knowledge
 Oral Language- discuss with students what the fledglings did when they were
ready to fly in the big book The Tale of Pale Male
 Oral Vocabulary/ Amazing Words- pg. 104b TE
 Concept Web- add to web pg. 104b
I can tell about nature and objects we find in nature.
I can participate in Think, Pair, Share with my peers.
Phonics
 Review- Building words “I do, we do” (students will build words in center)
95%- Routine 14 Consonant Blends “I Do, We Do” (5 minutes)
I can read and spell words with consonant blends
Text



Based Comprehension
Close Read (2nd Read)
Think Critically- pg.104-105 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:
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Let’s Practice It! Pg. DVD 27
I can identify the predicate in a sentence.
Research and Inquiry
 Gather and Record Info (use later in the day for Social Studies connection) pg.
107b TE
Writing: Lucy Calkins
Begin Lucy Calkins Narrative Lessons 1-5
I can write a personal narrative when participating in writer’s workshop.
Standards:
CCSS Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS Literature 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson,
or moral.
CCSS Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
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 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 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 3. Describe how characters in a story respond to major events and challenges.
CCSS Literature 5. Describe the overall structure of a story, including describing how the beginning
Grade 2 Reading Street
Date_______
Week: 3
Story: Henry and Mudge
Day 4
Content Knowledge
 Oral Language- discuss realistic fiction and read “Insects are My Life” in
Anthology
 Oral Vocabulary/ Amazing Words
 Concept Web
I can tell about nature and objects we find in nature.
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 consonant blends.
Text Based Comprehension
 Paired Reading (Student pages 108-111)
 Reading and Writing Across Texts (Page 110-111 TE)
I can describe how listing steps in order will help me understand text.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers:
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
Student Reading and Writing Notebook – p.36
I can identify the predicate in a sentence.
Listening and Speaking (page 49f TE)
I can participate in conversations with adult and peers and follow procedures for
speaking and listening.
Writing: Lucy Calkins
Begin Lucy Calkins Narrative Lessons 1-5
I can write a personal narrative when participating in writer’s workshop.
Standards:
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.
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 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 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
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.
Grade 2 Reading Street
Week: 3
Story: Henry and Mudge
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:
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Sentences Test Practice from DVD pg. 28
I can identify the predicate of a sentence.
Writing: Lucy Calkins
Begin Lucy Calkins Narrative Lessons 1-5
I can write a personal narrative when participating in 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 3. Describe how characters in a story respond to major events and challenges.
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.
Program Review Connections:
Writing/Communications- Second grade classes will communicate learning and
understanding of skills learned through the 21st Century Skills using the website
EdModo.
Practical Living/Career Studies- class generated concept web of places in nature
Arts & HumanitiesPrimary- centers