Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date: September 8-12
Day 1
Content Knowledge
 Oral Language =Let’s Talk About- Exploring the Desert
 Oral Vocabulary/ Amazing Words (Sing w/ Me Big Book) page 4 The Arid
Desert
 Add to the KWL chart (What can we learn by exploring the desert?)
I can identify some things that we can learn by exploring the desert in books.
Phonemic Awareness- Segment and Blend Phonemes (student pages 116-117)
Get Ready
I can segment and blend words.
Phonics/Spelling (long vowel, silent-e syllable)
95%- Routine 14 Consonant Blends “I Do, We Do” (5 minutes)
 Sound Spelling Cards 121, 127- inflected endings –ed, -ing
 Introduce Spelling words (inflected endings, consonant blends)
 Word Building (student text page 118 TE pg.118)
Read and Comprehension
Stations- Introduce skills that will be reviewed and practiced at stations
Language
Arts
High Frequency Words (TE pg. 119 Routine and student page 119)
 Say and Spell
 Identify Familiar Letter Sounds
 Show Meaning
Small Group
I can read and spell words with consonant blends and inflected endings.
I can recognize high-frequency words.
Text Based Comprehension
 Comprehension Skill- discuss main idea and details
 Teacher Read Aloud- (TE 119b)
 Reader’s and Writer’s Notebook page 39- optional
I can identify the main idea and supporting details of a story.
On-Level/ Strategic/ Advanced =Phonics
Conventions- subjects TE page 119c
I can identify and write Declarative and Interrogative Sentences.
Writing= Read Like a Writer: Writing a Brief Report (mini lesson) TE 119d
Model and use Routine Quick Write for Fluency as journal entry
I can identify the key features of expository Nonfiction.
Research and Inquiry
 Review the concept chart, What would you like to learn about the
desert?
 Ask and answer questions about the desert.
I can ask and answer questions that help explore the desert.
Standards
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 Foundational Skills 3.a. Distinguish long and short vowels when reading regularly
spelled one-syllable words.
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.
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or
phrase.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
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 2. Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of deserts
Communicate and collaborate with peers
Informational literacy on information about the desert
Grade 2 Reading Street
Week: 2
Story: A Walk in the Desert
Date: September 8-12
Day 2
Content Knowledge
 Oral Language- Read aloud Around One Cactus Owls, Bats and Leaping Rats
(Read Aloud Anthology), complete Team Talk discussion on page 120a TE
 Oral Vocabulary/ Amazing Words- Robust Vocabulary Routine pg. 120b TE
 Add to the Concept Web
I can talk about the desert and what lives there. I can talk about the climate of a
desert.
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 120e, 120f
I can recognize high-frequency words.
Text Based Comprehension
 Introduce Main Selection
 Access Text (1st Read)
 Text-Based Comprehension Check Understanding TE pg.120g
I can identify the main idea and supporting details of a story.
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: pg.114h, 114i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions Review pg. 139bTE
I can identify and write a Declarative and an Interrogative Sentence
Research and Inquiry
 Discuss parts of a book such as the title page and table of contents.

I can use parts of a book to help me read and understand it.
Writing: Lucy Calkins
Students will continue writing a personal narrative.
 I can identify the features of a personal narrative and can apply them to my
own narrative writing.
Standards:
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or
phrase.
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 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 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.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of .space travel
Communicate and collaborate with peers
Informational literacy on space.
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
Day 3
Content Knowledge
 Oral Language- Read aloud Read aloud Around One Cactus Owls, Bats and
Leaping Rats (Read Aloud Anthology),and have children listen for the word
“haven”
 Oral Vocabulary/ Amazing Words- pg. 140b TE
 Concept Web- add to KWL chart, 140b TE
I can tell what I learned about life in the desert.
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 14- Consonant Blends “I Do, We Do” (5 minutes)
 Decodable Book- bring up on SMART Board Stan and Bev passage 4B
 Spelling- dictation using consonant blends and inflected endings, and high frequency
words
I can read and spell words with consonant blends and inflected endings.
Text Based Comprehension
 Close Read (2nd Read)
 Think Critically- pg.140-141 student book
 Quick Check- use Look Back and Write
I can answer questions using evidence from the text to support my answers.
I can use text features to help me understand important ideas.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: pg. 52 h-i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Let’s Practice It! Pg. 37 DVD 37
I can identify write a Declarative and an Interrogative sentence.
Research and Inquiry
 Gather and Record Info (use later in the day for Social Studies connection) pg.
143b TE
Writing: Lucy Calkins
Students will continue writing a personal narrative.
 I can identify the features of a personal narrative and can apply them to my own
narrative writing.
Standards:
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
CCSS Language 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
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 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.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled
one-syllable words.
CCSS Language 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in
decoding w
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of space travel.
Communicate and collaborate with peers
Informational literacy on space travel
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
Day 4
Content Knowledge
 Oral Language- discuss realistic fiction and read “Exploring the Sahara” in
Anthology
 Oral Vocabulary/ Amazing Words
 Concept Web
I can tell what I learned about the largest desert, the Sahara.
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 and inflected endings.
Text Based Comprehension
 Paired Reading
 Reading and Writing Across Texts
I can find small pieces of information to help me find the main idea.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: pg. 52 h-i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
I can write a Declarative and an Interrogative sentence.
Listening and Speaking (page 147e TE)
I can participate in conversations with adult and peers and follow procedures for
speaking and listening.
Writing: Lucy Calkins
Students will continue writing a personal narrative.
 I can identify the features of a personal narrative and can apply them to my own
narrative writing.
Standards:
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in
decoding 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 2. Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled
one-syllable words.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
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 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?
21st Century Skills:
Global Awareness of space travel
Communicate and collaborate with peers
Informational literacy on space and use of text features
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
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: pg. 52 h-i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Sentences Test Practice from Reader’s Writer’s Workbook pg.
Writing: Lucy Calkins
Students will continue writing a personal narrative.
 I can identify the features of a personal narrative and can apply them to my own
narrative writing.
Standards:
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.
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 7. Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of space travel
Communicate and collaborate with peers
Informational literacy on space travel and use of text features
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- career study of the astronaut. Students write
what they learned about this job.
Arts & HumanitiesPrimary- centers