Reading Wonders Grade 2 TE Unit 1

Grade 2 Unit 1 TEACHER’S EDITION Program Authors Dr. Diane August Dr. Donald Bear Dr. Janice A. Dole Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero Also Available from McGraw-Hill Education ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS). TextEvaluator is a trademark of Educational Testing Service. Cover and Title Pages: Nathan Love www.mheonline.com/readingwonders Copyright © 2017 McGraw-Hill Education All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education 2 Penn Plaza New York, NY 10121 ISBN: 978-0-07-666840-3 MHID: 0-07-666840-1 Printed in the United States of America. 3 4 5 6 7 8 9 WEB 20 19 18 17 C Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. “ The students love their books. With this curriculum, we have fantastic informational text and a variety of genres. ” — Becky Boyle, Campbell Elementary, Lincoln, NE “ I feel that my students are lucky to be exposed to Wonders. It makes a world of difference. The online piece has made my job easier and allowed me to become a better teacher. ” Adeet Deshmukh/McGraw-Hill Education — Todd Kimmel, Horatio B. Hackett School, Philadelphia, PA “ Students are able to do more than we thought they could. We have raised the rigor and they want more. The conversations that are happening between my students are more sophisticated. ” — Heather Griffith, Lakeside Farms Elementary, Lakeside, CA Dr. Diane August Dr. Donald R. Bear Dr. Janice A. Dole American Institutes for Research, Washington, D.C. Iowa State University University of Utah Professor, Iowa State University Author of Words Their Way, Words Their Way with English Learners, Vocabulary Their Way, and Words Their Way with Struggling Readers, 4–12 Professor, University of Utah Director, Utah Center for Reading and Literacy Content Facilitator, National Assessment of Educational Progress (NAEP) CCSS Consultant to Literacy Coaches, Salt Lake City School District, Utah Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis California State University, Long Beach San Diego State University University of Houston Co-Director, Center for the Advancement of Reading, California State University Author of Language Arts Workshop: Purposeful Reading and Writing Instruction, Reading for Information in Elementary School; coauthor of Close Reading and Writing from Sources, Rigorous Reading: 5 Access Points for Comprehending Complex Text, and Text-Dependent Questions, Grades K-5 with N. Frey Director of the Center for Research on Educational Achievement and Teaching of English Language Learners (CREATE) Managing Researcher Education Program Professor Emerita, California State University Author of Making Content Comprehensible for English Learners: The SIOP Model Consulting Authors Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike National Literacy Consultant Jay McTighe and Associates Marquette University Educational Consultant Strategies Unlimited, Inc. Gastonia, NC Author of Essential Questions: Opening Doors to Student Understanding, The Understanding by Design Guide to Creating High Quality Units and Schooling by Design: Mission, Action, Achievement with G. Wiggins, and Differentiated Instruction and Understanding By Design with C. Tomlinson Associate Professor, Department of Educational Policy & Leadership Author of articles on multicultural literature, struggling readers, and reading instruction in urban schools Dinah-Might Activities, Inc. San Antonio, TX iv (Dole) Patrick Brennan; (Echevarria) Victoria Sanchez, CSULB; (Fisher) Courtesy of Douglas Fisher; (Gibson, Hasbrouck) Roger Pelissier; (Kilgo) Courtesy of Margaret Kilgo; (Paris) Courtesy of Scott G. Paris; (Shanahan) Courtesy of Timothy Shanahan; (Tinajero) Courtesy of Josefina V. Tinajero; (Bumgardner) Courtesy of sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill Education PROGRAM AUTHORS Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero Educational Testing Service, Vice President, Research Professor, University of Illinois at Chicago University of Texas at El Paso Distinguished Professor, Urban Education Director, UIC Center for Literacy Chair, Department of Curriculum & Instruction Member, English Language Arts Work Team and Writer of the Common Core State Standards President, International Reading Association, 2006 Professor of Bilingual Education & Special Assistant to the Vice President of Research. Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo Educational Consultant Gibson Hasbrouck and Associates J.H. Consulting Gibson Hasbrouck and Associates Educational Consultant Kilgo Consulting, Inc., Austin, TX Author of Differentiated Instruction: Grouping for Success, Differentiated Instruction: Guidelines for Implementation, and Managing Behaviors to Support Differentiated Instruction Developed Oral Reading Fluency Norms for Grades 1–8 Author of The Reading Coach: A Howto Manual for Success and Educators as Physicians: Using RTI Assessments for Effective Decision-Making Developed Data-Driven Decisions process for evaluating student performance by standard Member of Common Core State Standards Anchor Standards Committee for Reading and Writing Nanyang Technological University, Singapore, 2008–2011 Professor of Education and Psychology, University of Michigan, 1978–2008 National Program Advisors Mayda Bahamonde-Gunnell, Ed.D Carolyn Gore, Ph.D. Jadi Miller Grand Rapids Public Schools Rockford, MI Caddo Parish School District Shreveport, LA Lincoln Public Schools Lincoln, NE Maria Campanario Kellie Jones Matthew Walsh Boston Public Schools Boston, MA Department of Bilingual/ESL Services Brockton, MA Wissahickon School District Ambler, PA Sharon Giless Aguina Michelle Martinez Waukegan Community Unit School District #60 Waukegan, IL Albuquerque Public Schools Curriculum and Instruction Albuquerque, NM v CONNECTED LITERACY TOOLS Weekly Concept and Essential Question The Keys to Unlock the Week Weekly Opener Video Academic and domain-specific vocabulary Reading/Writing Workshop Teach and Model With Rich Opportunities for Collaborative Conversations Collaborative Conversations PD Reading/Writing Workshop All building on the week’s Essential Question Practice and Apply Close Reading, Writing to Sources, Grammar, Spelling, and Phonics Literature Anthology vi Close Reading Companion Read about it? Write about it! Digital Practice Build Knowledge and Skills at Every Level Differentiate to Accelerate Also available: • WonderWorks • Wonders for English Learners • Wonders Adaptive Learning Move students ahead as soon as they’re ready Over 6500 more leveled readers online! Nonfiction Leveled Readers Fiction Leveled Readers Adaptive Learning Foundational Skills Build phonemic awareness, phonics, word recognition and fluency Decodable Readers Reading/Writing Workshop Visual Vocabulary Cards Retelling Cards Assess Specific skills and standards for every student, assignment, and class Specific recommendations for every skill and standard. Weekly, Unit, Benchmark Assessments Data Dashboard Proficiency Report TEACHING WITH WONDERS vii PROGRAM COMPONENTS Print and Digital Literature Anthology Reading/Writing Workshop Decodable Readers Close Reading Companion Interactive Read-Aloud Cards Teacher Editions ball Leveled Readers Leveled Reader Lesson Cards Classroom Library Trade Books Your Turn Practice Book High-Frequency Word Cards Photo Cards Response Board Weekly Assessment Leveled Workstation Activity Cards behavior behavior Visual Vocabulary Cards Sound-Spelling Cards Unit Assessment Benchmark Assessment Additional Digital Resources For You For Your Students Plan Customizable Lesson Plans Assess Online Assessments Reports and Scoring Teach Classroom Presentation Tools Instructional Lessons Collaborate Online Class Conversations Interactive Group Projects Manage and Assign Student Grouping and Assignments School to Home Activities and Messages Professional Development Model Lessons and PD Videos Additional Online Resources • Leveled Practice • Grammar Practice • Phonics/Spelling • ELL Activities • Genre Study • Reader’s Theater • Tier 2 Intervention • Instructional Routine Handbook www.connected.mcgraw-hill.com viii M To Do List My A Assignments A Assessment W Words to Know Build Vocabulary B R Read e Books I Interactive T Texts P Play Interactive G Games Write Interactive Writing School to Home Support • Activities for Home • Messages from the Teacher Friends and Family UNIT 1 Unit Planning Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii Weekly Lessons START SMART. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv Week 1 Friends Help Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1 Week 2 Families Around the World . . . . . . . . . . . . . . . . . . . . T92 Week 3 Pets Are Our Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . T184 Week 4 Animals Need Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T276 Week 5 Families Working Together . . . . . . . . . . . . . . . . . . . T368 Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T458 G WRITINSS PROCE Genre Writing: Narrative Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T480 Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T486 Modenl Lesso Extended Complex Text (l to r) Lisa Sciascia/Getty Images; Exotica.im 2/Alamy; Ariel Skelley/Corbis; Le Cong Duc Dao/ Alamy; ImageState/Alamy Classroom Library Fiction, Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T492–T497 Program Information Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10 FRIENDS AND FAMILY ix Lexile 420 TextEvaluator™ 820 35 LANGUAGE ARTS READING 2 x UNIT 1 Week 1 Week 2 Week 3 FRIENDS HELP FRIENDS FAMILIES AROUND THE WORLD PETS ARE OUR FRIENDS ESSENTIAL QUESTION How do friends depend on each other? ESSENTIAL QUESTION How are families around the world the same and different? ESSENTIAL QUESTION How can a pet be an important friend? Build Background Build Background Build Background Oral Vocabulary Oral Vocabulary Oral Vocabulary awkward, outrageous, panic, relief, squawked colorful, confusing, noticed, overflowing, tasty apologized, gazed, partner, rummaged, scent Word Work Word Work Word Work Phonemic Awareness: Phoneme Blending, Phoneme Categorization, Phoneme Segmentation Phonemic Awareness: Identify and Generate Rhyme, Phoneme Isolation, Phoneme Blending/Segmentation Phonemic Awareness: Phoneme Categorization; Phoneme Substitution, Phoneme Blending Phonics/Spelling: Short a, Short i Phonics/Spelling: Short e, Short o, Short u Structural Analysis: -s, -es (Plural Nouns) Structural Analysis: Inflectional Endings -s, -es High-Frequency Words: ball, blue, both, even, for, help, put, there, why, yellow High-Frequency Words: could, find, funny, green, how, little, one, or, see, sounds Vocabulary Vocabulary actions, afraid, depend, nervously, peered, perfectly, rescue, secret aside, culture, fair, invited, language, plead, scurries, share Inflectional Endings Root Words Comprehension Comprehension Strategy: Visualize Strategy: Visualize Skill: Character, Setting, Events Skill: Key Details Skill: Character, Setting, Events Genre: Literature: Fiction Genre: Literature: Fantasy Genre: Realistic Fiction Fluency Fluency Expression Expression Writing Writing Writing Write to Sources: Narrative Text Write to Sources: Narrative Text Write to Sources: Narrative Text Grammar Grammar Grammar Statements and Questions Commands and Exclamation Subjects Mechanics: Sentence Capitalization and Punctuation Mechanics: Sentence Capitalization and Punctuation Mechanics: Letter Punctuation Writings Proces Genre Writing: Narrative Friendly Letter T480–T485 Phonics/Spelling: Two-Letter Blends (r, s, t, l) Structural Analysis: Closed Syllables High-Frequency Words: boy, by, girl, he, here, she, small, want, were, what Vocabulary decide, different, friendship, glance, proper, relationship, stares, trade Context Clues: Sentence Clues Comprehension Strategy: Ask and Answer Questions Fluency Intonation (l to r) Lisa Sciascia/Getty Images; Exotica.im 2/Alamy; Ariel Skelley/Corbis; ImageState/Alamy; Jose Luis Pelaez/Blend Image/Getty Images UNIT OVERVIEW Text Complexity Range for Grades 2–3 UNIT 1 Friends and Family Review and Assess Week 4 Week 5 ANIMALS NEED CARE FAMILIES WORKING TOGETHER ESSENTIAL QUESTION How do we care for animals? ESSENTIAL QUESTION What happens when families work together? Reader’s Theater Build Background Reading Digitally Oral Vocabulary Notetaking exchange, homework, lucky, members, treasure Skimming and Scanning Word Work Research and Inquiry Phonemic Awareness: Phoneme Isolation, Phoneme Categorization, Phoneme Blending Recalling Information from Experiences Phonics/Spelling: Short i, Long i: i_e Presentation of Ideas Build Background Oral Vocabulary duty, equipment, profession, satisfaction, thorough Word Work Phonemic Awareness: Phoneme Segmentation, Phoneme Categorization, Phoneme Blending Phonics/Spelling: Short a, Long a: a_e Structural Analysis: Inflectional Endings -ed, -ing High-Frequency Words: another, done, into, move, now, show, too, water, year, your Vocabulary allowed, care, excited, needs, roam, safe, wandered, wild Root Words Fluency: Expression, Rate, Accuracy Navigating Links Unit Projects High-Frequency Words: all, any, goes, new, number, other, right, says, understands, work Unit 1 Assessment Vocabulary pages 1–37 check, choose, chores, cost, customers, jobs, spend, tools Fluency Assessment Book Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details Strategy: Ask and Answer Questions Genre: Informational Text: Narrative Nonfiction Skill: Key Details Intonation Focus on Vocabulary Structural Analysis: Possessives Inflectional Endings Fluency Week 6 Unit Assessment Book pages 62–71 Genre: Informational Text: Expository Text Fluency Phrasing Writing Writing Writing Write to Sources: Opinion Write to Sources: Informative Text Publishing Celebrations Grammar Grammar Portfolio Choice Predicates Expanding and Combining Sentences Mechanics: Commas in a Sequence Mechanics: Quotation Marks Writings Proces Genre Writing: Narrative Personal Narrative T486–T491 UNIT OVERVIEW xi UNIT OPENER Reading/Writing Workshop READING/ WRITING WORKSHOP, pp. 16–17 The Big Idea How do families and friends learn, grow, and help one another? Talk About It Have children read the Big Idea aloud. Ask children to identify a time that they have helped a family member or friend, or that a family member or friend has helped them. Children may list events such as getting help with homework, learning a new skill, or receiving good advice. Ask: Why might families and friends help one another? Have children discuss in pairs or in groups, and then share their ideas with the class. Let children know that they will discuss the Big Idea throughout the unit. Each week they will talk, read, and write about an Essential Question related to the Big Idea. Read the Poem: “Together Is Better” Read aloud “Together Is Better.” Ask children questions to explore the theme. • In the poem, what is better with others? • In the second stanza, why would camping be less fun without others? • What does the speaker want the reader to understand in the last stanza? Rhyme Scheme A poem’s rhyme scheme can be shown by letters for the end sound of each line. Model identifying the rhyme scheme in “Together Is Better.” (aabbccddeeff) Repetition Have children identify the repetition. (Without begins the second lines.) Ask: Why did the poet repeat this? (to emphasize the theme) xii UNIT 1 UNIT 1 Friends and Family RESEARCH AND INQUIRY WRITING Weekly Projects Each week students will produce a project related to the Essential Question. They will then develop one of these projects more fully for the Unit Research Project. Through their research, children will focus their attention on: W Write to Sources As students read and reread each week for close reading of text, they take e notes, cite text evidence to support their ideas and opinions, and write short analytical responses. After reading, students build writing fluency, analyze model responses, craft longer responses incorporating text evidence, and focus on writing traits. Each week, students first write to one source and then write to two sources. • using relevant details to describe their own experiences. • conducting an interview with friends, family, or community members. Shared Research Board You may wish to develop a Shared Research board. Children can post questions, ideas, and information that they research about the unit theme. Children can post photographs, drawings, or interviews they gather as they do their research. They can also post notes with questions they have as they read the text. WEEKLY PROJECTS Children work in pairs or small groups. Week 1 Friends Help Friends, T56 Week 2 Families Around the World, T148 Week 3 Pets Are Our Friends, T240 Week 4 Animals Need Our Care, T332 Week 5 Families Work Together, T422 WEEK 6 UNIT PROJECT Children work in small groups to complete and present one of the following projects. • Our Friends Skit • Comparing and Contrasting Countries • A Persuasive Letter About a Pet • Advertising Our Pet Sitting Business • Family Business Poster COLLABORATE Post children’s questions and monitor children’s online discussions. Create a Shared Research Board. Go Digital Go Digital! WEEKLY WRITING TRAITS Week 1 Ideas, T38 Week 2 Organization, T130 Week 3 Word Choice, T222 Week 4 Organization, T314 Week 5 Sentence Fluency, T404 Writing Process: Focus on Narrative Writing Over the course of the unit, children will develop one or two longer narrative texts. Children will work through the various stages of the writing process, allowing them time to continue revising their writing, conferencing with peers and teacher. GENRE WRITING: NARRATIVE TEXT Choose one or complete both 3-week writing process lessons over the course of the unit. Friendly Letter, T480–T485 Week 1 Expert Model, Prewrite Week 2 Draft, Revise Week 3 Proofread/Edit and Publish, Evaluate Personal Narrative, T486–T491 Week 4 Expert Model, Prewrite Week 5 Draft, Revise Week 6 Proofread/Edit and Publish, Evaluate Go Digital WRITER’S WORKSPACE Ask children to work through their genre writing using the online tools for support. www.connected.mcgraw-hill.com UNIT 1 OPENER xiii Overview Start Smart Help your students grow into critical readers, writers, and thinkers. The Start Smart lessons provide an introduction to the key instructional routines and procedures that you will use throughout the year. Use the first one to two weeks of school to review foundational skills taught in first grade: • Phonemic Awareness • Phonics • High-Frequency Words Use this time to model key instructional routines and procedures for • Collaborative Conversations • Close Reading of Text • Citing Text Evidence • Writing Process During Start Smart, use the Placement and Diagnostic Assessments to determine instructional and grouping needs for your students. a xiv b c START SMART Close Reading of Literature C The Lion and the Mouse art 1 PDF Start Sm Online Use Text Evidence to understand: • Genre: Fiction/Fable • Visualize • Character, Setting, Events ents • Make Text Connectionss Close Reading of Informational Text Meet the Artists Use Text Evidence to understand: • Genre: Informational/Expository Text • Ask and Answer Questions • Key Details • Make Text Connections Start Sm art 6 PDF Online Placement and Diagnostic Assessment Pl Assessment • Fluency • Comprehension • Phonemic Awareness • Phonics • Vocabulary • Spelling • Writing Go Digital www.connected.mcgraw-hill.com all materials provided online Suggested Lesson Plan • Introduce key instructional routines • Establish classroom procedures DAYS 1 AND 2 DAYS 3 AND 4 Listening Comprehension Listening Comprehension Close Reading of Literature Read “The Lion and the Mouse” Genre: Fiction/Fable Use Text Evidence to Understand • Strategy: Visualize Close Reading of Literature Reread “The Lion and the Mouse” Genre: Fiction/Fable Use Text Evidence to Understand • Strategy: Visualize R Respond to the Text C Collaborative Conversations Procedures for participating in Class Discussions • Take turns talking • Listen carefully P Pho Phonemic Awareness • Phoneme Blending Pho P Phonics: Introduce Short a, i High Frequency Words: are, H th to, you the, Writ W Write to Sources B • Build Writing Fluency Start Smart 1–3 St S Onlin PDF Online S2 Respond to the Text Model Summarizing Model Fluency Phonemic Awareness • Phoneme Segmentation Phonics: Introduce Short e, o, u High Frequency Words: like, said, and, of Write to Sources • Focus on an Event Start Smart 4–5 Online PDF START SMART Go Digital www.connected.mcgraw-hill.com all materials provided online DAYS 5 AND 6 DAYS 7 AND 8 DAYS 9 AND 10 Listening Comprehension Listening Comprehension Listening Comprehension Close Reading of Informational Text Read “Meet the Artists” Genre: Expository Text Use Text Evidence to Understand • Strategy: Ask and Answer Questions Close Reading of Informational Text Reread “Meet the Artists” Genre: Expository Text Use Text Evidence to Understand • Strategy: Visualize Questions Respond to the Text Respond to the Text Phonemic Awareness • Phoneme Blending Phonics: Introduce Consonant Blends High Frequency Words: on, play, some , where Reread and Retell Write to Sources • Write About a Text Model Summarizing Phonics: Introduce e • Build Fluency • Blend Words High Frequency Words: go, me, my, was Start Smart Reader “I Can Plant” Fluency: Expression • Repeated Readings • Independent Reading Write to Sources • Write to Two Sources Retell Routines Integrate Ideas • Text Connections • Collaborative Conversations Start Smart 6–8 Online PDF Model Fluency Phonemic Awareness • Phoneme Segmentation Reread and Retell Phonics: Introduce Long a and i • Build Fluency • Blend Words High Frequency Words: do, has they, this Write to Sources • Write to Two Sources Start Smart 9–10 Online PDF Start Smart 11 Smart Reader Online PDF START SMART S3 SS TA R TT SMART SMART a b c behavior behavior are High-Frequency Word Cards WHOLE GROUP Word-Building Cards DAYS 1–2 SoundSpelling Cards Listening Comprehension M LESSO INI N 5 Mins The Lion and the Mouse Read: Fiction/Fable Tell children that they will read the fable “The Lion and the Mouse.” A fable is a kind of short story that tells about things that could not really happen. For example, fables often have animal characters that act and speak like people. Fables teach a lesson, or moral, at the end. Introduce Begin by reading aloud the title “The Lion and the Mouse” on Start Smart 1 Online PDF. Say: The title of a story can help us guess what the story might be about. I think this story might be about a lion and a mouse. I know that a lion is a big animal and the mouse a small animal. Start Smart 1 OBJECTIVES Describe how characters in a story respond to major events and challenges. Strategy: Visualize Close Reading Routine Read DOK 1–2 • Identify key ideas and details. • Take notes and summarize. • Use A C T prompts as needed. Reread DOK 2–3 • Use the Close Reading Companion. DOK 4 • Integrate knowledge and ideas and make text-text connections. • Use the Integrate lesson. S4 Think Aloud Visualizing the characters and what they are doing can help you better understand the story. As we read, think about the author’s words. Close your eyes and create a picture in your mind of what is happening. As events change, change the picture in your mind so that you can visualize the whole story. Read “The Lion and the Mouse” • Analyze craft and structure. Integrate Explain Tell children that as they listen they can use the words to create pictures of the characters and events in their mind. START SMART Read the first paragraph. Explain that you have just read the beginning of the story. The writer has introduced two characters, the lion and the mouse. The setting is the lion’s cave. Point out the events that happen at the beginning of the story. The lion is asleep in his cave. The lion captures the mouse. Discuss how visualizing can help children understand the events. Continue reading, pausing to model visualizing important events. Go Digital Read Aloud START SMART M ENGLISH LANGUAGE LEARNERS LESSO INI N 5 Mins Respond to the Text After reading, prompt children to share whether or not the mouse did the right thing by helping the lion. Discuss what they visualized as they read, and how that helped them to understand the text. Collaborative Conversations Share the Collaborative Conversations: Small Group Video with students. After the video is done, ask: What did you notice about how the students in the video interacted with each other? Discuss the video with students. Take Turns As children engage in partner, small-group, and whole-group discussions, encourage them to • wait for a person to finish before they speak. • quietly raise their hand when they want to speak. • ask others to share their ideas and opinions. Listen Carefully As children engage in partner, small-group, and whole-group discussions, encourage them to • always look at the speaker. • listen carefully to the speaker. • respect the speaker by not interrupting. • repeat other’s ideas to check understanding. A C T Access Complex Text Prior Knowledge In order to understand the story, children should have knowledge of each animal’s traits. If possible, show children photographs of a lion and a mouse as you describe each animal. • A lion is a very large animal. A lion is known for its very strong and mighty presence. • A mouse is a tiny animal that can run fast, but it is not known for being strong. SCAFFOLD Beginning Use Visuals Write fast and slow. Point to fast and read it while you move your hand quickly. Repeat with slow, moving your hand slowly. Have children repeat after you. Model correct pronunciation. Intermediate Distinguish Write fast and slow. Have children repeat the words. Name things or show pictures and have children tell which are fast or slow. Repeat correct answers. Advanced/High Determine Write fast and slow as column heads. Have children name things and write them in the correct columns. Restate children’s responses. Author Insights “ Allowing students to... openly share information is not a familiar classroom habit. The adjustments required to implement speaking and listening standards differ from traditional classroom practice where students worked cooperatively on project-based learning activities (Slavin, 1991a; Slavin, 1991b; Stevens & Slavin, 1995). Speaking and Listening Standards approach learning language as a matter of craft, implying that students need explicit instruction and guided practice to learn how to communicate purposefully. --Dr. Vicki Gibson ” START SMART S5 S TA R T SMART Word Work WHOLE GROUP DAYS 1–2 M LESSO INI N 5 Mins Phonemic Awareness Phoneme Blending OBJECTIVES Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 Model Show children how to blend words with short a and i, Go Digital phoneme by phoneme. I am going to say a word sound by sound. Then I’ll put the sounds together to say the word as a whole. Listen carefully: /s/ /a/ /t/. The beginning sound is /s/. The middle sound is /a/. The final sound is /t/. Listen as I string together, or blend, the sounds: /sssaaat/, sat. The word is sat. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Repeat with the words nap, dig, and sit. Contrast mouth position and tongue placement when saying /a/ and /i/. Know and apply grade-level phonics and word analysis skills in decoding words. Phonemic Awareness 2 Guided Practice/Practice Have children practice blending phonemes to form words with short a and i. Listen to these sounds: /m/ /a/ /d/. Blend the sounds and say the word: /m/ /a/ /d/. The word is /mmmaaad/, mad. apple Phonics Repeat with the words hat, fan, ran, tag, kit, zip, kick, hid, and big. M LESSO INI N 5 Mins Phonics Introduce /a/ a, /i/ i 1 Model Display the Apple Sound-Spelling Card. Teach the sound /a/ spelled a. This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound is spelled with the letter a. Say it with me: /aaa/. This is the sound at the beginning of the word apple. Listen: /aaapl/, apple. Watch as I write the letter a. I will say /a/ as I write the letter several times. Repeat with the Insect Sound-Spelling Card. Teach the sound /i/ spelled i. This is the Insect Sound-Spelling Card. The sound is /i/. The /i/ sound is spelled with the letter i. Say it with me: /iii/. This is the sound at the beginning of the word insect. Listen: /iiinsekt/, insect. Watch as I write the letter i. I will say /i/ as I write the letter several times. S6 START SMART Phonics START SMART 2 Guided Practice/Practice Have children practice connecting the letter and sound through writing. Now do it with me. Say /a/ as I write the letter a. Say /i/ as I write the letter i. This time, write the letter a five times as you say the /a/ sound. Write the letter i five times as you say /i/. START SMART 2 ONLINE PDF Build Fluency: Sound/Spellings Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Tell children that each day you will show them the sound-spellings they have learned. They will quickly review them as a warm-up to the day’s activities. Remind them that this is a great way to master these sound-spellings, which is necessary as they begin reading and writing. Have children chorally say the sound for each card. When finished, repeat and vary the pace. Blend Words with Short a and i Model Display Word-Building Cards a, t. Model how to blend the sounds together as you run your finger under each letter. This is the letter a. It stands for /a/. This is the letter t. It stands for /t/. Listen as I blend these sounds together: /aaat/. Say it with me: /aaat/, at. Continue by modeling the words am, nap, ran, win, sit, hid, and rip. ENGLISH LANGUAGE LEARNERS Transfer Skills Many children whose first language is not English will have difficulties pronouncing and perceiving English sounds that are not in their primary language. See the Language Transfers Handbook for a complete list of these transferable and nontransferable sounds. Provide additional pronunciation and decoding practice using the Approaching level phonics throughout the unit. Sound Pronunciation Play the Go Digital audio again for a model of the /a/ and /i/ sounds for children needing additional models. START SMART S7 S TA R T SMART Word Work (continued) WHOLE GROUP DAYS 1–2 M LESSO INI N 5 Mins OBJECTIVES Recognize and read grade-appropriate irregularly spelled words. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. High-Frequency Words are, the, to, you 1 Model Display the High-Frequency Word Cards are, the, to, and • Read Point to and say the word are. This is the word are. Say it with me: are. We are playing. • Spell The word are is spelled a-r-e. Spell it with me. • Write Let’s write the word in the air as we say each letter: a-r-e. • Follow the same steps to introduce the words the, to, and you. Use 2 Practice • Have children work in pairs to make up sentences using the words. • Word Bank You may wish to begin a Word Bank, a list of words that you have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sound/ spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. the page. Then guide them through a choral reading of the page. • Have children reread the completed paragraph to a partner. • Find Text Evidence: Ask children to use the paragraph to help them retell “The Lion and the Mouse.” Prompt children to retell the events in the correct order. Remind them to use evidence from the text to tell the setting and characters in the beginning. START SMART High-Frequency Word Routine these sentences: Pat is on the slide. Please give the book to Pam. You are my friend. • Make copies of Start Smart 3 Online PDF. Have children complete S8 Digital you. Use the Read/Spell/Write routine to teach each word. Reread and Retell Start Smart 3 Go Writing START SMART Write to Sources ENGLISH LANGUAGE LEARNERS SCAFFOLD M LESSO INI N 10 Mins Build Writing Fluency • Explain to children that, just like readers, writers build fluency. Writers can do this by including details about actions, thoughts, and feelings. Writers also signal the order of events by using words like ”then” and “next.” • Read the paragraph from “The Lion and the Mouse” aloud. Show children that the author is describing what happened when the lion was caught in the net. Point out how the author uses many details in the writing. Beginning Write Sentences Provide model sentences based on the prompt: First, the lion _____. Then, the mouse _____. Help children complete the sentence frames. Add new ones for new events. Intermediate Expand Ask children to tell you what happened to the lion and the mouse. Repeat their responses. Give sentence frames, guiding children to add details. Advanced/High Some weeks later the lion was roaming the forest. Suddenly, the lion found himself Respond Ask children to respond to the prompt. Remind them to focus on giving details. caught in a net. He struggled to get free. But the more he wriggled around, the tighter the net twisted around him. Author Insights WRITER’S NOTEBOOK W Provide children with the following prompt: Write about what happened to the lion and the mouse. Explain to children that they will write in their Writer’s Notebook for five minutes. If a child stops writing before time ends, encourage him to continue by reminding him about how writers build fluency. Have students work with a partner. Partners should discuss and compare their writing to make sure they understood what happened in the story. “ To be successful in school, and beyond school, students must learn to use the information they have gleaned from the text they have read in their writing. This requires that students learn to find information, understand that information, and be able to use that information to support the point they are trying to make. In other words, it’s much more complex than simply teaching students to locate details in the text. They have to learn to strategically use the information they have found. — Douglas Fisher ” START SMART S9 S TA R T SMART a b c behavior behavior and High-Frequency Word Cards WHOLE GROUP DAYS 3–4 Word-Building Cards SoundSpelling Cards Listening Comprehension M LESSO INI N 5 Mins The Lion and the Mouse Connect to Concept: We Are All Special Remind children of the Essential Question: What makes us special? Remind children of the story they heard yesterday, “The Lion and the Mouse.” Ask: What made the Mouse special? Genre: Fiction/Fable Remind children that “The Lion and the Mouse is a special kind of fiction called a fable. A fable tells about things that could not really happen. Fables often have animals as characters. The animals speak and act like people. Their actions teach a lesson. For more work with genres, use the online Genre Passage Handbook. OBJECTIVES Describe how characters in a story respond to major events and challenges. Strategy: Visualize Remind children that as they hear the story, they can think about the author’s words and form a picture in their minds. This will help them understand the events. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Reread “The Lion and the Mouse” Reread “The Lion and the Mouse”on the Start Smart 1 Online PDF with children, pausing occasionally to prompt them to visualize the characters, setting, and events. M LESSO INI N 5 Mins Respond to Text After reading, prompt the children to share whether or not the lion should have let the mouse go in the first place. Discuss what they visualized as they reread. How was it different than the first day. Model Summarizing Pause to summarize portions of the selection. I can put details from the story into my own words. So far, I have read that the lion let the mouse go because he was amused at the thought that a little mouse could save him. Because this is the second time I’ve read this, I can figure S10 START SMART Digital Reread: “The Lion and the Mouse” Start Smart 1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Go Read Aloud Character Setting Graphic Organizer Events START SMART out that “amused” means that the lion thought it was funny that the mouse would offer to help him. After all, a mouse is much smaller than a lion. • After reading, summarize the entire selection, using your own words to tell the important events in the correct order. Model Fluency Phrasing Show the children the first paragraph of “The Lion and the Mouse.” Point to the periods and the commas in the paragraph. Explain that these marks represent pauses that you should take when reading. When you read, you should pause, or stop for a moment, and your voice should fall when you come to a comma or a period. You should pause for a longer time at a period because it usually shows the end of the sentence. • Read the first paragraph aloud with slightly exaggerated Routines Text Evidence Tell children that as they read a text closely, they will be asked to use evidence from the text or examples from the text to support answers to questions. Explain that as children answer questions, they will be asked to tell what section of the text they used to answer the question. For example, in a fiction text, they might use a character’s words or actions as text evidence. Students must have many opportunities to practice locating text evidence to support their answers in both discussions and writing tasks. phrasing. Have children identify the punctuation marks, and then reread the paragraph chorally. A C T Access Complex Text Author Insights “ Purpose Guide children to understand that the author’s purpose in a fable is to teach the reader a lesson. Remind children that the lion laughs at the idea that a mouse could ever help him in the beginning of the story. Discuss with children how the mouse does help the lion. Lead children to understand the moral: A little friend may prove to be a great friend. No act of kindness is ever wasted. English learners benefit from exposure to gradelevel texts and discussions to build their language and literacy skills. However, focused, explicit teaching of the skills they need will help them become more effective and efficient readers and writers. The result will be greater participation in lessons and overall achievement. — Dr. Jana Echevarria ENGLISH LANGUAGE LEARNERS ” SCAFFOLD Beginning Intermediate Advanced/High Demonstrate Comprehension Help children tell what happens to the mouse. At the beginning, he says . In the middle, the lion and the mouse . At the end, the lion escapes because the mouse . Model correct pronunciation as needed. Describe Help children describe the lesson the lion learns. At the beginning, the lion . Then the lion . At the end the lion learns that . Clarify children’s responses as needed by providing vocabulary. Discuss Ask children to retell the story and discuss its lesson. Provide the sentence starters In the beginning , In the middle and In the end . Elaborate on children’s answers. START SMART S11 S TA R T SMART Word Work WHOLE GROUP DAYS 3–4 M LESSO INI N 5 Mins Phonemic Awareness Phoneme Segmentation OBJECTIVES Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 Model Show children how to segment words with short e, o, and u Go Digital into phonemes. I am going to say a word sound by sound. The word is net. Listen: /nnn/ /eee/ /t/. The word net has three sounds. Watch as I try again. I will hold up one finger for each sound I say: /n/ /e/ /t/. The first sound in net is /n/. The middle sound in net is /e/. The final sound in net is /t/. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Repeat with the words leg, dog, hot, tub, and fun. Phonemic Awareness Contrast mouth position and tongue placement when saying /e/, /o/, and /u/. Know and apply grade-level phonics and word analysis skills in decoding words. 2 Guided Practice/Practice Have children practice segmenting words into phonemes. Assist children as necessary. Listen to this word: red. Let’s segment the word into three sounds: /rrr/ /eee/ /d/. Red has three sounds: /rrr/ /eee/ /d/, red. egg Phonics Repeat with the words men, pet, mop, dot, rug, and hum. M LESSO INI N 5 ENGLISH LANGUAGE LEARNERS Transfer Skills See the Language Transfer Handbook for a complete list of these transferable and nontransferable sounds. Sound Pronunciation Play the Go Digital audio again for a model of the /e/, /o/ and /u/ sounds for children needing additional models. S12 START SMART Mins Phonics Introduce /e/ e, /o/ o, /u/ u 1 Model Display the Egg Sound-Spelling Card. Teach the sound /e/ spelled e. This is the Egg Sound-Spelling Card. The sound is /e/. The /e/ sound is spelled with the letter e. Say it with me: /eee/. This is the sound at the beginning of the word egg. Listen: /eeeg/, egg. Watch as I write the letter e. I will say /e/ as I write the letter several times. Repeat with the Octopus Sound-Spelling Card. Teach the sound /o/ spelled o. Repeat with the Umbrella Sound-Spelling Card. Teach the sound /u/ spelled u. Phonics START SMART 2 Guided Practice/Practice Have children practice connecting the START SMART 4 ONLINE PDF letter and sound through writing. Now do it with me. Say /e/ as I write the letter e. Say /o/ as I write the letter o. Say /u/ as I write the letter u. This time, write the letter e five times as you say the /e/ sound. Write the letter o five times as you say /o/. Write the letter u five times as you say /u/. Build Fluency: Sound/Spellings Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Tell children that each day you will show them the sound-spellings they have learned. They will quickly review them as a warm-up to the day’s activities. Remind them that this is a great way to master these sound-spellings, which is necessary as they begin reading and writing. Have children chorally say the sound for each card. When finished, repeat and vary the pace. Blend Words with Short e, o, and u Model Display Word-Building Cards g, e, t. Model how to blend the sounds together as you run your finger under each letter. This is the letter g. It stands for /g/. This is the letter e. It stands for /e/. This is the letter t. It stands for /t/. Listen as I blend these sounds together: /geeet/. Say it with me: /geeet/, get. Continue by modeling the words men, jet, hen, on, fog, hop, up, run, and bug. Author Insights “ “Phonological awareness is the general appreciation of the sounds of speech being distinct from their meaning. The finer-grained ability to notice, identify, and ultimately manipulate the separate sequence of sounds in spoken words is called phonemic awareness. These skills involve only auditory processes. Scientific evidence now confirms that having difficulty discriminating the sounds of spoken language is the causal factor of most reading difficulties, including dyslexia. The good news is that this difficulty can often be corrected or significantly improved with intensive and targeted intervention.” — Jan Hasbrouck ” START SMART S13 S TA R T SMART Word Work (continued) WHOLE GROUP DAYS 3–4 M LESSO INI N 5 Mins OBJECTIVES Recognize and read grade-appropriate irregularly spelled words. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. High-Frequency Words like, said, and, of 1 Model Display the High-Frequency Word Cards like, said, and, of. • Read Point to and say the word like. This is the word like. Say it with me: like. I like bananas. • Spell The word like is spelled l-i-k-e. Spell it with me. • Write Let’s write the word in the air as we say each letter: l-i-k-e. • Follow the same steps to introduce the rest of the words. Use these 2 Practice • Have children work in pairs to make up sentences using the words. • Word Bank You may wish to begin a Word Bank, a list of words that you have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sounds/spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. complete the page. Then guide them through a choral reading of the page. • Have children reread the completed paragraph to a partner. • Find Text Evidence: Ask children to use the paragraph to help them retell “The Lion and the Mouse.” Prompt children to use evidence from the text to retell the events in the correct order. Remind them to tell the setting and characters in the beginning. START SMART HighFrequency Word Routine sentences: I said I want to go play. We can run and jump at the park. I have a box of crayons. • Make copies of page Start Smart 5 Online PDF. Have children S14 Digital Use the Read/Spell/Write routine to teach each word. Reread and Retell Start Smart 5 Go Writing START SMART Write to Sources ENGLISH LANGUAGE LEARNERS SCAFFOLD M LESSO INI N 5 Mins Beginning Write About a Text Explain to children that writers can focus on one event by elaborating. Explain that “to elaborate” means to add specific details that tell more about the event. Read these paragraphs from “The Lion and the Mouse.” Point out how the author focuses with details on one event: the mouse saving the lion. Just then the little mouse happened to pass by, and seeing the lion’s sad plight, he knew he could help him. The mouse went up to him and soon gnawed away the ropes of the net, freeing the lion. Write Sentences Provide model sentences based on the prompt: The mouse was _____. So the lion _____. Help children complete the sentence frames. Add new ones for new events. Intermediate Expand Ask children to tell you how the lion might save the mouse. Repeat their responses. Give sentence frames, guiding children to add details. Advanced/High Respond Ask children to respond to the prompt. Remind them to focus on giving details about one event. “I have helped you like you have helped me and now I have returned the favor,” said the little mouse. “Wasn’t I right—even a mouse can help a lion!” FOCUS ON AN EVENT F Provide children with the following prompt: Add another event to “The Lion and the Mouse” where the lion saves the mouse again. • Encourage children to include specific details about the event, such as what the characters did or said at that time. Have children work with a partner. Partners should discuss and compare their writing to make sure they focused on one event. START SMART S15 SS TA R TT SMART SMART a b c behavior behavior are High-Frequency Word Cards WHOLE GROUP DAYS 5–6 Word-Building Cards SoundSpelling Cards Listening Comprehension M LESSO INI N 5 Mins ”Meet the Artists” Read: Informational/Expository Text Tell children that an informational text tells about something real. Expository text is a type of informational text that gives facts about something. It often has text features, such as photos and captions. A newspaper is an example of expository text. Start Smart 6 OBJECTIVES Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Close Reading Routine Read DOK 1–2 • Identify key ideas/details. • Take notes and summarize. • Use A C T prompts. Reread DOK 2–3 • Analyze craft and structure. Integrate DOK 4 • Integrate knowledge and ideas and make text-text connections. S16 START SMART Introduce Begin by reading aloud the title “Meet the Artists” on Start Smart 6 Online PDF. Say: We know that the title of a selection can help us guess what it might be about. This selection is called “Meet the Artists.” I think it will tell us about different artists. Strategy: Ask and Answer Questions Tell children that as they listen they can stop and ask themselves questions. Then they can listen for the answers. Think Aloud Asking questions and listening for the answers as you read can help you better understand a passage. As we read, ask questions about key details that you hear. Continue listening to the passage to see if you find the answers to those questions. Read “Meet the Artists” Read the first two paragraphs to children. Model asking a question to make sure you understand a key detail. What happens during Celebrate the Arts week? Who is Lai May Kwan? Continue reading, pausing to ask questions to check understanding. Model using the text to find the answers to these questions as you read. Go Digital Read Aloud Detail Detail Graphic Organizer Detail START SMART M LESSO INI N 5 Mins Respond to the Text After reading, prompt children to share whether they found out what happens during Celebrate the Arts Week. Discuss what other questions they may have asked during the reading and how listening for the answers helped them to understand the passage. A C T Access Complex Text Connection of Ideas In order to understand this story, children should understand that informational text often includes several important ideas and details. • Help children identify the key details in the first paragraph. Reread the first paragraph and ask: What is Celebrate the Arts week? (a school celebration to learn about different forms of art and to meet artists) • Then have children make connections by rereading the remaining text and asking: Who is Lai May Kwan? How is she connected to Celebrate the Arts week? (She is a student and an artist who will be featured during the Celebrate the Arts week celebration.) • Continue rereading the selection and having children connect the information from the text to find the essential idea. ENGLISH LANGUAGE LEARNERS SCAFFOLD Beginning Demonstrate Comprehension Show children a photo of a piano. Say piano and have children repeat. Then have children fill in a sentence frame such as, Lai May Kwan plays . Repeat for actor with a picture of a person acting on stage. Use the sentence frame Marcos Estrella is . Model correct pronunciation as needed. Intermediate Describe Ask children to talk about how Lai May Kwan and Marcos Estrella are special. Lai May Kwan is special because . Marcos Estrella is special because . Repeat children’s responses slowly and clearly to the class. Advanced/High Discuss Ask children to elaborate on the concept of uniqueness. Ask: How are the children special? Name something each child does. Elicit more details to support children’s responses. START SMART S17 SS TA R TT SMART SMART Word Work WHOLE GROUP DAYS 5–6 M LESSO INI N 5 Mins Phonemic Awareness Phoneme Blending OBJECTIVES Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 Model Show children how to blend words with consonant blends. Go Digital I am going to say a word sound by sound. Then I’ll put the sounds together to say the word as a whole. Listen carefully: /f/ /l/ /a/ /t/. There are four sounds. The first sound is /f/. The second sound is /l/. The third sound is /a/. The final sound is /t/. Listen as I string together, or blend, the sounds: /ffflllaaat/, flat. The word is flat. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Repeat with the words clap, stop, and plan. Phonemic Awareness Exaggerate mouth and tongue position to emphasize both sounds in each consonant blend. Know and apply grade-level phonics and word analysis skills in decoding words. 2 Guided Practice/Practice Have children practice blending phonemes to form words with consonant blends. Listen to these sounds: /g/ /l/ /a/ /d/. Blend the sounds and say the word: /g/ /l/ /a/ /d/. The word is /glllaaad/, glad. Phonics Repeat with the words flop, skip, brag, plus, drag, trick, glass, and skin. M LESSO INI N 5 ENGLISH LANGUAGE LEARNERS Transfer Skills See Language Transfers Handbook for a complete list of transferable and nontransferable sounds. Sound Pronunciation Play the Go Digital audio again for a model of the consonant blend sounds for children needing additional models. S18 START SMART Mins Phonics Introduce Consonant Blends 1 Model Display the Word-Building Cards cr. Teach the consonant blend /kr/ spelled cr. Write the word crab. This is the word crab. The two letters c and r together stand for the sounds /kr/ at the beginning of crab. Say it with me: /kr/. Watch as I write the letters cr. I will say the sounds /kr/ as I write the letters several times. Repeat using these words: grin, frog, drip, slip, snap, spot, stop, clip, plan, flag, drop. 2 Guided Practice/Practice Have children practice connecting the letters and sounds. Now do it with me. Say /kr/ as I write the letters cr. Say /kr/ as I write the letters cr. This time, write the letters cr five times as you say the /kr/ sounds. Repeat for other consonant blends with l, r, and s such as tr, pr, gr, br, dr, bl, cl, fl, gl, pl, sl, st, sp, sk. Phonics Blending START SMART Build Fluency: Sound/Spellings START SMART 7 ONLINE PDF Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Tell children that each day you will show them the sound-spellings they have learned. Have children chorally say the sound for each card. When finished, repeat and vary the pace. Note difficult sound-spellings. Blend Words with Consonant Blends Model Display Word-Building Cards d, r, o, p. Model how to blend the sounds together as you run your finger under each letter. This is the letter d. It stands for /d/. This is the letter r. It stands for /r/. This is the letter o. It stands for /o/. This is the letter p. It stands for /p/. Listen as I blend these sounds together: /drrrooop/. Say it with me: /drrrooop/, drop. Continue by modeling the words grab, crib, trap, step, swim, skin, clap, club, plus, and flip. Author Insights “ “Phonics involves knowing which letters symbolize the sounds in a word and using that knowledge to sound out or decode words. Phonics is also referred to as the alphabetic principle. Phonics involves a reader using both auditory and visual (or tactile) processes. Students who are blind or visually impaired can also use phonics, but they learn how to associate phonemes with raised dots on a page (Braille) rather than printed letters. Students who have acquired strong phonics skills are more skillful and confident readers because they can more effectively figure out new or unfamiliar words that they encounter.” ” — Dr. Jan Hasbrouck, Educational Consultant START SMART S19 S TA R T SMART Word Work (continued) WHOLE GROUP DAYS 5–6 M LESSO INI N 5 Mins OBJECTIVES Recognize and read grade-appropriate irregularly spelled words. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. High-Frequency Words on, play, some, where 1 Model Display the High-Frequency Word Cards on, play, some, and • Read Point to and say the word on. This is the word on. Say it with me: on. Your book is on the table. • Spell The word on is spelled o-n. Spell it with me. • Write Let’s write the word in the air as we say each letter: o-n. • Follow the same steps to introduce the words play, some, and • Follow the same steps to review the words and, are, like, of, said, the, to, and you. 2 Practice • Have children work in pairs to make up sentences using the words. • Word Bank You may wish to begin a Word Bank, a list of words • Make copies of Start Smart 8 Online PDF. Have children complete the page. Then guide them in a choral reading of the page. • Have children reread the completed paragraph to a partner. • Then ask children to use the paragraph to help them retell “Meet the Artists.” Prompt children to add as many key details as they can remember. START SMART High-Frequency Word Routine where. Use these sentences: I like to play tag. Would you like some grapes? Where is the cat? Reread and Retell S20 Digital where. Use the Read/Spell/Write routine to teach each word. that you have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sound-spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. Start Smart 8 Online PDF Go Writing START SMART Write to Sources ENGLISH LANGUAGE LEARNERS SCAFFOLD M LESSO INI N 5 Mins Write About a Text • Explain to students that finding evidence in a text is a good way to help write about the text. Pose the question How does the author of “Meet the Artists” show people that Lai May is an artist? • Point out the first sentence of the paragraph below. Explain how this is an example of text evidence that can be used to answer the question. Ask children to point out other examples of text evidence that can help answer the question. • Write down one or two sentences that demonstrate how to use text evidence to answer the question above. Lai May started playing the piano when she was only four years old. Lai May gave her first solo Beginning Write Sentences Provide a model sentence based on the prompt: The author writes that _____. Help children complete the sentence frame. Add new ones for other details. Intermediate Expand Have children point to text evidence in the essay. Help them to use some words from the essay in their responses. Give sentence frames for support. Advanced/High Respond Ask children to respond to the prompt. Remind them to use text evidence. performance last year at our community’s annual summer festival. She played popular songs, classical songs, and jazz songs, and they were all a hit. Her playing was so popular, she has already been asked to perform at next year’s festival. ANALYZE TEXT A Provide children with the following prompt: How does the author of “Meet the Artists” try to convince people they will enjoy Celebrate the Arts week? • Point out the third sentence in the paragraph as an example of text evidence that can be used to help answer the question. Explain that the author included the words “they were all a hit” to let readers know that people like the music at the festival. Prompt children to find another example from the full article. • Have students construct a response to the prompt using the text evidence they have found. Have children work with a partner. Partners should discuss and compare their writing to make sure they used text evidence to support their responses. START SMART S21 SSTA TA R T SMART SMART a b c behavior behavior do High-Frequency Word Cards WHOLE GROUP DAYS DAY 1–2 7–8 Word-Building Cards SoundSpelling Cards Listening Comprehension M LESSO INI N 5 Mins Meet the Artists Connect to Concept: We Are All Special Remind children of the Essential Question: What makes us special? Remind children of the selection they heard yesterday, “Meet the Artists.” Ask: What makes each artist in the selection special? Start Smart 6 Reread: “Meet the Artists” OBJECTIVES Genre: Informational Text/Expository Text Remind Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. children that “Meet the Artists” is an expository selection. An expository selection is a kind of informational text. It gives facts and information about something. A newspaper article with text features, such as captions and photos, is an expository text. For more work with genre, use the online Genre Passage Handbook. Strategy: Visualize Remind children that as they listen to the selection they should ask themselves questions. Then they can continue listening to the selection to find answers to their questions. Reread “Meet the Artists” Reread “Meet the Artists,” on the Start Smart 6 Online PDF with children, pausing occasionally to prompt them to ask and answer questions about the key details in the passage. M LESSO INI N 5 Mins Respond to Text After reading, prompt the children to share the questions they asked and what answers they found about the key details as they listened to the story. Have children compare them with questions from the first day. Did you ask any new questions? Did you find any new answers? S22 START SMART Go Digital Read Aloud Detail Detail Graphic Organizer Detail START SMART Model Summarizing Pause to summarize portions of the selection. I can put key details from the story into my own words. So far, I have read that Lai May Kwan is a talented piano player, who practices ten hours each week. Because this is the second time I’ve read this, I know that Lai May’s hard work is a key detail about her. I can include that in my summary of the passage because it is important. • After reading, summarize the entire selection, using your own words to tell the important details in the correct order. Model Fluency Phrasing Show the children the first paragraph of “Meet the Artists.” Point to the periods and the commas in the paragraph. Explain that the question mark in the paragraph is like a period because it usually ends a sentence. Explain that these marks all represent pauses that you should take when reading. When you read, you should pause, or stop for a moment, and your voice should fall when you come to a comma or a period. When you come to a question mark, you should pause, but your voice should not fall. • Read the first paragraph aloud with slightly exaggerated phrasing. Point out how your voice is different when you get to a question mark. Have children identify the punctuation marks, and then reread the paragraph chorally. ENGLISH LANGUAGE LEARNERS SCAFFOLD Beginning Actively Engage On a rereading of the selection, have children repeat the name of each artist and act out what the artist does. Then have them orally complete a sentence frame: likes to . Restate children’s responses in order to develop their oral language proficiency. Intermediate Demonstrate Understanding Help children write and say the name of each artist in the selection. Then have children read the name of the artist and say one detail about what makes him or her special. Clarify children’s responses as needed by providing vocabulary. Advanced/High Speak Have children take turns playing “Who Am I?” One child gives clues about an artist from the selection while the other child guesses his or her name. Model correct pronunciation as needed. START SMART S23 S TA R T SMART Word Work WHOLE GROUP DAYS 7–8 M LESSO INI N 5 Mins Phonemic Awareness Phoneme Segmentation OBJECTIVES Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 Model Show children how to segment words with long a and i into Repeat with the words safe, tape, time, bike, and size. Contrast mouth position when saying /ā/, and /ı̄ /. Distinguish long and short vowels when reading regularly spelled one-syllable words. Phonemic Awareness 2 Guided Practice/Practice Have children practice segmenting words into phonemes. Listen to this word: late. Let’s segment the word into three sounds: /lll/ /āāā/ /t/. Late has three sounds: /lll/ /āāā/ /t/. Repeat with the words bake, sale, dime, five, and side. M train Phonics LESSO INI N 5 Mins Phonics Introduce /ā/ a_e, / ı̄ / i_e 1 Model Display the Train Sound-Spelling Card. Teach the sound /ā/ spelled a_e. This is the Train Sound-Spelling Card. The sound is /ā/ in the middle of train. Say it with me: /āāā/. Today we’ll learn one spelling for the /ā/ sound. Write tap on the board. Look at the word I wrote: tap. Say it with me. This word has the short a sound, /a/. Watch as I add e to the end of the word. The new word is tape. The letters a and e form a team to make the /ā/ sound. Listen: /tāp/. Watch as I write the letters a_e. I will say /ā/ as I write the letters a_e several times. Repeat with the Five Sound-Spelling Card. Teach the sound /ı̄/ spelled i_e. This is the Five Sound-Spelling Card. The sound is /ı̄ / in the middle of five. Say it with me: / ı̄ ı̄ ı̄ /. Today we’ll learn one spelling for the /ı̄ / sound. Watch as I write the word five. The letters i and e form a team to make the /ı̄ / sound. Listen: /fı̄ v/. Watch as I write the letters i_e. I will say /ı̄ / as I write the letters i_e several times. START SMART Digital phonemes. I am going to say a word sound by sound. The word is make. Listen: /mmm/ /āāā/ /k/. The word make has three sounds. Watch as I try again. I will hold up one finger for each sound I say: /m/ /ā/ /k/. The first sound in make is /m/. The middle sound in make is /ā/. The final sound in make is /k/. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). S24 Go Phonics START SMART 2 Guided Practice/Practice Have children practice connecting the letters and sound through writing. Now do it with me. Say /ā/ as I write the letters a_e. Say /ı̄/ as I write the letters i_e. This time, write the letters a_e five times as you say the /ā/ sound. Write the letters i_e five times as you say /ı̄/. START SMART 9 ONLINE PDF Build Fluency: Sound/Spellings Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Tell children that each day you will show them the sound-spellings they have learned. They will quickly review them as a warm-up to the day’s activities. Have children chorally say the sound for each card. When finished, repeat and vary the pace. Note the difficult sound-spellings. Blend Words with Long a and i Model Display Word-Building Cards c, a, k, e. Model how to blend the sounds together as you run your finger under each letter. This is the letter c. It stands for /k/. This is the letter a. I see letter e at the end of the word. Letters a_e stand for /ā/. This is the letter k. It stands for /k/. The e is silent. Listen as I blend these sounds together: /kāāāk/, cake. Say it with me: /kāāāk/, cake. Continue by modeling the words gate, same, kite, nine, and lime. ENGLISH LANGUAGE LEARNERS Transfer Skills See the Language Transfer Handbook for a complete list of these transferable and nontransferable sounds. Provide additional pronunciation and decoding practice using the Approaching level phonics throughout the unit. Sound Pronunciation Play the Go Digital audio again for a model of the /ā/ and /ı̄/ sounds for children needing additional models. START SMART S25 S TA R T SMART Word Work (continued) WHOLE GROUP DAYS 7–8 M LESSO INI N 5 Mins OBJECTIVES Recognize and read grade-appropriate irregularly spelled words. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. High-Frequency Words Go do, has, they, this 1 Model Display the High-Frequency Word Cards do, has, they, and this. Use the Read/Spell/Write routine to teach each word. • Read Point to and say the word do. This is the word do. Say it with me: do. Do you like apples? • Spell The word do is spelled d-o. Spell it with me. • Write Let’s write the word in the air as we say each letter: d-o. • Follow the same steps to introduce the words has, they, and this. 2 Practice • Have children work in pairs to make up sentences using the words. • Word Bank You may wish to begin a Word Bank, a list of words that Reread and Retell • Make copies of Start Smart 10 Online PDF. Have children complete the page. Then guide them through a choral reading of the page. • Have children reread the completed paragraph to a partner. • Use Text Evidence Ask children to use the paragraph to help them retell “Meet the Artists.” Prompt children to use evidence from the text to retell key details about how the artists Lai May and Marcos are special. S26 START SMART HighFrequency Word Routine Use these sentences: Sandra has a red jacket. They are my friends. Is this your book? you have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sound-spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. Start Smart 10 Online PDF Digital Writing START SMART Write to Sources ENGLISH LANGUAGE LEARNERS SCAFFOLD M Beginning LESSO INI N 5 Mins Write to Two Sources • Explain to children that you can find similarities and differences between two sources you have read. Explain that using text evidence can help to find the similarities and differences. • Read the prompt below. Ask children if the prompt is asking to find similarities or differences. Tell children to find evidence from both stories to help answer the prompt. Compare the special talents in “The Lion and the Mouse” with the special talents in “Meet the Artists.” Which talent would you rather have? Use details about special talents from both texts you read. Create a table like the one below. Ask students to share the evidence they have found. Write a sample of a student’s notes in the table. Title “The Lion and the Mouse” “Meet the Artists” Write Sentences Help children create an organizer for their notes. Have them point to sentences that can be used as text evidence in their responses. Intermediate Expand Have children point to key words in the passages that can help them respond to the prompt. Guide them to write those key words in their notes. Advanced/High Respond Have children find and write text evidence from the passages. Remind them to change some words to words that mean the same. Text Evidence Even though he is small, the mouse helped the lion escape danger. Even though the artists are young, their special talents help make “Celebrate the Arts” successful. ANALYZE TEXT EVIDENCE A Provide children with the following prompt: Which talent is most helpful to the character or person from the passages? Use details about special talents from both texts you read. Have children look at their notes. Ask if they can find any text evidence to help support their answer to this prompt. Have children work with a partner. Partners should discuss their notes to make sure they used details from the text. Author Insights “ Past standards have emphasized writing as a free-standing subject or skill... But CCSS places much greater emphasis on the use of content or “evidence” in writing. Thus, the major emphasis shifts to writing about the ideas in text. [Thus] writing will need to be more closely integrated with reading comprehension instruction. The amount of writing about what students read will need to increase. [There should be] greater emphasis on synthesis of information and critical essays than in the past. — Dr. Timothy Shanahan START SMART ” S27 S TA R T SMART a b c behavior behavior go High-Frequency Word Cards WHOLE GROUP Word-Building Cards DAYS 9–10 SoundSpelling Cards Word Work M LESSO INI N 5 Mins OBJECTIVES Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Recognize and read grade-appropriate irregularly spelled words. Phonics Go Introduce Final e (e_e, o_e, u_e) Digital 1 Model Display the Boat Sound-Spelling Card. Teach the sound /¯o/ spelled o_e. This is the Boat Sound-Spelling Card. The sound is /ō/ in the middle of boat. Say it with me: /ōōō/. Today we’ll learn one spelling for the /ō/ sound. Watch as I write the word home. The letters o and e form a team to make the /ō/ sound. Listen: /hōm/. Watch as I write the letters o_e. I will say /ō/ as I write the letters o_e several times. boat Phonics Repeat with the Tree Sound-Spelling Card to the sound /ē/ spelled e_e using the word eve. Repeat with the Cube SoundSpelling Card to teach the sound /ū/ spelled u_e. Phonics 2 Guided Practice/Practice Have children practice connecting the letters and sound through writing. Now do it with me. Say /ō/ as I write the letters o_e. This time, write the letters o_e five times as you say the /ō/ sound. Repeat with e_e and u_e. Build Fluency: Sound/Spellings Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Tell children that each day you will show them the sound-spellings they have learned. Have children chorally say the sound for each card. Note any difficulties with sound-spellings. Blend Words with Final e Start Smart 11 Model Display Word-Building Cards h, o, p, e. Model how to blend the sounds together. This is the letter h. It stands for /h/. This is the letter o. I see letter e at the end of the word. Letters o_e stand for /ō/. This is the letter p. It stands for /p/. The e is silent. Listen as I blend these sounds together: /hhhōōōp/, hope. Say it with me: /hhhōōōp/, hope. Continue by modeling the words note, rope, rule, June, tune, and eve. S28 START SMART HighFrequency Word Routine Start Smart Reader START SMART M LESSO INI N 5 Mins High-Frequency Words START SMART READER ONLINE go, me, my, was 1 Model Display the High-Frequency Word Cards go, me, my, and was. Use the Read/Spell/Write routine to teach each word. • Read Point to and say the word go. This is the word go. Say it with me: go. It is time to go to school. • Spell The word go is spelled g-o. Spell it with me. • Write Let’s write the word in the air as we say each letter: g-o. • Follow the same steps to introduce the words me, my, and was. Use these sentences: Please give me the book. I love my dog! I was sick yesterday. • Follow the same steps to review the words and, are, do, has, like, of, on, play, said, some, the, they, this, to, where, and you. START SMART READER ONLINE 2 Practice • Have children work in pairs to make up sentences using the words. • Word Bank You may wish to begin a Word Bank, a list of words that children have learned, by adding this week’s high-frequency words. Note words that have regular and irregular sound-spellings. Throughout the year, place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank. M LESSO INI N 5 Mins Read Start Smart Reader “I Can Plant” • Make copies of the Smart Reader. Show children how to fold the book. • Display the cover of the book. Read the title chorally. Ask children what they think the story will be about. • Have them take turns reading the book aloud to a partner. Circulate, listen in, and take note of children who struggle. START SMART S29 S TA R T SMART Fluency WHOLE GROUP DAYS 9–10 M LESSO INI N 5 Mins OBJECTIVES Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Expression Go Model Fluent Reading • Read aloud Start Smart Reader “I Can Plant” with proper expression. Have children echo each sentence you read. Point out how you read a sentence ending in an exclamation point with excitement and expression. Explain how you pause slightly at a comma, longer at an end mark. • Have partners reread the story, working on how they read the sentences with commas or exclamation points. Circulate, listen in, and provide corrective feedback about expression and phrasing. • Have children select a story from the classroom library or a book that they have previously read. Tell children that by rereading these books they can become better readers. The more practice we have sounding out words and seeing those important high-frequency words in text, the easier it will be for us to read new stories. Provide 15–20 minutes for children to enjoy independent reading. You may read with children or use this time to assess individuals using the Fluency Assessment in the Placement and Diagnostic Assessment. To reinforce, have children work in pairs or groups to paraphrase the reading or participate in group activities such as book talks. Assess Fluency At the end of the Start Smart review, assess each child’s oral reading fluency to establish the child’s baseline. The goal for the beginning of Grade 2 is 51 words correct per minute (WCPM). See Diagnostic Assessment for tests and scoring guidelines. Use the results to provide appropriate small group instruction. START SMART Start Smart Reader Repeated Readings Independent Reading S30 Digital Writing START SMART Write to Sources Routines Writing Process: Focus on Writing M Explain to children that over the course of each unit students will develop two longer pieces of writing related to a specific genre. LESSO INI N 5 Mins Write to Two Sources For these longer pieces students will work through all of the stages of the writing process: Prewrite, Draft, Revise, Proofread/Edit, and Publish. They will also have the opportunity to present their writing. • Review the prompt from the previous day: Which talent is most helpful to the character or person from the passages? Use details about special talents from both texts you read. • Explain to children that they will use their notes from the previous As they write, students will apply what they learned in their weekly lessons on writing traits. Students will regularly conference with peers and teachers to gain feedback. day to write a short response to the prompt. Remind them to review their notes to make sure they included text evidence. • Have children draft their responses. CONFERENCING ROUTINES C • As you conference with children, start by pointing out the strong points of each writer. Then, focus on the text evidence the writer used. Finish by making concrete suggestions for revisions. • For peer conferences, provide the following questions for partners to use: Which details include text evidence? Which details include your own thinking about the text? Where can descriptive details be added? • Review the Essential Question. • Prompt children to discuss the skills they practiced and learned this week. Guide them to share examples of how they used each skill. • Review the high-frequency words with children. • Review the characteristics and purposes of fables and expository text. START SMART S31 S TA R T SMART Integrate Ideas WHOLE GROUP DAYS 9–10 M LESSO INI N 5 Mins OBJECTIVES Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 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. Make text connections. Text Connections Make Connections Display the Interactive Read-Alouds “Meet the Artists” and the “The Lion and the Mouse.” Point out that these selections have many differences. These two selections are very different. One way they are different is that “Meet the Artists” is nonfiction and “The Lion and the Mouse” is fiction. On the board, create a Venn diagram. Label the left circle “Meet the Artists” and the right circle “The Lion and the Mouse.” Label the center connected parts of the circles “Same.” Write “nonfiction” in the left circle and “fiction” in the right circle. Have children copy the Venn diagram. Collaborative Conversation Prompt children to talk with a partner about how else the two selections are different. Alternate displaying or reading each selection. Have children take turns adding ideas to each circle of their diagram, reminding them to keep the center of the diagram blank for now. Have children share their conversations. Add any new information to the class diagram. Think Aloud Even though these two selections are very different, as careful readers, we can find similarities between them as well. In “Meet the Artists,” the author writes about two artists who are very special. Display the text of “How Do We Get Around?” In the fifth paragraph, Marcos’s Aunt Linda says, “We knew that he would be a talented actor.” One reason Marcos is special is because he is a talented actor. In “The Lion and the Mouse,” the mouse is small but still special. Display the text of “The Lion and the Mouse” At the end of the story, the mouse says, “Even a mouse can help a lion.” One way the mouse is special is that he is able to help the mighty lion. Write “special characters” in the center of the Venn diagram. Explain to children that you are writing this in the diagram to show a similarity between the selections. Collaborative Conversation Prompt children to talk with a partner about how else the two selections are alike. Alternate displaying or reading each selection. Have children take turns adding ideas to the center of the diagram. Have children share their conversations. Add any new information to the class diagram. S32 START SMART Go Digital Read Aloud START SMART M LESSO INI N 5 Mins Routines: Retellings • Ask children to think about the story “The Lion and the Mouse”. Ask: What happens at the beginning of the story? What happens in the middle? What happens at the end? Provide help as needed. • Model the story as completely as possible. Involve children by stopping at two or three places so they can add a few of the details. Help them with prompts, such as: What happened then? How would you describe the Lion? Use the Language Acquisition prompts provided. • Practice with children. Say: I’m going to retell the story of “The Lion and the Mouse,” but I’m going to leave out some important parts. I want you to help me. Listen carefully and tell me some of the things I need to add. • Review retelling by having children retell a story from a favorite television show, video, or movie. Have them identify the main characters and tell what happened in the story. Guide children in staying on topic when presenting their story. Routines Retellings Why Retellings are oral or written recalls of text which allow teachers to monitor comprehension. Children are encouraged to recall as much of a text as possible. As they retell, they must recall the selection and think about critical selection features. How • Model Retelling Use the prompts on the first few Retelling Cards to model retelling. Show children how to recall basic events and details of the selection. • Guide Retelling Use the remaining Cards to guide children’s retelling. Ask guided questions to help children retell the selection and important features. • Discuss the Retelling Have children summarize selection concepts by asking higher-order questions. Collaborative Conversations Ask and Answer Questions As children engage in partner, smallgroup, and whole-group discussions, encourage them to • ask questions about ideas that are unclear. • wait a few seconds after asking a question to give others time to respond. • answer questions using sentences, not one-word responses. START SMART S33 ASSESSMENT Placement and Diagnostic Assessment Observe children throughout the Start Smart instruction as they complete assignments, respond orally in class, and read aloud. Take note of individual children’s skill needs. Fluency Benchmark Assess each child’s fluency level. This test will show which children are below grade level, on level, and above grade level based on national fluency norms. For children below level, use the Placement Decisions chart in the Placement and Diagnostic Assessment to determine which tests need to be administered to figure out each child’s specific skill needs. The results of these tests will assist you in determining which children need intervention and help you provide appropriate small group lessons to fill in skill gaps and get all struggling readers on level. PDFs Online Diagnostic Assessment Includes . . . • Foundational Skills Assessments • Basic Assessments (determine lower-level skill deficiencies, when applicable; include phonemic awareness, Sight Word Fluency/highfrequency words, and alphabet recognition using Letter Naming Fluency) • Phonics Survey (determine decoding abilities and skill deficiencies; developed by program author Jan Hasbrouck) • Fluency Passages (Oral Reading Fluency Rate, Oral Reading Accuracy, and Prosody level; WCPM scores correlated to national norms developed by program author Jan Hasbrouck) • Leveled Passages (determine reading level and comprehension abilities) • Vocabulary (determine speaking and reading vocabulary proficiency) • Inventory of Developmental Spelling (determine encoding abilities; developed by program author Donald Bear) Go Digital www.connected.mcgraw-hill.com S34 START SMART START SMART Diagnose and Prescribe Use the results of the Placement and Diagnostic Assessments to provide appropriate Small Group instruction in Unit 1. Focus on rebuilding lower-level skills needed to accelerate children’s progress. TESTED SKILLS If … Then … FLUENCY Children’s WCPM scores are below the 50th percentile . . . Assess comprehension abilities using the Leveled Passages and decoding abilities using the Phonics Survey. Children score below 80% on the passages . . . Consider children’s reading levels when providing preteach and reteach lessons to support children while reading the Core selections. Children score below 60% on any of the subtests . . . Plan skill-based small group lessons based on results. Continue to monitor progress frequently. Children score below 80% on a skill subset that correlates to their grade level . . . Assess basic skills, such as letter names and sounds, featured in tasks correlated to lower grade levels to identify issues in phonics skills development. Children’s results are below grade level . . . Provide direct instruction in specific vocabulary necessary for school success, and test fluency and phonemic awareness ability to identify lack of underlying skills. Children are below grade level . . . Provide practice in the spelling patterns in which children are struggling. Children are below grade level . . . Focus modeling and conferencing revision suggestions on those areas in which children need more scaffolding and practice. Oral Reading Fluency Passages COMPREHENSION Leveled Passages PHONEMIC AWARENESS Phonemic Awareness Subtests PHONICS Phonics Tasks VOCABULARY Verbal Language Scales SPELLING Inventory of Developmental Spelling WRITING Writing Prompt TIER 2 TIER 3 Response to Intervention Use the Placement Decisions chart in the Placement and Diagnostic Assessment to evaluate children’s need for placement in Tier 2 or Tier 3 Intervention. START SMART S35

Reading Wonders Grade 2 TE Unit 1

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