2nd Grade
ELD
Quarter 3 Unit
ELD Quarter 3
Weeks 1 and 2:
Learning Targets:
 Identify where the glossary, index,
subheadings, captions, bold print, and
electronic menus are in the text; -use the
glossary, index, subheadings, captions, etc. to
locate key details or facts from the text
 Use sentence frames to write sentences that
tell main purpose
 Use sentence frames to explain how specific
images clarify a text
 Gather facts from a text, introduce a topic,
pick the facts to use, complete graphic
organizers/Thinking Maps that plan out an
informative/expository writing piece.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate
support.
8. Analyzing language choices
Distinguish how two different words with similar meaning (e.g., describing a character as happy versus
ecstatic) produce shades of meaning and different effects on the audience.
Part II: Learning About How English Works
1. Understanding text structure
Apply understanding of how different text types are organized to express ideas (e.g., how a story is
organized sequentially with predictable stages versus how an information report is organized by topic and
details) to comprehending texts and composing texts with increasing independence.
2. Understanding cohesion
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number
of connecting words or phrases (e.g., after a long time, first/next) to comprehending texts and writing texts
with increasing independence.
Tasks
Quick Write:
 Write two opinions about _____. (A person in the school, their family, or a famous person).
 Write two facts about _____.
 Write two opinions about ______. Give reasons for your opinions.
 Write a fact and opinion about _____. (Possible sentence frames: I think _____ because _____. OR _____ so I think _____.)
 Build-A-Sentence
Discussion: It is important to discuss the Quick Writes in partners or a class. A possibility is to have students go to the back of the room when they are done with
their Quick Write to share with another student who is done. After sharing with one person, they share with another, until everyone has had an opportunity to speak.
Vocabulary:
 Review key terms to informative texts: bold print, captions, illustrations, diagrams, photographs, glossary, index
 Teach multiple meaning words by focusing on parts of speech.
 A four column chart can be made:
Word
Part of Speech
Sentence
Watch
Noun
I wear a watch on my wrist.
Watch
Verb
The teachers watch us play at recess.
2
Picture
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Comprehension:
 Week 1: Read an informational book that you have access to. Discuss the various text features and how they help the reader understand the book.
 Week 2: Read a biography. Discuss the text features in the book. Also discuss what the major events in the person’s life were.
Grammar / Writing:
 Weeks 1 and 2: Build-A-Sentence activity is good activity to do once a week. It will allow for a spiral review of many important concepts.
 Students can label the words in the fourth sentence: ADJ – adjective, N – noun, V – verb, ADV – adverb
 Week 1: Review verbs; regular and irregular verbs.
 You can have the students create a verb book that is added to once a week. Staple some pieces of writing paper or story paper in a piece of
construction paper. The students should write My Verb Book on the front cover. They can also write written and illustrated by…
 On the inside of the cover, have the students write the definition of: verb, present, past.
 The first page of the Verb Book the students can make a chart: (the example is using the verb: have)



Present
Past
I / you / we / they
have
had
he / she / it
has
 Then, have some students tell you some sentences using “have”. Choose one sentence to write under the chart. Underline have.
 Repeat with has and had.
 The students can then illustrate one or more of their sentences.
Week 2: Verb Book: sleep
Week 2: Review nouns; singular, plural, common, proper
Week 2: Write two simple sentences on the board and discuss how they can be combined. For example: The boy was hungry. The boy ate a sandwich. The
boy was hungry so he ate a sandwich.
 You can use YouTube to show School House Rock: Conjunction Junction.
3
ELD Quarter 3
Week 3:
Learning Targets:
 Actively participate in whole class
discussions and charting of how reasons
support specific points the author makes
in a text, use sentence frames to describe
how reasons support specific points the
author makes in a text.
 Complete a compare/contrast graphic
organizer that shows the most important
points in the two texts on the same topic
in whole class discussions.
 Gather facts from a text, introduce a
topic, pick the facts to use, complete
graphic organizers/Thinking Maps that
plan out an informative/expository
writing piece.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail
based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate support.
7. Evaluating language choices
Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of
vocabulary or phrasing to portray characters, places, or real people) with prompting and moderate support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing
independence.
Part II: Learning About How English Works
1. Understanding text structure
Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized
sequentially with predictable stages versus how an information report is organized by topic and details) to
comprehending texts and composing texts with increasing independence.
2. Understanding cohesion
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of
connecting words or phrases (e.g., after a long time, first/next) to comprehending texts and writing texts with
increasing independence.
6. Connecting ideas
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example,
to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
7. Condensing ideas
Condense clauses in a growing number of ways (e.g., through embedded clauses as in, It’s a plant. It’s found in
the rainforest.-> It’s a green and red plant that’s found in the rainforests.) to create precise and detailed
sentences with increasing independence.
Tasks
Quick Write:
 Do you like going to the park? Use OREO. (It is important to review skills already taught)
 Write one example of a simple machine in our playground. How does it help you have fun?
 List the simple machines in our classroom. How do we use them?
 Write two facts about _____.
 Write two opinions about _____. Give reasons for your opinions.
Discussion: It is important to discuss the Quick Writes in partners or a class. A possibility is to have students go to the back of the room when they are done with
their Quick Write to share with another student who is done. After sharing with one person, they share with another, until everyone has had an opportunity to speak.
4
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Practice putting words in alphabetical order, especially words that have the same first two letters. (For example, bite, bird, bin)
Comprehension:
 Read a biography that you have access to. Discuss any important text elements and how they help the reader understand the test. As a class, decide what
the important events were in the person’s life.
Grammar / Writing:
 Build-A-Sentence activity is good activity to do once a week. It will allow for a spiral review of many important concepts.
 Verb Book: run
 As a class, write an explanatory paragraph about simple machines that are used at the playground.
 Continue working on improving sentences, now by condensing ideas. For example: It’s red. It’s green. It’s a plant. It’s a red and green plant.
5
ELD Quarter 3
Weeks 4:
Learning Targets:

Describe how a character responds to major
events orally and in writing (sentence frames
when necessary); identify major events and
how each character reacts.

Be able to complete a story graphic organizer
where they list character name and character
point of view; be able to identify the difference
in two or more characters’ points of view after
a read aloud; read text in different voices to
match character’s point of view/attitude.

Provide textual and/or illustration evidence as
direct support when answering 5 W’s & H
questions about character, setting, plot, and
events orally and in writing.

Introduce a topic, use facts & definitions to
develop points, use supporting detail sentences
with transition words in them, write a
concluding statement, complete graphic
organizer that plan out writing piece, use
completed graphic organizer to write an
informative/explanatory writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate
support.
7. Evaluating language choices
Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of
vocabulary or phrasing to portray characters, places, or real people) with prompting and moderate support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with
increasing independence.
Part II: Learning About How English Works
1. Understanding text structure
Apply understanding of how different text types are organized to express ideas (e.g., how a story is
organized sequentially with predictable stages versus how an information report is organized by topic and
details) to comprehending texts and composing texts with increasing independence.
2. Understanding cohesion
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number
of connecting words or phrases (e.g., after a long time, first/next) to comprehending texts and writing texts
with increasing independence.
6. Connecting ideas
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for
example, to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
7. Condensing ideas
Condense clauses in a growing number of ways (e.g., through embedded clauses as in, It’s a plant. It’s
found in the rainforest.-> It’s a green and red plant that’s found in the rainforests.) to create precise and
detailed sentences with increasing independence.
Tasks
Quick Write:
 Are motorcycles fun? Use OREO.
 Would you like to be friends with a mouse? Use OREO.
 Imagine you were one inch tall at recess. Write about what it would be like.
 Describe the motel the Gridleys are staying in.
 How did Ralph respond to the motorcycle?
Discussion: Discuss the Quick Writes.
6
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Practice irregular verbs in the past. (run/ran, sleep/slept, eat/ate)
 Students can write sentences. For example: The students run every day. The students ran yesterday.
 Extension: rearrange the sentences. For example: Yesterday, the students ran.
 Practice irregular plural nouns. (child/children, man/men, mouse/mice)
 Students can write sentences using the nouns. For example: The picture has one child smiling. The second picture has many children smiling.
Comprehension:
 Review what a character is. Review what an event is.
 Then discuss what it means when a character responds to an event in a story. Perhaps create a poster like the following:
When a character responds …
how did the character feel
what did the character think
what did the character do

Read a biography that you have access to, or read an article from the internet about one of the Olympic athletes. (www.olympic.org)
Grammar / Writing:
 Build-A-Sentence
 Verb Book: see
 Write an informative paragraph about someone you have read about as a class.
 Continue working on combining and condensing sentences.
7
ELD Quarter 3
Week 5:
Learning Targets:

Describe how a character responds to major
events orally and in writing (sentence frames
when necessary); identify major events and how
each character reacts.

Be able to complete a story graphic organizer
where they list character name and character
point of view; be able to identify the difference
in two or more characters’ points of view after a
read aloud; read text in different voices to match
character’s point of view/attitude.

Provide textual and/or illustration evidence as
direct support when answering 5 W’s & H
questions about character, setting, plot, and
events orally and in writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively,
following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and literary texts, using technology
where appropriate for publishing, graphics, etc.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate
support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with
increasing independence.
Part II: Learning About How English Works
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) with increasing
independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in
order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing
independence.
5. Modifying to add details
Expand sentences with a growing number of adverbials (e.g., adverbs, prepositional phrases) to provide
details (e.g., time, manner, place, cause) about a familiar or new activity or process with increasing
independence.
Tasks
Quick Write:
 Did Ralph do the right thing in trying the motorcycle? Use OREO.
 Ralph likes the motorcycle. Keith likes the motorcycle. Combine the two sentences. Illustrate your new sentence.
 How would you get out of the wastebasket?
 In your opinion, how would Ralph’s mother react to Ralph being trapped? Use OREO.
 The phone rang. The phone scared Ralph. Combine the two sentences. Illustrate your new sentence.
Discussion: Discuss the Quick Writes.
8
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Review synonyms.
 Shades of meaning with ate.
 nibbled – chomped – ate – consumed – gobbled
Create sentences with each word.
Comprehension:
 Review what has been read in The Mouse and the Motorcycle. Discuss what the major events have been up to now.
 Practice writing summaries of the major events.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: write
9
ELD Quarter 3
Week 6:
Learning Targets:

Describe how a character responds to major
events orally and in writing (sentence frames
when necessary); identify major events and how
each character reacts.

Be able to complete a story graphic organizer
where they list character name and character
point of view; be able to identify the difference
in two or more characters’ points of view after a
read aloud; read text in different voices to match
character’s point of view/attitude.

Provide textual and/or illustration evidence as
direct support when answering 5 W’s & H
questions about character, setting, plot, and
events orally and in writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively,
following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and literary texts, using technology
where appropriate for publishing, graphics, etc.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate
support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a
volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with
increasing independence.
Part II: Learning About How English Works
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) with increasing
independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in
order to enrich the meaning of sentences and to add details about ideas, people, things, etc., with increasing
independence.
5. Modifying to add details
Expand sentences with a growing number of adverbials (e.g., adverbs, prepositional phrases) to provide
details (e.g., time, manner, place, cause) about a familiar or new activity or process with increasing
independence.
Tasks
Quick Write:
 Imagine you saw a mouse in the bottom of a wastebasket. How would you have reacted? Why?
 In your opinion, did Keith do the right thing in teaching Ralph how to ride the motorcycle? Why do you think that?
 Describe Ralph’s reaction to riding the motorcycle in the hallway.
 Build-A-Sentence
 12:30 is lunchtime. I ate pizza for lunch. I ate with my friends. Combine the sentences. Illustrate your new sentence.
Discussion: Discuss the Quick Writes.
10
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Practice looking up words in the dictionary.
 Shades of meaning with drank.
 sipped – slurped – drank – gulped – guzzled
Create sentences with each word.
Comprehension:
 Review what has been read in The Mouse and the Motorcycle. Discuss what the major events have been up to now.
 As a class, list three major events from the story in order. Then write how one or two characters reacted to these events. (You could keep the chart and/or
paper that it is written on and add to it later).
Major Event
__________’s Reaction
__________’s Reaction
Grammar / Writing:
 Build-A-Sentence
 Verb Book: ride
 Practice combining and condensing sentences. To further ensure the students are understanding the novel, you can use sentences that summarize the story.
For example: Ralph wanted to ride the motorcycle. Ralph didn’t know how to ride the motorcycle.
 Ralph wanted to ride the motorcycle, but he didn’t know how.
11
ELD Quarter 3
Week 7:
Learning Targets:

Describe how a character responds to major events orally and in writing
(sentence frames when necessary); identify major events and how each
character reacts.

Be able to complete a story graphic organizer where they list character
name and character point of view; be able to identify the difference in two
or more characters’ points of view after a read aloud; read text in different
voices to match character’s point of view/attitude.

Provide textual and/or illustration evidence as direct support when
answering 5 W’s & H questions about character, setting, plot, and events
orally and in writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue,
by listening attentively, following turn‐taking rules, asking relevant questions,
affirming others, and adding relevant information.
2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and
literary texts, using technology where appropriate for publishing, graphics, etc.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g.,
setting, events) in greater detail based on understanding of a variety of
grade‐level texts and viewing of multimedia with moderate support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an
explanatory text explaining how a volcano erupts) collaboratively with an adult
(e.g., joint construction of texts), with peers, and with increasing independence.
Part II: Learning About How English Works
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g., doing, saying, being/having,
thinking/feeling) with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned
adjective to a noun) in order to enrich the meaning of sentences and to add
details about ideas, people, things, etc., with increasing independence.
5. Modifying to add details
Expand sentences with a growing number of adverbials (e.g., adverbs,
prepositional phrases) to provide details (e.g., time, manner, place, cause) about a
familiar or new activity or process with increasing independence.
Tasks
Quick Write:
 If you could order anything from room service, what would it be? Why?
 Describe Ralph’s reaction to hearing the vacuum cleaner.
 Why is Keith jealous that Ralph can ride the motorcycle?
 Build-A-Sentence
 My dog is black. My dog likes to play with a ball. The ball is yellow. Combine the sentences. Illustrate your new sentence.
Discussion: Discuss the Quick Writes.
12
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Review multiple meaning words.
Give the students a 4x6 index card. (A piece of blank paper would also work). They fold it in half. At the top of the card, they write a multiple meaning
word. (You can assign the class the same word, they can work in groups, or you can assign each child a different word). They need to write the part of
speech at the top of left side and a sentence using the word. They do the same on the right side. They illustrate both sentences.
Wave
Verb
We wave good-bye to our parents after we get on the bus.
Noun
He rode the wave on his surfboard.
(picture)
(picture)
Comprehension:
 Read and discuss a biography.
As a class, create a list of important events from the person’s life in sequential order. If possible, discuss different people’s reactions to those events.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: bring
 Practice combining and condensing sentences.
13
ELD Quarter 3
Week 8:
Learning Targets:

Describe how a character responds to major events orally and in writing
(sentence frames when necessary); identify major events and how each
character reacts.

Be able to complete a story graphic organizer where they list character
name and character point of view; be able to identify the difference in two
or more characters’ points of view after a read aloud; read text in different
voices to match character’s point of view/attitude.

Provide textual and/or illustration evidence as direct support when
answering 5 W’s & H questions about character, setting, plot, and events
orally and in writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue,
by listening attentively, following turn‐taking rules, asking relevant questions,
affirming others, and adding relevant information.
2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and
literary texts, using technology where appropriate for publishing, graphics, etc.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g.,
setting, events) in greater detail based on understanding of a variety of
grade‐level texts and viewing of multimedia with moderate support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an
explanatory text explaining how a volcano erupts) collaboratively with an adult
(e.g., joint construction of texts), with peers, and with increasing independence.
Part II: Learning About How English Works
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g., doing, saying, being/having,
thinking/feeling) with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned
adjective to a noun) in order to enrich the meaning of sentences and to add
details about ideas, people, things, etc., with increasing independence.
5. Modifying to add details
Expand sentences with a growing number of adverbials (e.g., adverbs,
prepositional phrases) to provide details (e.g., time, manner, place, cause) about a
familiar or new activity or process with increasing independence.
Tasks
Quick Write:
 Write about a time you and your family did something new together.
 Write about a toy that is very special to you. Why is it so special?
 In your opinion, what should Ralph do about the missing motorcycle?
 Would you be mad at Ralph for losing the motorcycle? Why or why not?
 Build-A-Sentence
Discussion: Discuss the Quick Writes.
14
ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Review antonyms.
A possible activity would be to write sentences with two antonyms in it. For example, I am disappointed when I have a lot of homework, but I’m excited
when I finish all of it.
Comprehension:
 Review what has been read in The Mouse and the Motorcycle. Discuss what the major events have been up to now.
 Add to the major event chart (from week 6) or create a new one.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: teach
 Write a brief paragraph about the novel, repeating a lot of words. Display it for the children under a document camera and/or give them copies. (Another
option would be to create the paragraph as a class). Then, go over the paragraph together, focusing on improving sentences by combining and condensing.
Also work on changing names to pronouns.
For example, Ralph liked Keith’s motorcycle as soon as Ralph saw the motorcycle. The motorcycle was red. Ralph did not know how to ride the
motorcycle. Keith taught Ralph to ride the motorcycle. Keith let Ralph ride the motorcycle in the hallway. Ralph promised Keith to not lose the
motorcycle. Ralph lost the motorcycle. Keith was not mad at Ralph.
15
ELD Quarter 3
Week 9:
Learning Targets:

Describe how a character responds to major events orally and in writing
(sentence frames when necessary); identify major events and how each
character reacts.

Be able to complete a story graphic organizer where they list character
name and character point of view; be able to identify the difference in two
or more characters’ points of view after a read aloud; read text in different
voices to match character’s point of view/attitude.

Provide textual and/or illustration evidence as direct support when
answering 5 W’s & H questions about character, setting, plot, and events
orally and in writing.
Grade: 2 last updated: 1-19-15
ELD Standards:
Part I: Interacting in Meaningful Ways
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue,
by listening attentively, following turn‐taking rules, asking relevant questions,
affirming others, and adding relevant information.
2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and
literary texts, using technology where appropriate for publishing, graphics, etc.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g.,
setting, events) in greater detail based on understanding of a variety of
grade‐level texts and viewing of multimedia with moderate support.
10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an
explanatory text explaining how a volcano erupts) collaboratively with an adult
(e.g., joint construction of texts), with peers, and with increasing independence.
Part II: Learning About How English Works
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g., doing, saying, being/having,
thinking/feeling) with increasing independence.
4. Using nouns and noun phrases
Expand noun phrases in a growing number of ways (e.g., adding a newly learned
adjective to a noun) in order to enrich the meaning of sentences and to add
details about ideas, people, things, etc., with increasing independence.
5. Modifying to add details
Expand sentences with a growing number of adverbials (e.g., adverbs,
prepositional phrases) to provide details (e.g., time, manner, place, cause) about a
familiar or new activity or process with increasing independence.
Tasks
Quick Write:
 What was Mrs. Gridley’s reaction to Keith being sick? What was Ralph’s reaction to Keith being sick?
 What was Ralph’s reaction to the motorcycle being found? What was Keith’s reaction to the motorcycle being found?
 Did Ralph make the correct decision to stay at the hotel? Why or why not?
 What was your favorite part of The Mouse and the Motorcycle? Why?
 Is The Mouse and the Motorcycle a good book? Use OREO.
Discussion: Discuss the Quick Writes.
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ELD Quarter 3
Grade: 2 last updated: 1-19-15
Vocabulary:
 Review anything your students are struggling with: nouns, verbs, adjectives, synonyms, antonyms, multiple meaning words.
Comprehension:
 Review what has been read in The Mouse and the Motorcycle. Discuss what the major events have been up to now.
 Read a biography and discuss the major events.
 Assign a story to each child (or pair of students) to read and have them present a summary of the book to the class.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: take
 As a class, write an informational paragraph about the biography you read. Be sure to revisit it and improve any sentences possible.
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