Grade: 2 Date: February 3 – 7
Toolkit Texts
Title: rock secrets/fossils clues to the Dinosaurs/ How fossils are made
Author: Genre: Non-Fiction
COMPREHENSION STRATEGY: Question
SKILL: Compare/Contrast/Inference
Comprehension Skill & Strategy RI 2.10- TLW read and comprehend literature at a 2-3 text complexity band.
RI 2.9 TLW compare and contrast most important ideas by 2 texts on the same topic.
Skill:
Strategy:
L 2.6 TLW use new words efficiently and effectively
Vocabulary
L 2.4a TLW use context clues at the sentence level.
Story Vocabulary:
RF. 2.3- TLW know and apply phonics and word analysis when decoding
RF 2.4 TLW read with accuracy and fluency to comprehend text.
RL 2.10 TLW use a variety of strategies & skills to read self-selected texts independently for 20 minutes daily.
Word Work
Vocabulary Words
Day 1- lesson 47
Paleontologist – people who studies fossils or ancient life
Day 2- lesson 48
Skeleton –the structure of bones that supports the body of a person or animal
Day 3- lesson 49
Petrified – changed into a stone or a stony substance
Day 4- extended making words lesson
Magma – hot liquid rock below the surface of Earth
Day 5 – teacher CHOICE
Sandstone – sedimentary rock made from grains of sand and organic material
Word Work:
Fluency:
Lesson 47 – smartest (patterns eam and eat)
Day 1: Vocabulary Foldable
a e m r s s t t
Day 2: Fryer Model - Paleontologist
Lesson 48 - teaching/cheating (patterns ice,eat, and each) Day 3: Fryer Model – skeleton
a e I c g h n t
Day 4: Fryer Model- petrified
Lesson 49 – classmate (patterns eam and eat)
Day 5: Fryer Model – student choice and CLOZE
a a e c l m s s t
Resources:
NOTES:
*Tool Kit text
There is a packet called DOZENS of DINO
Our third quarter literate text has students
*Library Books
that you can have your advanced readers do
making comparisons between two texts.
*SMART board Slides
on Thursday instead of Rock Secrets but
Fourth quarter literature and informational focus
*www.science-text.com text
they will still need to infer and then compare
mainly on comparing and contrasting.
*Making Words book
* anchor chart and chart paper
* optional….working with word book
using that text FRIDAY
Addition Vocabulary is also available in
place of foldable and Fryer models.
Date:
FOCUS
Question
8:45-9:00
February 3
Monday
February 4
Tuesday
February 5
Wednesday
Skill: make inferences using
information from text
Skill: make inferences using
information from text
Lesson 47
Lesson 48
Lesson 49
Vocabulary
Foldable
Fryer Model – Paleontologist
Vocabulary
LONGER DAY OF DIRECT
T creates anchor chart on
inferences.
Teacher reads Aloud = How
Fossils are Made
Make inferences with class
and share (keep for
Wednesday and
Thursday….anchor chart
suggested)
9:15-9:30
Direct Instruction
9:30-9:45
V: TLW
comprehend new
words in text.
Teacher will
model with vocab.
Words.
S will make vocab
flip book
Continue to work
on flip book
Guided Practice
9:45-10:10
Independent
Application
1-TLW complete
learner taskvocab.
2- read to self
Teacher meets
with guided
reading group
T - Model how to infer with
notes and write inferences in
sentences. (Have students
write inferences on post it
notes to share with class that
they can share for written
response.)
With partners complete Emily
and spots inference sheet.
February 7
Friday
Skill: Compare and contrast
the most important ideas in 2
texts on the same topic.
Working with words sort….use
worksheet and slides
Skill: Compare and contrast
the most important ideas
within two articles.
TEACHER CHOICE!
Fryer Model - skeleton
Fryer Model - petrified
Fryer Model –sandstone or
magma
Teacher read aloud:
Read and Model making
inferences using notes and
writing answers. (can reread
How Fossils are Made and
check inferences)
Teacher read aloud:
T models comparing and
contrasting Tues. and Wed.
articles. Reread both or one
article
Working with
Words
9:00-9:15
February 6
Thursday
Review Tuesday’s inferences
and written answer.
TLW partner read Fossils page
8 and 9. Do post it note
inferences. Share post it notes
and discuss.
Review How fossils are Made
and Fossils reading for the
week. Review inferences and
details…..Make Venn Diagram
with class. (keep Venn
diagram for Friday!)
TLW partner read Rock
Secrets making sticky note
inferences.
Choral read together then
inferences.
Note: advanced group can
read Dozen Dinos and do
inferences on it instead.
TLW will reread Fossils page 8
and 9 and WRITE inferences
in paragraph form.
TLW reread article and
inferences and WRITE
inferences.
T meets with guided reading
group.
T meets with guided reading
group.
CLOZE
Teacher read aloud:
Reread Rock Secrets with class
and share inferences from
Thursday.
Read questions on test aloud.
Review good test taking
procedures.
TLW read Rocky Cycle article
and review Rock Secrets and
compare/contrast the
information. They will also
answer the comprehension
questions with the Rock Cycle
article.
Note if advanced group did
Dozen Dinos they can compare
that with last week’s reading
instead.
TLW complete test
TLW read to self when
finished.
T meets with guided reading
group.
10:10-10:15
Closing

Reflection/Share
: Use a
vocabulary word
in meaningful
sentence.
Times are approximate.
Reflection / Share:
What were some inferences
you made on your
worksheet?
Reflection/Share:
Some written responses
aloud or with partners
(suggestion…write one on
anchor chart for reflection)
Reflection/Share:
Share inferences
TLW: The learner will..
Reflection/Share:
Tell a comparison/contrast
S: student V: vocabulary