ELD Quarter 4
Grade: 2 last updated: 3-22-14
Week 1:
ELD Standards:
Learning Targets:
Part I: Interacting in Meaningful Ways
RL3: describe how a character responds to major
6. Reading/viewing closely
events orally and in writing (sentence frames when
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater
necessary); identify major events and how each
detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate
character reacts.
support.
RL6: complete a story graphic organizer where they
7. Evaluating language choices
list character name and character point of view;
Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of
identify the difference in two or more characters’
vocabulary or phrasing to portray characters, places, or real people) with prompting and moderate support.
points of view after a read aloud (e.g. matching
10. Writing
dialogue with character who said it) orally; read text in Write short literary texts (e.g., a story) collaboratively with an adult (e.g., joint construction of texts), with
different voices to match character’s point of
peers, and with increasing independence.
view/attitude.
Part II: Learning About How English Works
RL 7: provide textual and/or illustration evidence as
1. Understanding text structure
direct support when answering 5 W’s & H questions
Apply understanding of how different text types are organized to express ideas (e.g., how a story is
about character, setting, plot and events orally and in
organized sequentially with predictable stages versus how an information report is organized by topic and
writing.
details) to comprehending texts and composing texts with increasing independence.
W2
2. Understanding cohesion
-introduce a topic
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number
-use facts & definitions to develop points
of connecting words or phrases (e.g., after a long time, first/next) to comprehending texts and writing texts
-use supporting detail sentences with transition words
with increasing independence.
in them
6. Connecting ideas
-write a concluding statement
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for
-complete graphic organizers/Thinking Maps that plan
example, to express cause/effect (e.g., She jumped because the dog barked) with increasing independence.
out an informative/expository writing piece
7. Condensing ideas
-use the completed graphic organizers/Thinking Maps
Condense clauses in a growing number of ways to create precise and detailed sentences with increasing
to write an informative/explanatory writing in correct
independence.
form
Tasks
Quick Write:
 Write 5W and H questions you would like to ask your teacher. (Who, What, Where, When, Why, How)
 Write 5W and H questions you could ask a new student.
 Describe one memory you have of kindergarten.
 What would be a good first day present from a teacher? Why?
 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.
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ELD Quarter 4
Grade: 2 last updated: 3-22-14
Vocabulary:
 Practice multiple meaning words (There are many in Ramona the Pest)
* Create a chart:
Word
Part of Speech
Sentence
Present
Noun
I made a present for my mom to give to her on her birthday.
Present
Noun
We are in second grade for the present.
Options for the chart: * Add an Illustration column * Change the sentence to Definition * Add a Definition column
Comprehension:
 Choose a story from your classroom library or the language arts anthology to read and discuss with the students. Be sure to include questions about how
characters responded to major events, how different characters have different points of view, and how illustrations help the reader understand the story. (Big
Bushy Mustache and Moses Goes to a Concert might be good choices)
Grammar / Writing:
 Verb book: give (Directions are in last quarter’s unit if needed)
 Build-A-Sentence
* Label the verb (V)
* Draw a vertical line to separate the subject and predicate.
* Label the nouns (N), adjectives (ADJ), adverbs (ADV)
*Circle the subject and underline the predicate.
 Write two simple sentences on the board and discuss how they can be combined. For example: It was cold outside. I wore a jacket to school. It was cold
outside so I wore a jacket to school.
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ELD Quarter 4
Week 2:
Learning Targets:
RL3: -describe how a character responds to major
events orally and in writing (sentence frames when
necessary);-identify major events and how each
character reacts.
RL6: -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.
RL 7: -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.
W1: State an opinion and supply reasons that
support their opinion.
Grade: 2 last updated: 3-22-14
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) collaboratively with an adult (e.g., joint construction of texts), with
peers, and with increasing independence.
11. Supporting opinions
Support opinions by providing good reasons and increasingly detailed textual evidence or relevant background
knowledge about the content.
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 to create precise and detailed sentences with increasing
independence.
Tasks
Quick Write:
 Write about a time you felt baffled.
 Describe a time you showed your teacher your best.
 What is one important event from Ramona the Pest? Why was it important?
 Ramona made her Q interesting. How would you make a letter from your name interesting? Why would you make it like that?
 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.
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ELD Quarter 4
Grade: 2 last updated: 3-22-14
Vocabulary:
 Add words to the Multiple Meaning Word chart.
 Shades of Meaning:
* fun – enjoyable – entertaining – amusing – exhilarating
* nibble – eat – gobble – devour
* toss – throw – pitch – hurl
* spooked – scared – terrified – petrified
* smart – clever – intelligent – brilliant
OPTIONS: You can give the students sentences with blanks for them to fill in.
I wasn’t very hungry, so I _____ my dinner.
What are you going to _____ for lunch?
I’m so hungry! I want to _____
pancakes, eggs, bacon, and sausage for breakfast.
(nibbled, devour, eat)
Give students the words in any order and they can work in groups to order the words and justify their choices.
Students can write their own sentences using each word.
Students can illustrate each word to show the growing meaning.
Comprehension:
 Read a newspaper article and work as a class to answer the 5W and H questions.
 The social studies series has newspaper articles you can use; if your school has them. You could also find articles on-line.
 (Who is the article about? What is the article about? Where did it take place? When did the important event happen? Why was it important?
How did it happen?)
Grammar / Writing:
 Build-A-Sentence activity
 Verb Book: do
 Continue working on improving sentences, now by condensing ideas. For example: It’s windy. It’s cold. It’s cloudy. It’s windy, cold, and cloudy outside.
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ELD Quarter 4
Week 3:
Learning Targets:
RL3: -describe how a character responds to major
events orally and in writing (sentence frames when
necessary);-identify major events and how each
character reacts.
RL6: -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 (e.g.
matching dialogue with character who said it) orally;read text in different voices to match character’s point
of view/attitude.
RL 7: -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.
W3: Write a narrative to recount an event or sequence
of events, introduce the event or sequence of events,
provide elaboration sentences that describe actions,
thoughts, and feelings, use temporal words, write a
conclusion.
Grade: 2 last updated: 3-22-14
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) 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 to create precise and detailed sentences with increasing
independence.
Tasks
Quick Write:
 In your opinion, should Ramona have hid by the trashcans?
 Write about a time you felt grouchy. Why were you grouchy?
 Write about a time you felt delighted. Why were you delighted?
 Describe Ramona.
 Build-A-Sentence
Discussion: Discuss the Quick Writes.
Vocabulary:
 Practice irregular verbs in the past.
 Practice irregular plural nouns.
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ELD Quarter 4
Grade: 2 last updated: 3-22-14
Comprehension:
 Ramona is excited to bring an item for Show and Tell. You can have the students bring an item to share with the class. Establish any rules that are
appropriate for your class. (For instance, no electronics, the item must fit in a brown bag, etc)
 Before students bring in an item:
 Have students write a paragraph to describe their item.
 They can draw their item and write a main idea and details about their illustration.
 As a class, write 5W and H questions that can be asked about an item. (Or it can be done with partners, or individually)
 In partners, or small groups, students practice presenting their item.
 Students write 2-3 questions about their partner’s presentation.
 Students present to the class.
 Answer 2-3 questions from classmates about their presentation. (Another option would be to have each student write 2-3 questions about
each presentation)
 Use a rubric for their presentation that includes being an active listener.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: tell
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ELD Quarter 4
Week 4:
Learning Targets:
RL3: -describe how a character responds to major
events orally and in writing (sentence frames when
necessary);-identify major events and how each
character reacts.
RL6: -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 (e.g.
matching dialogue with character who said it) orally;read text in different voices to match character’s point
of view/attitude.
RL 7: -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.
W2
-introduce a topic
-use facts & definitions to develop points
-use supporting detail sentences with transition words
in them
-write a concluding statement
-complete graphic organizers/Thinking Maps that plan
out an informative/expository writing piece
-use the completed graphic organizers/Thinking Maps
to write an informative/explanatory writing in correct
form
Grade: 2 last updated: 3-22-14
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) 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 to create precise and detailed sentences with increasing
independence.
7
ELD Quarter 4
Grade: 2 last updated: 3-22-14
Tasks
Quick Write:
 Draw how you felt this morning. Write a caption for your illustration.
 Draw a time you felt eager. Write a caption.
 In your opinion, is Ramona a pest?
 In your opinion, what is the best part of school?
 Build-A-Sentence
Discussion: Discuss the Quick Writes.
Vocabulary:
 Review multiple meaning words.
 Review synonyms.
Comprehension:
 Finish any of the Show and Tell activity from last week.
 Read and discuss another newspaper article and/or a book from your classroom library.
 Show pictures from a story and write the main idea of each illustration and details.
Grammar / Writing:
 Build-A-Sentence
 Verb Book: draw
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