ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Background: Two-Weeks at a Glance (TWAG) Outlines
● Beginning in the 2016-17 school year the ELA K-5 SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each
grade. ESL has opted to develop TWAGs for the entire year, digging deeply into a high-quality, complex anchor text from the Journeys series in order to
build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow
their knowledge and vocabulary, while simultaneously building their literacy skills. It is important to note that while the map will skip some texts in
Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The
foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide
their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts
across the country.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This
will require a comprehensive, integrated approach to literacy instruction that ensures
that students become college and career ready readers, writers, and communicators.
To achieve this, students must receive literacy instruction aligned to each of the
elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what
literacy content to teach and how to teach it so that, ultimately, our students can reach
Destination 2025. To reach our collective student achievement goals, we know that
teachers must change their instructional practice in alignment with the three College
and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts
in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and
informational.
(3) Building knowledge through content-rich nonfiction.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Complex Text
•Rather than focusing solely on the skills of
reading and writing, the Standards highlight
the growing complexity of the texts students
must read to be ready for the demands of
college and careers.
•The standards build a staircase of text
complexity so that all students are ready for
the demands of college and career-level
reading no later than the end of the high
school.
Evidence from Text
•The standards place a premium on students
writing to sources. Rather than asking students
questions they can answer solely from their
prior knowledge or experience, the Standards
expect students to answer questions that
depend on their having read the text or texts
with care.
•The standards also require the cultivation of
narrative writing throughout the grades, and in
later grades a command of sequence will be
essential for effective argumentative and
informational writing.
Building Knowledge
•Building knowledge through content rich nonfiction plays an essential role in literacy and in
the standards. In K-5, fullfilling the standards
requires a 50-50 balance between
informational and literacy reading.
•Informational reading primarily includes
content rich non-fiction in history/ social
studies, sciences and the arts.
•The K-5 standards strongly recommend that
students build coherent general knowledge
both within each year and across years.
Elements of Lesson Planning with Attention to Language:
Effective lesson planning for ELLs begins with, and includes all 6 of the following components (in no particular order):
●
●
●
●
●
●
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Identify student’s language strengths and other assets using WIDA’s CAN DO philosophy.
Attend to sociocultural contexts of language use.
Create contexts for meaningful use of language.
Recognize language development processes (current proficiency level within a domain and context).
Identify language embedded in content standards (Features of Academic Language).
Use language supports (e.g., word banks, sentence frames, and/or paragraph models).
Incorporate all 4 language domains (listening, reading, speaking, writing).
Using the WIDA MPIs
● WIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear within this document to
provide teachers with appropriate scaffolding examples for ELLs and struggling readers. By referencing the provided MPIs and those MPIs within the
given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs
can be referenced for designing new and/or modifying existing assessments.
● Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher notebook, the ESL
teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction.
ESL Grade 2 Quarter 3
Sample MPI for grade 1 Reading for Information
Reading for Information #1
Ask and answer questions about key details in a text.
Reading
Level 1: Entering
Level 2: Emerging
Identify answers to
yes/no or WHquestions about
informational text with
labeled visual support.
Answer questions
about key details from
illustrated
informational texts
written in repetitive
sentence patterns with
labeled visual support.
TWO WEEKS AT A GLANCE
Model Performance Indicators (MPIs)
Level 3: Developing
Ask and answer
questions about key
details in illustrated
texts written in simple
and compound
sentence structures
while working with a
partner.
Level 4: Expanding
Ask and answer
questions about key
details in
illustrated/nonillustrated texts
written in compound
sentence structures
while working with a
partner.
Level 5: Bridging
Ask and answer
questions about key
details in a text
written in compound
and complex sentence
structures while
working with a
partner.
Using the Curriculum Maps, Grade K-5 ESL TWAG
1. Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the
text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational
Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of
equal importance and need to be addressed fully every day.
*Locate the TDOE Standards and related MPIs at the end of each week. Analyze the language of the standards and consider how the text
supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 should be addressed every week,
as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:
▪
CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
▪ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
2. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
3. Plan your weekly and daily objectives, using the Model Performance Indicators (MPIs) as a guide. Be sure to plan your own objectives to meet
the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and
objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM,
teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task,
and learner (including assessment of/for learning).
4. Study the suggested culminating activity at the end of each week, and match them to your objectives. Consider how tasks best target the
essential question and content for the week, as well as alignment to standards. Develop a writing rubric, which encompasses weekly skills
students are required to display within their writing (vocabulary, grammar, syntax, etc.)
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
5. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive
general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions
you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build
toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as
students have not fully mastered decoding skills well enough to tackle complex text on their own.
6. Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested
vocabulary for explicit instruction as listed in the map in addition to the words you choose for your ELLs.
7. Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic
for the week. Review how the two weeks work together to build knowledge by previewing suggested (linked) resources.
Remember to include differentiated activities for small group instruction and literacy stations- based on MPIs and student English Language Proficiency.
Reference “SWAG” documents for resources within literacy work stations.
Please reference the ESL K-5 Lesson Plan template for assistance in arranging Literacy Stations during week 1 and Text Stations during week 2 for each
TWAG.
The following cross-reference to SCS ELA curriculum is provided to assist in making decisions about how best to use this ESL curriculum document in
conjunction with ELA. Realizing that ESL students benefit from more time to develop knowledge of vocabulary and concept development within a
particular topic, ESL teachers are advised to use the TWAG format to assist in doing so.
Quarter 3 ELA
Week 1
Luke Goes to Bat
Week 2
My Name is Gabriella
Week 3
Quarter 3 ESL
Weeks 1 & 2
Never Give Up (Luke Goes to Bat, My Name is Gabriella)
The Signmaker’s Assistant
Weeks 3 & 4
Animal Development (Penguin Chick & Where do Polar
Bears Live?)
Weeks 4 &
5
Penguin Chick & Where do Polar Bears Live (Building
Knowledge
Weeks 5 & 6
The Arts (Goat in the Rug, Half Chicken)
Week 6
The Goat in the Rug
Weeks 7 & 8
Life Cycles (From Seed to Plant)
Week 7
Half Chicken
Week 9
Formative Assessment/ Writing Development
Week 8 & 9
From Seed to Plant
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Unit Topic: Never Give Up
Grade 2 Weeks 1-2
Week 1
Essential Questions:
Why is it important to keep trying even when something is difficult to do?
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoSS
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RL.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
RL.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.3 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.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
(Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
RL.2.1; SL 2.2,2.6
● The Crowd Roared TE P. 114
Anchor Text (Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
Luke Goes to Bat (realistic fiction) by Rachel Isadora (Level K; Lexile 430)
RL.2.1; RL. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.
P. T126 “How does Luke feel when other kids won’t let him play?”
P. T132 “Why does Luke think the ball he finds is the one Jackie Robinson hit?”
P. T135 “What do you think will happen the next time Luke plays baseball?”
P. T135 “How has Luke changed by the end of the story?”
The Basics of Baseball
Take Me Out to the
The Summer of
Jackie Robinson Paired
(video)
Ballpark (Leveled
Baseball Parks
text (biography)
Reader) Level K; Lexile
ELL reader (Level
Level L; Lexile 680
Language Support Cards
440 TE Pg. 193
K; Lexile 460)
Lesson 17
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole and Small Group)
Vocabulary
Drawn from the texts
Foundational Skills
●
●
●
●
Phonemic Awareness
Concepts of Print
Fluency/Decoding
Word Work
Phonics and high
frequency words
Questions for read aloud- see above link
RL.2.4; L.2.5
hurried, practice, position, roared, extra, curbed, cheered, final
TE Pg. 114
Vocabulary Reader: The Brooklyn Dodgers Level J (Lexile 570)
Follow the daily Phonics and Fluency sequence of activities- Long i (i, -igh, -ie, y)
RF.2.3e Phoneme Substitution Routine How-To (video clip) (ex. bit becomes bite)
RF.2.3, 2.3e, 2.4 Bright Lights – decodable reader TE Pg.119
RF.2.3, 2.3e, 2.4 Blending with Letter Cards: Long i Phonics Routine TE Pg. 117
Imagine Learning Resources for phonics routines (password: imagine)
RF.2.4 High Frequency Words: doing, else, blue, turned, room, teacher, any, studied, carry, sure
Spelling Words: night, kind, spy, child, light, find, high, right, wild, July, sigh, fry
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Language/ Syntax
Follow the daily Grammar and Spelling sequence of activities
● Spelling and Grammar
L.2.3 Subject/Verb agreement
English Language Development: Students will understand singular subjects will use verbs that end in –s
and plural subjects will use verbs that do not end is –s.
L.2.3; SL.2.6 Grammar/Language Objective: Students will use correct subject/verb agreement.
Projectable 17.2
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
Grade 2 Weeks 1-2
Essential Questions:
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoSS
RL.2.1; L. 2.2; W.2.3
Complete a sequence chart for Luke Goes to Bat. Discuss ways Luke worked hard and did not give up; give
details to support the main idea.
On-level: Have you ever worked hard at something the way Luke did? Use a narrative pre-writing graphic
organizer to plan a narrative telling about it.
Week 2
Why are reading and writing important?
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events,
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and
provide a sense of closure.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
Social Studies GLE’s
Social Studies Standards:
GLE 2.32 Participate in shared research using biographies to interpret the significance of contributions
made by people of the United States, recounting or describing key ideas and details from the texts.
GLE 2.33 With guidance and support from adults, use a variety of digital tools to produce and publish a
writing piece in collaboration with peers on a famous American to describe how his or her
accomplishments were significant.
Read Aloud/Main
Selection
My Name is Gabriela (biography); Level N (Lexile 830) TE Pg. 224
● Text based
comprehension
● Text based
discussion
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole/Small Group,
Independent work)
RI.2.1; RI.2.3; SL 2.2, 2.6 Respond to text questions orally and/or in writing
Text-dependent questions:
“How would you describe Gabriela?” TE Pg. 227
“What details support the main idea that Gabriela loves words?” TE Pg. 229
“Does it surprise you that Gabriela grows up to be a teacher?” TE Pg. 231
Green Eggs and Ham Jack Prelutsky
Poems About Reading and
I’m Never Alone (poetry) (video read-aloud)
Level M; Lexile 540
Writing Paired Selection
Level I (Reading A-Z)
(Leveled reader)
T E Pg. 264
ESL Grade 2 Quarter 3
Vocabulary
Drawn from the texts
TWO WEEKS AT A GLANCE
Language Support cards
EL Vocab Concept Poster
RI.2.4; L.2.4 Students determine the meanings of words and phrases My Name is Gabriela
Target Vocab: accepted, express, fluttering, grand, pretend, surprise, wonder, taught
Vocab Reader: All About Chile (Level K) Lexile 550
Foundational Skills
● Phonemic
Awareness
● Concepts of Print
● Fluency
● Word Work
- Phonics and high
frequency words
● Decoding/Encodin
g
Language/ Syntax
● Spelling and
Grammar
Writing
● Response to text
● Culminating task
Aligned with the EQ
and topic
Follow the daily Phonics and Fluency sequence of activities: Long e (-y)
RF.2.3, 2,3e, 2.4 Long e sounds for Y words- Sound Spelling Cards TE Pg. 488
The Life of Jack Prelutsky Level M (Lexile 540) ELL Reader
RF.2.4 High Frequency and Spelling Words:
HFW: always, anything, been, draw, friends, mother, soon, under, watch, words
Spelling: happy, pretty, baby, very, puppy, funny, carry, lucky, only, sunny, penny, city
RF.2.3, 2.3e, 2.4 Bunny and the Penny- Decodable reader (256 words)
L.2.1e
Follow the daily Grammar and Spelling sequence of activities: Verb “to be”
Students will practice using the verbs: am, is, and are to tell about something that is happening in the
present.
Projectable 18.2 The Verb “be”
RI.2.1; SL.2.1 From the anchor text, My Name is Gabriela, model how to identify Gabriela’s character
traits using a 3-Column Chart TE Pg. 222
RI.2.9 Students will research a historical figure and their contribution to society. Use a graphic
organizer to list, history, character traits, and contributions.
W.2.3; L.2.1e, 2.2
Culminating activity: Write a narrative paragraph describing the life of a historical figure and what
he/she achieved through perseverance.
ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2
STORY INFORMATION : Topic: Never Give Up
Luke Goes to Bat /
Realistic fiction
My Name is Gabriela
Narrative non-fiction
Essential Question:
Why is it important to keep trying even when something is difficult to do?
ESL Grade 2 Quarter 3
Gradual Release:
Culminating Task
Stations Activities :
WEEK 1
RF.2.3
RL.2.1, 2.4
TWO WEEKS AT A GLANCE
Why are reading and writing important?
*See GRR Example Behaviors at end of document.
W.2.3; L.2.1e,2.2 Write a narrative paragraph to describe something a person achieved through
perseverance and not giving up.
1): Word Work:
Starfall
Sounds of Y.
Y as a Vowel Song (video)
Y as a Vowel online games, resources
HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)
Online sight words game: Kitten Hop
Language and Literacy Guide Lesson 17 p. 88
2) Comprehension/Building Knowledge:
Roll A Question (Comprehension dice game)
Shared/Guided Reading group: The Summer of Baseball Parks See ELL BLM lesson guide.
RL.2.4; L.2.4a
3) Vocabulary: Make a Frayer Model for 3 vocabulary words; use it for retelling events in the story, Luke
Goes to Bat. Practice retelling the events with a partner.
*See Vocab in Context Cards/Sentence Frames:
Flash Cards: Quizlet
RL.2.4
4) Fluency- Partner-reading of ELL Reader. Fluency Passage- Baseball Level J (Reading A-Z)
Listen to reading: Curious George Plays Baseball by Margaret and H.A. Reyes
WEEK 2
1): Word Work: Long Vowel Phonemes- Roy The Zebra.com (game)
Y as a Vowel – Starfall.com
Sight Word game- Sight Word BINGO
Verb Games- Turtle Diary.com
Language and Literacy Guide Lesson 18 p. 90
RF.2.3
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
RI.2.1, 2.4
2)Comprehension/Building Knowledge: Shared/Guided Reading group: Read How Many Rhymes? Level
G (Reading A-Z: poem)
Comprehension activity- Reading A-Z
W.2.1; L.2.2
3) Writing/Research: Work on Writing: Conduct research for biography/narrative paragraph. Edit and
revise writing.
Graphic Organizer
RI.2.2, 2.4; SL.2.4
4.) Fluency: Fluency Passage- George Washington- Childhood Stories level I
Listen to reading: Over in the Meadow by Olive A. Wadsworth (poem: Starfall.com)
Other notes
For scaffolding- Language frames:
Academic Language Functions
Very simple frames
More frames
Links to leveled standards- for every standard, this resource provides additional support to teachers for
creating scaffolded activities.
Unit Topic: Animal Development
Grade 2 Weeks 3-4
Week 3
Essential Questions:
How do animals care for their young?
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoS
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
L.2.1e. Use adjectives and adverbs, and choose between them depending on what is to be
modified.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
Science:
GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.
GLE02.07.2.2 Investigate living things found in different places.
GLE0207.4.1 Compare the life cycles of various organisms.
(Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
RI.2.1; SL 2.2,2.6
● From Duckling to Duck TE P. 14
● Animal Dads Reading A-Z; Level F
Questions for read aloud see above links
Anchor Text (Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
Penguin Chick (narrative non-fiction) by Betty Tatham (Level L; Lexile 450)
RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing
P. T26 “Why is keeping an egg snug and warm important?”
P. T28 “Why do penguin parents preen their chicks’ coats?”
P. T30 “How are junior penguins different from their parents?”
ESL Grade 2 Quarter 3
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole and Small Group)
TWO WEEKS AT A GLANCE
Penguins-Mister Rogers'
Neighborhood Discuss the
characteristics of penguins
and their habitats.
Emperor PenguinsNational Geographic Kids
Penguin Parents National
Geographic (video)
Penguin Babies (video)
Vocabulary Reader
Antarctic Animals
Flightless Birds- (photos) TE Pg. 87
How Animals Care
for their babies
(National
Geographic)
Language Support
Cards Lesson 21
Sea World Penguin
Cam
(Camera is live
11:00am-7:30pm
CST)
Vocabulary
Drawn from the texts
RI.2.4; L.2.5
webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally
*See Vocab Context Cards
Resource: Vocab Picture Cards
Foundational Skills
Follow the daily Phonics and Fluency sequence of activities- R-controlled words (-er, -ir, -ur)
●
●
●
●
Phonemic Awareness
Concepts of Print
Fluency
Word Work
Phonics and high
frequency words
RI.2.3e Phoneme Substitution Routine How-To teach R-controlled (video clip) (ex. weed becomes
word; pack becomes perk)
RF.2.3, 2.3e, 2.4 Blending Routine with Letter Cards R-Controlled Phonics Routine TE P. 18
Imagine Learning Resources for phonics routines (password: imagine)
*High Frequency Words: across, behind, house, how, move, nothing, one, out, took, voice
RF.2.3, 2.3e, 2.4 Barb’s Sharp Car – decodable reader (222 words)
● Decoding/Encoding
Language/ Syntax
● Spelling and Grammar
Follow the daily Grammar and Spelling sequence of activities – Adjectives and Suffixes –er/-est
L.2.1e -er and –est projectable resource
English Language Development: Students will compare three objects in the room using adjectives
with suffixes –er/-est endings (ex. The chair is big. The beanbag is bigger. The table is the biggest.)
L.2.1e; SL.2.6 Grammar/Language Objective: Students recognize adjectives for size, shape, and
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
color. Student will write (list) adjectives to describe baby penguins and their parents and create oral
sentences.
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
Grade 2 Weeks 3-4
Essential Questions:
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoS
RI.2.1; L. 2.2; W.2.2
Complete a main idea and details graphic organizer for Penguin Chick.
Below level: Students may copy details from teacher-led main idea/details graphic organizer.
On-level: Write an informative paragraph telling how baby penguins grow and develop.
Students will use adjectives and –er/-est suffixes to compare baby penguins to their parents.
Students will use correct capitalization and punctuation in the paragraph.
Week 4
What do wild animals need to survive?
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions
to develop points, and provide a concluding statement or section.
L.2.1e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Science:
GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.
GLE02.07.2.2 Investigate living things found in different places.
GLE0207.4.1 Compare the life cycles of various organisms.
Read Aloud/Main
Selection
● Text based
comprehension
● Text based
discussion
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole/Small Group,
Independent work)
Vocabulary
Drawn from the texts
Trade Book: Where Do Polar Bears Live? By Sarah L. Thomson (Level L; Lexile 490) read-aloud online
*Common Core supplemental literature for grades 2-3/Unit 4 Journeys extended reading
RL.2.1, 2.3; SL 2.2, 2.6 Respond to text questions orally and/or in writing
Text-dependent questions found in TE Pg. 508
“Where do you think the polar bear’s den is?”
“How does the polar bear’s skin help keep the bear warm?”
“Why didn’t the cub leave the den before it was 4 months old?”
Have students summarize details they’ve learned so far about polar bears.
Polar
Plight of the Polar
Polar Bears: What Going to the
Journey to the South Pole
Bear
Bear Level Q
Do All Baby
South Pole ELL (video)
Cubs
(Reading A-Z)
Mammals Need?
Reader (Level
(video)
(Reading A-Z)
O; Lexile 490)
Tundra, den, lemming, cub, Arctic, survive, fierce, extinct, blubber
“Storyboard That”
RI.2.4; L.2.4 Students determine the meanings of words and phrases Where Do Polar Bears Live?
Foundational Skills
● Phonemic
Awareness
● Concepts of Print
● Fluency
● Word Work
- Phonics and high
frequency words
Follow the daily Phonics and Fluency sequence of activities- R-controlled words (-or, -ore)
RF.2.3, 2,3e, 2.4 R-Controlled words(-or) Sound Spelling Cards TE Pg. 488
RF.2.3, 2.3e, 2.4 Polar Bear, Polar Bear, What Do you Hear? (Lexile 720) Trade book
ESL Grade 2 Quarter 3
● Decoding/Encoding
Language/ Syntax
● Spelling and
Grammar
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
TWO WEEKS AT A GLANCE
RF.2.3, 2.3e, 2.4 The Roaring Storm- Decodable reader (256 words)
L.2.1e
Follow the daily Grammar and Spelling sequence of activities: Adjectives Adjective PPT
Students will practice using adjectives with Adjective Bubble Map describing an arctic animal.
RI.2.1; SL.2.1 From the Read Aloud: Where Do Polar Bears Live? Write about how the polar bears’
habitat is changing. How does it affect their lives?
RI.2.1 Pre-writing: Compare how the polar bears and penguins take care of their young (T-Chart).
RI.2.9 Students will research an animal and compare it to either a penguin or a polar bear (classroom
books, magazines, and internet research).
W.2.2; L.2.1e, 2.2 Use a compare and contrast graphic organizer to describe two different animals
and how they care for their young.
Culminating activity: Students will compose a paragraph to explain how polar bears and penguins
take care of their young- emphasizing how the baby animals depend on their parents. Students should
use adjectives, proper capitalization, spelling, and punctuation in their paragraphs.
ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 5-6
STORY INFORMATION : Topic: Animal Development
Penguin
Narrative Non-fiction
Chick
Essential
How do animals care for their young?
Question:
Gradual
*See GRR Example Behaviors at end of document.
Release:
Culminatin
g Task
W.2.2; L.2.1e,2.2 Write a paragraph using information from their research to explain how two different animals take
care of their young. They will emphasize how the baby animals depend on their parents.
ESL Grade 2 Quarter 3
Stations Activities :
WEEK 1
RF.2.3
TWO WEEKS AT A GLANCE
1): Word Work:
Starfall R-controlled word sort. PBS Kids "Bossy R" song
Computer online game for R-controlled practice;
HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)
Online sight words game: Kitten Hop
Vocab PPT
Language and Literacy Guide Lesson 21 p. 96
RI.2.1, 2.4
2) Comprehension/Building Knowledge:
Roll A Question (Comprehension dice game)
Teacher-led Shared/Guided Reading group; Going to the South Pole See ELL BLM lesson guide.
RI.2.4; L.2.4a
3) Vocabulary: Make a Frayer Model for 3 vocabulary words; use it for retelling events in the story,
Penguin Chick. Practice retelling the events with a partner.
Quizlet:
RI.2.4
4) Fluency- Partner-reading of ELL Reader. Fluency Passage- Penguins (Reading A-Z) level O (Grade 2)
Listen to reading: Penguin, Penguin by Margaret Hiller(Starfall.com)
WEEK 2
RF.2.3
1): Word Work: R-controlled vowels GO FISH!
Turtle Diary.com: R-Controlled words
Sight Word game- Sight Word BINGO
Adjective activity options:
Adjectives and Opposites Memory game
Language and Literacy Guide Lesson 22 p. 98
2)Comprehension/Building Knowledge: Guided Reading group: Read Arctic Animals Level E (Reading
A-Z)
Question Cubes for Comprehension
L.2.1e
RI.2.1, 2.4
W.2.1; L.2.2
3) Writing/Research: Conduct research for compare/contrast culminating writing activity. Edit and
revise writing.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
RI.2.2, 2.4; SL.2.4
4.) Fluency: Listen to Where Do Polar Bears Live? (Listen to Reading). Independent reading of good-fit
books with whisper phones to reinforce fluency (Read to Self/Read to Someone).
Other notes
For scaffolding- Language frames:
Academic Language Functions
Very simple frames
More frames
Links to leveled standards- for every standard, this resource provides additional support to teachers for
creating scaffolded activities.
ESL Grade 2 Quarter 3
Grade 2 Weeks 5-6
Essential Questions:
Unit Topic: The Arts
TWO WEEKS AT A GLANCE
Week 5
How is art connected to the past?
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoSS
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
(Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
RI.2.1; SL 2.2,2.6
Nothing But a Quilt TE P. 214
Questions for read aloud- see above link
See ELL Language Support Cards for pre-reading support
ESL Grade 2 Quarter 3
Anchor Text (Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole and Small Group)
Vocabulary
Drawn from the texts
Foundational Skills
●
●
●
●
Phonemic Awareness
Concepts of Print
Fluency/Decoding
Word Work
Phonics and high
frequency words
Language/ Syntax
● Spelling and Grammar
TWO WEEKS AT A GLANCE
The Goat in the Rug (narrative non-fiction) TE p. 224 (Level N; Lexile 820)
RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.
P. T226 “What do you think Geraldine means when she says she ‘kicked up her heels’?”
P. T227 “Do you think Geraldine knows why Glenmae is using her wool?”
P. T228 “How is the step of combining the wool connected to the step of spinning the wool?”
P. T232 “Why do you think Glenmae’s rug will never be duplicated?”
How to Weave a mat
Wool Leveled Reader
How We Use Wool
Basket Weaving
(video)
(Level M; Lexile 750) TE ELL reader (Level
Paired text
Pg. 193
M; lexile 620)
(informational text)
Language Support Cards
Level L; Lexile 680
Lesson 23
Art Around Us Level M
(Reading A-Z)
RI.2.4; L.2.5
yarn, strands, spinning, dye, weave, sharpening, duplicated, delicious
TE Pg. 220
Vocabulary Reader: Weaving Level K (Lexile 510)
Follow the daily Phonics and Fluency sequence of activities- Suffixes (-y, -ly, -ful)
RF.2.3e Introducing Suffixes Warm-up What’s my Root? (word play) TE p. 212
RF.2.3, 2.3e, 2.4 Fraidy Cat – decodable reader TE Pg.203
High Frequency Words: knew, idea, though, down, four, give, great, large, write, coming
Spelling Words: helpful ,sadly, hopeful, thankful, slowly, wishful, kindly, useful, safely, painful,
mouthful, weakly
Follow the daily Grammar and Spelling sequence of activities
L.2.3 Irregular Verbs
English Language Development: Students will identify when to use irregular verbs: do, does, did,
has, have, and had.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the
subject and the correct tense.
Projectable 23.2
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
Grade 2 Weeks 5-6
Essential Questions:
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoSS
RI.2.1; L. 2.2
Complete a Conclusion Chart for The Goat in the Rug. Discuss what the author wanted you to know
or learn from reading the story.
W.2.2 What steps did Glenmae take to make the rug? Use a sequence chart to write an informational
paragraph about the steps to weaving a rug.
Week 6
Why are some stories told over and over again?
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RL.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the
text.
RL.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings
ESL Grade 2 Quarter 3
Read Aloud/Main
Selection
● Text based
comprehension
● Text based
discussion
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole/Small Group,
Independent work)
Vocabulary
Drawn from the texts
Foundational Skills
● Phonemic
Awareness
● Concepts of Print
● Fluency
● Word Work
- Phonics and high
frequency words
● Decoding/Encoding
Language/ Syntax
● Spelling and
Grammar
TWO WEEKS AT A GLANCE
Half-Chicken (folktale)Level M (Lexile 680) TE Pg. 302
RL.2.1; RL. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing
Text-dependent questions:
“What is the hen worried about? What does this say about her?” TE Pg. 326
“What is surprising about the 13th egg as it hatches?” TE Pg. 327
“How can you tell the guards played a joke on Half-Chicken?” TE Pg. 331
PBS Kids- Folk
Aesop’s Fables
Jack and the
The Trick
The Lion and the Mouse
Tales and Fables
(fable)
Beanstalk – (Lexile
Level M;
Paired Selection
Level M
330)
Lexile 540
TE Pg. 364
The 3 Little Pigs
(Reading A-Z)
Get Epic.com
(Leveled
(read aloud- Get
reader)
Clever Animals- Vocab
Epic.com)
The Tiger in the
The True Story of
Reader (Level J)
Water: A Folktale
the 3 Little Pigs –
The Ant and
Lexile 550
from Malaysia
(video read-aloud)
the
(read-aloud) TE p. *fractured folktale Grasshopper
314
–PDF access
for readaloud)
Language Support cards
EL Vocab Concept Poster
tumbling, flung, tangled, empty, peacefully, stream, blazed, swift
RI.2.4; L.2.4 Students determine the meanings of words and phrases from Half-Chicken
Follow the daily Phonics and Fluency sequence of activities: Prefixes
RF.2.3, 2,3e, 2.4 Prefixes (re-, un-, over-, pre-, mis-) Continuous Blending Routine TE p. 340
The Trick Level J (Lexile 330) ELL Reader
RF.2.4 High Frequency and Spelling Words:
HFW: earth, away, brothers, brown, without, here, learning, began, surprised, there
Spelling: unhappy, retell, untangle, unkind, repaint, refill, unlike, remake, unpack, reread, unlock,
replay
RF.2.3, 2.3e, 2.4 The Unreal Party- Decodable reader (256 words)
L.2.3 Irregular Action Verbs
English Language Development: Students will identify when to use irregular verbs: see, saw, go, and went.
L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match present or past
tense.
Projectable 24.2
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Writing
● Response to text
● Culminating task
Aligned with the EQ
and topic
RI.2.1; SL.2.1 From the anchor text, Half-Chicken, model how to tell what happened to Half-Chicken using a
Cause and Effect chart TE Pg. 343
W.2.2 Students will write a paragraph about how Half-Chicken was thoughtful and helpful using text
evidence.
W.2.2; L.2.1e, 2.2
Culminating activity: Write a paragraph about one of the folktales from the week and the lesson behind it.
ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2
STORY INFORMATION : Topic: Never Give Up
Goat in the Rug/ HalfNarrative Non-fiction
Chicken
Folktale
Essential Question:
How is art connected to the past?
Why are some stories told over and over?
Gradual Release:
*See GRR Example Behaviors at end of document.
Culminating Task
Stations Activities :
WEEK 1
RF.2.3
RI.2.1, 2.4
W.2.2; L.2.1e,2.2 Write an informative paragraph about a folktale and the lesson behind it.
1): Word Work:
Matching Suffixes (online game)
ESL Brainpop- Suffixes
HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)
Online sight words game: Kitten Hop
Language and Literacy Guide Lesson 23 p. 100
2) Comprehension/Building Knowledge:
Roll A Question (Comprehension dice game)
Shared/Guided Reading group: How We Use Wool ELL reader (Level M; lexile 620)
See ELL BLM lesson guide.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
RI.2.4; L.2.4a
3) Vocabulary: Make a vocabulary cartoon for 3 vocabulary words from Goat in the Rug. Practice
acting out the words with a partner.
*See Vocab in Context Cards/Sentence Frames:
Flash Cards: Quizlet
RI.2.4
4) Fluency- Partner-reading of ELL Reader. Decodable reader- Bugs in Action
Listen to reading: Kunu’s Basket (Get Epic.com)
WEEK 2
1): Word Work: Matching Pre-fixes online game
Irregular Verbs game (ESL Games World)
Sight Word game- Sight Word BINGO
Verb Games- Turtle Diary.com
Language and Literacy Guide Lesson 24 p. 102
RF.2.3
RL2.1, 2.4
2)Comprehension/Building Knowledge: The Trick Level J (Lexile 330) ELL Reader See ELL BLM
lesson guide.
Cause and Effect matching game
W.2.1; L.2.2
3) Writing/Research: Work on Writing: Informative paragraph. Edit and revise writing.
Paragraph Hamburger
RI.2.2, 2.4; SL.2.4
4.) Fluency: Fluency Passage- Anna and the Dancing Goose level H
Listen to reading: The White Crane: A Japanese Folktale Lexile 700 (Get Epic.com)
Other notes
For scaffolding- Language frames: Academic Language Functions
Very simple frames
More frames
Links to leveled standardsfor every standard, this resource provides additional support to teachers for creating scaffolded
activities.
ESL Grade 2 Quarter 3
Grade 2 Weeks 7-8
Unit Topic: Life Cycles
TWO WEEKS AT A GLANCE
Week 7
Essential Questions:
How do plants grow and change?
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoS
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
(Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
RI.2.1; SL 2.2,2.6
Johnny Appleseed and his Apples TE P. 414
Questions for read aloud- see above link
See ELL Language Support Cards for pre-reading support
Anchor Text (Read Aloud)
● Text based
comprehension
● Text based discussion
(Whole and Small Group)
From Seed to Plant (informational text) TE p. 424 (Level N; Lexile 690)
RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.
P. T426 “What do the flowers and the vegetables in the picture have in common?”
P. T429 “What might happen if the seeds were not scattered?”
P. T430 “What happens after the first shoot grows up?”
P. T432 “Why do the plants need soil?”
Plant Life Cycle animated How a Tree Grows
Plants and Animal
Language Support Cards
lesson
ELL reader (Level
Partners Leveled
Lesson 25
L; lexile 620)
Reader (Level I;
Lexile 470)
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole and Small Group)
Vocabulary
Drawn from the texts
Foundational Skills
●
●
●
●
Phonemic Awareness
Concepts of Print
Fluency/Decoding
Word Work
Phonics and high
frequency words
RI.2.4; L.2.5
pod, soak, shoot, root, nutrition, tasty, soften, grain
Language Support cards
EL Vocab Concept Poster
Follow the daily Phonics and Fluency sequence of activities- Sound –au/-aw/-al
RF.2.3e Introducing -au/-aw sound (instructional video)
Instructional Routine 7 TE p. 418
RF.2.3, 2.3e, 2.4 A Spring Walk– decodable reader TE Pg.419
High Frequency Words: through, young, leaves, ball, our, done, hear, learn, were, only
Spelling Words: tall, saw, dog, draw, call, fall, soft, paw, ball, yawn, log, small
ESL Grade 2 Quarter 3
Language/ Syntax
● Spelling and Grammar
TWO WEEKS AT A GLANCE
Follow the daily Grammar and Spelling sequence of activities
L.2.3 Irregular Verbs
English Language Development: Students will identify when to use irregular verbs: say, said, eat,
ate, give, gave, take, and took.
L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the
correct tense.
Projectable 25.2
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
Grade 2 Weeks 7-8
Essential Questions:
Standards
WIDA 1, 2, & 4:
SIL, LoLA, LoS
RI.2.1; L. 2.2
Complete a Text and Graphic Feature Chart for From Seed to Plant. Discuss what was learned from
the text and graphic features.
W.2.2 Write a few sentences to explain what plants need to grow, including text evidence from the
selection’s words and pictures to support your answer.
Week 8
How do plants grow and change?
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally
or through other media.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
requested detail or clarification.
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect
opinion and reasons, and provide a concluding statement or section.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
Science:
GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.
GLE02.07.2.2 Investigate living things found in different places.
GLE0207.4.1 Compare the life cycles of various organisms.
Read Aloud/Main
Selection
Super Soil Paired text (informational text)
Level N; Lexile 720
● Text based
comprehension
● Text based
discussion
Building Knowledge
● Read Aloud
● Leveled readers
● Paired Text (Read
Together)
● Supplemental
Materials
(Whole/Small Group,
Independent work)
RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing
Text-dependent questions:
“What does the chart tell you about the colors of the three types of soil?” TE Pg. 460
“Which soil is best for growing plants?” TE Pg. 460
I am Your New
How Plants
Learn about
Grow
Soils –Get Epic.com
Plant
Grow Science
Plants: Starting
Vegetables,
Lexile 140)
Level E (Reading
Kids
to Grow
Grow!
A-Z)
(interactive)
(video clip)
(Level D)
Step-by-Step Experiments
Reading A-Z
With Soils- Get Epic.com
Explore SoilWhy do We Need
(Lexile 850) Get
Soil? (Lexile
Epic.com
610)
Get Epic.com
Vocabulary
Drawn from the texts
RI.2.4; L.2.5
Topsoil, clay soil, sandy soil
Vocabulary Reader: Grow a Bean Plant Level J (Lexile 540)
Follow the daily Phonics and Fluency sequence of activities- Sound –au/-aw/-al
Foundational Skills
● Phonemic
Awareness
RF.2.3e Introducing -au/-aw sound (instructional video)
Instructional Routine 7 TE p. 418
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
● Concepts of Print
● Fluency
● Word Work
- Phonics and high
frequency words
● Decoding/Encoding
Language/ Syntax
● Spelling and
Grammar
RF.2.3, 2.3e, 2.4 A Spring Walk– decodable reader TE Pg.419
High Frequency Words: through, young, leaves, ball, our, done, hear, learn, were, only
Spelling Words: tall, saw, dog, draw, call, fall, soft, paw, ball, yawn, log, small
Follow the daily Grammar and Spelling sequence of activities
L.2.3 Irregular Verbs
English Language Development: Students will identify when to use irregular verbs: say, said, eat,
ate, give, gave, take, and took.
L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the
correct tense.
Projectable 25.2
Writing
● Response to text
● Culminating task
Aligned with the EQ and
topic
RI.2.1; SL.2.1 From the anchor text, From Seed to Plant and the paired selection, Super Soil, compare
the text and graphic features from both texts using a Venn diagram.
SL.2.1 Students will research the types of plants that grow in their state.
W.2.2; L.2.1e, 2.2
Culminating activity: Write an informative paragraph about the plants that grow in and around
Tennessee (Text to World).
ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2
STORY INFORMATION : Topic: Life Cycles
From Seed to Plant/ Informational text
Super Soils
Informational text
Essential Question: How do plants grow and change?
Gradual Release:
*See GRR Example Behaviors at end of document.
Culminating Task
W.2.2; L.2.1e,2.2 Write an informative paragraph describing the types of plants that grow in and around
Tennessee (Text to World)
ESL Grade 2 Quarter 3
Stations Activities :
WEEK 1
RF.2.3
TWO WEEKS AT A GLANCE
1): Word Work:
-au/-aw sound games and ESL Games Plus- Irregular Verbs
HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)
Online sight words game: Sight Word Match Starfall.com
Language and Literacy Guide Lesson 25 p. 104
RI.2.1, 2.4
2) Comprehension/Building Knowledge:
Shared/Guided Reading group: How a Tree Grows ELL reader (Level L; lexile 620)
See ELL BLM lesson guide.
RI.2.4; L.2.4a
3) Vocabulary: Make a grafitti wall for vocabulary words from From Seed to Plant.
*See Vocab in Context Cards/Sentence Frames:
Flash Cards: Quizlet
RI.2.4
4) Fluency- Partner-reading of ELL Reader How a Tree Grows (Level L; Lexile 620)
Listen to reading: The Tiny Seed By: Eric Carle
WEEK 2
1): Word Work:
RF.2.3L.2.2
Letter sound –oo/-ew game (Roy the Zebra)
-oo digraph game (Kids Phonics)
Irregular Verbs game (ESL Games World)
Sight Word game- Sight Word BINGO
Language and Literacy Guide Lesson 26 p. 106
2)Comprehension/Building Knowledge: Science Lab: Soil (Lexile 790) Get epic.com
Plant Life Cycle game BrainPopJr.
RL2.1, 2.4
W.2.1; L.2.2
3) Writing/Research: Work on Writing: Informative paragraph. Edit and revise writing.
Paragraph Hamburger
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
RI.2.2, 2.4; SL.2.4
4.) Fluency: Listen to reading Different Kinds Of Soil (read-aloud) Get Epic.com
Other notes
For scaffolding- Language frames:
Academic Language Functions
Very simple frames
More frames
Links to leveled standards- for every standard, this resource provides additional support to teachers for
creating scaffolded activities.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Gradual Release of Responsibility Example Behaviors
Teacher
I do it
Modeled Instruction
We do it
Guided Instruction /
Guided Practice
They do it
together
Collaborative Practice
You do it
Independently
Independent Practice
Student
•
•
•
•
Provides direct instruction
Establishes goals and purpose
Models the expectation
Think aloud
•
•
•
•
•
•
•
•
Interactive instruction
Works with students
Checks, prompts, clues
Provides additional modeling
Meets with needs-based
groups
•
•
•
Asks and responds to questions
Works with teacher and classmates
Completes process alongside others
Actively listens
Takes notes
Asks for clarification
•
•
•
•
Provides feedback
Moves among groups
Clarifies confusion
Provides support
•
•
•
•
•
Works with classmates, shares outcome
Collaborates on authentic task
Consolidates learning
Completes process in small group
Looks to peers for clarification
•
•
Provides feedback
Evaluates progress toward
the learning expectation
•
•
•
Works alone
Relies on notes, activities, classroom learning to complete assignment
Takes full responsibility for outcome
ESL Grade 2 Quarter 3
Week 9:
TWO WEEKS AT A GLANCE
Week 9 affords the opportunity to assess decodable words, high-frequency words, reading sentences, fluency, and comprehension.
Skills may be assessed via the use of the Journeys Progress Monitoring Assessment and by using the Reading A-Z and ReadWorks
documents listed below. Keeping a portfolio of student progress can assist in helping school personnel to determine if intervention
or additional English Language Development scheduling is needed.
During week 9, writing should remain an area of focus. For grades K-2, Reading A-Z provides writing center activities, which can
reinforce: sentence building, story writing, letter formation, and story creation/ retelling.
Journeys Progress Monitoring Assessments: The test should take three to five minutes per lesson set. Prepare a test form for
children (pages 1-8) and a teacher’s test form (page xiv) for each child being tested. Use the teacher’s test form to record the child’s
responses and scores Assess students through lesson 24 . See pages xi-xii for Scoring and Interpretation of assessment results.
Purpose:
• To check on a child’s growth or problems in learning skills and high- frequency words
• To target learning gaps by using these test results combined with test results from the core instructional program
Sections on the Test
▪
▪
▪
A: Decodable Words This section measures a child’s ability to read decodable words independently. The words target phonics
and structural elements taught in the last two lessons. Words in each row target skills from a single week’s lesson.
B: High-Frequency Words Items in this section evaluate a child’s ability to recognize high-frequency words (Words to Know)
taught in a two-week period. Each row assesses knowledge of words taught in a single week’s lesson.
C. Lessons 1–20, C: Reading Sentences measures a child’s ability to read sentences accurately. The sentences are a
combination of decodable and familiar high-frequency words and become more complex as the year progresses.
Please note: Grade 2 students may need to be assessed via the Journey’s Kindergarten Progress Monitoring Assessment, or a
combination of grades 1 & 2. Please review grade 1 week 9 Quarter 2 curriculum for specific areas to be assessed. Grades K & 1 are
using lessons 9-18 for Quarter 3.
Administering the Grade 2 Tests
To administer Decodable Words, High-Frequency Words (Sections A and B), and Reading Sentences (Section C, Lessons 1–20):
• Ask the child to read each word or sentence aloud.
• Treat each word as a separate item.
• If a word is misread, write what the child said above the word.
• Draw a line through any words that are skipped, and insert words that the child adds. Mark self-corrections with an SC above the word.
ESL Grade 2 Quarter 3
TWO WEEKS AT A GLANCE
Additional resources for week 9 assessment:
Fluency: Reading A-Z fluency passages (levels 450-820)
Comprehension: ReadWorks Coming to the U.S.A. Lexile 660
R.2.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
R.2.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.2.10
Read and comprehend complex literary and informational texts independently and proficiently.
Note to Teacher: Read each question out loud to your students and have each student complete the worksheet independently. For
questions 5 A) and 6, you can have students draw their answers, answer orally, or write their answers depending on your students’
progress. If you have them write their answers, you may want to write the word(s) on the board for them to copy.
Additional reading passages may be found: ReadWorks Reading Passages (levels 450-820)