Lesson 34
Changes (Informational)
Supplemental Instructional Focus
Title
Phonics
Changes
Identify affixes
About the Text
High-frequency Words
Change takes many different forms. This
text shows some of the changes that
happen in our world—in families, in
towns, in the environment.
different, becomes, nearby, favorite,
instance, sudden, bring
Content Words
Toolbox
cycle, cataclysmic, chemical, calcium,
citizen(-s), volcano(-ic, -es), global
warming, foreign, dictionary
Genre
Genre Selection
Information
The Editorial Page (opinion)
Running Words
Online Activity
1123
1
Direct Instruction with Text: 2.RI.1.2
Phonics & Word Recognition: 2.RF.3.3d
Vocabulary Acquisition and Use: 2.L.3.4e, 2.L.3.6
2
Comprehension: 2.RI.2.5
Digital Activities: 2.W.2.6
3
Reread the Text for Fluency: 2.RF.4.4a
Craft and Structure: 2.RI.2.6
4
Read the Genre Selection (opinion): 2.RF.4.4a, 2.RF.4.4c
5
Collaborative Conversation: 2.SL.1.1b
Writing: 2.W.2.5
Integration of Knowledge and Ideas: 2.RI.3.8
Enrichment: 2.W.3.7
Intervention Instruction
1
2.RF.3.3d Decode words with affixes
Tier Two Vocabulary
2
2.RI.2.5 Use text features
language, calcium, environment, fuel,
disaster
3
2.RI.2.6 Main purpose of the text
4
2.RF.4.4a, 2.RF.4.4c Understand an opinion piece and use
context as a clue to words
5
2.W.2.5 Revise and edit writing
Session 1
Changes
Direct Instruction with Text
2.RI.1.2. Identify the
main topic of a multiparagraph text as well
as the focus of specific
paragraphs within the
text.
“Our learning goal is to find the main topic of the text and of individual chapters.”
Write the word changes on the board. Ask: What things change every day? What things do
not change?
• Listen to the first chapter, What is Change? and discuss the changes described. Are these
students’ ideas of changes?
• Ask students to read the chapter Changing Places to answer the question, What are the
main things about moving home? Students share their answers and evaluate whether the
author “got things right.”
• Students read Changing Citizenship. Ask: What is the main topic of this chapter?
Phonics and Word Recognition
2.RF.3.3d. Decode words
with common prefixes
and suffixes.
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“Our learning goal is to read words with the suffix -al.”
Find the word coastal on page 14 and read the sentence it is in. Write the word on the board
and discuss its structure. Ask: What smaller words or word parts do you see in coastal? What
is the root word? (coast) What is the suffix? (-al)
• Ask students to skim the text to find other words with the suffix -al (global, digital, natural,
environmental, chemical). Record them and have students identify the root words and suffix.
• Write the word with the suffix -al next to its root word and compare the spelling of each
pair of words. Ask: Which part of the word remained the same? What changed? Were any
letters deleted before the suffix was added? Which ones?
© 2013 Wendy Pye Publishing Ltd
Session 1
Changes
• Discuss the meaning of the words. How does adding the suffix -al change the meaning of
the word? What do you think the suffix -al might mean? (related to or having to do with)
Students brainstorm other words they know that have the suffix -al and add them to the list.
• Write the following words on the board and have students tell what new word would result
if they added the suffix /al/: politics, idea, development, medicine, elector. Compare their
spelling and meaning.
Vocabulary Acquisition and Use
2.L.3.4e. Use glossaries
and beginning
dictionaries, both
print and digital, to
determine or clarify the
meaning of words and
phrases.
2.L.3.6. Use words
and phrases
acquired through
conversations,
reading and being
read to, and
responding to texts,
including using
adjectives and
adverbs to describe
(e.g., When other
kids are happy that
makes me happy).
“Our learning goal is to use dictionaries to clarify meaning and to use words and phrases we
find through our reading and conversations.”
Display page 23. Ask students what ideas are given in the text to build a big vocabulary. What
does it mean to have a big vocabulary? Do you think it is important to have a big vocabulary?
Why?
• Students select two new words they would like to learn the meaning of. The words can
come from the text, from another text they have read recently, or they can be words students
have heard and would like to be able to use. Have students look up their words in a dictionary
and create dictionary entries. They practice saying the words out loud. Students write sentences
showing the meaning of each word in context. Encourage them to use their new words in their
speech and writing, when possible.
• Talk with students about the origin of some common words. Ask: Where did tomato come
from? Ice cream? What new words have become part of the scene in everyday conversations?
Independent Practice
Students read the digital version of the text.
Intervention Instruction Sequence
2.RF.3.3d. Decode
words with common
prefixes and suffixes.
“Our learning goal is to read words with the suffix -al.”
Remind students about the use of prefixes and suffixes to change the spelling and meaning of
a word.
• Review the phonics lesson and have students work with a partner to create a set of cards
with the root words previously listed on the board. They take turns drawing a card from the
set, reading it, saying the word with the suffix -al added to it and then recording it on a list.
© 2013 Wendy Pye Publishing Ltd
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Session 2
Changes
Comprehension
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
“Our learning goal is to show how tables and headings help us to locate information
efficiently.”
Display pages 8–9 and ask students to read the words. What are these lists of words? What
do they tell the reader? What is missing? What kind of information do the headings give? Do
you think headings are needed in a text like this? What would the text be like if there were
no headings?
• Discuss the structure of headings. Is there one list or two? What does the list on the
left/right show? How does a table make the text easier to understand?
• Students look at the tables on page 11 (Calcium Food File) and page 12 (Natural Disasters
and Human Disasters) and tell if they understand them and how they give information at a
glance.
Digital Activities
2.W.2.6. With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in
collaboration with
peers.
“Our learning goal is to use digital tools to create a table.”
Students use the Toolbox online activity to create a table using one of the graphic organizers
in the gallery. They add to the list when people change places.
Independent Practice
Students use this time to jot down changes in their lives. This information can be written in
their personal response journals.
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© 2013 Wendy Pye Publishing Ltd
Session 2
Changes
Intervention Instruction Sequence
2.RI.2.5. Know
and use various
text features (e.g.,
captions, bold
print, subheadings,
glossaries, indexes,
electronic menus,
icons) to locate key
facts or information in
a text efficiently.
“Our learning goal is to show how tables and headings help us to locate information
efficiently.”
Review the comprehension lesson. Ask students to read the chapter on Living Language
and tell how the labels, headings and tables helped them to find information. Ask: What
information is in the text on page 22? They can listen to the audio to hear the words spoken.
• Students discuss what the key idea of this chapter is. (How words are added constantly to
our language.) Ask: What are some new words of today?
© 2013 Wendy Pye Publishing Ltd
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Session 3
Changes
Reread the Text for Fluency
2.RF.4.4a. Read gradelevel text with purpose
and understanding.
“Our learning goal is to read the text with purpose and understanding.”
Read page 16 to students and ask them to tell you if you read it fast, slow, or with pauses.
Ask: Was there emphasis on some words or sentences? Which sentences were harder to read
than others? Were any mistakes, or hesitations made? Ask students to read along with you.
• Ask them to read page 16 again in unison. Pairs practice reading pages 18 and 19 in the
same way.
Craft and Structure
2.RI.2.6. Identify the
main purpose of a
text, including what
the author wants to
answer, explain, or
describe.
“Our learning goal is to identify the main purpose of the text.”
Review the text. Have students recall information and read selected passages.
Ask: Why do you think the author wrote this text? What was her purpose? Do you think
change is good or bad? Explain. Why might people move?
• How would you feel if you had to move? How do our bones change? What do we need to
do to have healthy bones? What foods are high in calcium?
• Can you give an example of a word that comes from another language?
Independent Practice
Students read pages 12–13 with a partner. They discuss how they will read the main and
supplemental text and then they read them together. They could find other texts with main
and supplemental text and read them with a partner.
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© 2013 Wendy Pye Publishing Ltd
Session 3
Changes
Intervention Instruction Sequence
2.RI.2.6. Identify the
main purpose of a
text, including what
the author wants to
answer, explain, or
describe.
“Our learning goal is to identify the main purpose of the text.”
Read the chapter on Changing Citizenship with students. Ask them to answer the questions
on page 17 and discuss their answers. Discuss the purpose of the chapter. What was the
author explaining?
• Talk about the concept of citizenship. Students give their thoughts about what makes a
good citizen. They make a list that can be added to.
Questions for good citizens
1. Who is the President of the United States?
2. Who was the first President?
3. What three colors are on the American flag?
4. What are the 50 stars on the flag for?
5. Name one mountain range in the United States.
6. We elect a President for how many years?
7. When do we celebrate Independence Day?
8. What is the Pledge of Allegiance?
9. What is the capital of the United States?
© 2013 Wendy Pye Publishing Ltd
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Session 4
Changes
Read the Genre Selection
2.RF.4.4a. Read gradelevel text with purpose
and understanding.
“Our learning goal is to read an opinion piece and understand it.”
2.RF.4.4c. Use
context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
“Our learning goal is to use context when we read.”
Focus on the title to establish that the genre text for the week is a letter to the editor of a
newspaper about polar bears. Show students a copy of editorial pages from a newspaper.
Elicit from students what they might expect to find in a letter to the editor, establishing that
there will likely be opinions.
• Listen to the audio. Students discuss the content of the letter.
• Ask students to identify the phrases in which the writer persuades the reader of their
opinion. “I was horrified; I was even more horrified; I decided to do something about it; I
invite your readers to do the same; To them I say,”
Ask students to read the letter to a partner using context to confirm or self-correct words as
necessary. For example, if you didn’t know traffic in the first line, the context of on my way
to work or hear on the radio may help to confirm or self-correct it.
Independent Practice
Students listen to the audio of “The Editorial Page.” They read along with it.
Intervention Instruction Sequence
2.RF.4.4c. Use
context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
2.RF.4.4a. Read gradelevel text with purpose
and understanding.
378
“Our learning goal is to use context when we read an opinion piece.”
• Write the following sentence pair on the board.
1. Mr. Waters is the principal of County Elementary School.
2. The principle reason that Mr. Waters rides his skateboard to work is to save the polar bears.
• Ask students to read the sentences and identify the meaning of the underlined words.
Establish that these two words are homophones (sometimes called homonyms)—words that
sound the same but that have different meanings and usually different spellings. They will
need to use context to determine which spelling they use. Invite a few volunteers to read
other examples from classroom print.
• Write the following words on the board. bear, dear, floes, hear, sea, sight, waist. Arrange
the students in pairs or groups of three to identify a homophone for each word (or ask
students to find examples) and to create a sentence for each word that will show its spelling
and meaning within the context of the sentence.
• Arrange students into groups to prepare and read aloud the paragraphs of the letter.
They use their voices to emphasize these persuasive phrases and sentences to convince their
listeners of the urgency of the message. Invite volunteers to share their readings while the
listeners assess the effect of the persuasive message.
© 2013 Wendy Pye Publishing Ltd
© 2013 Wendy Pye Publishing Ltd
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Session 5
Changes
Collaborative Conversation
2.SL.1.1b. Build
on others’ talk in
conversations by
linking their comments
to the remarks of
others.
“Our learning goal is to build on others’ comments about their favorite chapter in the text.”
Recall the main topic of Changes. Ask a volunteer to talk about their favorite chapter in the
text. Another student then says why he or she likes that chapter too, or prefers another
chapter, perhaps because of some personal experience. Continue around the group, each
student taking their lead from the previous speaker.
Writing
2.W.2.5. With
guidance and support
from adults and peers,
focus on a topic and
strengthen writing as
needed by revising
and editing.
“Our learning goal is to make our writing better by revising and editing.”
Display pages 4–5 of Changes. Read or listen for the author’s use of repetition. Look for more
repetition on pages 6–7. Tell students that they are going to write a story using the repeated
phrase, Change can happen ______.
• Collaboratively, write lines that contain the phrase, placing it in different locations in the
sentences. (Change can happen in the sea. On vacation, change can happen.) If we use
the phrase at the beginning of a sentence, how do we use capitalization, commas? Do our
sentences move the action of our story along? Are there corrections or changes we need
to make?
• Chorally read the completed sentences. Ask: How should we read the repeated phrases
to make them “pop” with emphasis? Where should we pause when reading the sentences?
Where can we vary our volume for interest?
• Students proofread and edit the text together.
Independent Practice
Students can use the Toolbox online activity to produce their writing in a digital format.
Intervention Instruction Sequence
2.W.2.5. With
guidance and support
from adults and peers,
focus on a topic and
strengthen writing as
needed by revising
and editing.
380
“Our learning goal is to make our writing better by revising and editing.”
Display and read pages 10–11 Our Changing Bodies. Ask students to collaboratively write
two sentences that summarize what is important for our bones. Support students to edit and
revise their sentences together.
© 2013 Wendy Pye Publishing Ltd
Session 5
Changes
Integration of Knowledge and Ideas
2.RI.3.8. Describe
how reasons support
specific points the
author makes in a
text.
“Our learning goal is to give the reasons the author made in the text.”
Display and read pages 8–9 in the text. Students find the words in the text that explain the
reasons the author gives for having words on the Different/Same charts at the bottom of the
pages. For example, regarding Different/Friends, the author states that You will say good-bye
to old friends and make new ones.
Enrichment
2.W.3.7. 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).
“Our learning goal is to write a fact file about a landmark.”
Support students to write a fact file about a school or other community landmark. Discuss
how the information could be organized. Ask: What would we want people to know about
our school? What can we use for headings? Can we record information about important
events in the history of our school? Can we include information about special areas or
programs in the school? Is there another way we could organize the information?
• Decide on 3–4 headings that will be used to organize the fact file. Have students
brainstorm information that could go under each heading and record their ideas in note form.
• Together, use the notes to write the information in complete sentences. Reread the
completed fact file to make sure that the important information is included and that it is
organized under the correct headings.
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