Plant Life Cycles
Theme
3
Plants have interesting and unique life cycles.
?
essential question How do plants change, grow, and make more plants?
141
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Days
1–6
Instructional Overview
MAIN READING FOCUSES
Key Ideas & Details
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
1
2
3
Integration of Knowledge & Ideas
RI.2.8 Describe how reasons support specific points the author makes in a text.
RA
1
2
Craft & Structure
RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Integration of Knowledge & Ideas
RI.2.9
5
6
RA RA SR SR SR SR
Craft & Structure
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.
READING: INFORMATIONAL TEXT
4
Compare and contrast the most important points presented by two texts on the same topic.
3
SR
SR
SR
SR
4
5
SR
SR
SR
SR
6
Range of Reading & Level of Text Complexity
RI.2.10
y the end of year, read and comprehend informational texts, including history/social studies, science, and
B
technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
READING: FOUNDATIONAL SKILLS
1
2
SR
SR
3
4
Phonics & Word Recognition
SR SR
5
6
SR
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
SR
RF.2.3d Decode words with common prefixes and suffixes.
MP
SP
RV
SR
MP
SP
RV
Fluency
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.
RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SR
SR
* standard adapted from another grade
RA = Read Aloud | SR = Shared Reading | MW = Modeled Writing | SW = Shared Writing | MP = Modeled Practice | SP = Shared Practice | RV = Review
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Instructional Overview
MAIN WRITING FOCUSES
Text Types & Purposes
Write informative/explanatory texts in which they introduce a topic, use facts
W.2.2 and definitions to develop points, and provide a concluding statement or
section.
Days
1–6
1
3
4
MW
Research to Build & Present Knowledge
Recall information from experiences or gather information from provided
W.2.8 sources to answer a question.
LANGUAGE
2
5
6
SW SW
MW SW SW
1
2
3
MP
SP
RV
4
5
6
Vocabulary Acquisition & Use
L.2.4a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b
Determine the meaning of the new word formed when a known prefix is added to a known
word (e.g., happy/unhappy, tell/retell).
L.2.5b
Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and
closely related adjectives (e.g. thin, slender, skinny, scrawny).
L.2.6
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.)
SPEAKING & LISTENING
SR
SR
1
2
3
4
5
6
Comprehension & Collaboration
SR
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
SR
others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1c A sk for clarification and further explanation as needed about the topics and texts under
discussion.
SL.2.2
RA
Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
WRITING
RA
1
2
SR
3
4
SR
SR
5
6
Research to Build & Present Knowledge
W.2.8
Recall information from experiences or gather information from provided sources to answer
a question.
SR SR
* standard adapted from another grade
RA = Read Aloud | SR = Shared Reading | MW = Modeled Writing | SW = Shared Writing | MP = Modeled Practice | SP = Shared Practice | RV = Review
MONDO BOOKSHOP GRADE 2 143
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Day
1
Read Aloud
“What Is a Life Cycle?”
Learning Focus
RI.2.2
Students listen closely to
identify the main topic of
a multiparagraph text as
well as the focus of specific
paragraphs within the text.
Key Idea All living things follow a pattern of growth and change. This pattern is
called a life cycle.
Previewing the Text
3 minutes
Read the title of the selection, “What Is a Life Cycle?” Read to the end of the first
section. 1
Who would like to share what we have learned so far?
Babies grow and change. They become children, then teenagers, then adults.
TODAY AT A GLANCE
READ ALOUD
pp. 144–146
Yes, and I also heard the author say that this was a pattern. Does anyone have
any ideas about this?
People start out as babies. Then they grow up and have babies of their own. It
repeats.
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION/STUDY
pp. 184–185
WRITING WORKSHOP
pp. 192–193
ell support
RI.2.2 Read Aloud Based on
students’ needs, you may choose
to differentiate read aloud
instruction for ELLs in a small
group setting using the ELL
read aloud strategies in Getting
Started.
Close Listening to the Text
7 minutes
Explain the learning focus, pointing out that details help explain an author’s topic
or main idea. Then read to the second stopping point.
When I read a text, I pay close attention to the details. The details will help me
figure out the main idea and topic of the text. Before I read more, I want to
share the details I’ve noticed so far. Babies resemble their families. They grow
up. Then when they are adults, they have babies. It sounds like the main idea
might be how living things begin as babies, grow up to become adults, and
then the pattern starts over again. Now I’m going to continue reading. Listen for
more details that can help us understand the main topic. 2
Model an examination of the details in this section.
From what I just read, I see that every living thing has a life cycle. These details
suggest that the passage’s main topic is the life cycle. I read that cats are born,
grow up, and have babies. Remember that humans follow that growth pattern,
too. Who wants to share details about another animal that follows that cycle?
Birds hatch out of eggs, then they grow up, lay eggs, and hatch baby birds.
It seems like humans and animals follow a similar pattern during their life cycles.
Encourage students to keep thinking about the main topic of the text and the
details that support the topic. Remind students that each paragraph you read
tells the life cycle of a different kind of life. Model what you notice about the
cycles of different kinds of life as you read up to the third stopping point. Invite
students to share what they notice about different kinds of life cycles. Then read
to the end of the text.
STOP for discussion
144 Plant Life Cycles
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v
Did you notice how each section of the text is about a different kind of life? But
all life follows a similar pattern of coming to life, growing, and creating new life.
Look for the details that show the pattern that living things have in common. 3
How are all these life cycles similar?
All these animals grow and become adults. They have babies.
SPEAKING & LISTENING
SL.2.1c Encourage students to
ask for clarification and further
explanation whenever they are
confused or curious about the
classroom discussion.
Yes, and what about an insect?
The moth lays eggs that change into caterpillars. Then that caterpillar turns into
a moth and lays eggs, following a pattern.
Discussing the Text
10 minutes
Guide the discussion by first modeling how you’ve identified the main topic of
the text and what details supported that topic. Then encourage students to share
their own observations about life cycles—and their patterns.
When I read the rest of the text, I noticed how animals and plants all start out
small, then grow and develop into adults. Who’d like to share some other details
they observed about the life cycle?
Some insects change form when they become adults.
Anything else?
When animals become adults, they have babies. When plants become big,
they make many seeds.
I’m going to reread a sentence I think is important: “If she has a baby someday,
the pattern will start all over again.” This tells me that the human life cycle is a
repeating pattern. How would you describe that pattern?
All living beings get born or come to life. They grow and become adults. Then
they can help other beings come to life and grow.
TEACHER’S
CHOICE What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
Turn to pages 184–185 for
modeled practice.
Writing Workshop
Turn to pages 192–193 for
constructed response modeled
writing instruction.
CONNECTING TO THE THEME
Initiate a conversation about the theme, Plant Life Cycles, and the Essential
Question, How do plants change, grow, and make more plants? Encourage
students to turn and talk with a partner to discuss how the text relates to the
theme and Essential Question.
?
essential question How do plants change, grow,
and make more plants?
As we listen to and read the texts in this theme, I’d like you to think about the
Essential Question How do plants change, grow, and make more plants? Now
turn and talk with a partner about how the text “What Is a Life Cycle?” explains
how plants might grow new plants.
MONDO BOOKSHOP GRADE 2 145
145
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Read Aloud Selection
What Is a Life Cycle?
It’s exciting when a new baby is born. Does she look like her father?
Does she have her mother’s eyes? Maybe she looks a lot like her big brother. It
seems that almost every day someone says, “Look at how much she has grown!”
Yes, she has grown. In fact, she is growing all the time. Soon she will
be a toddler. It won’t be long until she’s big enough to go to school. She’ll
keep growing and changing all through her childhood. One day she will be a
teenager, and then she will be an adult. If she has a baby someday, the pattern
will start all over again. 1
This pattern of growth and change is called a life cycle. Every kind of living
thing has a life cycle. 1 Kittens are born and grow up to become adult cats.
They have babies, and the life cycle starts all over again. The life cycle of a bird
begins with an egg. It hatches, and the baby bird grows from being helpless to
being able to fly. He leaves the nest and finds a mate. She lays eggs, and a new
round of the life cycle begins. 2 2
Insects also have life cycles. A moth lays eggs that hatch into tiny
caterpillars. A caterpillar is a non-stop eater. It grows so fast that you can almost
see it changing. Then one day it stops eating. It spins a cocoon and waits.
Inside, it is changing into an adult moth. When the adult moth comes out, it
looks for a mate. Then it lays eggs. A new round of the moth life cycle has
begun. 3
Plants have life cycles, too. A plant begins its life as a seed planted in the
soil. It sprouts and sends little leaves upwards towards the light. Meanwhile,
roots grow down into the soil. The stem gets taller and new leaves unfold. A
flower bud appears and bursts into bloom. Seeds develop inside the flower.
When the seeds are ripe, they are ready to become a new plant. The plant life
cycle will begin again. 3
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Read Aloud
Day
2
“What Is a Life Cycle?”
Reflecting on the Text
3 minutes
RI.2.2, RI.2.8
Engage students in a brief discussion about “What Is a Life Cycle?”
L et’s review what I read to you in our last session. Who will share what we
learned about the definition of a life cycle?
A life cycle is a pattern of growth and change.
Anyone else?
Things come to life and grow up and then can have babies.
I like the way you explained how the life cycle works.
Close Listening to the Text
Learning FocusES
7 minutes
Explain the new learning focus for this rereading of the story. Help students
examine how reasons support specific points an author makes. Read the first
section to the first stopping point. Model your thinking for students.
oday as I reread the text about the topic of life cycles, we’ll keep in our minds
T
what we already know about patterns of growth and change. As you listen, pay
close attention to the reasons a baby changes. 1 The baby changes because
she has grown. I know this because the text says, “Yes, she has grown. In fact,
she is growing all the time. Soon she will be a toddler.” The author gives us
details that support the point about the baby growing and changing.
Continue reading, stopping at the next stopping point. Model your thinking
and encourage students to share their thoughts about the reasons the life cycle
patterns are repeated from one generation to the next.
s I read, I look for reasons that support the point the author makes that the life
A
cycle continues and repeats. 2 I notice that kittens become adult cats, and then
they have babies. I think they have babies because they are adults. Then the life
cycle starts again as those babies grow. Who can tell me the reason why the life
cycle repeats?
Because the babies grow up and have their own babies when they’re adults.
Remind students to keep finding reasons that life cycles continue in animals
and plants.
s I read, keep listening for reasons that support the point that the life cycle
A
repeats. Also look for reasons that support the point that the certain parts of the
life cycle differ between different kinds of life. I noticed in this section that cats
and humans both have live babies. Their life cycles are different from that of a
bird or insect. Who can give a reason of how a cat’s life cycle differs from a bird’s
or an insect’s?
Cats have live babies, but birds and insects lay eggs.
Students listen closely to
identify the main topic of
a multiparagraph text as
well as the focus of specific
paragraphs within the text.
Students also describe how
reasons support specific
points an author makes in a
text.
TODAY AT A GLANCE
READ ALOUD
SL.2.1c
pp. 146–148
Txt_Sidebar
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION/STUDY
pp. 184–185
Writing Workshop
pp. 192–193
SL.2.2
COMPREHENSION
Recount
ell support
L.2.4 Vocabulary Support
vocabulary such as toddler,
pattern, and cycle in context
using the ELL vocabulary
strategies in Getting Started.
STOP for discussion
MONDO BOOKSHOP GRADE 2 147
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Read Aloud (Continued)
SHARE
It’s often helpful to read a
selection again so we can think
a little more deeply about the
details that support the main
topic. We can learn more fully
that way.
ell support
Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame(s)
for student responses:
The text is mostly about ___.
The paragraph is mostly about
___.
RI.2.2
L isten closely to the next section. 3 Who would like to share what they noticed
about the life cycle of plants? Why is it different from that of an animal?
Plants begin life as seeds in the ground. Then they sprout and grow and make
flowers. New seeds develop in the flower.
lants sprout and grow and create new life, too. The seeds are sort of like the
P
plant’s babies.
Discussing the Text
10 minutes
Guide the discussion by modeling what you noticed about the main topic of the
text and the focus of each paragraph—and how each paragraph connects to the
main topic.
I noticed that the whole text had a main topic. Who can tell what the main topic is?
The main topic is about the patterns in living things’ life cycles.
I also noticed that each paragraph, or section, told about the life cycle of a
different kind of life. Who wants to share something about that?
Sometimes life cycles are different for different kinds of life. Some animals have
babies, some lay eggs, and plants grow from seeds.
Yes, what else?
They all come to life, grow, and make more.
Help students make the connections between the main topic and the reasons
that support the main topic.
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
ho would like to describe how the author’s reasons supported the idea of the
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life cycle?
The reason for seeds is so they can become plants themselves.
Who can make a guess at the reason for a life cycle?
If babies weren’t born and didn’t grow up to be adults that have their own
babies, life wouldn’t continue.
emember, when we read, it helps to think about how ideas support the main
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topic.
Turn to pages 184–185 for
shared practice.
Writing Workshop
Turn to pages 192–193 for
constructed response modeled
writing instruction.
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Day
Shared Reading
3
“The Life Cycle
of a Pumpkin”
Key Idea Pumpkins have a life cycle similar to other plants. They also have
some unique patterns of growth.
Previewing the Text
3 minutes
Invite students to read with you the title for the selection. Reintroduce the
learning focus to students from the Day 1 Read Aloud session.
oday, we’re going to read another informational text. Let’s read the title
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together. As we read, we’re going to practice the same sort of thinking we did
when we read “What Is a Life Cycle?” We will identify the main idea for each
section of the text.
Close Reading of the Text
7 minutes
Ask students to join the reading as they are comfortable. Reread the title and
read the introductory sentence together. Remind students to think about the
learning focus as they read.
L et’s look at the text for main ideas about the pumpkin’s life cycle. . . . What do
you notice so far?
A pumpkin’s life cycle is like the life cycle of other plants.
Learning Focus
RI.2.2
Students read closely to
identify the main topic of
a multiparagraph text as
well as the focus of specific
paragraphs within the text.
TODAY AT A GLANCE
SHARED READING
pp. 149–152
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION/STUDY
pp. 184–185
Writing Workshop
pp. 194–195
What does the text tell you about how it begins?
Here it says that a pumpkin’s life cycle goes “from seed to fruit.”
That’s a good use of close reading of this text.
Read to the end of the first step with students. Encourage them to look at the
photograph for additional information about the topic.
What does the text tell us about pumpkin seeds?
They are flat and white.
WORD RECOGNITION/Study
RF.2.3d Help students decode
words with common suffixes,
such as sunny and quickly.
Where can we find them?
inside a pumpkin
Read Steps 2 and 3 with students. Encourage them to keep thinking about the
details in each step. Then encourage students to finish the text.
s we focus on each step, we learn something new about the topic of the
A
pumpkin’s life cycle. Who’d like to share what you’ve learned about the changes
a pumpkin seed goes through?
It sprouts and makes leaves to soak up sunlight.
MONDO BOOKSHOP GRADE 2 149
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Shared Reading (Continued)
ELL SUPPORT
L.2.4 Vocabulary Support
vocabulary such as head, poke,
and quickly in context using the
ELL vocabulary strategies in
Getting Started.
What else happens to the seed?
It grows a root.
L et’s finish the text and find out more about how the pumpkin plant continues
to change.
Discussing the Text
10 minutes
Facilitate a discussion in which students begin to think about the text’s main
topic.
ELL SUPPORT
RI.2.2 Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame(s)
for student responses:
The text is mostly about ___.
The paragraph is mostly about
___.
ow that we’ve read so much of the text, let’s talk about the main topic. Does
N
anyone have any ideas?
I think the main topic is pumpkins. I think it’s the life cycle of pumpkins. I think
it’s pumpkin seeds.
hose are good ideas. Let’s keep them in mind. We’ll talk more later and see if
T
we can decide on the text’s main topic.
Invite students to talk with a partner about the details they’ve learned from
the text about the different steps in a pumpkin’s life cycle. Encourage them to
discuss what these details reveal about the text’s main topic. Remind them to use
appropriate words and phrases in their discussion.
urn and talk with a friend about the pattern a pumpkin follows to go from seed
T
to fruit. Use words and phrases such as First, then, and as a result to describe the
process of growth and change. Listen carefully to your partner’s ideas and then
share your own. Then, after discussing these details, talk with your partner about
what you think the text’s main topic is. Be ready to share back with the group. . . .
What do you think the main topic is? Who will volunteer?
I think it’s the life cycle of a pumpkin. My partner talked about lots of details we
learned. Like how pumpkin seeds send sprouts up to the sun and roots down
to the soil. Then how the sprout grows into a vine with flowers. So we think the
main topic is the life cycle of pumpkins.
Good thinking. I agree that is the main topic of the text.
SL.2.1a COLLABORATION
Discussion Rules
Invite students to turn and discuss details showing how pumpkins develop from
seeds to vines. Review the rules for one-to-one and group discussions.
ou’re going to turn and talk with a partner about how pumpkin plants develop
Y
from seeds to plants as part of their life cycle. . . . Remember, when we talk
with a partner, we make sure that only one person talks at a time, and we listen
carefully to what that person has to say. We also make sure there is enough time
for our partners to share ideas. Now turn and talk, sharing ideas about the life
cycle of pumpkin plants. By learning about the life cycle of a pumpkin, we now
have a stronger idea how the life cycle progresses in plants.
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Focus on the words pollen and pollination on page 20.
L et’s have a close read of page 20, which focuses on how a pumpkin develops
out of a pumpkin flower. What is the difference between a male pumpkin flower
and a female pumpkin flower?
Male flowers make pollen. Female flowers grow tiny green pumpkins.
RI.2.4
VOCABULARY
Context Clues
Who wants to explain why pollen is important to a pumpkin’s life cycle?
Pollen from the male flower has to mix with pollen from the female flower
before the tiny pumpkin in the female flower starts to grow.
es, pollination describes the process by which pollen from a male flower helps a
Y
pumpkin grow from a female flower. Based on what you have read, how does the
pollen get from the male flower to the female flower?
Bees! When bees visit the male flowers, they get pollen on their bodies. When
they visit female flowers, some of the pollen rubs off.
Remind students of the utility of this comprehension strategy.
hen we read informational texts, remember to pay attention to the order in
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which steps occur and to determine how the main idea applies to the theme.
This helps us better understand how the main ideas apply to the topic.
TEACHER’S
CHOICE Connecting to the Theme
Engage students in a conversation about the theme, Plant Life Cycles, and
the Essential Question, How do plants change, grow, and make more plants?
Compare the life cycle of a pumpkin plant with the plant life cycle described in
“What Is a Life Cycle?” Encourage students to turn and talk about how each
stage in a plant’s life cycle prepares the way for the next stage to occur.
ith a partner, compare the pumpkin’s life cycle to the pattern described in
W
“What Is a Life Cycle”? Turn and talk with a partner about the pattern pumpkin
plants follow as they go through their life cycle. Discuss the parts of the pattern
that many plants have in common. Keep in mind how one stage in a life cycle
leads to the next.
RI.2.9
INTEGRATION
Compare Texts
?
essential question How do plants change, grow,
and make more plants?
Invite students to share their ideas. Encourage them to compare stages in a
plant’s life cycle.
ho would like to compare the pumpkin’s life cycle with the life cycle of the
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plant in “What Is a Life Cycle?”
Both plants start from a seed. The leaves sprout up, and the roots grow down.
The plant makes seeds that turn into another plant.
MONDO BOOKSHOP GRADE 2 151
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Shared Reading (Continued)
Constructed Response
Question What pattern do
pumpkins follow as they live out
their life cycle?
W.2.8, RI.2.2 RESEARCH
Gather Information
TEACHER’S
Constructed
CHOICE Evidence
Response: Collect Text
E-RESOURCE
Formative/Summative Assessment Have students use the blackline
master on page 204 for collecting evidence as they answer the following
question: What pattern do pumpkins follow as they live out their life cycle? Have
them check off the question from the list at the top of the page. Have students
note specific details with the goal of writing their own responses. Students can
work on this task during independent writing time or during Shared Writing on
Day 3 of the theme.
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
Turn to pages 184–185 for
review.
Writing Workshop
Turn to pages 194–195 for
constructed response shared
writing instruction.
152 Plant Life Cycles
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Day
Shared Reading
“The Life Cycle of a Pumpkin”
Returning to the Text
3 minutes
Encourage students to share their thoughts about “The Life Cycle of a Pumpkin.”
Then review the learning focuses for this session.
Today we’re going to reread the story together. Who will remind us what “The
Life Cycle of a Pumpkin” was mostly about?
Pumpkins have seeds. The seeds can sprout and grow into vines that produce
new pumpkins.
Let’s recall what we know about how a pumpkin begins as a seed, develops
into a plant, and ends as a new pumpkin that contains new seeds. As we read,
we’ll pay attention to the various text features of a text, and we’ll examine how
the author includes reasons to support the main points that allow us to better
understand the main topic.
Close Reading of the Text
7 minutes
Ask students to join in reading as they are ready. Reread the first two pages of
the text together. Remind students to think about the learning focus as they read
along with you.
4
Learning FocusES
RI.2.2, RI.2.5, RI.2.8
Students read closely to
identify the main topic
of a multiparagraph text
as well as the focus of
specific paragraphs within
the text. Students will also
know and use various text
features (e.g., captions,
subheadings) to locate key
facts or information in a text
and describe how reasons
support specific points an
author makes in a text.
TODAY AT A GLANCE
SHARED READING
pp. 153–154
Let’s reread the first page together. As we read, look for clues that help us know
how one stage of development leads to the next. . . . Who has some thoughts?
The steps have titles.
SMALL GROUP READING
These titles are called subheadings. They help us locate key information quickly.
Based on the subheadings, what are the first three steps?
getting seeds, planting seeds, and the seeds sprouting and growing roots
pp. 186–187
(see Theme at a Glance)
WORD RECOGNITION/STUDY
Writing Workshop
pp. 194–195
Continue reading to the end of the article. Encourage students to think about
how the subheads and captions help us know what happens at each step of the
life cycle.
We’ll continue reading to the end of the story. As we read, keep looking for
clues in the subheads and captions to new stages in the pumpkin’s life cycle.
After a pumpkin seed grows into a plant, what additional steps cause a new
pumpkin to form?
Vines grow, then flowers grow on the vines. Pollination occurs, and then a new
pumpkin grows.
What clues in the text helped you identify each new stage in a pumpkin plant’s
life cycle?
Each step has a new heading and a new picture and label.
SL.2.2
COMPREHENSION
Recount
Vocabulary
Discuss the word tendril
L.2.6
on page 19. Help students
understand the difference
between the main stem and
the curly stems called tendrils.
Then encourage students to
practice using the word tendril in
sentences with a partner.
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Shared Reading (Continued)
Guide students to consider how reasons support the author’s point.
FLUENCY
RF.2.4b Encourage students to
read with a tone that expresses
the meaning of the text.
Students can take turns.
The author of this text included information about a vine’s tendrils. What are the
reasons a vine’s tendrils are important to the vine?
They help hold it up as it grows.
What is the reason the vine needs support?
The vines grow very long and grow over anything that get in their way, so they
need the help of the tendrils to hold it in place.
I can tell you were really reading closely. You were really able to see how the
author supported her points with reasons and details.
Discussing the Text
10 minutes
Guide a discussion in which students identify the author’s main points about
a topic.
During our last discussion, we thought about the main topic of the article. Can
anyone share what they think the main topic is?
I think it’s the life cycle of a pumpkin.
W.2.8, RI.2.2 WRITING
Respond to Question
How did the details and the subheads help you understand this?
The subheads were really easy to read. They all focused on the life cycle. So I
was able to see really clearly how the whole article was about the life cycle of
pumpkins.
What’s Next?
CHOICE SMALL GROUP READING
E-RESOURCE
Formative/Summative Assessment Have students continue using
the blackline master on page 204 for collecting evidence as they reread the text.
Ask them to finalize their thoughts and use the blackline master on page 205 to
write their own response to the following question: What pattern do pumpkins
follow as they live out their life cycle?
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
TEACHER’S
Constructed Response: Write to Source
WORD RECOGNITION/STUDY
Turn to pages 186–187 for
modeled practice.
Writing Workshop
Turn to pages 194–195 for
constructed response shared
writing instruction.
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Day
Shared Reading
5
“How to Grow a Bean
Plant”
Key Idea It is easy to grow a bean plant. Bean plants, like other plants, follow a
pattern as they live out their life cycle.
Previewing the Text
Learning Focus
RI.2.2
3 minutes
Read the title of the story with students. Explain that today you will be reviewing
their understanding of the text and their ability to apply the learning focus you’ve
been practicing. Confirm that students understand the concept of the life cycle.
Today we’re going to read a short text together. Read the title with me. Our
work as readers is to read and think about the main topic of the text. We’ll read
and think about how the life cycle of a plant works, and we’ll talk about how
humans can be part of that life cycle. Based on what you have read about the
topic of life cycles in the other texts, what do you think will be the steps in the
bean plant’s life cycle?
The seed will sprout and a plant will grow. The plant will make new seeds.
Students read closely to
identify the main topic of
a multiparagraph text as
well as the focus of specific
paragraphs within the text.
TODAY AT A GLANCE
SHARED READING
pp. 155–158
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION/STUDY
Close Reading of the Text
7 minutes
Reread the title, and remind students to keep the learning focus in mind as
they read. Continue reading, asking students to join in the reading as they are
comfortable.
Who can share what our work as readers is today?
We’re going to think about the main topic of the text. We’ll look at details to
figure it out.
Yes, let’s begin. So the title is “How to Grow a Bean Plant.” Sometimes we can
use the title to figure out the main topic. Based on the title, does anyone have
any guesses about the text’s main topic?
I think it’s about bean plants. I think it’s about the life cycle of bean plants and
how to grow bean plants.
pp. 186–187
Writing Workshop
pp. 196–197
ELL SUPPORT
L.2.4 Vocabulary Support
vocabulary such as damp and
soggy in context using the ELL
vocabulary strategies in Getting
Started.
Those are good ideas. Keep them in mind as we read on.
Explain to students the importance of using text evidence to back up their
thinking.
When we share our thinking about something we read, we need to be ready to
use evidence from the text to back up our ideas. Let’s think about what details
support the idea that the main topic is how to grow a bean plant. Please come
up and point to a place in the text that supports this.
The list at the top tells about supplies we need.
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Shared Reading (Continued)
What are they?
We need a flowerpot, a saucer, soil, and a bean seed.
Yes, these details are about growing a bean plant, so they support our idea
about the text’s main topic.
RF.2.3d
PHONICS & VOCABULARY
Decoding in Context
Turn to page 21 and point to the word lightly (without saying it) for students
to locate in their texts. Then use the Sound, Read, and Check routine to help
students decode the word.
Let’s use our Sound, Read, and Check strategy with this word. When I first try
to sound it and blend it, I get lig-tly. Read it with me in the sentence. Then we’ll
check to see if it makes sense. . . . Does lig-tly make sense here? No. Let’s try to
correct it. (Say lightly.) Let’s check again. Does it make sense now? Remember to
sound, read, and check when you come to a word you do not know.
Continue reading to the end of the text. Encourage students to think about the
stages in the bean’s life cycle.
Let’s continue reading. Pay close attention to the activity in each step. Read
along with me. If you notice a description of a new stage in the bean plant’s life
cycle, keep it in mind so we can discuss it when we’re done reading. . . . Have
you noticed an additional ingredient we need to help a bean plant sprout?
We need water so we can keep the soil damp.
That’s a good close reading of the text to find important details about the topic.
SL.2.1a COLLABORATION
Discussion Rules
Discussing the Text
10 minutes
Explain that as their peers share their thinking, students should listen carefully so
they can ask meaningful questions.
When we listen to others talk, it’s important to listen carefully to what they
are sharing. We want to be sure we understand. If we’re not sure, we can ask
“Please say that again—I am not sure I understood,” or “Can you explain that
again for me, please?”
RI.2.4
VOCABULARY
Context Clues
Focus on the word lightly in the text on page 21.
Let’s have a close look at steps 1 and 3, where the text tells us to “press down
lightly.” What does it mean for something to be light?
It is not heavy.
How can we press down lightly on soil?
Our fingers are not heavy. We can tap the soil gently.
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Encourage students to talk together about main ideas and details of the topic of
a text. Remind them of the utility of the learning focus in other reading.
Let’s take a look at some important details in the text. Who wants to share what
kinds of containers might work as flowerpots?
We can use a paper or plastic cup.
What must we do to make a container work as well as a flowerpot?
We must poke a hole in it to let extra water drain out.
How does knowing about a flowerpot help you understand how to use other
containers?
It helps me understand the container must be a helpful place where a flower or
plant can grow.
TEACHER’S
CHOICE Phonics Follow-Up
Write paper and bottom on a small whiteboard. Underline the two syllables in
this way: pa per, bot tom. Then use the Read the Parts routine to help students
decode the word.
RF.2.3c PHONICS & WORD RECOGNITION
Two-Syllable Words
Let’s use our Read the Parts strategy to read this word. First we’ll say each
underlined part. Then we’ll say the whole word. Listen to me: pa per, paper; bot
tom, bottom. Now you read the parts (point to each underlined part; students
read the parts.) Say the word.
paper
Let’s repeat for our next word. Now we’ll go back to page 21 and read these
words in our texts.
TEACHER’S
CHOICE Connecting to the Theme
Engage students in a conversation about the theme, Plant Life Cycles, and the
Essential Question, How do plants change, grow, and make more plants? Invite
them to turn and talk to a partner about how a plant goes through its life cycle.
Let’s talk more about our theme, Plant Life Cycles. How does planting a seed
help a bean plant continue its life cycle?
Plants begin as seeds. Then they sprout when they have sunshine and water. It
will be a plant.
RI.2.9
INTEGRATION
Compare Texts
?
essential question How do plants change, grow,
and make more plants?
Encourage students to make additional links across the theme.
Based on what you have read about the life cycle of the pumpkin, why do you
think a flowerpot or a bean plant should be in a sunny place?
Sunlight will help the bean plant sprout.
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Shared Reading (Continued)
Think back about the changes the pumpkin plant went through. What do you
think will happen to the bean seed?
It will send roots into the soil and a sprout up to catch sunlight.
What part of the growing bean plant will take nourishment from sunlight?
the leaves
Invite students to make predictions based on the photograph.
Based on the photograph, what do you think the bean plant will look like?
It will have a tall stem and large heart-shaped leaves.
What do you think might happen to the bean plant as it continues to grow?
Remember to think about what you’ve learned about a plant’s life cycle
previously in this theme.
It might develop a flower and some seeds for a new plant.
I like how you used details to support your reasoning.
W.2.8, RI.2.2 RESEARCH
Gather Information
Constructed Response
Question How can we be part
of a plant’s life cycle? Use details
from the text to support your
ideas.
What’s Next?
TEACHER’S
CHOICE onstructed Response: Collect Text
C
Evidence
E-RESOURCE
Formative/Summative Assessment Have students use the blackline
master on page 204 for collecting evidence as they answer the following
question: How can we be part of a plant’s life cycle? Use details from the text to
support your ideas. Have them check off the question from the list at the top of
the page. Have students note specific details with the goal of writing their own
responses. Note that each guided reading lesson plan includes a constructed
response question for students to work on independently as well.
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
Turn to pages 186–187 for
shared practice.
Writing Workshop
Turn to pages 196–197 for
performance task shared writing
instruction.
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Day
Shared Reading
6
“How to Grow a Bean Plant”
Returning to the Text
3 minutes
Invite students to summarize “How to Grow a Bean Plant,” which was read in the
last session.
Let’s take a moment to recall the directions in “How to Grow a Bean Plant” and
summarize the main steps in the process. When we summarize, we tell the main
points. We want to retell the main point. So take a quick look at the text, and
then close your eyes and think quietly to yourself. Who would like to summarize
the steps in planting a bean plant?
First you gather a flowerpot, saucer, soil, and a bean seed. Then you fill the pot
3/4 full with soil and poke a hole in it. You place the seed in the hole and cover
it up.
Who can tell how you can help the seed sprout so it can grow into a plant?
You put the pot on a saucer in a sunny place. Then you water it to keep
it damp.
Explain the focus for today’s reading of the same text.
LEARNING FOCUSES
RI2.2, RI.2.5, RI.2.8
Students read closely to
identify the main topic
of a text. Students also
know and use various
text features to locate
key information in a text
and describe how reasons
support specific points an
author makes in a text.
TODAY AT A GLANCE
SHARED READING
pp. 159–160
SMALL GROUP READING
We’re going to reread this text today. Remember what we discussed in our
last session about how bean plants have the same life cycle as pumpkin plants.
When we reread the steps, let’s focus on the reasons why each step in the
process helps the bean plant progress through its life cycle and how the author
makes the process easier for us to understand.
(see Theme at a Glance)
WORD RECOGNITION/STUDY
pp. 186–187
Writing Workshop
pp. 196–197
Close Reading of the Text
7 minutes
Ask students to join in the reading as they are comfortable. Students have
utilized these learning focuses previously in the unit, and the short text is ideal
for additional reading practice. Read the entire text and remind students to think
about the learning focuses as they read along.
We’re going to reread the text together without stopping. As we read, think
about the reasons why and how the author included specific points in the
text. Pay attention to all the text features: the bulleted text, the steps, the
photograph.
Vocabulary
L.2.5b Discuss the words
damp, soggy, and dry. Ask
students to compare the
meanings of the words, making
sure that they understand that
dry means the soil is not wet,
damp means the soil is slightly
wet, and soggy means the soil is
very wet.
ELL SUPPORT
RI.2.8 Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame(s)
for student responses:
The author tells us ___. The
reasons are ___.
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Shared Reading (Continued)
Discussing the Text
FLUENCY
Encourage students to
practice reading aloud. Reading
a sentence aloud multiple times
can support students as they
self-correct and develop their
fluency skills.
RF.2.4c
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
Turn to pages 186–187 for
review.
Writing Workshop
Turn to pages 196–197 for
performance task shared writing
instruction.
Facilitate a discussion about the main topic, specific details, and visual clues to
the meaning in the text. Encourage students to first share their thinking in their
own words, followed by text evidence to support their thoughts.
When we talk together today, I would like you to share in your own words
your thoughts about how to grow a bean plant. Then we’ll go back to the text
to find specific evidence that supports our thinking. Who’d like to begin our
conversation?
We can grow bean plants by planting bean seeds in a flowerpot or other
containers.
Who would like to add details to that?
We should make sure there is a hole in the bottom of the pot.
Who can give the reason for the hole in the bottom of the pot?
So water can drain out.
What does the picture show about placing your bean plant?
We should water the soil and put the pot where it can get sunlight.
Guide students to use text features to locate information.
Before we read, I asked you to notice the steps we can follow to help a bean
seed sprout and grow. Who can explain the reason why it is helpful to have the
text broken down into steps?
I can learn what to do and make sure I do it in the right order.
Anyone else?
Each step tells about a detail in the bean plant’s life cycle.
TEACHER’S
W.2.8, RI.2.2 WRITING
Respond to Question
10 minutes
CHOICE Constructed Response: Write to Source
E-RESOURCE
Formative/Summative Assessment Have students continue using
the blackline master on page 204 for collecting evidence as they reread the text.
Ask them to finalize their thoughts and use the blackline master on page 205
to write their own response to the following question: How can we be part of a
plant’s life cycle?
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Instructional Overview
MAIN READING FOCUSES
Days
7–15
7
8
9
10 11 12 13 14 15
Key Ideas & Details
RA RA SR SR SR SR SR SR
RI.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Craft & Structure
Identify the main purpose of a text, including what the author
RI.2.6 wants to answer, explain, or describe.
RA
Integration of Knowledge & Ideas
RI.2.7 E xplain how specific images contribute to and clarify a text.
READING: INFORMATIONAL text
7
8
SR
SR
SR
SR
SR
SR
10 11 12 13 14 15
9
Craft & Structure
RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area.
Integration of Knowledge & Ideas
RI.2.9 Compare and contrast the most important points presented by two texts on the
same topic.
SR
SR
SR
SR
Range of Reading & Level of Text Complexity
RI.2.10 By the end of year, read and comprehend informational texts, including history/
SR SR SR SR SR SR
social studies, science, and technical texts, in the grades 2-3 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
READING: FOUNDATIONAL SKILLS
Phonics & Word Recognition
RF.2.3 K now and apply grade-level phonics and word analysis skills in decoding words.
7
8
9
MP
SP
RV
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
10 11 12 13 14 15
SR
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
SR
Fluency
SR
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.
RF.2.4c Use context to confirm or self-correct word recognition and understanding,
SR
rereading as necessary.
LANGUAGE
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
L.2.1
usage when writing or speaking.
L.2.1b
Form and use frequently occurring irregular plural noun.
L.2.1e
Use adjectives and adverbs, and choose between them depending on what is to
be modified.
L.2.2e
Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
7
8
9
10
11
12 13 14
MP
SP
RV
MP
SP
RV
15
SW
SW
* standard adapted from another grade
RA = Read Aloud | SR = Shared Reading | MW = Modeled Writing | SW = Shared Writing | MP = Modeled Practice | SP = Shared Practice | RV = Review
MONDO BOOKSHOP GRADE 2 161
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Instructional Overview
Days
7–15
MAIN WRITING FOCUSES
Text Types & Purposes
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.
7
8
9
10
11 12 13 14 15
SW SW SW SW SW SW SW SW
Production & Distribution of Writing
W.2.5
SW SW SW SW SW
With
guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revision and editing.
Research to Build & Present Knowledge
W.2.7 Participate in shared research and writing projects.
SW SW SW
SPEAKING & LISTENING
7
8
Comprehension & Collaboration
and texts under discussion.
SL.2.2
10 11 12 13 14 15
SR
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1c A sk for clarification and further explanation as needed about the topics
9
RA
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SR
RA
SR
Presentation of Knowledge & Ideas
SW
SL.2.4
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5
Create audio recordings of stories and poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings.
SW
SL.2.6
Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
SW
LANGUAGE
7
8
9
10 11 12 13 14 15
Vocabulary Acquisition & Use
SR
L.2.5a Identify real-life connections between words and their use.
L.2.6
Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to
describe.
WRITING
SR
7
8
9
10 11 12 13 14 15
Production & Distribution of Writing
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.
W.2.8
Recall information from experiences or gather information from provided
sources to answer a question.
SW
SR SR SR SR
* standard adapted from another grade
RA = Read Aloud | SR = Shared Reading | MW = Modeled Writing | SW = Shared Writing | MP = Modeled Practice | SP = Shared Practice | RV = Review
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Day
Read Aloud
“How a Tree Makes Its Food”
Key Idea With the help of sunlight, water, minerals from soil, and
7
Learning Focus
chlorophyll, a tree can make food for itself.
RI.2.3
Previewing the Text
Students listen closely to
describe the connection
between a series of
scientific ideas.
3 minutes
Read the title of the selection, and then read the introductory text and the
headings. 1
Who would like to share what this selection will teach us?
It will tell us how a tree makes food for itself and survives every season.
Close Listening to the Text
7 minutes
Explain the learning focus. Share with students that we often understand a
process better if we break it down into steps. Start from the beginning and read
to the second stopping point.
When I read about scientific ideas, I usually have some questions about how
the ideas connect to each other. I’m going to reread the beginning again, and
then continue to read a bit more. As I read, listen closely and think about the
connections between the ideas. Ask yourself how one idea leads to another. 2
Model how you make connections between the scientific ideas of seasons and
life cycles.
From what I just read, I understand that a tree needs certain things to make
its own food: soil, water, light, carbon dioxide, and chlorophyll. And I see the
connection between sunlight and chlorophyll in the green leaves and food for the
tree. Now I’m wondering about the connection with the seasons. I see that in the
fall, the chlorophyll is used up in the leaves, and the leaves turn brown, yellow,
and other colors then fall from the tree. When we make connections between
scientific ideas, we can deepen our understanding of the text.
Encourage students to think about all the connections and interactions that take
place as a tree makes food for itself and to keep in mind the scientific concepts
as they read.
As you listen, keep thinking about the way in which a tree gets food. Remember
to think about the connection between food and the growth of a tree. 3 Who
can remind us what happened to the tree in the winter when the ground
was frozen?
It quit growing.
TODAY AT A GLANCE
READ ALOUD
pp. 163–165
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION/STUDY
pp. 188–189
Writing Workshop
pp. 198–199
ELL SUPPORT
RI.2.2 Read Aloud Based
on students’ needs, you may
choose to differentiate read
aloud instruction for ELLs in a
small group setting using the ELL
read aloud strategies in Getting
Started.
STOP for discussion
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Read Aloud (Continued)
SPEAKING & LISTENING
Remind students to
ask each other questions during
the discussion. This will help
them better understand their
classmates’ ideas and further
their understanding of the text.
SL.2.1c
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION/STUDY
What made the tree stop growing?
Its leaves fell off, so it couldn’t make food. If the ground was frozen, its roots
couldn’t get water.
Yes, the tree can’t grow in a cold winter. What happens when the weather gets
warmer in spring?
The roots grow and start to draw up water again. The roots get minerals from
the soil.
Can anyone else add to that?
The tree makes new leaves and can make food and grow again.
Discussing the Text
10 minutes
Model what you learned about the connections between a tree and its food
supply. Encourage students to share any connections they made between the
seasons and a tree’s ability to make food.
As I read the text, I began to understand that there is a connection between the
times when a tree can make food for itself and the times when it can grow. Who
can share what happens to a tree in the spring and summer?
It makes its food from the chlorophyll in its green leaves.
Turn to pages 188–189 for
modeled practice.
What happens when a tree loses its leaves in autumn?
Without its leaves, a tree can’t make its own food. It stops growing.
Writing Workshop
Who can describe what a tree looks like when it is not making food?
It is barren and leafless.
Turn to pages 198–199 for
performance task shared writing
instruction.
How does a tree follow a cycle?
It makes food again in the spring when its leaves turn green and it can draw
water from the roots. Then, in the winter, it loses its leaves again.
TEACHER’S
CHOICE ?
essential question How do plants change, grow,
and make more plants?
CONNECTING TO THE THEME
Initiate a conversation about the theme, Plant Life Cycles, and the Essential
Question, How do plants change, grow, and make more plants? Encourage
students to turn and talk with a partner to discuss how the text relates to the
theme and Essential Question.
As we listen to and read the texts in this theme, I’d like you to think about the
Essential Question How do plants change, grow, and make more plants? Now
turn and talk with a partner about how the text “What Is a Life Cycle?” explains
how plants might grow new plants.
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Read Aloud Selection
How a Tree Makes Its Food
by Sharon Capobianco
A tree can make its own food. It makes its food in its leaves. This food helps
the tree to grow strong.
What a Tree Needs to Make Food
1
A tree needs five things to make food. A tree needs soil. It needs water.
It needs light from the sun. A tree needs a gas called carbon dioxide. Carbon
dioxide is found in the air. As well as carbon dioxide, a tree needs chlorophyll
to make food. Chlorophyll is found in the leaves of trees. Chlorophyll makes the
leaves of the tree green.
A Tree in Fall
By fall, the chlorophyll in the leaves is used up. When there is no green
chlorophyll in the tree’s leaves, the leaves turn red, orange, yellow, and purple.
Then these leaves turn brown. They fall off the tree.
If the tree is an evergreen tree, it will keep its leaves all winter. 1
A Tree in Winter
In some places, the winter is very cold. It is so cold that the ground freezes.
When the ground is frozen, the tree’s roots cannot draw up water and minerals
from the ground. 2
In winter, the sun does not shine strongly. Without enough sunlight, water,
minerals, or chlorophyll, the tree cannot make food. Without food, the tree
does not grow. 2
A Tree in Spring and Summer
In spring, the tree grows new roots. The roots draw up water and minerals
into the tree. The tree also grows new green leaves. The tree makes food in
these new leaves. The tree grows bigger and taller, with new branches.
All summer, the tree makes food in its new leaves. 3 3
MONDO BOOKSHOP GRADE 2 165
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Day
8
Read Aloud
“How a Tree Makes Its Food”
LEARNING FOCUSES
RI.2.3, RI.2.6
Students listen closely to
describe the connection
between a series of
scientific ideas or concepts.
They also identify the main
purpose of a text, including
what the author wants to
answer, explain, or describe.
Reflecting on the Text
3 minutes
Engage students in a brief discussion about “How a Tree Makes Its Food.”
Let’s review the way a tree gets food so it can grow. Think quietly about the
things a tree needs to make food. Who’d like to share their thinking?
A tree needs carbon dioxide, water, and the minerals in the water. It also needs
the chlorophyll and sunlight.
What is the connection between a tree and sunlight?
It needs sunlight to help turn the chlorophyll into food.
TODAY AT A GLANCE
Close Listening to the Text
READ ALOUD
Explain the new learning focus for this rereading. Help students think about the
main purpose of this text. Ask them to explain connections between a tree’s
appearance and its food supply. Then model your thinking for students.
pp. 165–167
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 188–189
WRITING WORKSHOP
pp. 198–199
SL.2.2
COMPREHENSION
Recount
ELL SUPPORT
L.2.4 Vocabulary Support
vocabulary such as found, freeze,
and draw in context using the ELL
vocabulary strategies in Getting
Started.
STOP for discussion
7 minutes
As I reread “How a Tree Makes Its Food” for you today, think about what
the author wanted to express by writing the text. This is the main purpose.
Pay attention to the details the author includes as a way to understand the
author’s purpose. 1 I noticed a lot of interesting details the author included.
For example, a tree makes food from its leaves. In the spring, when new leaves
grow, a tree makes lots of food for itself. But when a tree’s supply of chlorophyll
dries up, the leaves dry up and fall off the tree. I noticed how the author is
giving lots of details about how the tree goes through different steps in different
seasons. Maybe this is why the author wrote the piece.
Continue to read up to the second stopping point. Model your thinking about
making connections between the author’s ideas and developing an understanding
of the author’s purpose.
As you listen, keep thinking about the author’s main purpose. Focus on the
information the author explains about a tree and its food supply. 2 It sounds
like winter is tough on trees. What explanation does the author give for why a
tree doesn’t get food in winter?
The sun is weak and the weather is cold. Water freezes, so the tree can’t take
water and minerals up through its roots.
Who can tell about a connection between a tree’s leaves and the lack of water,
sunlight, and chlorophyll in fall and winter?
The tree doesn’t make leaves, so it can’t make food. It doesn’t grow.
How does the author describe the difference between evergreen trees and
other trees?
They keep their leaves all winter.
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Read to the third stopping point. Encourage students to continue to explore
connections.
As I reread the last section, pay attention to the details the author shares and
consider possible connections between scientific ideas about the tree. 3 What
does the author explain about how a tree uses water and minerals?
The author explains that the tree uses water and minerals to grow new roots
and green leaves.
What do the roots do?
They absorb water and minerals so the tree can grow leaves.
What do the leaves do?
They collect sunlight and make chlorophyll.
Why is chlorophyll important?
It makes food for the tree.
Discussing the Text
SHARE
It’s often helpful to make a
drawing or a diagram to better
understand a scientific process.
ell support
RI.2.3 Discussing the Text Ask
questions at students’ language
proficiency levels and provide the
following sentence frame(s) for
student responses:
___ causes ____ to happen.
First, ___ happens. Then, ____
happens.
10 minutes
Guide a discussion about the author’s purpose.
Who wants to share their ideas about the author’s purpose?
I think the author wrote this to tell us about a tree’s life cycle.
What details tell you this?
The author tells us that trees usually grow in the spring and summer when they
get water, minerals, and sun. Also, the author says how trees stop growing in
the winter when they don’t get enough water or sun.
So it sounds like the author included a lot of information about how trees
grow, how they use things to grow, and how the changing seasons affect trees’
growth.
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION /
STUDY
Turn to pages 188–189 for
shared practice.
Writing Workshop
Turn to pages 198–199 for
performance task shared writing
instruction.
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Day
9
Shared Reading
Trees
Learning Focus
RI.2.3
Students read closely to
describe the connection
between a series of scientific
ideas or concepts.
Key Idea Trees are large plants. Like other plants, they develop from seeds and
grow in a wide variety of ways. When they get old and die, their seeds carry on
the life cycle.
3 minutes
Previewing the Text (pages 1–13)
Preview the cover together and invite students to read the title with you.
TODAY AT A GLANCE
SHARED READING
pp. 168–171
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 188–189
WRITING WORKSHOP
Today we’re going to read a new text. Let’s read the title and back cover
together. What are the questions on the back cover about?
They ask questions about trees.
Re-introduce the learning focus from the recent Read Aloud session.
Remember when I read “How a Tree Makes Its Food” the other day? As I read,
I was thinking about the connections between the seasons and the life cycle of
a tree. This helped me understand the text better. As we read together now,
I want you to practice making connections between the scientific ideas in this
text. This time, we’ll make connections to understand how trees are like and
unlike other plants. We’ll also consider how different kinds of trees are alike and
how they are different.
pp. 198–199
Close Reading of the Text
7 minutes
Ask students to join in reading when they feel comfortable. First read the title
page and the Contents, and then read pages 4–7 together. Remind students to
think about the learning focus as they read along with you.
Let’s look at the Contents. We can tell based on the Contents that we will
learn a lot about trees from reading this text. Now let’s begin reading the first
chapter. Our work is to make connections between scientific ideas in the text.
We can do that by paying attention to the ideas in each chapter. In the first
chapters, we find out that a tree is a kind of plant. How is a tree special?
It is the largest kind of plant.
Read pages 8–13 together and discuss connections among scientific ideas, such
as connections between the parts of a tree.
Let’s keep reading. The title of this chapter is “Parts of a Tree.” Using this
information, what would you say is the main scientific idea we will learn about in
this chapter?
I think the idea is the parts of the tree, just like the name of the chapter.
Yes. As you read, pay close attention to the details you learn about the parts of
a tree. If you notice interesting concepts, hold those thoughts in your head to
share after we finish reading. What are the three main parts of a tree?
A tree has roots, a trunk, and branches.
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What kinds of things grow on the branches?
leaves
What else?
flowers, seeds, fruit, nuts, or cones
Great, so it sounds like you really paid attention and were able to learn some
important details about the scientific idea, parts of a tree.
Turn to page 5 and point to the word needles (without saying it aloud) for
students to locate in their texts. Then use the Sound, Read, Check routine to help
students decode the word.
RF.2.3c
PHONICS & VOCABULARY
Decoding in Context
Let’s use our Sound, Read, Check strategy with this word. When I first try to
sound it using a short vowel sound, I get neh-dles. Read it with me in the
sentence. Then we’ll check it to see if it makes sense. . . . Does neh-dles make
sense here? No. Let’s look at the word again. I remember now that ee makes an
ee sound (Say needles.) Let’s check again. Does it make sense now? Remember
to use the Sound, Read, and Check strategy when you come to a word you do
not know.
Continue reading and encourage students to keep thinking about connections
between the parts of a tree.
Now that we know about some parts of a tree, let’s talk about these parts. Let’s
talk about any connections we can make between the parts of a tree.
I think there is a connection between the roots and the trunk. I learned that the
roots keep the tree steady. And I learned that the trunk grows up as the roots
grow down.
So what is the connection you can make?
That the roots help the trunk stay upright and grow upward.
Great, I like the connection you made between the roots and the trunk. Now
let’s talk about different parts. Can someone tell us how the trunk is different
from the branches?
Leaves and needles grow on the branches. They don’t grow on the trunk.
I remember we read that flowers can grow on branches, too. What is the
connection between flowers and fruit?
Flowers become fruit.
Why is fruit an important part of a tree?
New seeds come from fruit.
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Shared Reading (Continued)
Discussing the Text
10 minutes
Review rules for class discussions with students. Then encourage students to talk
to a partner about other connections between scientific ideas about trees.
SL.2.1a COLLABORATION
Discussion Rules
In a moment, you will talk to a partner about the text. As you do so, be sure to
pay attention when your partner speaks. Listen to your partner’s ideas. When
we really listen to each other, we can concentrate on what people say. We
can better understand their ideas, and we will not interrupt them. When your
partner finishes, you can build on what your partner said. You can add your own
ideas, details from the text, or ask a question about what you just heard. Now
talk with a partner about other connections between scientific ideas about trees.
Encourage students to consider details that clarify concepts about the parts of a
tree.
Let’s keep talking about connections. Who would like to start by saying what
parts trees and other plants have in common?
Trees and other plants have seeds. They grow roots, stems, and leaves.
How are the parts of trees different from other plants?
The trunks of trees grow very tall and strong. They have bark.
It sounds like you really understand trees. Based on all these details, what is a
main connection you can make about trees and plants?
I’d say that trees are an interesting type of plant. Trees are plants that are
similar to other plants and unlike other plants.
Great.
RI.2.4
VOCABULARY
Context Clues
Discuss the word trunk on pages 5 and 9.
Let’s look at the word trunk on pages 5 and 9. Can someone tell me what this
word means?
It’s a part of the tree.
Yes, what details in the text tell you about the trunk?
All trees have them. They are the strongest part of the tree. It They grow
upwards.
Now, let’s practice being trees. Let’s stand up. Imagine your legs are your roots,
and your arms are your branches. Where is your trunk?
where my stomach and back are
Yes, so the trunk is the thick, solid center part of the tree.
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TEACHER’S
CHOICE Phonics Follow-Up
Write branches and needles on a small whiteboard. Underlined the two syllables
this way: branch es, branches; nee dles, needles. Then use the Read the Parts
routine to help students decode the word.
RF.2.3c PHONICS & WORD RECOGNITION
Two-Syllable Words
Let’s use our Read the Parts strategy to read this word. First, we’ll say each
underlined part. Then we’ll say the whole word. Listen to me: branch es,
branches; nee dles, needles. Now you read the parts (point to each underlined
part; students read the parts.) Say the word.
branches
Let’s repeat for our next word. Now we’ll go back to page 11 and read these
words in our book.
TEACHER’S
CHOICE Connecting to the Theme
Initiate a conversation about the theme, Plant Life Cycles, and the Essential
Question, How do plants change, grow, and make more plants? Compare the
different sizes and life spans of different trees. Encourage students to turn and
talk about the concept of growth and change as it applies to trees.
In this theme, we’ve been talking about how plants follow a pattern called a
life cycle. Who’d like to share what we’ve learned in other texts about the ways
plants can grow?
In ”The Life Cycle of a Pumpkin,” we learned that some plants grow as vines.
The flowers on the vines grow fruits, and seeds are in the fruits. In “How to
Grow a Bean Plant,” we learned that some plants develop a stem. Flowers
grow on the stem and seeds come from the flowers.
Good.
Invite students to share their ideas. Encourage them to share the different ways
that trees grow seeds and apply that to their understanding of a tree’s life cycle.
Who’d like to share some of the ways that trees produce seeds?
Some trees grow seeds directly from flowers. Others produce fruits, nuts, or
cones.
RI.2.9 INTEGRATION
Compare Texts
?
essential question How do plants change, grow,
and make more plants?
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria
WORD RECOGNITION /
STUDY
Excellent. What do seeds and grown trees have in common?
They both need water, soil, air, and sunlight.
Turn to pages 188–189 for
review.
Keep thinking about the life cycles of plants as we continue reading to the end
of this theme.
Writing Workshop
Turn to pages 198–199 for
performance task shared writing
instruction.
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Shared Reading
Day
10 Trees
Learning FocusES
RI.2.3, RI.2.6, RI2.7
Students read closely to
describe the connection
between a series of scientific
ideas or concepts. They also
identify the main purpose
of a text, including what
the author wants to answer,
explain, or describe, and
explain how specific images
contribute to and clarify a
text.
Returning to the Text (pages 1–13)
3 minutes
Encourage students to share their thoughts about the first two chapters of Trees.
Today we’re going to reread the text together. Who will remind us what the first
half of the text is about?
The first chapter explained what trees are. The second chapter described their
parts.
Clarify the learning focuses for this session.
Let’s recall important concepts in the text. As we read, we’ll focus on the purpose
of the text. We’ll also draw and examine how the images in the text help us
understand the text better. By examining the purpose of a text and using the
images to help us clarify concepts, we can understand the text more fully.
TODAY AT A GLANCE
Close Reading of the Text
SHARED READING
Ask students to join in reading when they feel comfortable. Reread the Contents
together and review the first two chapters.
pp. 172–173
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 190–191
WRITING WORKSHOP
pp. 200–201
7 minutes
Who will remind us what the first chapter discussed?
The first chapter told us what a tree is.
Good. The first chapter defined the topic by telling what trees are. How did the
second chapter help you understand trees even more?
The second chapter told me about the parts of a tree.
Continue by rereading Chapter 2 with students. Help students discuss the
author’s purpose in Chapter 2.
SL.2.2
COMPREHENSION
Recount
Now we’re going to talk about the author’s purpose. This is the reason the
author wrote something. Let’s think about why the author wrote Chapter 2. Did
the author want to make us laugh, tell us something, or explain something?
What do you think?
The author spent a lot of time explaining how trees grow in the same way as
other plants. So I think the author wanted us to understand how trees grow like
other plants.
Invite students to examine the images on pages 3–13 to help them make more
connections among scientific details and ideas in the text.
When we talk about details in a text, we often talk about the details in the text.
But there are also details in the images. That means we can make connections
using the images. Let’s look at the illustrations and labels on pages 4–5 and
consider how they clarify the concepts. Based on the pictures, what do trees,
moss, cacti, and vines have in common?
None of them can move on their own.
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ELL SUPPORT
How are trees, grass, and vines similar?
They all have stems.
Now look at the images on page 9. How do the roots of a tree compare to the
branches?
The roots grow down into the soil the same way the branches grow up into the
air. The roots underground are as wide as the branches on top of the trees.
RI.2.7 Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame for
student responses:
The ___ helped me understand
___.
How do the illustrations and labels help you understand the text?
We can see what the different parts look like and what tree they grow on. The
labels point them out.
You were really able to use these images to continue to make connections
among the scientific details and ideas in the text.
Discussing the Text
10 minutes
Facilitate a discussion in which students identify the main concepts they’ve
learned in the first two chapters of the text.
How do trees and other plants grow? What do they need to survive?
Trees and other plants grow from seeds. In order to sprout and grow roots, the
seeds need sunlight, water, air, and soil.
What is the purpose of the soil?
Soil keeps trees steady.
Who can add more?
Water and minerals come from the soil.
Who can tell more about what a tree needs?
Sunlight helps the tree grow leaves and helps the leaves produce food.
What purpose do flowers, fruits, nuts, and cones have in common?
They all produce seeds so trees can repeat their life cycle.
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION /
STUDY
Turn to pages 190–191 for
modeled practice.
Writing Workshop
Turn to pages 200–201 for
performance task shared writing
instruction.
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Day
Shared Reading
11 Trees
Learning Focus
RI.2.3
Students read closely to
describe the connection
between a series of scientific
ideas or concepts.
TODAY AT A GLANCE
SHARED READING
pp. 174–175
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 190–191
WRITING WORKSHOP
pp. 200–201
VOCABULARY
Discuss the word
protect on page 19. Point out
that a tree’s bark protects its
branches, or keeps them from
being harmed. This will help
students understand that bark
keeps the tree’s branches safe.
L.2.5a
Returning to the Text (pages 14–24)
3 minutes
Invite students to share their thoughts about the text, encouraging them to listen
to each other and add to what the others have shared. Explain the learning focus.
Before we read today, let’s briefly review our reading so far. Based on what
we’ve read, it seems like trees grow in the same way as other plants. How do
trees start out?
They begin as seeds.
What parts grow from the seed?
The tree grows roots and a stem.
How does the tree develop from roots and a stem?
The stem grows branches, and leaves grow on the branches. The leaves
provide food for the tree. The tree produces seeds for new trees. The roots
hold the tree in the ground.
Review the learning focus with students.
In our last two sessions, we made connections between scientific concepts to
understand the purpose of the text and paid attention to illustrations and labels
to help us understand concepts. Today we’ll focus on making connections that
help us understand more about trees as we read the rest of the text.
Close Reading of the Text
7 minutes
Ask students to join in reading when they feel comfortable. Read pages 14–24
together. Remind students to continue thinking about the learning focus as they
read with you.
We are going to read to the end of the text today. When we get to page 24,
we’ll stop and talk about connections we found. Let’s stop and talk about what
we have learned so far.
Trees and other plants grow from seeds.
By what steps, or stages, do the seeds grow into plants?
Roots from the tree grow down to support the tree and get water. Sprouts from
the seed grow up to become stems, trunks, and branches.
Why are branches an important part of a tree?
Leaves grow on the branches, along with flowers, fruits, nuts, cones, or seeds.
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Continue reading to the end of the text. Encourage students to keep thinking
about how trees are like and unlike other plants.
Let’s finish the text. As we read, we’ll keep looking for information that tells us
how a tree is like other plants. We’ll also look at steps in the growing process
that tell how a tree is different from other plants—for example, trees have bark
to protect their trunk and branches.
Discussing the Text
FLUENCY
RF.2.4b Instruct students to
partner off and read sections
aloud. Encourage them to read
with a rate that helps their
partner to easily listen and
clearly understand.
10 minutes
Encourage students to talk about different kinds of trees and their pattern of
growth.
Let’s talk now about the growth patterns of trees. The author includes
information about this. Are there any connections you can make?
My connection is that all trees seem to grow the same way. They have some
differences, like size, but they grow in the same way.
Who can tell us some details that support this connection?
Page 15 shows three different seeds. They are from three types of trees. But
they all need water to grow into trees. That shows how trees grow the same
way.
Anything else?
The text tells about the bark of the tree. It talks about the bark on sugar maples
and apple trees. So I know that lots of trees grow bark as they get older.
TEACHER’S
Constructed Response: Collect Text
CHOICE Evidence
E-RESOURCE
Formative/Summative Assessment Have students use the blackline
master on page 204 for collecting evidence as they answer the following
question: How does a tree live out the life cycle of a plant? Use details from the
text to support your answer.
Constructed Response
Question How does a tree live
out the life cycle of a plant? Use
details from the text to support
your answer.
W.2.8, RI.2.3 RESEARCH
Gather Information
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria
WORD RECOGNITION /
STUDY
Turn to pages 190–191 for
shared practice.
Writing Workshop
Turn to pages 200–201 for
performance task shared writing
instruction.
MONDO BOOKSHOP GRADE 2 175
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Day
Shared Reading
12 Trees
Learning FocusES
RI.2.3, RI.2.6, RI.2.7
Students read closely to
describe the connection
between a series of scientific
ideas or concepts. They also
identify the main purpose
of a text, including what
the author wants to answer,
explain, or describe, and
explain how specific images
contribute to and clarify a
text.
TODAY AT A GLANCE
SHARED READING
pp. 176–177
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 190–191
WRITING WORKSHOP
pp. 200–201
Returning to the Text (pages 14–24)
3 minutes
Explain to students the purpose of this session.
A few days ago we talked about the author’s purpose for writing the first half of
the text. Today we’re going to talk more about that. Who can remember what
the author’s purpose is?
It’s the reason the author wrote something. It’s what the author wants us to get
from reading it.
Yes, great. We’re also going to look at the images and see if the images can
help us understand the author’s purpose and help us make more connections
between ideas in the text.
Close Reading of the Text
7 minutes
Reread pages 14–24. Encourage students to review the main purpose of this text
and to discuss the purpose of pages 14–24.
Now let’s reread pages 14–24. What do you think the author’s purpose was for
writing this part of the text?
to tell us how trees grow, to show us how different trees grow the same, to give
us information
Great. Can anyone remember what we thought the purpose was when we read
Chapters 1 and 2?
We thought the purpose was to tell us how trees grow like other plants.
So based on all the details in the whole text, what do you think the author’s
purpose was in general?
I think it was to tell us a lot about trees. I think it was to tell us about how trees
grow and how this is like other trees and other plants.
Good thinking.
SHARE
Often when we reread a text, we
take a closer look at the graphics
to gain a better understanding of
the text. The text’s graphics can
also help us summarize important
concepts.
Ask students to discuss how illustrations helped deepen their understanding of
trees.
Let’s talk about how the images helped us understand the text better.
When I saw the picture showing that a tree begins with a seed, I began to
understand that a tree is like any other plant except that it is bigger and lives
longer.
Anyone else?
The image on page 22 was helpful. So it seems like trees grow in the same way
with seeds and stuff, but some trees grow and live for a lot longer time. The
text said that, but this image really helped me understand.
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Discussing the Text
10 minutes
Focus students’ attention on the image on page 23. Discuss any connections
this helps them make and if this image helps them understand the author’s
purpose better. Remind students that using these strategies will help them to
comprehend what they read.
This text offers a lot of sources for information—including text, illustrations,
labels, a chart, and a graphic. Let’s look at the image on page 23. What do you
see?
I see the life cycle of a tree. I see how trees grow.
Yes, and can you make any connections using the details in this image?
Yes, this image totally connects to the rest of the text. It’s like this image shows
me the main ways trees grow. It sort of tells me the main details.
So why do you think the author included this at the end of the text? What is the
author’s purpose?
to help me really understand the life cycle of trees
TEACHER’S
CHOICE ELL SUPPORT
Vocabulary Support
L.2.4
vocabulary such as toward and
outside in context using the ELL
vocabulary strategies in Getting
Started.
ELL Support
RI.2.7 Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame for
student responses:
The ___ helped me understand
___.
Constructed Response: Write to Source
E-RESOURCE
Formative/Summative Assessment Have students continue using
the blackline master on page 204 for collecting evidence as they reread the text.
Ask them to finalize their thoughts and use the blackline master on page 205 to
write their own response to the following question: How does a tree live out the
life cycle of a plant? Use details from the text to support your answer.
W.2.8, RI.2.3 WRITING
Respond to Question
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria
WORD RECOGNITION /
STUDY
Turn to pages 190–191 for
review.
Writing Workshop
Turn to pages 200–201 for
performance task shared writing
instruction.
MONDO BOOKSHOP GRADE 2 177
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Day
Shared Reading
13 “Why Learn About Life
Cycles of Plants?”
LEARNING FOCUS
Key Idea Learning about the life cycles of plants helps us understand how to
RI.2.3
take care of plants and other living things, including ourselves.
Students read closely to
describe the connection
between a series of scientific
ideas or concepts.
Previewing the Text
TODAY AT A GLANCE
SHARED READING
pp. 178–181
3 minutes
Invite students to read the title of the selection with you. Reintroduce the
learning focus from prior sessions, explaining that you’d like them to lead some
of the thinking.
We’re going to read a new selection today. Let’s read the title together. As we
read, we’ll practice the same comprehension thinking we used with our two last
texts. We’ll pay close attention to the connections between the ideas. This is a
short text, and you have had practice with the learning focus, so we can begin
together right away.
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 184–191
WRITING WORKSHOP
pp. 202–203
WORD RECOGNITION/Study
RF.2.3f Help students identify
and pronounce irregularly spelled
words, such as reasons and cycles.
Close Reading of the Text
7 minutes
Invite students to join in the reading as they feel comfortable. Read the first
paragraph together. Remind students to think about the learning focus as they
read along with you.
Let’s read the first paragraph together. As we read, think about the concepts
and ideas being presented. What did you notice so far?
The author says that there are good reasons why it is important to study the life
cycles of plants.
So far, the author has not shared his reasons. Let’s continue reading. As we do,
be on the lookout for details the author gives that connect to this idea.
Read the next two paragraphs. Encourage students to keep thinking about how
each concept is connected to the others.
Let’s read the next two paragraphs together. What are some details you learned
from these paragraphs?
That plants and animals both have life cycles. That life on Earth wouldn’t
happen without plants.
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Great, you were reading closely and really picked up on some important details.
Now, let’s consider any connections between these details and the idea that it’s
important to study the life cycles of plants. Does anyone have a connection to
share?
The life cycle of plants is important because it helps us understand other
animals. And it helps us survive because plants are our food. The author even
says “learning about plants helps us understand other living things.”
ELL SUPPORT
L.2.4
Vocabulary Support
vocabulary such as reasons,
possible, and sense in context
using the ELL vocabulary
strategies in Getting Started.
I like the way you went back into the text and found support for your ideas.
Discussing the Text
10 minutes
Encourage students to follow certain discussion rules during the discussion of the
text.
SL.2.1c COLLABORATION
Ask Questions
As we talk about what we read, it’s important to listen to each other carefully.
First, we want to be sure we understand what people are sharing. Then we
should think about whether there is support in the text for what they are saying.
If you want your classmates to explain more about what they said, you can
simply ask, “Please say that again in a different way— I’m not sure I get it.” Who
would like to share something from the text that was unclear or confusing?
I’m wondering how we can help animals by knowing a plant’s life cycle?
Does anyone have a suggestion that might deepen our understanding of the
connection between plant and animal life cycles?
Well, I think we can grow plants and we can take care of plants. If we know that
plants and animals are similar in some ways, we can help some animals grow
and take care of those animals too.
Focus on the word oxygen on page 22.
Let’s have a close read of page 22, where the author is explaining that
plants provide us with food, oxygen, and energy. Who wants to explain what
oxygen is?
Oxygen is part of the air we need to breathe in.
RI.2.4 VOCABULARY
Context Clues
So plants somehow make oxygen that we need to breathe. How does knowing
the meaning of the word oxygen help you understand why it’s important to
understand the life cycles of plants?
It helps me understand how plants and humans are connected.
MONDO BOOKSHOP GRADE 2 179
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Shared Reading (Continued)
RI.2.9
INTEGRATION
Compare Texts
?
essential question How do plants change, grow,
and make more plants?
TEACHER’S
CHOICE Connecting to the Theme
Prompt a discussion about the theme, Plant Life Cycles, and the Essential
Question, How do plants change, grow, and make more plants? Encourage
students to think about the different ways a plant’s life cycle can unfold. Ask
them to turn and talk about ways human beings can support the life cycles of
plants.
We’ve read many selections together about plant life cycles. We have learned
about pumpkins, which grow from vines. We have learned about bean plants,
which grow upward on a stem. We have also learned about trees, which are the
biggest of all plants. We’ve talked about how different kinds of plants grow and
what they need to grow and make new seeds to continue their life cycles. Today
we’re going to talk about the importance of all the concepts we’ve learned.
Turn and talk with a partner about what we’ve learned and how we can use this
information in our own lives.
Continue to encourage students to consider connections amongst all the
readings in the theme.
I noticed that the author of this text said “That’s why we started a garden at
school.” The photo shows kids gardening, too. Based on what you have learned
in this theme, what would you do to make sure plants in your garden were
healthy?
I would plant seeds in a sunny place and water them so they could sprout. I
would make sure they get enough sun. I would make sure they are in good soil.
Great, so you are able to use information from other texts in the theme to better
understand some of the details in this text.
Invite students to share their thinking about reasons why it is important to
understand the life cycles of plants.
You’ve had a little time to share your thoughts with a partner. Who’d like to
share their ideas about why it’s important to understand the life cycles of plants?
Learning about lots of different kinds of plants helps me understand that things
can be slightly different but still share a lot of the same patterns. They can still
need the same things and have the same life cycle.
Anyone else?
Learning about the life cycles of plants makes me feel like I’m helping the Earth
because I know how to plant seeds and help plants live.
Who else would like to share?
When we know about the life cycles of plants, we can see that all living things
have a life cycle and we can make connections between them.
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TEACHER’S
CHOICE onstructed Response: Collect Text
C
Evidence
E-RESOURCE
Formative/Summative Assessment Have students use the blackline
master on page 204 for collecting evidence as they answer the following
question: In what ways is it important to understand the life cycles of plants? Use
details from the text to support your answer. You may wish to have students use
the blackline master on page 205 for planning their constructed responses.
W.2.8, RI.2.3 RESEARCH
Gather Information
Constructed Response
Question In what ways is it
important to understand the life
cycles of plants? Use details from
the text to support your answer.
What’s Next?
SMALL GROUP READING
Turn to the Theme at a Glance
fold-out in this Teacher’s Edition to
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION /
STUDY
Turn to pages 184–191 for
review of skills based on
students’ needs.
Writing Workshop
Turn to pages 202–203 for
performance task shared writing
instruction.
MONDO BOOKSHOP GRADE 2 181
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Days
14–15
Shared Reading
“Why Learn About Life Cycles
of Plants?”
Learning FocusES
RI.2.3, RI.2.6, RI.2.7
Students read closely to
describe the connection
between a series of scientific
ideas or concepts. They also
identify the main purpose
of a text, including what
the author wants to answer,
explain, or describe, and
explain how specific images
contribute to and clarify a
text.
Returning to the Text
Ask students to share what they remember about the selection from the last
reading.
Before we read the selection again, let’s talk together about what “Why Learn
About Life Cycles of Plants?” was mostly about.
There are good reasons for learning about the life cycles of plants. Knowing
about plant life cycles can help us take care of plants and ourselves.
Today when we read, we’re going to think how the author’s purpose and how
illustrations help us understand the text.
Close Reading of the Text
TODAY AT A GLANCE
SHARED READING
pp. 182–183
SMALL GROUP READING
(see Theme at a Glance)
WORD RECOGNITION / STUDY
pp. 184–191
WRITING WORKSHOP
pp. 202–203
VOCABULARY
Discuss the word
L.2.6
important. Ask students to turn
to a partner and to use the word
important in sentences.
FLUENCY
RF.2.4c Ask students to read a
sentence or a paragraph quietly
to themselves. If they encounter
unfamiliar words, encourage
them to use context to better
understand the words and then
read the section quietly to
themselves again.
3 minutes
7 minutes
Reread the first paragraph of the selection together. Ask students to join in
the reading as they are comfortable. Remind them to think about the learning
focuses as they read along with you.
We’re going to reread the first paragraph together. Pay attention to what the
author says about the life cycles of plants. What do you think is the author’s
purpose for writing this text?
He says it’s important to understand the life cycles of plants, so I think he wants
readers to also think it’s important. He wants to make sure we agree.
Read the second paragraph. Encourage students to keep thinking about the
author’s purpose.
Now, let’s read the second paragraph. As we read, let’s look for details that tell
us about the author’s purpose. Did anyone notice any?
Yes, the author says learning about plants helps us understand animals.
Can anyone explain how this detail supports the idea that the author’s purpose
is to make us understand how understanding plants is important?
It tells us one way it’s important. Also I think the author thinks some people
might be interested in animals, so telling us how plants help us understand
animals will make those people realize how important plants are.
Read the last paragraph. Then discuss the illustration.
Now that we’ve finished the text, let’s look at the picture. How does including
this picture show us the author’s purpose?
Well, the picture is about a garden. It shows kids watering fresh lettuce. So I
think it shows how plants are important because they are food.
I like the way you also used the illustration to help show how we can benefit
from learning about plant life cycles. Illustrations often add to or help explain
the text.
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Discussing the Text
10 minutes
Facilitate a discussion in which students develop connections based on the text
and images.
Now that we’ve talked about the author’s purpose and the illustration, who
could share a connection they have?
My connection is that the author shows us the garden so that we will
understand his point about how life on Earth wouldn’t be possible without
plants. If we didn’t have plants, we wouldn’t have much food to eat.
ELL SUPPORT
RI.2.7 Discussing the Text Ask
questions at students’ language
proficiency levels and provide
the following sentence frame for
student responses:
The ___ helped me understand
___.
Good thinking! That connection is supported by the details in the text.
TEACHER’S
CHOICE Constructed Response: Write to Source
E-RESOURCE
Formative/Summative Assessment Have students continue using
the blackline master on page 204 for collecting evidence as they reread the text.
Ask them to finalize their thoughts and use the blackline master on page 205 to
write their own response to the following question: In what ways is it important
to understand the life cycles of plants? Use details from the text to support your
answers.
W.2.8, RI.2.3 WRITING
Respond to Question
What’s Next?
Constructed Response
SMALL
GROUP
Question In whatREADING
ways is it
important to understand the life
Turn to the Theme at a Glance
cycles of plants? Use details from
fold-out in this Teacher’s Edition to
the text to support your answer.
choose books based on whole group
instructional focus and/or reading
level, interest, or other criteria.
WORD RECOGNITION /
STUDY
Turn to pages 184–191 for
review of skills based on
students’ needs.
Writing Workshop
Turn to pages 202–203 for
performance task shared writing
instruction.
DAY 15 PRESENTING
Students will spend the majority of the instructional day sharing and presenting
their research projects. Turn to page 203 for more
MONDO BOOKSHOP GRADE 2 183
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Days
Word Recognition/Study
1–3
Suffixes
WORD BANK
ful—spoonful, harmful, restful,
playful, wonderful, pleaceful,
less—tireless, hopeless, restless,
shapeless, sunless, cloudless
Model Sentence: The careful gardener was never careless with his plants.
Day 1 Modeled Practice
Write the model sentence on an easel or interactive whiteboard and read it
with students. Review the meanings of the terms root words, affix, and suffix.
Ask students to identify words in the sentence with a root word and a suffix
(careful, careless).
As you know, all words contain root words, or word parts from which other
words can be formed. Affixes are parts that can be added to the word to
change its meaning. Today we’re going to look at a type of affix called a
suffix, which is a word part that gets added to the end of a root word. Let’s
read this sentence together. We are looking for words that have a suffix added
to a root word. What is the root word of careful and careless?
care
What does the root word care mean?
The word care means “to love,” “to be tender,” or “to treat well.”
So then what is the meaning of careful and careless?
Careful means “full of love or tenderness”. And careless means “without love
or tenderness”.
Let’s think of other words that have the suffixes -ful and -less. Write the words
on the board or give clues to the following words: restful, restless, playful,
shapeless, wonderful, peaceful.
RF.2.3.d WORD RECOGNITION/STUDY
Suffixes
Teacher Tip
When introducing the skill, have
students write the word and
then draw a line to separate the
root word from the suffix. Begin
with the word wonderful. Have
students check the definition of
the root word and then apply the
definition of the suffix. Remind
student that the suffix ful means
“full of” and the suffix less
means “without.”
Day 2 Shared Practice
Invite students to create a new theme-related sentence using one of the words
from the word bank. Then guide them to circle the root word and underline the
suffix. Review the skill at the end of the lesson. Save their work for the review
session.
Let’s practice writing sentences about the theme of plant life cycles that use
the words from the word bank. Who has an idea? … This is a good one: On
a cloudless day, I find it peaceful to be in the garden. Let’s identify the words
with suffixes in the sentence.
cloudless, peaceful
What are the suffixes in these words and what do they mean?
One suffix is –less, and it means “less of something” or “not to have
something”. Another suffix is –ful and it means “to be full of something”.
Good!
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Day 3 Review
On an easel or whiteboard display, write the words from Day 1 on the board.
Explain the meanings of the words based on the suffixes—restful (meaning
“full of rest”) and restless (meaning “without rest”). Continue with the other
words and their meanings.
Today, we’re going to review what we learned about the base words with the
suffixes -ful and -less. The words restful, restless, playful, shapeless, wonderful,
and peaceful have the suffixes -ful or -less. Each word has a meaning related
to the meanings of its root word and its suffix. Restful has the suffix -ful
meaning “full of,” and restless has the suffix -less meaning “without.” Think of
these meanings to determine the meanings of the words. What does the word
restful mean?
full of rest
Intervention/Review
TEACHER’S
CHOICE Days 13 and 14 have
been allocated for additional
targeted review for students
who are struggling with this skill.
Use the word bank provided or
the blackline master for repeated
practice.
Continue with the other words.
Independent Practice
E-RESOURCE Have students use the blackline master on page 206 to add the suffix
-full or -less to a word to match the definition. Ask students to exchange
papers with a partner and check that the words match the meanings. Then
have them write a sentence for a word with the suffix -ful and a sentence for a
word with the suffix -less.
MONDO BOOKSHOP GRADE 2 185
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Days
Word Recognition/Study
4–6
Prefixes
Model Sentence: The unhappy gardener had to replant the bushes.
WORD BANK
un—unhappy, uncover, unload,
unopened, unable
re—replant, regrow, recover,
reload, reopened
Day 4 Modeled Practice
Write the model sentence on an easel or interactive whiteboard and read it
with students. Review the meanings of the terms root words and prefixes. Ask
students to identify words in the sentence with a root word and a prefix.
Let’s read this sentence together. We are looking for words that have affixes
added to root words. Remember, a root word is a word or word part that is
used to form other words. A prefix is added to the beginning of the root word
to change its meaning. What is the prefix in the word unhappy and what does
the prefix mean?
The prefix is un-, and I think it means “not” or something.
Great, yes, the prefix un- means “not” or “to do the opposite of.” Knowing
this, what does the word unhappy mean?
not happy
What is another word in the sentence with a prefix? Can someone identify the
word, the prefix, and the meaning of the prefix?
The word is replant, and I think the prefix is re-. I do not know what it means.
The prefix re- means “to do again,” so the word replant means “to plant
again.” Let’s think of other words that have the prefix un- or re-. Write the
words on the board or give clues to the following words: uncover, recover,
unload, reload, unopened, reopened.
RF.2.3.d, L.2.4.b WORD RECOGNITION/STUDY
Prefixes
Teacher Tip
When introducing the skill, have
students write the word and
then draw a line to separate the
root word from the prefix. Begin
with the word replace. Have
students check the definition of
the root word and then apply
the definition of the prefix.
Remind students that the prefix
re- means “to do again” and
the prefix un- means “to do the
opposite of” or “not.”
Day 5 Shared Practice
Invite students to create a new theme-related sentence using words from the
word bank. Then guide them to circle the root word and underline the prefix.
Review the skill at the end of the lesson. Save their work for the review session.
Let’s practice writing sentences about the theme of plant life cycles that use
the words from the word bank. Who has an idea? … This is a good one: After
my rose bush died, I was unable to regrow it. Let’s identify the words with
prefixes in the sentence.
unable, regrow
What are the prefixes in these words and what do they mean?
One prefix is un–, and it means “not.” Another prefix is re–, and I think it
means “again.”
Good!
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Day 6 Review
On an easel or whiteboard display, write the words from Day 1 on the board.
Explain the meanings of the words based on the meanings of the prefixes—
unload (meaning “do the opposite of load”) and reload (meaning “load again”).
Continue with the other words and their meanings.
Today, we’re going to review what we learned about the root words with the
prefixes un- and re-. The words uncover, recover, unload, reload, unopened,
and reopened have the prefixes un- or re-. Each word has a meaning related
to the meanings of its root word and its prefix. Unload has the prefix unmeaning “to do the opposite of,” and reload has the prefix re- meaning “to
do again.” Think of these meanings to determine the meanings of the words.
What does the word unload mean?
take the load off
Intervention/Review
TEACHER’S
CHOICE Days 13 and 14 have
been allocated for additional
targeted review for students
who are struggling with this skill.
Use the word bank provided or
the blackline master for repeated
practice.
Continue with the other words.
Independent Practice
E-RESOURCE Have students use the blackline master on page 207 to add the prefix
un- or re- to a word to match the definition. Ask students to exchange papers
with a partner and check that the words match the meanings. Then have them
write a sentence for a word with the prefix re- and a sentence for a word with
the prefix un-.
MONDO BOOKSHOP GRADE 2 187
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Days
Word Recognition/Study
7–9
Identifying Syllables
WORD BANK
One-Syllable Words:
root, stem, soil, leaf, seed, plant
Two-Syllable Words:
flowers, pollen, petal, water
Model Sentence: The plant needs sunshine to grow.
Day 7 Modeled Practice
Review the model sentence. Talk about each word in the sentence, discussing
how many syllables are in each word. Review with students how to determine
syllables by considering vowel sounds. Explain that if they learn about the
parts, it will help them read many words. Write the model sentence on an easel
or interactive whiteboard and read it with students.
Today we are going to talk about syllables. Syllables are a way to count the
number of parts in a word. Let’s read the model sentence together: The plant
needs sunshine to grow. Point to the first word in the sentence. Say this word
with me: The. How many vowel sounds do you hear?
one
That means that this word has one part or one syllable. Now let’s look at the
second word. Say this word with me: plant. How many vowel sounds do you hear?
one
How many vowel sounds or syllables are in this word?
one
Yes, you are really getting it. Now let’s look at the word sunshine. What vowel
sounds do you hear?
I hear uh and aye. So I hear two vowel sounds. That means there are two
syllables.
Yes, there are two syllables in the word sunshine. As I say a word, tell me how
many syllables the word has: pollen, roots, flowers.
RF.2.3 WORD RECOGNITION/STUDY
Syllables
Teacher Tip
When introducing the skill,
pronounce the word parts
separately and have students
repeat the parts with you. Say
the word parts pet-al and have
students say the word parts with
you. Then blend the parts to
create the word petal. Continue
with the following words: commu-ni-ty, beau-ti-ful, plant,
flow-er.
Day 8 Shared Practice
Invite students to create a new sentence on an easel or interactive whiteboard
that contains one- and two-syllable words. You may wish to provide a list of
words for students to choose from or work with them to create a list. Guide
students to write a sentence that links to the theme about plants. Review the
skill at the end of the lesson. Save their work for the review session.
Yesterday we looked at a sentence and counted how many syllables each
word has. Today, I’d like you to write a sentence with one- and two-syllable
words. First, let’s make a list of some one- and two-syllable words about our
theme—Plant Life Cycles.
flowers, stem, leaves, water
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Now let’s write a sentence that uses some of those words. Let’s pick two
words for our sentence . . . stem, flowers. The pretty plant has a stem with
many flowers. What are the one-syllable words in the sentence?
the, plant, has, a, stem, with
What are the two-syllable words in the sentence?
pretty, flowers
Does anyone have another idea for a sentence using our word bank?
Day 9 Review
Bring up the work students did during the shared practice session on the easel
or whiteboard. Remind them how to count the number of vowel sounds to tell
how many syllables the word has. Try using the sentence students created as
the basis of a new sentence with more one- or two-syllable words.
Let’s take a look at the work we did yesterday. You came up with some
sentences using one- and two-syllable words. Here’s a new sentence: The
beautiful plant blossomed in the garden. Who will circle the words with one
syllable?
I will—the, plant, in, the
Intervention/Review
TEACHER’S
CHOICE Days 13 and 14 have
been allocated for additional
targeted review for students
who are struggling with this skill.
Use the word bank provided or
the blackline master for repeated
practice.
Who will underline the words with two syllables?
I will—blossomed, garden
How many syllables does the other word have?
Hmm, I think the word beautiful has three syllables.
Now let’s change the sentence.
The community made a flower garden by the city hall. Many people
volunteered to water the plants.
I’ll write those sentences here. Let’s count the syllables in each word. Which
word has four syllables? Remember that the number of vowel sounds in the
word tells us how many word parts, or syllables, the word has.
Independent Practice
E-RESOURCE Have students use the blackline master on page 208 to identify the
number of syllables in the words. Then have them create a sentence using
some two-syllable words from the exercise. Next, students can exchange work
with a partner to check each other’s work and find the two-syllable words in
the sentence.
MONDO BOOKSHOP GRADE 2 189
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Days
Word Recognition/Study
10–15
Plurals (Regular)
Model Sentence: Gardens have plants that grow in patches by the benches.
WORD BANK
bench—benches
lunch—lunches
gas—gases
brush—brushes
box—boxes
root—roots
flower—flowers
petal—petals
blossom—blossoms
Day 10 Modeled Practice
Write the model sentence on an easel or interactive whiteboard and read it
with students. Review inflectional endings. Ask students to identify the nouns
with endings in the sentence. Help them identify the root words and tell what
ending was added to make the word mean more than one.
Let’s read this sentence together. . . . Who sees a word with an ending?
gardens, plants, patches, benches
What is the root word for gardens? What ending was added to make the word
mean more than one?
The root word is garden, and the letter s was added.
Adding -s to garden makes the word gardens. This word means more than
one. It is the plural form of garden. What is the root word in plants? What
ending was added to make the word mean more than one?
The root word is plant, and the letter s was added.
What is the root word in patches? . . . Benches?
L.2.1, L.2.1.b
WORD RECOGNITION/STUDY
Plurals
Teacher Tip
Help students understand that
nouns form their plurals in
several different ways. Many
nouns just add -s. Nouns that
end in x, s, ss, sh, and ch add -es
to form the plural. Have students
pronounce the words to hear
the difference between words
that end with -s like pens and
the words that end with -es like
brushes.
Day 11 Shared Practice
Invite students to create a new sentence on an easel or interactive whiteboard
that contains one or two different plural words. Explain to students that words
that end with x, s, ss, sh, and ch add -es to make the word mean more than
one, or make the plural form. Guide students to write a sentence that links to
the theme of Plant Life Cycles.
Yesterday we looked at a sentence with four plural words with -s or -es at the
end. Let’s talk about this. To make a singular word plural, we add –s to the
end. But there are exceptions. If the word ends in x, s, ss, sh, or ch, we form
the plural by adding –es. Now let’s come up with sentences about Plant Life
Cycles using plural words.
The plants growing near the benches are pretty. All the classes worked
together on the school’s new gardens.
Great!
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Day 12 Review
Display the work students did during the shared practice session on an easel or
a whiteboard. Remind them how the -s and -es endings are added to the words
to make the words mean more than one. Explain that words that mean more
than one are called plurals. Try using the sentence students created as the
basis of a new sentence in which you change only the plural nouns.
Let’s take a look at the work we did yesterday. Look at the words plants,
benches, classes, and gardens. What did we add to make each of these words
mean more than one?
We added –s to the words plant and garden. And we added the letters –es
to the words bench and class.
Now let’s practice writing more sentences with plural nouns. Does anyone
have any sentences to share?
The students were studying how seeds are formed. The boys and girls spent
their lunches in the classroom learning about how plants form roots.
I’ll write those sentences here. What are the plural words in the sentences?
students, seeds, boys, girls, lunches, plants, roots
Independent Practice
E-RESOURCE Have students use the blackline master on page 209 to write the plural
form of each word. Then have them create two sentences using plurals from
their list. They can exchange work with a partner to check each other’s work
and circle the plural words.
TEACHER’S
CHOICE DAYS 13–14 INTErVENTION/REVIEW
Days 13 and 14 have been allocated for additional targeted review for students
who are struggling with the skills in this theme. Use the word banks provided
or the blackline master for repeated practice.
DAY 15 PRESENTING AND PRESENTATION
Students will spend the majority of the instructional day sharing and presenting
their research projects. Turn to page 203 for more information.
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Days
Day
Modeled Writing
1–2
0
Constructed Response
Learning Focus
W.2.2
Introduce or help students
write informative/
explanatory texts in which
they introduce a topic, use
facts and definitions to
develop points, and provide
a concluding statement or
section.
?
essential question How do plants change, grow,
and make more plants?
Share
Informative/explanatory
writing is usually structured to
present main points in separate
paragraphs, with facts and
details in each paragraph to
support a main point. The
introduction presents the main
points and the conclusion
summarizes the points and their
importance.
Learning Focus
W.2.8
Students recall information
from experiences or gather
information from provided
sources to answer a
question.
Day 1 Overview
Introduce the theme, Plant Life Cycles, and the Essential Question, How do
plants change, grow, and make more plants? Discuss what a life cycle is.
In the selection I read today, we learned that every living thing has a life cycle.
As part of the life cycle, living things begin life, grow and change, and then
can produce new living things. How do humans and other animals begin life?
Animals begin life as babies.
How do birds and insects begin life?
They begin life as eggs.
How do plants begin life?
Plants begin life as seeds.
Over the next couple of weeks, we’ll be thinking about ways that different
plants grow from seeds and then make new seeds to continue the life cycle.
Introduce informative writing. State the writing focus for the theme.
In this theme, we’ll be learning more about writing informative text. An
informative text tells facts about a topic. Together we’ll write facts, definitions,
and details about plant life cycles. We’ll also write about the connections
between one stage of development and another. First, we’ll gather
information on the topic from a text. Then you’ll have a chance to write your
own report.
Day 2 Collect Evidence/Write to Source
E-RESOURCE Explain the learning focus for the session. Project the evidence
collecting blackline master (p. 204). Read the question with students and model
collecting evidence from the text.
Today we’ll read a question about “Plant Life Cycles.” I’ll model the thinking
I’d do when preparing to answer the question. (Read the question aloud.) The
first thing I think about is where can I find answers to this question?
Constructed Response
Question How is a plant’s life
cycle similar to and different
from an animal’s?
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I need to go back to the text to find facts and details that will support my
answers. Here it is, “Animals begin their lives as babies or they hatch as
eggs.” I can make note of my answer using some of the words from the text.
Who will help me find other information to use in my response?
But plants begin their lives as seeds.
I’ll make a note about this too.
Model how to draft a constructed response.
First, I’ll think of an opening sentence that includes the question I’m going
to answer. I’ll write, ”The life cycle of plants is similar to the life cycle of
animals in some ways and different in other ways.” I’ll use facts and details
we collected on our evidence sheet to support my answer. My next sentence
will be, “Both plants and animals grow.” My next detail could be, “They begin
life differently, however. Animals begin as babies, and plants begin as seeds.”
These are details from the text. Then we can end with a strong closing. I’ll
write, “The life cycle of plants and animals are similar in that they grow up and
create new life, but they do so in different ways.” Remember to think about
these steps when you are answering questions about a text on your own.
Writing a Constructed
Response
• Read the question carefully.
• Draft an opening sentence
that restates the question and
indicates what your answer
will be.
• Include several details that
support your answer.
• Draft a closing statement that
briefly restates your answer.
• Proofread your work to revise
and edit.
Independent Writing
Students think about a question and work together to collect text evidence.
Students work together to draft a constructed response with teacher support.
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Days
Day
Shared Writing
3–4
0
Constructed Response
Learning Focus
W.2.8
Students recall information
from experiences or gather
information from provided
sources to answer a
question.
Constructed Response
Question What pattern do
pumpkins follow as they live out
their life cycle? Gather evidence
from the text to support your
answer.
Day 3 Collect Evidence
E-RESOURCE Explain the learning focus for the session. Project the evidence
collecting blackline master (p. 204), and check off the question. Read the
question with students and encourage them to think both about the selection
and possible answers to the question.
We just read “The Life Cycle of a Pumpkin” together. Let’s read the
constructed response question together. (Read question at left.) First, let’s
brainstorm what we already know about the topic. Turn and talk with a partner
about this. Try to recall facts from the text. Now, work together to make a list
of questions of what you want to know.
Invite students to share what they and their partners came up with.
First, who will share some information you know about pumpkins’ life cycles?
First, seeds form inside a pumpkin. The seeds sprout, then grow into vines.
Great. Now, who can share a question you thought of?
What happens after pumpkins die? Is that part of the pattern?
Let’s use these questions to find evidence from the text and other sources.
Guide students to find evidence for their possible answers in the text. Remind
them to ask their questions and take notes on the answers and where they
found them. With student input, record their answers in the evidence collecting
organizer (blackline master on page 204). Encourage students to read the text
closely for evidence about the steps in a pumpkin’s life cycle.
Let’s return to the text together to find specific evidence that supports some
of the answers you shared. Who can show us where to find evidence that tells
the details about the pattern in a pumpkin’s life cycles?
Seeds can be found inside pumpkins. The first sentence tells us that, and the
round photograph illustrates it.
Who else has details to share?
Vines grow after the pumpkin seed sprouts. The first sentence on page 13
says they “stretch across the soil.”
Let’s keep reading to remind ourselves how flowers grow on vines and pumpkins
grow from the flowers. Remember that close reading of this constructed
response question is important—it asks about a “pattern,” so we need to be
sure we talk about events that repeat each time a pumpkin seed sprouts.
Independent Writing
Students use the blackline master to collect text evidence that supports their
response to the question.
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Day 4 Write to Source
Explain the learning focus and review the constructed response question.
Support students to draft their answers using evidence they collected on
Day 3. Remind students to recall the steps you modeled for them. You may
wish to use the blackline master on page 205 while drafting a response.
Let’s draft a response to the question about “The Life Cycle of a Pumpkin.”
We’ll use the notes and text evidence we collected to help us draft our
answer. First, let’s review the steps I used when I wrote my response about
what a life cycle is using the first selection.
E-RESOURCE Record students’ ideas on a whiteboard or chart. Guide students
through each step of drafting their answer.
We’ll start by telling what we’re going to write about. Who has an idea?
We could say “Pumpkin plants have a life cycle with the same pattern as
many other plants.”
That works. It tells clearly what we’re going to write about. Now let’s check
the evidence we collected to write sentences that explain each step of a
pumpkin’s life cycle. Who’d like to supply the next sentence?
Independent Writing
Students use the evidence to draft their own response using the text evidence.
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Days
Shared Writing
5–6
0
Research Project:
Explanatory Piece
Learning Focus
W.2.2
Students do research
in order to write an
explanatory piece in which
they introduce a topic, use
facts and definitions to
develop points, and provide
a concluding statement or
section.
Day 5 Analyzing the Text Type
Explain the research project for this theme.
We’re going to begin thinking about our research project today. We’ll do
research with the goal of learning more about the subject of plant life cycles
and then writing an explanatory piece. We’ll formulate a research question,
state our topic, provide facts and details, and end with a clear conclusion.
You’ll write your explanatory pieces individually or with a partner. The topic
should relate to the theme, Plant Life Cycles. Before we write, we’ll decide
on a research question and do some research so we can write a clear, wellinformed explanatory piece.
Review the components and characteristics of an explanatory piece.
Let’s review what we already know about writing an explanatory piece.
You start with a sentence about your topic. Then you give facts. And then
you wrap it up by saying your topic again.
I see you already know a lot about explanatory pieces. You can write down
what you know about explanatory pieces in your journal.
E-RESOURCE With students, analyze the structure and elements of an explanatory
piece using the mentor text (Themed Text Collection Volume 1 page 46).
Let’s look at “Why Do We Breathe?” and see what else we can learn about
explanatory pieces that might help us when we write our own. Quickly scan
the copies of the explanatory piece. What do you notice?
The writer uses facts and details that are all about the topic. Nothing extra.
Yes, that’s a good point to keep in mind as you do your research.
Independent Writing
Students create a page in their journals titled “Explanatory Piece.” They list the
characteristics of an explanatory piece as learned in the lesson.
Day 6 Choosing the Research Question
Encourage students to work together to choose a theme-related question for
the shared writing research project.
An online encyclopedia is a website where writers post facts about different
topics. I thought it would be fun to create an online encyclopedia on
our school website for the results of our research, so we can all post our
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explanatory pieces. Let’s think about some possible theme-related research
questions we can use as the basis of our explanatory pieces. Any thoughts?
We could research the life cycles of different plants, like roses or food
plants. How about finding out more about seeds? How about more about
pumpkins?
I think doing some research about seeds sounds interesting. Then we can
write our encyclopedia entries with information about seeds.
E-RESOURCE Provide more information about the research project parameters.
Tomorrow I will demonstrate some research processes for you. You’ll decide
if you want to work individually or in groups to do your research, so start
thinking about that. We’ll do our research using the texts we’ve read, as well
as books and articles we find in the library and online. You’ll write up your
research-based encyclopedia entries on the computer, so we can post them to
our website. Does anyone have a question?
If we find good stuff online, can we print it out?
Yes, that’s fine—and it will be easier for you to use the information. Just be
sure the link is on the printout. You may want to bookmark it, too.
Independent Writing
Students decide on a theme-related topic for their explanatory pieces and
discuss how to research the topic.
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Days
Shared Writing
7–9
Research Project:
Explanatory Piece
Learning Focuses
W.2.2, W.2.7
With teacher guidance
and support, students
participate in shared
research using texts
about this theme and
other resources from the
classroom and school library.
Day 7 Modeling the Research
Explain the research process to students using a different research question.
Help them identify the project goal and formulate questions to guide their
research. On an IWB or easel, show students how to collect and document
information they find.
Let’s say I was doing research for the question: What is the life cycle of a
different kind of plant? I’d need information about a specific plant before I
could begin. As I look through our resources, I’d use one or two pages in my
journal to note details about a different plant’s life cycle, like a bean plant.
I’d put “Bean Plant” at the top of the page, like this. Then I’d write the useful
facts I found and where I found them. I might use a sticky note with my initials
if other people will be using the same book or article. I want to stay focused
on my question; there are lots of interesting facts about plants, but they won’t
all be about bean plants and their life cycle. Be sure you stay focused on the
question you are researching: How are seeds an important part of a plant’s life
cycle?
Model recording some information. Discuss any expectations for structure and
content.
For example, here’s a good fact from our reading: Bean plants grow from
seeds. I’ll write that on the appropriate pages of my journal and note the
source—page 21. My thought is that the bean seeds grow into new bean
plants, but I am not sure about that yet. I need to do more research. What’s a
question I could ask to guide this research?
How do bean plants grow? What happens to the bean seeds?
Yes, that could definitely lead to some good information about bean plants’
life cycles.
SAMPLE PLAN
Topic
Bean plant’s life cycle
Facts
1. They start out as seeds.
2. The bean plant needs water,
soil, and sun to grow.
3. The plant begins as a sprout,
then keeps growing.
Conclusion
The bean plant follows a pattern
in its life cycle.
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Independent Writing
Students research their questions. They collect and sort information in their
journals.
Day 8 Planning the Research
Create a planning organizer on chart paper (see page 210) or display on a
whiteboard. With students think about information you’ve found in preparation
for the first draft.
We’ll use a chart like this to guide our thinking as we plan our online
encyclopedia. I’ve filled it in using information I found about pear trees. Turn
and talk with a partner about your questions regarding seeds. Who’s ready to
share?
8/8/14 1:22 PM
What’s inside of seeds that grows into a plant? Are different plant seeds
different? Do plant seeds die or can they always grow into plants?
Good questions—those will help focus your research.
Walk through the planning organizer with students. Create a plan for their facts
and details that relate to their topics. Save the completed organizer for use on
subsequent days.
You’ve decided that you’ll write explanations about seeds. You’ll be doing
research so you can be informed about seeds and support your explanation
with facts and details. Let’s start this plan with a good opening. It should state
your topic clearly. Who has an idea?
I think seeds are an important part of a plant’s life cycle because they grow
into plants.
RESEARCH
Remember, if you and another student are interested in doing the same
research, you may want to work together on this project.
• Growing Radishes and Carrots
• Wacky Plant Cycles
W.2.7 Books on the Same
Topic The following books may
be useful sources of additional
information about plants and
seeds:
• A Pumpkin Grows
Independent Writing
Students plan their explanatory pieces by thinking of a clear opening and three
possible facts or details to include.
Day 9 Conducting the Research
Display the texts from this theme as well as other resources you and the
students have collected. Encourage students to do research to support their
encyclopedia entries.
Yesterday we talked about research methods and ways to organize
information you find. Let’s look at the contents page of the text we read
today. Might any of these chapters have additional information?
I think the chapter Parts of a Tree might have info about seeds.
RESEARCH
W.2.7
Online Research Work
with students to search online
to find information posted
about how seeds grow. Use your
favorite search engine to look for
books, articles, and information
with students. Search “growing
plants from seeds” or “growing
plants in hot houses.”
Great, we can look there. Where else can we look?
We can look at the text about pumpkin seeds and about bean plants. We
can look online.
Great. You’ll want to scan these texts to see what you can learn.
Independent Writing
Students research to find information to include in their explanatory pieces.
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Days
10–12
Shared Writing
Research Project:
Explanatory Piece
Learning Focuses
W.2.2, W.2.5
With teacher guidance
and support, students
share in the writing of an
explanatory piece in which
they introduce a topic, use
facts and definitions to
develop points, and provide
a concluding statement
or section. Writing is
strengthened through
shared revising and editing.
RESEARCH PROJECT TIP
Although students will be
working together on a class
project, inform them that they
will also work independently to
pursue areas of this topic that
interest them. When students
choose their own research
questions, they become
enthusiastic researchers and
writers.
DRAFTING TIP
When drafting an explanatory
piece, follow this sequence:
• Opening: Topic Statement
• Reason 1
• Reason 2
• Reason 3
• Conclusion: Restate Topic
Day 10 Organizing the Research
Display and review your planning organizer. With students, organize some
information you have found on the topic you chose.
Let’s look again at our plan. We want to organize our information. For
example, we have three reasons, so I will use sticky notes 1, 2, and 3 to mark
the information we’ve found. That way we know which reason it supports.
Who can find some supporting information in the reading we’ve done?
Here, on page 21, there’s a photograph of bean plants. It shows me how tall
the bean plants can grow from a little seed. You could add them to number 3.
Great. Who else spotted something we could use? Be sure you sort your
information into categories before you begin drafting.
Draft an outline on chart paper or a whiteboard using the model in the margin.
Refer to the planning chart as you write.
Let’s draft some sentences that expand on our plan. Let’s start with an
opening sentence: “The life cycle of bean plants is very interesting.” That’s
clear. Now let’s find out how bean plants produce seeds, to start the cycle
all over again. We may need to do more research on that. Sometimes new
questions come up as you conduct your research, and you find you need to
get information. That’s the fun of it!
Independent Writing
Students consider how best to organize the information they gathered. They
use an outline or planning chart to do so.
Day 11 Drafting
E-RESOURCE Display the planning organizer and drafting chart. Draft more
statements with students.
Let’s continue drafting this piece. I’ll add more reasons to support our topic
statement. It’s important that our reasons are factual.
We learned from the piece about pumpkins that the grown-up plant
produces seeds that start the cycle again. So we should include something
about bean plants starting the cycle again.
Good point! I need to make sure my details really show the whole life cycle,
which is my topic.
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Draft a conclusion with students using notes from your planning organizer.
We want a strong ending that restates our topic and pulls together our
reasons. Turn and talk with a partner about how I could write that. Who has an
idea?
Independent Writing
Students draft their individual explanatory pieces.
Day 12 Revising
Display the draft. Remind students that revising is an opportunity to improve
their writing. Read the first draft aloud together.
Let’s read the text aloud to be sure that it makes sense and is clear. Raise your
hand if you find a place that needs fixing. I’ll mark it with a sticky note.
Review the pages you flagged. Guide students to notice any reasons that
are not specific. Check spelling of adjectives and adverbs. Make appropriate
revisions.
Let’s go back to the places we flagged. Why should we revise this sentence?
We used the wrong word to describe this. This is a thing. It’s a plant. And we
used an adverb. We should use an adjective.
You are correct. When describing nouns, we use adjectives. When describing
verbs, we use adverbs.
Help students revise the conclusion so it makes a strong closing.
You didn’t think we had drafted a strong conclusion. How can we improve it?
How about, “This shows how the bean plant follows a specific life cycle that
repeats over and over.”
Independent Writing
Students revise the class piece and their own independent pieces.
L.2.1e ADJECTIVES & ADVERBS
Modifying
ELL SUPPORT
L.2.1e Grammar Transfer
Haitian Creole- and Hmongspeaking students may use an
adjective where an adverb is
needed.
ELL SUPPORT
W.2.2
Writing Based on
students’ needs, you may choose
to provide sentence frames to
help ELLs draft each section of
their explanatory pieces.
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Days
13–15
Shared Writing
Research Project:
Explanatory Piece
Learning Focuses
W.2.2, W.2.5
With teacher guidance
and support, students
share in the writing of an
explanatory piece in which
they introduce a topic, use
facts and definitions to
develop points, and provide
a concluding statement
or section. Writing is
strengthened through
shared revising and editing.
Day 13 Editing
Remind students that the editing step is the last opportunity to make sure a
text is correct in every detail. You may wish to chart the editing tips as a guide.
The editing step of the writing process is our last change to make sure our
explanations are in perfect shape. It’s good to review them several times
and concentrate on different writing conventions. In particular, let’s check
for spelling errors. We can use a dictionary to help us. We can also read our
pieces aloud to make sure that everything is clear. I’ll know I need to make a
change when something sounds awkward. You can use our editing tips as a
guide.
Review using a dictionary to check for spelling errors.
L.2.2e CONSULT REFERENCE MATERIALS
Check Spelling
EDITING TIPS
• Reread to be sure your
message is clear.
• Listen for your voice as you
read the work.
• Use proofreading marks where
you need to make corrections
or changes.
• Check your conventions
(spelling, grammar,
punctuation, capitalization).
• Check your paragraphing.
• Reread once more.
Here’s a problem. I think I spelled a word wrong in this sentence, but I am not
sure: “Bean seeds grow when they are given what they need, like water, sunlit,
and dirt.” What do you notice?
The word sunlit is spelled wrong.
Yes, let’s check to see how to correctly spell it. I can look it up in the
dictionary. Ahh, here it is. The correct spelling is sunlight. I’ll fix that now.
Encourage students to form groups based on similar topics that they’ve written
about and to review each other’s work and point out any flaws or confusing
statements.
Independent Writing
Students edit their explanatory pieces.
Day 14 Publishing
Help students publish their online encyclopedia entries on the school website.
Students will key their entries as electronic documents, following whatever
rules your school has set. Remind them to be careful to check for any mistakes
the computer might make.
These online encyclopedia entries will be posted on the school website
tomorrow. Let’s review the rules the school has set for online posts from
classrooms. We might want this to be a project we continue from time to
time, depending on what we are studying. I know that there are a number of
different topics regarding seeds and how they are important. I think people
are going to find these online entries very interesting. Be sure as you type that
the computer doesn’t introduce mistakes into your work. Proofread carefully
both before and after you hit Print.
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independent Writing
Students take turns keying in their explanatory pieces and posting them to the
school website.
Day 15 Presenting
Support students to present their final, published online encyclopedia entries
to the class. You may wish to have students present them in groups of similar
topics. Remind students to listen and be curious and to ask good follow-up
questions about any information that is unclear.
We’ll present our online encyclopedia entries to the class today. I wonder if
some of you will find answers to some of the research questions you posed
when you did your own pieces. Get together with a group that shares your
topic and we’ll present them in that way. I know I am very interested in seeds,
and I look forward to hearing all the information about seeds.
PUBLISHING &
PRESENTATION TIPS
W.2.6, SL.2.4, SL.2.5, SL.2.6
1. Use a variety of digital tools,
including a word processing
program so others can read
your text easily.
2. Use relevant facts and
descriptive details in your
text.
3. Add audio recordings,
drawings, or other visuals to
add details to your text.
4. Speak in clear, loud voice
and in complete sentences
when presenting your text to
others.
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Name
Date
Constructed Response: Collect Text Evidence
Check off each question as you respond to it. Then fill in the organizer below
with details and evidence you find in the text.
□ What pattern do pumpkins follow as they live out their life cycle? (RI.2.2)
□ How can we be a part of a plant’s life cycle? (RI.2.2)
□ How does a tree live out the life cycle of a plant? (RI.2.3)
□ In what ways is it important to understand the life cycles of plants? (RI.2.3)
Page Number
© Mondo Publishing
Details and Evidence
Score:
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Name
Date
Constructed Response: Write to Source
What to Do
• Read the question carefully.
• Draft an opening sentence that restates the question and indicates what
your answer will be.
• Include several details that support your answer.
• Draft a closing statement that briefly restates your answer.
© Mondo Publishing
• Proofread your work to revise and edit.
Score:
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Name
Date
Suffixes
Add a suffix from the box to the word in dark type to make a new word that
matches the clue. Write that word on the line.
-ful -less
1.without color
2.without form
3. full of thought
4. full of care
5. full of help
6.without help
7.without care
8. full of cheer
9.without harm
10. without a spot
© Mondo Publishing
Write a sentence using a word with the suffix -ful or -less.
Score:
206 PLANT LIFE CYCLES
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Name
Date
Prefixes
Add a prefix from the box to the word in the sentence in dark type to make
a new word. Create a new word that makes sense based on the context of
the sentence. Write that word on the line.
re- un1. The gardener will load the plants on the truck again. 2. After digging for hours, he is not able to plant the tree.
3. The gardener did not plow the field again.
4. He works very slowly so he is not hurried.
5. He needed to open the water can again.
6.He visits all his plants again.
7. The gardener put things in places that are not equal.
8. The gardener’s work is often left not done.
© Mondo Publishing
Write one sentence with a word with the prefix re- and one sentence with
the prefix un-.
Score:
MONDO BOOKSHOP GRADE 2 207
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Name
Date
Identifying Syllables
Write how many syllables are in each word. Circle the word in each row that
does not have the same number.
1.plant
petal
pollen
2.seed
stem
growing
3.leaves
garden
flower
4.water
today
coloring
5.soil
dirt
problem
6.sunshine
blossom
fruit
7.leaf
weeding
planting
8.gardener
blossoming
tree
© Mondo Publishing
Write a sentence with several two-syllable words.
Score:
208 PLANT LIFE CYCLES
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Name
Date
Plurals (Adding -s and -es)
Add the ending -s or -es to each noun to make the word mean more than
one.
Remember, some words add -s to make the word mean more than one.
Other words that end in s, ss, x, sh, or ch add -es to make the word mean
more than one.
1.glass
2.seed
3.plant
4.root
5.peach
6.flower
7.petal
8.bus
9.wish
© Mondo Publishing
10.patch
Write two sentences using plural words.
Score:
MONDO BOOKSHOP GRADE 2 209
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Name
Date
Planning Organizer
Fill in each area below as you plan your explanatory text.
Topic
Facts
• • © Mondo Publishing
• 210 PLANT LIFE CYCLES
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