SAMPLE LESSON
Teacher’s Manual
CCC Collaborative Literacy
THIRD EDITION
2
GRADE
Making Meaning® Sample Lesson, Grade 2
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Week 2
OV E R V I E W
Erandi’s Braids
by Antonio Hernández Madrigal, illustrated by Tomie dePaola
Erandi hopes for a new dress for her birthday. But when her mother
finds holes in their fishing net, Erandi wonders how they will get the
money for the things they need.*
* This book is also used in Unit 9, Week 3.
Online Resources
Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.
Whiteboard Activities
•
WA2–WA3
Assessment Forms
•
“Class Assessment Record” sheet (CA2)
•
“IDR Conference Notes” record sheet (CN1)
Reproducible
•
(Optional) “Illustration from Erandi’s Braids” (BLM2)
Professional Development Media
•
“Asking Open-ended Questions and Using Wait-time” (AV17)
•
“Using Web-based Whiteboard Activities” tutorial (AV42)
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Comprehension Focus
•
•
Students make inferences to understand characters’ motivations and
actions.
Students answer questions to understand key details and important
ideas in a story.
•
Students explore a story’s structure, including character and plot.
•
Students read independently.
Social Development Focus
•
Students work in a responsible way.
•
Students develop the skill of explaining their thinking.
•
Students build on one another’s thinking during class discussions.
DO AHEAD
✓ Prior to Day 3, prepare to model making an inference about a character
in independent reading (see Step 3).
Vocabulary Note
✓ Prior to Day 3, make a copy of the “Class Assessment Record”
sheet (CA2); see page 34 of the Assessment Resource Book.
If you are teaching the vocabulary
lessons, teach the Week 12 lessons
this week.
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Day 1
Read-aloud
Materials
In this lesson, the students:
•
Erandi’s Braids
•
Hear and discuss a story
•
“Discussion Prompts” chart
•
Explore how the story’s ending concludes the action
•
Answer questions about key details and important ideas
•
Use examples from the story to support their thinking
•
Read independently for up to 20 minutes
•
Use discussion prompts to build on one another’s thinking
1 Get Ready to Work Together
Gather the class with partners sitting together, facing you. Remind the
students that they are responsible for thinking and sharing in pairs.
Explain that to be responsible members of the reading community, they
should make sure that they can hear and understand what their partners
and classmates say.
2 Briefly Review Discussion Prompts
Teacher Note
The discussion prompts are:
•
•
•
“I agree with
“I disagree with
because . . .”
“In addition to what
I think . . .”
Remind the students that they learned three discussion prompts to
help them connect their ideas with the ideas of others during class
discussions. Direct the students’ attention to the “Discussion Prompts”
chart. Ask and briefly discuss:
because . . .”
said,
Q How does using these prompts help us during class discussions?
Students might say:
“The prompts help us listen to what people say.”
“I agree with [Zoe] because you have to listen if you are going to agree
or disagree with someone.”
“In addition to what [Russell] said, I think listening to different people’s
ideas helps us learn.”
Encourage the students to use the prompts when they participate in the
class discussion today.
E ELL Note
3 Introduce Erandi’s Braids
You may want to point to the picture of
Erandi on the cover and explain that a
braid is a “hairstyle made by weaving
together pieces of hair.”
Show the cover of Erandi’s Braids and read aloud the title and the names
of the author and the illustrator. Explain that the main character in the
176 Making Meaning® Teacher’s Manual, Grade 2
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story is a girl named Erandi who lives with her mother in a village in
Mexico. In this story, Erandi’s birthday is coming and her family does
not have much money to buy her a gift.
4 Read Aloud
Read the story aloud slowly and clearly, showing the illustrations and
stopping as described below. Clarify vocabulary as you read.
Suggested Vocabulary
huipil: (Spanish) blouse (p. 4)
E ELL Note
English Language Learners may benefit
from additional stops to discuss the
reading, for example, after pages 7, 20,
and 25.
tortillas: thin corn pancakes (p. 5)
embroidery: designs or pictures stitched with thread to decorate cloth (p. 6)
adobe: building material made of clay mixed with straw and dried in the
sun (p. 7)
fiesta: (Spanish) party (p. 8)
buenos días: (Spanish) good morning (p. 11)
procession: group of people walking together, like in a parade (p. 12)
mi hija: (Spanish) my daughter (p. 21)
huarcaches: (Spanish) sandals (p. 26)
ELL Vocabulary
English Language Learners may benefit from hearing additional
vocabulary defined, including:
pay a fortune: give a lot of money (p. 7)
repair: fix (p. 10)
tremble: shake with fear (p. 18; act out trembling)
whirled around: turned around quickly (p. 21)
Stop after:
p. 16
“But she didn’t say anything to Mamá.”
Explain that you will ask a question that the students will think about
and then discuss with their partners. Tell them to listen carefully to their
partners because they will share their partners’ thinking with the class.
Then use “Think, Pair, Share” to discuss:
Q What is happening in the story? What makes Erandi think her mother is
going to sell her braids? [pause] Turn to your partner.
Ask one or two volunteers to share their partners’ thinking. Reread the
last sentence on page 16 and then read to the end of the story.
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Facilitation Tip
5 Discuss the Story
Continue to ask facilitative questions
to build accountability and encourage
participation during class discussions.
Redirect students’ comments to the
class by asking:
Facilitate a class discussion about the story. If necessary, remind the
students to use the discussion prompts as they respond.
Ask:
Q What is this story about?
Q Do you agree or disagree with what
[Ricki] just said? Why?
Q What is Erandi’s problem in this story? How is her problem solved?
Q How does the story end? Is that what you expected? Explain your
thinking.
Q What can you add to what [Ricki]
said?
Much of the learning in this program
relies on creating a dynamic discourse
among the students. Facilitative
questions teach them that their
comments contribute to a class
discussion and that they are responsible
for listening to each other and
responding.
Students might say:
“Erandi’s mother says they need a new fishing net, and Erandi is
worried about how they will get the money to pay for it.”
“In addition to what [Jesse] said, Erandi is scared to get her hair cut,
but she knows her family needs the money.”
“Erandi solves her problem by deciding to get her hair cut even though
she doesn’t want to.”
“At the end, Erandi’s mom is sad but Erandi cheers her up by telling her
that her hair will grow back. I didn’t expect that because Erandi was
so worried about getting her hair cut.”
“In addition to what [Maya] said, they get so much money for Erandi’s
braids that they can buy a new fishing net and the doll Erandi wanted.
That didn’t surprise me because Erandi’s hair was very long and
beautiful.”
Explain that in the next lesson the students will think more about the
story’s main character, Erandi.
I NDIVID UALIZE D DAILY RE AD ING
6 Read Independently and Discuss Characters
Remind the students to read stories during IDR. Encourage the students
to think about the main characters in their stories as they read today.
Tell the students that at the end of IDR you will ask them to share their
thinking with a partner. Have the students get their books and read
silently for up to 20 minutes. After the students have settled into their
reading, confer with individual students.
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I D R CO N FE R E N CE N OT E
Continue to confer individually with the students about their reading.
As you confer with each student, refer to the “Resource Sheet for IDR
Conferences” (Assessment Resource Book page 36) to help guide your
questioning during the conference. Document your observations for each
student on an “IDR Conference Notes” record sheet (CN1); see page 38 of
the Assessment Resource Book.
Signal to let the students know when it is time to stop reading. Have
each student choose one main character to talk about. Then have the
students talk in pairs. Ask each student to share with a partner the title
of her text, the author’s name, what one of the main characters is like,
and what happens to the character. Have the students return to their
desks and put away their books.
TECHNO LO GY EXTE N SION
Explore Interactive Sequencing Activities
Sequencing events in stories helps the students learn to retell stories.
Many interactive sequencing activities are available online. You might
use these activities to model sequencing and then have the students do
the activities independently on classroom computers or other devices.
For more information, search online using the keywords “interactive
sequencing activities” or “sequencing apps for kids.”
Technology Tip
You might also explore your whiteboard
manufacturer’s online community for
interactive sequencing
activities. For more
information, view the
“Using Web-based
Whiteboard Activities”
tutorial (AV42).
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Day 2
Strategy Lesson
Materials
In this lesson, the students:
•
Erandi’s Braids
•
Make inferences about characters
•
“Discussion Prompts” chart
•
Answer questions about key details and important ideas
•
Use examples from the story to support their thinking
•
Read independently for up to 20 minutes
•
Explain their thinking
•
Use discussion prompts to build on one another’s thinking
•
•
•
“Passages About Erandi”
chart (WA2)
Student Response Book page 9
“Reading Comprehension
Strategies” chart and a marker
1 Review Making Inferences
Have the students bring their Student Response Books and pencils and
gather with partners sitting together, facing you. Remind the students
that last week they heard the story Babu’s Song and made inferences, or
figured out, what the main character, Bernardi, was like by using clues
from the story. Review that in the previous lesson, the students heard
and discussed the story Erandi’s Braids. Ask and briefly discuss:
Q What happens in Erandi’s Braids?
Explain that today they will hear parts of that story again and then make
inferences about the main character, Erandi. Direct their attention to the
“Discussion Prompts” chart and briefly review the prompts. Remind them
to use the prompts when they participate in the class discussion today.
2 Brainstorm About Erandi
Remind the students that the main character in Erandi’s Braids is
Erandi. Ask:
Q What words would you use to describe the character Erandi?
Have a few volunteers share their thinking. As they share, quickly
record the students’ ideas where everyone can see them, without
discussing them.
Students might say:
“helpful”
“brave”
“thoughtful”
Point out that the author does not use any of these words to describe
Erandi, and yet the students figured out that Erandi has these qualities.
Review that when a reader uses clues to figure out something that
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is not stated directly, the reader is making an inference. Remind the
students that authors often use what characters say, do, and think
to communicate things about them. Readers use these clues to make
inferences about the characters. Explain that in today’s lesson the
students will think more about the inferences they made about Erandi.
3 Introduce the “Passages About Erandi” Chart
Display the “Passages About Erandi” chart ( WA2). Explain that these
are passages from the story that give clues about who Erandi is. Read the
passages aloud.
Explain that you will read parts of the story aloud and that you will stop
after each passage and ask the students to talk with their partners about
what they infer about Erandi from the passage.
4 Reread Parts of Erandi’s Braids
Read page 5 aloud. Direct the students to the first passage on the chart
and ask:
Q What inference can you make about Erandi from this passage? Turn to
your partner.
Have one or two volunteers share their inferences with the class. Then
read page 12 aloud. Direct the students’ attention to the second passage
and ask:
Q What inference can you make about Erandi from this passage? Turn to
your partner.
Have one or two volunteers share their inferences.
Have the students turn to Student Response Book page 9, “Inferences
About Passages from Erandi’s Braids,” where two passages are reproduced
with space below each passage for the students to write. Explain that
you will reread part of the story and that each student will write down
the inference he makes about Erandi. Reread pages 23–24 aloud. Then
direct the students’ attention to the first passage and ask:
Q What inference can you make about Erandi?
Give the students sufficient time to write down their inferences.
Have one or two volunteers share their inferences with the class.
Then reread page 28 aloud. Direct the students’ attention to the
second passage and ask:
Teacher Note
If the students disagree significantly on
inferences for the parts you read aloud
on pages 5 and 12, discuss this before
continuing with the lesson. Ask the
students to refer to the story to support
their opinions, and facilitate a discussion
using questions such as:
Q Do you agree or disagree with
the inference that [Wallace and
Janine] made about Erandi from this
passage? Why?
Q Why do you think their inference
[makes sense/does not make sense]
in this story?
E ELL Note
English Language Learners may only
be able to understand the surface-level
meaning of the story, but working
with a partner and listening to the
group discussion will support their
knowledge and lead to a deeper-level
understanding.
Teacher Note
You will analyze the work the students
do in their Student Response Books
in this step for this unit’s Individual
Comprehension Assessment.
Q What inference can you make about Erandi?
Have the students write down their inferences. Have one or two
volunteers share their inferences with the class.
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5 Add to the “Reading Comprehension
Strategies” Chart
Reading Comprehension
Strategies
− making personal connections
− making connections between stories
− visualizing
− making inferences about characters
Point out that the students figured out what kind of person Erandi
is and how she is feeling based on her actions and words. Review
that authors can show what characters are like by describing what
they do and say, and readers use these clues to make inferences
about the characters. Direct the students’ attention to the “Reading
Comprehension Strategies” chart, and add making inferences about
characters to it. Explain that making inferences about characters is an
important strategy that readers use to understand stories.
Explain that the students will have many chances to practice making
inferences in the coming weeks.
6 Reflect on Explaining Thinking Clearly and Using
the Discussion Prompts
Ask and briefly discuss questions such as:
Q When did you hear someone explain his or her thinking clearly today?
What did the person say?
Q How did the discussion prompts help us talk as a class today?
Encourage the students to continue explaining their thinking clearly to
one another and using the discussion prompts to help them build on one
another’s thinking.
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INDI V I DUALI Z ED DAILY RE AD IN G
7 Read Independently and Make Inferences
About Characters
Remind the students to read stories during IDR. Ask them to think
about the inferences they are making about the main characters or other
characters as they read. Tell the students that at the end of IDR, you will
ask them to share their inferences with the class. Have the students get
their books and read silently for up to 20 minutes. After the students
have settled into their reading, confer with individual students.
I D R CO N FE R E N CE N OT E
Continue to confer individually with the students about their reading.
As you confer with each student, refer to the “Resource Sheet for IDR
Conferences” (Assessment Resource Book page 36) to help guide your
questioning during the conference. Document your observations for each
student on an “IDR Conference Notes” record sheet (CN1); see page 38 of
the Assessment Resource Book.
Signal to let the students know when it is time to stop reading. Have
one or two volunteers share with the class what they are reading. Ask
each volunteer to say the title of his book and the author’s name, briefly
describe one of the main characters in his book, and share something he
inferred (figured out) about the character. Have the students return to
their desks and put away their books.
W R I T I NG AB O U T RE AD IN G
Write Inferences Using Illustrations in
Erandi’s Braids
Materials
•
Erandi’s Braids
Copy of “Illustration from
Erandi’s Braids” (BLM2) for each
student
Show the cover of Erandi’s Braids and remind the students that they
heard this story earlier. Page through the book slowly and show the
illustrations. Ask:
•
Q What happens in the story Erandi’s Braids?
Teacher Note
Q What did you figure out about Erandi from clues in the story?
Prior to doing this activity, visit the
CCC Learning Hub (ccclearninghub.org)
to access and print “Illustration from
Erandi’s Braids” (BLM2). Make enough
copies for each student to have one, and
set aside a copy for yourself.
Have a few volunteers share their thinking. Remind the students that
they figured out what Erandi is like by using clues in the story about
what she says, does, and thinks. Review that this is called making
inferences and that it helps us understand and enjoy stories. Explain
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that illustrations (pictures) can also give us clues about characters.
Show page 24 of Erandi’s Braids and ask:
Q What inference can you make about how Erandi is feeling from this
illustration? What clues in the picture help you make that inference?
Have a few volunteers share their thinking with the class. Ask the students
to watch as you think aloud and model writing what you infer about how
Erandi is feeling and what clues helped you make that inference.
You might say:
“I infer from this illustration that Erandi is worried about getting
her hair cut. I’ll write: I infer from this illustration that Erandi doesn’t
want the barber to cut her hair. Now I want to explain what clues in
the illustration helped me make that inference. I’ll write: I think that
because she is looking at the barber with her eyebrows pointing up in the
middle and her mouth turned down at the edges. She is also leaning away
from the barber. Those things make her look worried about the barber
cutting her hair.”
Show the illustration on page 28 and ask:
Q What inference can you make about how Erandi is feeling from this
illustration? What clues in the picture helped you make that inference?
Have a few volunteers share their thinking with the class. Explain that
you would like the students to write about what they inferred from the
illustration and what clues in the illustration helped them make their
inferences. Distribute copies of “Illustration from Erandi’s Braids” for the
students to refer to as they write. If time permits, ask a few volunteers
to share their writing with the class.
EXTE N SION
Revisit Visualizing with Erandi’s Braids
Several passages in Erandi’s Braids have vivid language. Remind the
students that one of the strategies they use to help them understand
what they are reading is called visualizing. Read a few passages aloud, and
ask the students to think about the language the author uses to describe
Erandi and her village.
The following is an example of a passage that vividly describes a setting
in the story:
p. 3
“ ‘Erandi, it’s time to wake up,’ Mamá whispered. Roosters were crowing
as the orange and crimson colors of dawn spread across the village of
Pátzcuaro, in the hills of México.”
The following is an example of a passage that describes a character’s
feelings:
p. 18
“Gazing at the enormous scissors in his hand, Erandi felt her knees tremble.”
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Independent Strategy Practice
Day 3
In this lesson, the students:
Materials
•
Read independently
•
Make inferences about characters
•
Use examples from stories to support their thinking
•
Write in their reading journals
•
Explain their thinking
•
•
•
•
1 Review Making Inferences About Characters
•
Have the students bring their books and gather with partners sitting
together, facing you. Remind the students that last week they heard the
story Babu’s Song and talked about the main character, Bernardi. This
week they heard the story Erandi’s Braids and talked about the main
character, Erandi. They thought about things that Bernardi and Erandi
do in each story and what those things tell us about them. Point out that
the students used clues in the stories—such as the characters’ thoughts,
actions, and words—to make inferences about them.
Small self-stick notes for each
student
Narrative text to model making
an inference, prepared ahead
“Class Assessment Record”
sheet (CA2)
Student Response Book, Reading
Journal section
“Journal Entry” chart (WA3)
Teacher Note
Make sure that each student is reading a
narrative text that has a main character.
Explain that today the students will again practice making inferences
about characters in their independent reading. Tell them that they will
read their books for 5–7 minutes. Then you will ask each student to
reread the same section of her book and think about what she knows
about a character in her story.
2 Read Independently Without Stopping
Distribute two self-stick notes to each student, and ask each student to
use a self-stick note to mark the place he begins reading today. Have the
students read silently for 5–7 minutes.
E ELL Note
Note challenging vocabulary in the
students’ books, and have brief
discussions with individual students to
define words as they read independently.
3 Model Making an Inference About a Character
After 5–7 minutes, stop the students. Explain that now each student
will reread her book, starting at the first self-stick note. As each student
reads, she will use another self-stick note to mark a place where she
figures out something about a character from what the character says,
does, or thinks.
Model the process with your own text. Read a brief selection aloud, and
then think aloud about what you figured out about a character and what
clues in the text helped you make that inference. Mark the clues with
self-stick notes.
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You might say:
“From this part of the story Girl Wonder, I figured out that Alta is
determined to succeed at playing baseball. One of the clues on this
page that helped me make that inference is: ‘Nothing could keep me
from baseball.’ That shows that she played baseball every chance she
got. Another clue that helped me is: ‘even in winter I got up early to
practice.’ That is something you wouldn’t do unless you were very
determined to succeed at something, because it’s hard to get up
early in cold weather. I’ll put self-stick notes on this page next to
these clues.”
Explain that at the end of independent reading, partners will share with
each other the clues they found about their characters.
4 Reread Independently and Discuss Reading in Pairs
Have the students reread independently for 5–7 minutes. After
5–7 minutes, stop the students and have partners take turns telling each
other what they figured out about the characters in their stories and
what clues helped them. Remind the students to begin by each telling
his partner the title and the name of the author of his book and briefly
telling what it is about. Circulate and listen as partners talk.
C L ASS ASSESSMENT NOT E
Ask yourself:
•
Are the students able to make inferences about characters?
•
Can they identify clues that support their inferences?
Record your observations on the “Class Assessment Record” sheet (CA2);
see page 34 of the Assessment Resource Book. Use the following suggestions
to support the students:
•
•
If all or most students are able to make inferences about characters,
proceed with the lesson.
If about half of the students are able to make inferences about characters,
proceed with the lesson and plan to check in with students who are
having difficulty with inferences during IDR. You might ask those students
to tell you about what they just read and follow up with questions such as:
Q What do you know about the main character in your story?
Q What clues in the story helped you figure that out about the
character?
•
If only a few students are able to make inferences about characters, you
might give the class additional instruction by repeating Days 1 and 2
of this week using an alternative book before continuing on to Week 3.
Visit the CCC Learning Hub (ccclearninghub.org) to view the “Grade 2
Alternative Texts” list.
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5 Write in Reading Journals About Inferences
Teacher Note
Have the students return to their desks and open their Student Response
Books to the next blank page in the Reading Journal section. Remind the
students that this is where they can write about what they are reading.
Explain that today they will each write a journal entry about one of
the main characters in their books and what they inferred about the
characters.
You will analyze the work the students
do in their reading journals in this step
for this unit’s Individual Comprehension
Assessment.
Display the “Journal Entry” chart ( WA3), and explain that you would
like each student to write a journal entry. Also explain your expectations
[MM3e_TM_G2_U4_W2_WA3_8271.pdf]
for what the journal entry should
include.
WA3
Journal Entry
Unit 1
Write a journal entry about the story you are
reading. Please include:
• The
title and the author’s name
• What
the story is about
Teacher Note
• An
inference you made about a main
character
• What
clues in the story helped you make that
inference
• If
your story does not have a main character,
write your opinion of the story or something
you like about it
Ask the students to think quietly about what they will write about. After
a moment, have partners take turns sharing what they plan to write.
Give the students a few minutes to write in their journals. If time
permits, have a few volunteers share their journal entries with the class.
6 Reflect on Making Inferences and Working
Together
Facilitate a class discussion about using the strategy of making
inferences to make sense of a character. Ask:
If the students have difficulty writing
inferences about main characters, you
might model writing an inference about
a main character in a book the students
have heard previously. For example, you
might write: My book is McDuff Moves In
by Rosemary Wells. The main character
is a dog named McDuff. I infer that
McDuff is scared when he’s outside at
night. My clue is the sentence “Strange
voices hooted and whistled at him from
the trees.” It would be scary to have
strange voices hooting and whistling at
you at night when you are lost.
E ELL Note
Consider having your students with
limited English proficiency each draw a
picture of a character from his book and
then dictate to you what he infers about
the character.
Q How does making inferences about a character in a story help us
understand the character?
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Teacher Note
Notice that you are asking open-ended
questions during this discussion. To
observe the effect of asking open-ended
questions on students’ thinking,
experiment with asking a closed
question first. For example, ask “Does
making inferences about a character in a
story help us understand the character?”
and note the responses. Then restate the
question as an open-ended question and
note the responses. For
more information, view
“Asking Open-ended
Questions and Using
Wait-time” (AV17).
Q What did your partner do to explain his or her thinking clearly to you
today? What did you do? How did that help you work together?
Students might say:
“Sometimes the author doesn’t tell you why a character is scared
or sad. You have to figure it out from what is happening to the
character.”
“My partner explained her thinking clearly by giving a reason for her
idea. That helped me understand what she was saying and figure out
my own ideas.”
Explain that the students will have more opportunities to make
inferences about characters in the stories they hear and read
independently.
Vocabulary Note
EXTE N SION
Next week you will revisit Erandi’s Braids
to teach the Week 13 vocabulary lessons.
Compare Bernardi and Erandi
Show the covers of Babu’s Song and Erandi’s Braids. Have the students
briefly retell the stories. Use “Think, Pair, Share” to discuss:
Q In what ways are Bernardi and Erandi alike? In what ways are they
different? [pause] Turn to your partner.
Have volunteers share their thinking with the class.
Students might say:
“They both want things their families can’t afford. Bernardi wants a
soccer ball and Erandi wants a doll.”
“Bernardi can’t go to school because he doesn’t have a uniform.
Erandi’s mother needs a new fishing net. So in both stories the
families are trying to figure out how to buy something they
really need.”
“They both like to help. Bernardi helps by selling Babu’s toys at the
market. Erandi helps by getting her hair cut.”
“In addition to what [Marcus] said, they both do something that’s hard
for them to do. Bernardi gives Babu the money he got for the music
box instead of using it to buy the soccer ball. Erandi gets her hair cut
even though she doesn’t want to.”
“In the end, they both feel good about what they did, and they both get
the thing they want.”
188 Making Meaning® Teacher’s Manual, Grade 2
Making Meaning® Sample Lesson, Grade 2 © Center for the Collaborative Classroom collaborativeclassroom.org