Read Overarching Question text version

Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 1: Introducing the Vera B. Williams Author Study

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read a short shared reading text, such as a poem, chant, or song, during another part of the day to practice fluency, expression, and comprehension.

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 1, "Introducing the Vera B. Williams Author Study," pages 14-17 "About Vera B. Williams" chart created in this lesson from America's Choice, Lesson 1, "Introducing the Vera B. Williams Author Study," page 16 Lucky Song/Canción de buena suerte by Vera Williams (see translation at the end of this lesson)

New Standard

· Reading Habits

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students learn elements of an author study to explore one author's work.

Mini-Lesson

Connection

See America's Choice, "Opening," page 15, paragraph 1.

Notes

Strategically select groups ahead of time to maximize language learning opportunities.

Teaching

See America's Choice, "Opening," page 15, paragraphs 2-3. Model a few short sample questions and thoughts. Provide language frames, such as "I wonder how _______," and "I noticed that _______." When reading Vera Williams' biographical information, clarify key vocabulary or phrases, such as raised and ran a bakery.

Active Engagement

See America's Choice, "Opening," page 15, paragraph 3.

Link

See America's Choice, "Work Period," pages 15 and 17, about exploring Vera's collection of work.

Reading Workshop

Lesson 1: Introducing the Vera B. Williams Author Study

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· Explore Vera Williams' works in small groups.

Teacher

· Support students as they explore Vera Williams' work. If you do not have multiple copies of her work, have one student read and the others observe and record. 50/18 Cooperative Learning: Group Interactions to Accomplish Goals

Sharing/Closure

· Refer to America's Choice, "Closing," page 17, last paragraph.

Reading Workshop

Lesson 1: Introducing the Vera B. Williams Author Study

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Canción de buena suerte

Escrito por Vera Williams

Ahora, esta Evie quería hacer algo, Entonces se alisto. Quería algo nuevo para ponerse, Y en el gancho lo encontró. Quería algo nuevo para jugar con el, Y su abuelo lo hizo para ella. Quería salir afuera, Y la puerta voló abierta. Quería correr hacia arriba de un lomo escarpado, Y sus piernas la cargaron. Quería volar su cometa, Y el viento lo llevo. Cuando grito, -!Mira que alto!Su mamá corrió a ver. Cuando quería ir a cenar, Su abuela lo tenia listo. Cuando quería su cobija, Su hermana la envolvió. Cuando quería una canción, Su papá le cantaba De Evie que voló su cometa Con las nubes y los aviones con prisa. Si quieren oír esta canción otra vez, regresen al comienzo. Reading Workshop Lesson 1: Introducing the Vera B. Williams Author Study

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 2: Introducing Rituals of Using an Attribute Chart to Study Vera Williams' Works

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Instead of shared reading, consider reading the beginning of Cherrie and Cherry Pits by Vera Williams during another part of the day. Chunk it into three days of reading, since you will refer to it near the end of the unit.

New Standard

· Reading Habits

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 2, "Introducing the Rituals of Using an Attribute Chart to Study the Works of Vera B. Williams," pages 18-19 "Books in the Vera B. Williams Author Study" attribute chart created in this lesson from America's Choice, Lesson 2, "Introducing the Rituals of Using an Attribute Chart to Study the Works of Vera B. Williams," page 19 Lucky Song/Canción de buena suerte by Vera Williams

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· · Students learn to use an attribute chart to think about an author's writing. Students write summaries using the attribute chart to guide them in practicing writing literature responses. [Save these responses as baseline data for the beginning of the unit.]

Mini-Lesson

Connection

See America's Choice, "Opening," page 18. Remind students about their experiences responding to literature this year. Let them know this unit will help them learn even more about different ways to respond to books by looking closely at Vera Williams' books.

Notes

At the end of this work period, collect student samples and assess for areas of strength and needs to inform your instruction during this unit. For example, if students retell the story exactly, you may do some lessons, guided reading, or conferences on important ideas in stories. Additionally, in a later lesson, you return to these samples to determine student growth in writing quality literature responses. 50/2 Visual Scaffolding: Providing Language Support Through Visual

Teaching

See America's Choice, "Opening," pages 18-19. Before reading, scaffold and/or discuss key vocabulary and phrasing, such as supper and "the wind took it." 50/27 Modeled Talk: Showing While You Talk--Model thinking aloud several times and connect your thinking to the attribute chart.

Reading Workshop

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Active Engagement

Have students "Turn and Talk" after the reading to discuss what they notice about the story.

Images--Add icons or pictures to the attribute chart. Use language frames, such as "This story is mostly about ______." 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language.

Link

Ask students to write summaries in their notebooks. Remind them to use the attribute chart to help them think about what they could write.

Independent and Small Group Time

Students

· · · Write summaries in notebooks. If students finish, they read from their book bags. Meet with teacher in small groups.

Teacher

· · Support students in getting started on their summaries. Remember to limit guidance during the writing as you will use these responses as baseline data. Meet with small groups who may need more support. ELLS may need extra support getting started. Meet with ELLs in small groups to check understanding before sending them off to the task. Confer with students individually. When appropriate, confer about reading response notebooks.

·

Sharing/Closure

· Refer to America's Choice, "Closing," page 19, last paragraph. Group students strategically to support ELLS.

Reading Workshop

Lesson 2: Introducing Rituals of Using an Attribute Chart to Study Vera Williams' Works

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 3: Establishing Rituals of Responding and Writing in Reading Notebooks

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Find another time during the day for a shared reading by reading the middle section of Cherries and Cherry Pits by Vera Williams to prepare for referring to it near the end of the unit.

New Standards

· · Reading Habits Getting the Meaning

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 3, "Establishing the Ritual of Responding and Writing in a Reader's Notebook," pages 20-21 Student copies of "More, More, More," Said the Baby by Vera Williams "More, More, More," Said the Baby by Vera Williams (unavailable in Spanish, so plan to shelter; introduce during ELD block before lesson and read ahead of time during another part of the day or translate it for ELA-S students)

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students learn to record information in their reading notebooks using an attribute chart and sticky notes as tools to guide their observations and thinking for literature responses. This process will help them explore Vera Williams' work, as well as assist them in writing quality literature responses.

Mini-Lesson

Connection

Remind students about what they have learned about Vera Williams, her work, and the attribute chart as a tool for writing in their response journals. Tell them today they use a thinking tool they may or may not be familiar with to record observations, words, or phrases from the book. 50/42 Attribute Charting: Organizing Information to Support Understanding

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the chart. Key Spanish vocabulary: respuesta a la lectura, el cartel de atributos Provide students with ongoing cognate lists so they can make connections between languages: response/responder. 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically

Teaching

Refer to America's Choice, "Opening," pages 20-21. Before reading, scaffold and/or discuss key vocabulary and phrasing, such as "catch that baby up" and "Little Guy." You could discuss how parents often refer to their children with nicknames, such as pumpkin. 50/27 Modeled Talk: Showing While You Talk--Model thinking aloud

Reading Workshop

Lesson 3: Establishing Rituals of Responding and Writing in Reading Notebooks

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

several times. Be specific and intentional when demonstrating how to use sticky notes.

to support language. 50/24 Collaborative Reading: What to Do When They Can't Read the Text--Since this Vera Williams text is unavailable in Spanish, plan ahead to make it accessible to your learners. Consider using it during your ELD block to read and discuss (developing language). Or translate it for ELA-S students, since it is short.

Active Engagement

Have students "Turn and Talk" periodically as they think about and discuss information for the attribute chart.

Link

Review the purpose of the tool you demonstrated and tell students to practice using it with partners. See America's Choice, "Work Period," page 21. Strategically pair students to support ELLs' language acquisition.

Independent and Small Group Time

Students

· · · Work in partnerships, applying the mini-lesson strategy they were taught. If they finish, students read from their book bags. Meet with teacher in small groups. 50/42 Attribute Charting: Organizing Information to Support Understanding--Demonstrate using a simple attribute chart during ELD to further enhance understanding.

Teacher

· Meet with small groups who may need more support. ELLS may need extra support getting started. Meet with ELLs in small groups to check understanding before sending them off to the task. Confer with students individually. When appropriate, confer about reading response notebooks.

·

Sharing/Closure

· Refer to America's Choice, "Closing," page 21, last paragraph.

Reading Workshop

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 4: Establishing Rituals of Reader's Chair

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Instead of a shared reading, find another time during the day to read the rest of Cherries and Cherry Pits.

Materials

· · · · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 4, "Establishing the Ritual of Reader's Chair," pages 22-25 "Same-Different" chart created in this lesson "Writing Suggestions" chart created in this lesson Student copies of "More, More, More," Said the Baby by Vera Williams "More, More, More," Said the Baby by Vera Williams (unavailable in Spanish, so plan to shelter; introduce during ELD block before lesson and read ahead of time during another part of the day or translate it for ELA-S students)

New Standards

· · Reading Habits Getting the Meaning

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· · Students practice comparing and contrasting several stories to explore one author's work. Students write judgments or opinions in their response notebooks to practice writing quality literature responses.

Mini-Lesson

Connection

Tell students to look for similarities and differences in "More, More, More," Said the Baby. If your students have worked with compare and contrast or judgment and opinion previously, you may review with them or modify this part of the lesson to best meet your students' needs and experiences.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the chart. Key Spanish vocabulary: cartel de comparación 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language. 50/24 Collaborative Reading: What to Do When They Can't Read the

Teaching

Refer to America's Choice, "Opening" and "Work Period," pages 22-23.

Active Engagement

See America's Choice, "Opening," page 22. Have students "Turn and Talk" periodically throughout the lesson. 50/27 Modeled Talk: Showing While You Talk--Model thinking aloud

Reading Workshop

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

several times as you retell or summarize and as you fill in the "SameDifferent" and "Writing Suggestions" charts.

Link

Students return to their seats to practice strategies they learned in their reading response notebooks. See America's Choice, "Work Period," pages 23­24.

Text--Since this Vera Williams text is unavailable in Spanish, plan ahead to make it accessible to your learners. Consider using it during your ELD block to read and discuss (developing language). Or translate it for ELA-S students, since it is short.

Independent and Small Group Time

Students

· · · Write responses in notebooks. Read from their book bags. Meet with teacher in small groups.

Teacher

· Meet with small groups for oral language development, guided reading, or other instructional needs. ELLS may need extra support getting started. Meet with ELLs in small groups to check understanding before sending them off to the task. Confer with students individually. When appropriate, confer about reading response notebooks.

·

Sharing/Closure

· Refer to America's Choice, "Closing," pages 24-25.

Reading Workshop

Lesson 4: Establishing Rituals of Reader's Chair

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 5: Looking Closely at How Vera B. Williams Uses Pictures and Words

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Included in today's mini-lesson.

Materials

· · · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 5, "Looking Closely at How Vera B. Williams Uses Pictures and Words," pages 26-28 "About Vera B Williams" chart from Lesson 1 Student copies of "More, More, More," Said the Baby by Vera Williams "More, More, More," Said the Baby by Vera Williams (unavailable in Spanish, so plan to shelter; introduce during ELD block before lesson and read ahead of time during another part of the day or translate it for ELA-S students) Lucky Song/Canción de buena suerta by Vera Williams, copied on chart paper Chart paper · ·

New Standards

Reading Habits Getting the Meaning

Big Ideas

· · Explore one author's work. Write literature responses.

·

Intended Learning

· Students study text and illustrations of Vera Williams' work and create imitations of one of her books to explore various ways to respond to literature.

Mini-Lesson

Connection

See America's Choice, "Opening," page 26. You may preface by telling students how impressed people are by Vera Williams' work and why it is so interesting to study her work as readers and writers.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the chart. 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language.

Teaching

Refer to America's Choice, "Opening," pages 26-27. 50/27 Modeled Talk: Showing While You Talk--Model thinking aloud several times as you retell or summarize. Chart expectations of intended learning for ELLs and give specific examples.

Reading Workshop

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Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Link

Tell students to work on their Lucky Song or "More, More, More," Said the Baby imitations. Remind them to work in teams of four and refer to the charts as needed for assistance. You may review already established team rituals before sending them to work.

Independent and Small Group Time

Students

· Work in teams, referring to charts and stories as needed.

Teacher

· Meet with small groups to support the activity's purpose. As you confer and work with teams, look for imitation samples and consider selecting one team to share briefly during Closure. Meet with ELLs in small groups to give language and vocabulary support as needed to get students started on this activity. On a dry erase board, visually model how you would write your own personalized Lucky Song imitation. As you did in the whole group lesson, encourage students to help you write the story. 50/18 Cooperative Learning: Group Interactions to Accomplish Goals

Sharing/Closure

· Refer to America's Choice, "Closing," page 28, last paragraph.

Reading Workshop

Lesson 5: Looking Closely at How Vera B. Williams Uses Pictures and Words

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 6: Revising and Editing Vera B. Williams' Book Imitations

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text during another part of the day to build fluency, expression, and comprehension.

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 6, "Revising and Editing Vera B. Williams' Book Imitations," pages 29-30 Student copies of "More, More, More," Said the Baby by Vera Williams "More, More, More," Said the Baby by Vera Williams (unavailable in Spanish, so plan to shelter; introduce during ELD block before lesson and read ahead of time during another part of the day or translate it for ELA-S students) Lucky Song/Canción de buena suerte by Vera Williams

New Standards

· · Reading Habits Getting the Meaning

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students revise and edit to support the process of creating final literature responses to practice writing quality literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 29.

Notes

This lesson assumes students have experience revising and editing. Revisit your revising and editing rubrics and charts and make sure they are visually accessible. 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language. Key Spanish terms: revise/revisar, edit/arreglar/correjir. Cognates: revision/revision

Teaching

See America's Choice, "Opening," page 29, paragraph 2. Refer to students' revision and editing experience in their other work as writers. Use previously created classroom revision and editing charts and rubrics as references.

Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Link

Tell students to revise and edit their imitations with their teams. See America's Choice, "Work Period," page 29. Remind them to work in teams of four and refer to charts as needed for help. Again you may review already established team rituals before sending them to work.

Reading Workshop

Lesson 6: Revising and Editing Vera B. Williams' Book Imitations

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· Work in teams, referring to charts and stories as needed.

Teacher

· · Confer with individual students. Meet with small groups to support the activity's purpose. As you confer and work with teams, look for imitation samples and consider selecting one team to share briefly during Closure. Meet with ELLs in small groups to give language and vocabulary support as needed to get students started on this activity. On a dry erase board, visually model how you would write your own personalized Lucky Song imitation. As you did in the whole group lesson, encourage students to help you write the story.

Sharing/Closure

· Refer to America's Choice, "Closing," page 29, last paragraph.

Reading Workshop

Lesson 6: Revising and Editing Vera B. Williams' Book Imitations

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 7: Polishing and Illustrating Imitations

Daily Read Aloud

· Provide another read aloud during another part of the day, such as Owl Moon by Jane Yolen, since that text will be referred to in later lessons. ·

Colorado Standard

Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Consider writing one story from "`More, More, More,' Said the Baby" on chart paper so students can read along to practice fluency and expression. · ·

New Standards

Writing Purposes and Resulting Genres Getting the Meaning

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 7, "Polishing and Illustrating the Imitation," page 31 Student copies of "More, More, More," Said the Baby by Vera Williams "More, More, More," Said the Baby by Vera Williams (unavailable in Spanish, so plan to shelter; introduce during ELD block before lesson and read ahead of time during another part of the day or translate it for ELA-S students) Lucky Song/Canción de buena suerte by Vera Williams Art supplies for illustrations

Big Ideas

· · Explore one author's work. Write literature responses.

·

Intended Learning

· Students polish their imitations with final editing and illustrations to learn about writing quality literature responses.

Mini-Lesson

Connection

This activity is the culmination for this section of the author study. Let students know to apply their best editing and illustration skills on their final polishing of their imitations.

Notes

50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language.

Teaching

See America's Choice, "Opening," page 29, paragraph 2. Refer to students' editing and illustrating experiences in their other work as writers. Refer to previously created classroom editing charts and rubrics as references.

Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Reading Workshop

Lesson 7: Polishing and Illustrating Imitations

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

Tell students to edit and illustrate their imitations with their teams. See America's Choice, "Work Period," page 31. Remind them to work in teams of four and refer to charts as needed for help. Again you may review already established team rituals before sending them to work. As students return to work, share your enthusiastic anticipation of their work. Review editing and revision expectations in small groups, if needed.

Independent and Small Group Time

Students

· Work in teams, referring to charts and stories as needed.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet with small groups to support the activity's purpose. As you confer and work with teams, look for imitation samples and consider selecting one team to share briefly during Closure.

Sharing/Closure

· Refer to America's Choice, "Closing," page 31, last paragraph. This closure does not indicate sharing time. If time is not available for everyone to share, consider allowing time the next day during Reading Workshop for students and teams to share and discuss their work.

Reading Workshop

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 8: Reviewing Plot Structure With a Story Map

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 8, "Reviewing Plot Structure with a Story Map," pages 38-40 Multiple copies of A Chair for My Mother/Un sillón para mi mamá by Vera Williams Chart paper to create "Plot Structure Map" from America's Choice, Lesson 8, "Reviewing Plot Structure with a Story Map," page 39 "About Vera B. Williams" chart from Lesson 1

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

· ·

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students review parts of a story and explore plot structure to organize their thinking so they can explore and think about one author's work.

Mini-Lesson

Connection

Talk and reflect with students about what they have learned so far about Vera Williams. Refer to "About Vera B. Williams" chart and briefly discuss any questions or thoughts you want to add. Tell students you will dive even deeper into her work with a new study of other stories she has written.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the chart. 50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language. Key Spanish terms: plot structure/mapa de argumento 50/5 Advance Organizers: Getting the Mind in Gear for Instruction-- Use graphic organizers to further support ELLs.

Teaching

See America's Choice, "Opening," page 38. Read the book ahead of time to think about possible discussion points and "Plot Structure Map" possibilities.

Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Link

See America's Choice, "Work Period," pages 38-40. Group students to share the books.

Reading Workshop

Lesson 8: Reviewing Plot Structure With a Story Map

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Group ELL students strategically to provide appropriate support for language acquisition.

Independent and Small Group Time

Students

· Small groups work within the whole group lesson. Students work with you to create their own "Plot Structure Maps" related to their stories. Monitor and support ELLs with limited language abilities by providing extra assistance, such as explaining key vocabulary on the map and letting them fill in the blanks as needed. Review key vocabulary for "Plot Structure Map."

Teacher

· Confer with students individually. When appropriate, confer about reading response notebooks.

Sharing/Closure

· Refer to America's Choice, "Closing," page 31, last paragraph. Language frames: "The characters in this story are __." "The story takes place in the ____." "The plot of the story is _________."

Reading Workshop

Lesson 8: Reviewing Plot Structure With a Story Map

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 9: Using Plot Structure to Write Summaries

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 9, "Using Plot to Write a Summary," page 41 Multiple copies of A Chair for My Mother/Un sillón para mi mamá by Vera Williams Students' "Plot Structure Maps" from Lesson 8

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

·

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students write summaries using their "Plot Structure Maps" to guide their literature responses.

Mini-Lesson

Connection

Remind students of their "Plot Structure Maps" from Lesson 8. Explain how they can use their maps to help write summaries.

Notes

50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language. Key Spanish terms: plot structure/mapa de argumento Cognate: map/el mapa

Teaching

See America's Choice, "Opening," page 41.

Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Link

See America's Choice, "Work Period," page 41. Tell students you will walk around and conference with them as they work.

Reading Workshop

Lesson 9: Using Plot Structure to Write Summaries

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· Small groups work within the whole group lesson. Students work with you to create their own "Plot Structure Maps" related to their stories.

Teacher

· Confer with students individually. When appropriate, confer about reading response notebooks. 50/5 Advance Organizers: Getting the Mind in Gear for Instruction-- Meet with ELLs in small groups to help get them started using the "Plot Structure Map" as a tool to write their summaries. Select reading partners strategically to support language acquisition and understanding.

Sharing/Closure

· Refer to America's Choice, "Closing," page 41. Language frames: "In the beginning, _______ and _________ happened." "In the middle, ________ and ___________ happened." "In the end, ________ and _________ happened."

Reading Workshop

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 10: Studying Characters in Stories

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 10, "Studying Characters in a Story," pages 42-44 (read "Preparation," page 42, ahead of time) Multiple copies of Something Special for Me/Algo especial para mí by Vera Williams "Plot Structure Map" chart from Lessons 8-9 Chart paper Sticky notes Markers

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

Big Ideas

· · Explore one author's work. Write literature responses.

· · · ·

Intended Learning

· Students explore character development and how theme connects to main characters in stories to write quality literature responses.

Mini-Lesson

Connection

Tell students another way to understand stories more deeply is to examine how authors develop or create characters. Talk about how important characters are in supporting authors' messages or themes.

Notes

50/15 Partner Work: Practicing Verbal Interaction--Select "Turn and Talk" partners strategically to support language. Key Spanish terms: character development/desarollo de personajes

Teaching

See America's Choice, "Opening," page 42.

Active Engagement

Support student engagement and thinking by including "Turn and Talk" or group share throughout the lesson.

Link

See America's Choice, "Work Period," page 43. Tell students you will conference or meet with them in small groups.

Reading Workshop

Lesson 10: Studying Characters in Stories

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· · Work with partners and apply mini-lesson strategies introduced and modeled. Read independently or with partners from book bags.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet in small groups to support students. 50/5 Advance Organizers: Getting the Mind in Gear for Instruction-- Meet with ELLs in small groups to help get them started using the "Plot Structure Map" as a tool to write their summaries. Select reading partners strategically to support language acquisition and understanding.

Sharing/Closure

· Refer to America's Choice, "Closing," pages 43-44. Language frames: "The character in this story is ____." "The character is ___________."

Reading Workshop

Lesson 10: Studying Characters in Stories

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 11: Modeling Text-to-Self Connections

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 11, "Modeling Text-to-Self Connections," pages 50-54 Multiple copies of Something Special for Me/Algo especial para mí by Vera Williams Chart paper Markers

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

· ·

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students understand how making text­to­self connections can be used as a strategy to better understand stories so they can further explore one author's work and write quality literature responses.

Mini-Lesson

Connection

Personalize the first part of America's Choice, "Opening," page 50.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the attribute chart. Cognate: connection/conexión

Teaching

Your students may already have experience with Connections from previous learning. Explain that you will focus on this strategy to go a little deeper in understanding a story. Modify America's Choice, "Opening," pages 50-51, to best meet your students' needs and experiences. Choose partners strategically beforehand to support ELLs' language acquisition.

Active Engagement

Throughout the lesson, encourage student participation to support discussion and understanding.

Reading Workshop

Lesson 11: Modeling Text-to-Self Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

See America's Choice, "Work Period," pages 51-52.

Independent and Small Group Time

See America's Choice, "Work Period," pages 51-52.

Students

· · Work with partners and apply mini-lesson strategies introduced and modeled. Read independently or with partners from book bags.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet in small groups to support students.

Sharing/Closure

· Refer to America's Choice, "Closing," pages 53-54. Remember to include the homework session.

Reading Workshop

Lesson 11: Modeling Text-to-Self Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 12: Practicing Text-to-Self Connections

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 12, "Practicing Text-to-Self Connections," pages 55-58 Music, Music for Everyone/¡Música, maestro!by Vera Williams Chart paper Markers

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

· ·

Big Idea

· Write literature responses.

Intended Learning

· Students write extended text-to-self connections in their reading response notebooks as literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 55, paragraph 1.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class chart to retain information.

Teaching

Follow America's Choice, "Opening," page 55. Encourage student participation where relevant. The beginning of "Work Period" is also part of today's lesson. 50/15 Partner Work: Practicing Verbal Interaction--Choose partners strategically beforehand to support ELLs' language acquisition.

Active Engagement

As mentioned above, throughout the lesson, encourage student participation to support dialogue and understanding.

Link

See America's Choice, "Work Period," pages 56-57.

Reading Workshop

Lesson 12: Practicing Text-to-Self Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

See America's Choice, "Work Period Guidelines," page 57.

Students

· · Work on text-to-self connections. Read independently or with partners from book bags.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet briefly with small groups to get them started.

Sharing/Closure

· Refer to America's Choice, "Closing," page 57. Also consider "Extensions," page 58.

Reading Workshop

Lesson 12: Practicing Text-to-Self Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 13: Making Text-to-Text Connections

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 13, "Making Text-to-Text Connections," pages 59-61 Music, Music for Everyone/¡Música, maestro!by Vera Williams Chart paper Markers

New Standards

· · Writing Purposes and Resulting Genres Getting the Meaning

· ·

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students use the text-to-text connections strategy to increase their depth of understanding of one author's work.

Mini-Lesson

Connection

See America's Choice, "Opening," page 59, paragraph 1.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class chart to retain information. 50/21 Imaging: Creating Visual Pictures to Support Understanding-- Use visual imaging to increase comprehension.

Teaching

Follow America's Choice, "Opening," page 59. Encourage student participation where relevant. This lesson refers to a Quaker reading, which may be unfamiliar to students. The first paragraph of the "Opening" explains the process; however, feel free to model or fishbowl first to meet your students' needs. 50/15 Partner Work: Practicing Verbal Interaction--Choose partners strategically beforehand to support ELLs' language acquisition.

Active Engagement

As mentioned above, throughout the lesson, encourage student participation to support dialogue and understanding.

Link

See America's Choice, "Work Period," page 61.

Reading Workshop

Lesson 13: Making Text-to-Text Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

See America's Choice, "Work Period," page 57.

Students

· · Work on text-to-text connections. Read independently or with partners from book bags.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet briefly with small groups to get them started.

Sharing/Closure

· Refer to America's Choice, "Closing," page 57. Also consider "Extensions," page 58.

Reading Workshop

Lesson 13: Making Text-to-Text Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 14: Making Text-to-World Connections

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 14, "Text-to-World Connections," pages 62-63 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams Chart paper Markers Students' reading notebooks

New Standard

· Getting the Meaning

Big Ideas

· · Explore one author's work. Write literature responses.

· · ·

Intended Learning

· Students use the text-to-world connections strategy to increase their depth of understanding of stories to write quality literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 62, paragraph 1.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class chart to retain information. 50/21 Imaging: Creating Visual Pictures to Support Understanding-- Use visual imaging to increase comprehension. Cognate: text/texto

Teaching

Follow America's Choice, "Opening," pages 62-63. Encourage student participation where relevant.

Active Engagement

As mentioned above, throughout the lesson, encourage student participation to support dialogue and understanding. Choose partners for "Turn and Talk" strategically beforehand to support ELLs' language acquisition.

Link

See America's Choice, "Work Period," page 63.

Reading Workshop

Lesson 14: Making Text-to-World Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

See America's Choice, "Work Period," page 63.

Students

· · Work on text-to-world connections. Read independently or with partners from book bags.

Teacher

· · Confer with students individually. When appropriate, confer about reading response notebooks. Meet briefly with small groups to get them started.

Sharing/Closure

· Refer to America's Choice, "Closing," page 63.

Reading Workshop

Lesson 14: Making Text-to-World Connections

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 15: Looking at the Rosa Trilogy

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 15, "Looking at the Rosa Trilogy," pages 64-66 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams Chart paper Markers, including extras for each group

New Standards

· · Getting the Meaning Writing Purposes and Resulting Genre

Big Ideas

· · Explore one author's work. Write literature responses.

· ·

Intended Learning

· Students compare themes from several books by one author to increase their depth of understanding of that author's work.

Mini-Lesson

Connection

See America's Choice, "Opening," page 64, paragraph 1.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class Venn Diagram. 50/18 Cooperative Learning: Group Interactions to Accomplish Goals--Increasing group interaction increases understanding. 50/5 Advance Organizers: Getting the Mind in Gear for Instruction--Use organizers to prepare for the lesson. Cognates: compare/comparer, theme/tema, markers/marcadores

Teaching

Follow America's Choice, "Opening," page 64. Encourage student participation as suggested.

Active Engagement

As mentioned above, throughout the lesson, encourage student participation to support dialogue and understanding. Choose partners for "Turn and Talk" strategically beforehand to support ELLs' language acquisition. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Reading Workshop

Lesson 15: Looking at the Rosa Trilogy

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

See America's Choice, page 65, last paragraph, and "Work Period," page 66.

Independent and Small Group Time

See America's Choice, "Work Period," page 66.

Students

· Work in small groups on the mini-lesson strategy.

Teacher

· · Meet briefly with small groups to get them started. Confer with students individually. When appropriate, confer about reading response notebooks.

Sharing/Closure

· Refer to America's Choice, "Closing," page 66. Encourage all group members to share to support ELLs' oral language experiences.

Reading Workshop

Lesson 15: Looking at the Rosa Trilogy

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 16: Making an Attribute Chart to Guide Writing Literature Responses

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Read and recognize literature as a record of human experience. Apply thinking skills to reading, writing, speaking, listening, and viewing.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 16, "Making an Attribute Chart to Guide Writing a Response to Literature," pages 72-75 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams Chart paper Markers, including extras for each group Transparency or chart paper copy of Owl Moon student work from America's Choice, Lesson 16, "Making an Attribute Chart to Guide Writing a Response to Literature," page 73 Attribute charts and other charts from previous lessons (for reference)

New Standards

· · Getting the Meaning Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

· · · ·

Intended Learning

· Students create and use an attribute chart to guide their writing of quality literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 72, paragraph 1.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class chart to retain information. 50/21 Imaging: Creating Visual Pictures to Support Understanding-- Provide a visual aid that has some parts filled out on the attribute chart to support student learning. 50/8 Academic Language Scaffolding: Supporting Student Use

Teaching

Follow America's Choice, "Opening," pages 72-74. Encourage student participation in lesson as suggested.

Active Engagement

As mentioned above, throughout the lesson, encourage student participation to support community contributions for learning. Consider using "Turn and Talk" where appropriate.

Reading Workshop

Lesson 16: Making an Attribute Chart to Guide Writing Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Choose partners for "Turn and Talk" strategically beforehand to support ELLs' language acquisition. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

of Language in Academic Settings-- Give students opportunities to use academic language.

Link

See America's Choice, "Work Period," page 74.

Independent and Small Group Time

Students

· · Work independently to begin writing response drafts using strategies and charts discussed in the mini-lesson and throughout the author study. Read from book bags.

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Meet in small groups to support the strategy lesson or for oral language development (Let's Talk About It!), guided reading, literature circles, or other instruction targeting student needs.

Sharing/Closure

· Refer to America's Choice, "Closing," page 75.

Reading Workshop

Lesson 16: Making an Attribute Chart to Guide Writing Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 17: Working on Drafts of Literature Responses

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 17, "Working on a Draft of a Response to Literature," page 76 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams Chart paper Markers, including extras for each group Attribute charts and other charts from previous lessons, such as "Books in the Vera B. Williams Author Study" attribute chart from Lesson 2 (for reference)

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

· · ·

Intended Learning

· Students complete draft responses so they can continue to refine their skills and thinking in writing quality literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 76, paragraph 1.

Notes

50/8 Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings-- Give students opportunities to use academic language. Cognate: response/responder Provide sentence starters or other frames to support learners.

Teaching

Follow America's Choice, "Opening," page 76. Determine necessary modeling to support all learners.

Active Engagement

See America's Choice, "Work Period," page 76, first sentence. Choose partners for "Turn and Talk" strategically beforehand to support ELLs' language acquisition. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Reading Workshop

Lesson 17: Working on Drafts of Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

See America's Choice, "Work Period," page 76, second sentence.

Independent and Small Group Time

Students

· Work independently and continue writing response drafts using strategies and charts discussed in the mini-lesson and throughout the author study. Students may read their drafts to partners (see America's Choice, "Work Period," page 76).

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Meet in small groups to support the strategy lesson or for oral language development (Let's Talk About It!), guided reading, literature circles, or other instruction targeting student needs.

Sharing/Closure

· Refer to America's Choice, "Closing," page 76.

Reading Workshop

Lesson 17: Working on Drafts of Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 18: Creating a Rubric for Literature Responses

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read and reread a short shared reading text, such as a poem, chart, or song during another part of the day to build fluency, expression, and comprehension.

Materials

· · · · · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 18, "Creating a Rubric for Response to Literature," pages 77-80 (read "Preparation," page 77, ahead of time) Reading and Writing Grade by Grade by NCEE (for teacher reference) Butcher paper Markers Attribute charts from previous lessons

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students create a class rubric to help improve their literature responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 78, paragraphs 1-2.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the "Rubric for Responding to Literature." 50/8 Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings-- Give students opportunities to use academic language. Cognate: rubric/rúbrica

Teaching

See America's Choice, "Opening," page 78, paragraph 3. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson. Meet with students in small groups to clarify expected outcomes.

Active Engagement

See America's Choice, "Work Period," page 78, which is a whole class work period.

Reading Workshop

Lesson 18: Creating a Rubric for Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

See America's Choice, "Work Period," pages 78-79, which is a whole class work period.

Independent and Small Group Time

Students

· Work together to build a rubric based on quality reading response attributes.

Teacher

· Offer guidance and support to the whole group as students build the rubric.

Sharing/Closure

· Refer to America's Choice, "Closing" and "Homework," page 80.

Reading Workshop

Lesson 18: Creating a Rubric for Literature Responses

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 19: Revising and Polishing Literature Responses I

Daily Read Aloud

· This lesson does not include a read aloud, so provide one during another part of the day. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

New Standard

· Writing Purposes and Resulting Genres

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 19, "Revising and Polishing a Response to Literature, Day 1," page 81 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams "Books in the Vera B. Williams Author Study" attribute chart from Lesson 2 "Rubric for Responding to Literature" from Lesson 18 (for student reference)

Big Ideas

· · Explore one author's work. Write literature responses.

· ·

Intended Learning

· Students work with response partners to edit their work using a rubric to improve their written responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 81.

Notes

50/8 Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings-- Give students opportunities to use academic language. Spanish terms: Arreglar/correjir con un compañero, usando la rúbrica

Teaching

See America's Choice, "Opening," page 81. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson. Meet in small groups to model what editing looks like.

Active Engagement

Encourage student discussion participation during Connection and Teaching.

Reading Workshop

Lesson 19: Revising and Polishing Literature Responses I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Link

See America's Choice, "Work Period," page 81. Choose response partners strategically to support ELLs' lesson success.

Independent and Small Group Time

Students

· Work independently revising and editing their reading responses to share with their response partners. Both partners use the "Rubric for Responding to Literature" as a guide while they read and listen to each other's work (see America's Choice, "Work Period," page 81).

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Work with small groups that may need additional support.

Sharing/Closure

· Refer to America's Choice, "Closing," page 81.

Reading Workshop

Lesson 19: Revising and Polishing Literature Responses I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 20: Revising and Polishing Literature Responses II

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

Materials

· America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 20, "Revising and Polishing a Response to Literature, Day 2," page 82 Music, Music for Everyone/¡Música, maestro!; A Chair for My Mother/ Un sillón para mi mamá; and Something Special for Me/Algo especial para mí by Vera Williams "Books in the Vera B. Williams Author Study" attribute chart from Lesson 2 "Rubric for Responding to Literature" from Lesson 18 (for student reference)

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

· ·

Intended Learning

· Students work with response partners to edit their work using a rubric to improve their written responses.

Mini-Lesson

Connection

See America's Choice, "Opening," page 82.

Notes

50/8 Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings-- Give students opportunities to use academic language.

Teaching

See America's Choice, "Opening," page 82. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Active Engagement

Encourage student discussion participation during Connection and Teaching.

Link

See America's Choice, "Work Period," page 82. Choose response partners strategically to support ELLs' lesson success.

Reading Workshop

Lesson 20: Revising and Polishing Literature Responses II

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· Work independently revising and editing their reading responses to share with their response partners. Both partners use the "Rubric for Responding to Literature" as a guide while they read and listen to each other's work (see America's Choice, "Work Period," page 81).

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Work with small groups that may need additional support.

Sharing/Closure

· Refer to America's Choice, "Closing," page 82. Language frames: "I don't understand ________." "What were you trying to say here: ____________?"

Reading Workshop

Lesson 20: Revising and Polishing Literature Responses II

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 21: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories I

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

Materials

· · · · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 21, "Seeing How Vera B. Williams Stretches Beyond the Traditional Narrative Structure to Tell a Story, Part 1," pages 88-89 "About Vera B. Williams" chart from Lesson 1 Chart paper Markers Three Days in a River on a Red Canoe/Tres días en una canoa roja by Vera Williams

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students explore how one author's writing stretches beyond traditional narrative structure to tell stories so they gain another viewpoint by which to explore the author's various styles.

Mini-Lesson

Connection

Explain to students that they will explore another piece of Vera Williams work and that this book's structure differs from the three books they read in the Rosa trilogy. They also learn more "fun facts" about Williams that influenced the writing of today's story.

Notes

50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class chart. 50/8 Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings-- Give students opportunities to use academic language.

Teaching

See America's Choice, "Opening," page 88. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary, such as canoe, or other needs to include in the modeling period of the lesson.

Reading Workshop

Lesson 21: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Active Engagement

Encourage engagement by class discussion and "Turn and Talk."

Link

See America's Choice, "Work Period," page 89. Select triads strategically to support ELLs' language acquisition.

Independent and Small Group Time

Students

· Work in groups of three to discuss the story, then write individual responses in their reading notebooks (see America's Choice, "Work Period," page 89).

Teacher

· · Monitor and support small group discussions. Once students are working independently, confer with individual students and partnerships and keep ongoing records of their performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks.

Sharing/Closure

· Refer to America's Choice, "Closing," page 89. Language frames: "I don't understand ________." "What were you trying to say here: ____________?"

Reading Workshop

Lesson 21: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 22: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories II

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 22, "Seeing How Vera B. Williams Stretches Beyond the Traditional Narrative Structure to Tell a Story, Part 2," pages 90-91 Cherries and Cherry Pits by Vera Williams Related text by Vera Williams since this book is not available in Spanish

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students explore and notice how this author's writing stretches beyond traditional narrative structure to tell stories.

Mini-Lesson

Connection

Explain to students that they will again explore another piece of Vera Williams work and that this book's structure differs from her books they read so far.

Notes

Teaching

See America's Choice, "Opening," page 90. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Active Engagement

Encourage engagement by class discussion and "Turn and Talk."

Link

See America's Choice, "Work Period," page 91.

Reading Workshop

Lesson 22: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories II

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Select groups strategically to support ELLs' language acquisition and intended learning success.

Independent and Small Group Time

Students

· Work in groups of three to discuss the story, then write individual responses in their reading notebooks (see America's Choice, "Work Period," page 91).

Teacher

· · Monitor and support small group discussions. Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks.

Sharing/Closure

· Refer to America's Choice, "Closing," page 91. Language frame: "I noticed that Vera Williams ___________."

Reading Workshop

Lesson 22: Seeing How Vera B. Williams Stretches Beyond Traditional Narrative Structure to Tell Stories II

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 23: Discussing the Depth and Breadth of Vera B. Williams' Works

Daily Read Aloud

· Included in today's mini-lesson. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

Materials

· · · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 23, "Discussing the Depth and Breadth of Vera B. Williams' Works," pages 92-93 Chart paper Markers Collection of Vera Williams' work

New Standard

· Writing Purposes and Resulting Genres

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students explore the range and variety of this author's work.

Mini-Lesson

Connection

See America's Choice, beginning of "Opening," page 92.

Notes

Teaching

See America's Choice, "Opening," pages 92-93. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Active Engagement

Encourage engagement by class discussion and "Turn and Talk."

Link

See America's Choice, "Work Period," page 93. Examine Fifty Strategies for Teaching English Language Learners to find additional support lessons for accountable talk. Select groups strategically to support ELLs' language acquisition and intended learning success.

Reading Workshop

Lesson 23: Discussing the Depth and Breadth of Vera B. Williams' Works

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Independent and Small Group Time

Students

· Work in two groups (see America's Choice, "Work Period," page 93).

Teacher

· · Monitor and support small group discussions. Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks.

Sharing/Closure

· Refer to America's Choice, "Closing," page 93. Language frame: "I noticed that Vera Williams wrote ___________."

Reading Workshop

Lesson 23: Discussing the Depth and Breadth of Vera B. Williams' Works

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 24: Recording and Reflecting on What We Learned I

Daily Read Aloud

· This lesson does not include a read aloud. Select or continue a read aloud during another part of the day: perhaps a favorite from your Vera Williams collection or a book by her students have not yet heard. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

New Standard

· Writing Purposes and Resulting Genres

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 24, "Recording and Reflecting on What We Learned," pages 94-97 "Materials" from America's Choice, Lesson 24, "Recording and Reflecting on What We Learned," page 94

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students explore the range and variety of this author's work.

Mini-Lesson

Connection

See America's Choice, beginning of "Opening," page 94.

Notes

We suggest this lesson be spread over two days. See America's Choice, page 94, "Note" in italics. 50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class list. 50/2 Partner Work: Practicing Verbal Interaction--Provide partner work time.

Teaching

See America's Choice, "Opening," pages 94-95. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson.

Active Engagement

Encourage engagement by class discussion and "Turn and Talk."

Link

See America's Choice, "Work Period," page 96. Examine Fifty Strategies for Teaching English Language Learners to find additional support lessons for accountable talk. Select groups strategically to support ELLs' language acquisition and

Reading Workshop

Lesson 24: Recording and Reflecting on What We Learned I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

intended learning success. Provide sentence frames to scaffold beginning ELLs.

Independent and Small Group Time

Students

· Work independently and perhaps with partners (see America's Choice, "Work Period," page 96).

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Meet with small groups that might need more support.

Sharing/Closure

· Refer to America's Choice, "Closing," page 96.

Reading Workshop

Lesson 24: Recording and Reflecting on What We Learned I

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Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Lesson 25: Recording and Reflecting on What We Learned II

Daily Read Aloud

· This lesson does not include a read aloud. Select or continue a read aloud during another part of the day: perhaps a favorite from your Vera Williams collection or a book by her students have not yet heard. · ·

Colorado Standards

Apply thinking skills to reading, writing, speaking, listening, and viewing. Read and understand a variety of materials.

Daily Shared Reading

· Read a short familiar text for fluency, expression, and comprehension during another part of the day.

New Standard

· Writing Purposes and Resulting Genres

Materials

· · America's Choice Author Study: Vera B. Williams, Grade 2, Lesson 24, "Recording and Reflecting on What We Learned," pages 94-97 "Materials" from America's Choice, Lesson 24, "Recording and Reflecting on What We Learned," page 94

Big Ideas

· · Explore one author's work. Write literature responses.

Intended Learning

· Students explore the range and variety of this author's work.

Mini-Lesson

Connection

See America's Choice, beginning of "Opening," page 94.

Notes

We suggest this lesson be spread over two days. See America's Choice, page 94, "Note" in italics. 50/2 Visual Scaffolding: Providing Language Support Through Visual Images--Add icons or pictures to the class list. 50/8 Academic Language: Practicing Verbal Interaction--Support ELLs academic language.

Teaching

See America's Choice, "Opening," pages 94-95. Determine necessary modeling to support all learners. 50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding--Before the lesson, anticipate ELLs' vocabulary or other needs to include in the modeling period of the lesson. Provide language frames, especially for beginning ELLs.

Active Engagement

Encourage engagement by class discussion and "Turn and Talk."

Link

See America's Choice, "Work Period," page 96. Examine Fifty Strategies for Teaching English Language Learners to find additional support lessons for accountable talk.

Reading Workshop

Lesson 25: Recording and Reflecting on What We Learned II

Version 1.0

50

Lesson Plan

Grade 2: Unit 5: Author Study and Authors as Mentors

Select groups strategically to support ELLs' language acquisition and intended learning success.

Independent and Small Group Time

Students

· Work independently and perhaps with partners (see America's Choice, "Work Period," page 96).

Teacher

· · Confer with students individually. Keep ongoing records of performance and goals in reading assessment notebooks. When appropriate, confer about reading response notebooks. Meet with small groups that might need more support.

Sharing/Closure

· Refer to America's Choice, "Closing," page 96.

Reading Workshop

Lesson 25: Recording and Reflecting on What We Learned II

Version 1.0

51

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Overarching Question

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