Unit 1 Week 5 PDF

WEEKLY OVERVIEW
Build Knowledge Essential Question:

What happens when families work
Friends and Family together?
Teach and Model Practice and Apply

Close Reading and Writing Close Reading and Writing
Families Working Together, 104–107

Reading Writing Literature Anthology Genre Expository Text Lexile 560L ETS TextEvaluator 32
Workshop
“Families Work!”, 86–89

Genre Expository Text Lexile 500L ETS TextEvaluator 12
“Why We Work,” 108–109

Genre Expository Text Lexile 510L ETS TextEvaluator 12
Differentiated Texts Extended Complex Texts
Publishing Division from TARA AND TIREE, FEARLESS FRIENDS:

Reprinted with the permission of Simon & Schuster Books for
A True Story by Andrew Clements, illustrated by Ellen Beier.

Young Readers, an imprint of Simon & Schuster Children’s
Illustrations copyright © 2002 Ellen Beier.
APPROACHING
NG BEYOND Tara and Tiree, Fearless Pets at the White
Lexile 300 Lexile 630 Friends: A True Story House
ETS TextEvaluator 4 ON LEVEL ETS TextEvaluator 16 ELL Genre Nonfiction Genre Nonfiction
Lexile 400 Lexile 370 Lexile 230L Lexile 470L
ETS TextEvaluator 7 ETS TextEvaluator 4 ETS TextEvaluator 6 ETS TextEvaluator 6
Leveled Readers Classroom Library
T368 UNIT 1 WEEK 5

WEEK 5
Ken Karp/McGraw-Hill Education

Student Outcomes
Close Reading of Complex Text Language Development

• Ask and answer questions to demonstrate Conventions
understanding of key details • Expand and combine sentences. Use quotation
• Identify the main topic within a text marks
• Identify the main purpose of a text
Vocabulary Acquisition
• Acquire and use academic vocabulary
check choose chores cost
customers jobs spend tools
Writing
Use inflectional endings to understand unknown
Write to Sources
words
• Draw evidence from expository text
• Write informational text
• Conduct short research on working together
Foundational Skills
Writing Process
Phonics/Word Study
• Draft and Revise a Personal Narrative
• Introduce Long i: i_e
• Blend Words with Short i, Long i: i_e
Speaking and Listening Spelling Words

did fin pick line
• Engage in collaborative discussions about families
pipe tip mix five
working together
side hike cape made
• Paraphrase portions of “Families Today” and
presentations on families working together all any says
• Present information on families working together Fluency

• Phrasing
Content Knowledge
• Explore how families are consumers and producers.
Professional Development
Support to make the most of your instructional time:
• See lessons in action in real classrooms.
• Get expert advice on instructional practices.
• Collaborate with other teachers.
• Access PLC Resources Go Digital! www.connected.mcgraw-hill.com.
WEEKLY OVERVIEW T369

INSTRUCTIONAL PATH
1 Talk About Working
Families
Guide children in collaborative
conversations.
Discuss the essential question: What happens
when families work together?
Develop academic language.
Listen to “Families Today” and retell how
families have fun doing their jobs.
2
2
Read “Families Work!”
Model close reading with a short
complex text.
Read
“Families Work!” to learn how a family works to meet their needs,

citing text evidence to answer text-dependent questions.
Reread
“Families Work!” to analyze text, craft, and structure, citing text

evidence.
Write About Working

3 Families
Model writing to a source.
Analyze a short response student model.
Use text evidence from close reading
to write to a source.
T370 UNIT 1 WEEK 5

WEEK 5
Read and Write About
4 Working Families
Practice and apply close reading of the
anchor text.
Read
Families Working Together to learn different ways families can

work to get things done.
Reread
Families Working Together and use text evidence to understand

how the author presents information about how a family runs a
farm.
Write a short response about Families Working Together.
Integrate
Information about families working together.

Write to Two Sources, citing text evidence from Families Working
Together and “Why We Work.”
5 • Text-Dependent Questions
Independent • Scaffolded Partner Work
Partner Work • Talk with a Partner
Gradual release of support • Cite Text Evidence
to independent work • Complete a Sentence Frame

• Guided Text Annotation
Integrate Knowledge and Ideas

6 Connect Texts
Text to Text Discuss how each of the texts answers the question:
What happens when families work together?
Text to Photography Compare information about working
families in texts read with a photograph of family washing a car.
Conduct a Short Research Project

Create a job description.
INSTRUCTIONAL PATH T371

DEVELOPING READERS AND WRITERS
Write to Sources
Day 1 and Day 2

Build Writing Fluency
• Quick write on “Families Work!” p. T388
Write to a Source
• Analyze a student model, p. T404
• Write about “Families Work!” p. T404
• Apply Writing Trait: sentence fluency, p. T404
• Apply Grammar Skill: expanding and combining
sentences, p. T404
Day 3
Write to a Source
• Write about Families Working Together, independent practice,
p. T414
• Provide scaffolded instruction to meet student needs, p. T414
Day 4 and Day 5

Write to Two Sources
• Analyze a student model, p. T420, T426
• Write to compare Families Working Together with “Why
We Work,” p. T426
T371A UNIT 1 WEEK 5

WEEK 5
WEEK 4: PREWRITE WEEK 5: DRAFT AND REVISE WEEK 6: PROOFREAD/EDIT, PUBLISH, EVALUATE
ting Go Genre Writing:

Wri cess
Digital
Pro
Narrative Text
Personal Narrative
Draft
• Discuss the student draft model
Writer’s
Workspace
• Students write their drafts
Revise
• Discuss the revised student model
• Students revise their drafts
Revised Student Model
Student Draft Revise Checklist
Grammar and Spelling Resources Online PDFs
Reading/Writing Workshop Online Spelling Grammar Practice, Phonics/Spelling Practice,

Grammar Handbook, and Grammar Games pp. 21–25 pp. 21–25
p. 476
DEVELOPING READERS AND WRITERS T371B

SUGGESTED LESSON PLAN
READING DAY 1 DAY 2

Build Background Families Working Together, Oral Language Families Working
Teach, Model T376–T377 Together, T390
and Apply Oral Vocabulary T378 Word Work T393
Word Work/Vocabulary T380–T385 • Structural Analysis: Possessives
Core
• Phonemic Awareness: Phoneme Isolation Close Reading Families Work!, T396–T403
• Phonics/Spelling: Introduce Short i, Long i: i_e • Genre: Expository Text
• High-Frequency Words/Words in Context • Skill: Key Details
• Strategy: Ask and Answer Questions
Close Reading Families Work!, T386–T387
Reading/Writing Workshop • Vocabulary Strategy: Inflectional Endings
Listening Comprehension Strategy: Ask and Listening Comprehension Strategy: Ask

Whole Group
Answer Questions, T379 and Answer Questions, T391

• Interactive Read-Aloud: “Families Today” • Interactive Read-Aloud: “Families Today”
Options
Word Work/Vocabulary T392–T395

• Phonemic Awareness: Phoneme Categorization
• Phonics/Spelling: Short/Long i: i_e
• High-Frequency Words/Expand Vocabulary
Review Oral Vocabulary Words T390
LANGUAGE ARTS
Grammar Expanding and Combining Write About the Text T404–T405
Core
Sentences, T389 Grammar Expanding and Combining

Writing Sentences, T406–T407
Grammar
Options
Write About the Text Writing Fluency, T388
Writings
Writing Process: Narrative Personal Narrative, T486–T491 Use with Weeks 4-6
Proces
Differentiated Instruction Use your data dashboard to determine each student’s needs.
Then select instructional supports options throughout the week.
APPROACHING LEVEL ON LEVEL

Leveled Reader Phonics Comprehension Leveled Reader
Families at Work, Connect i to /i/ and i_e to /ī/, T434 Identify Key Details, T438 Families at Work, T440–T441
Small Group
T430–T431 Blend Words with Short/Long i, T434 Review Key Details, T439 “A Family Sawmill,” T441
“A Family Sawmill,” Build Words with Short/Long i, T435 Read for Fluency, T438 Literature Circles, T441
T431
Self-Selected Reading,
Literature Circles, T431 Structural Analysis T439 Phonics
Possessives, T436 Build Words with Short and Long i, T442
Phonemic Awareness
Phoneme Isolation, T432 High-Frequency Words/
Phoneme Categorization, T432 Vocabulary
Phoneme Blending, T433 Review Words, T437
T372 UNIT 1 WEEK 5

Go CUSTOMIZE YOUR OWN
Digital LESSON PLANS
www.connected.mcgraw-hill.com
WEEK 5
DAY 3 DAY 4 DAY 5

Word Work T410–T411 Word Work T417 Word Work T424–T425
• Phonemic Awareness: Phoneme • Phonemic Awareness: Phoneme Categorization • Phonemic Awareness: Blending
Blending Vocabulary Strategy Review: Root Words, • Phonics/Spelling: Short and Long
• Phonics/Spelling: Words with Literature T419 i: i_e
Short and Long i: i_e Anthology • Structural Analysis:
Close Reading “Why We Work,”
Fluency T412 Possessives
T419A–T419B • High-Frequency Words
• Phrasing
• High-Frequency Words • Vocabulary
Close Reading Families Integrate Ideas Text ext
Working Together, T413A–T413D
Connections, T428–T429 T429
Oral Vocabulary “Families Today”, T408 Oral Language T416 Integrate Ideas T428–T429
T429
Comprehension Maintain Skill: Key Details, Word Work T417–T418 • Research and Inquiry
T409 • Speaking and Listening
• Phonics/Spelling: Words with Short and Long i: i_e
Vocabulary Reinforce Vocabulary, T413 • High-Frequency Words
• Structural Analysis: Possessives
Word Work T411
Fluency T419
• Structural Analysis: Possessives
• Phrasing
Integrate Ideas Research and Inquiry,
T422–T423
Grammar Mechanics: Quotation Marks, Write About Two Texts T420 Write About Two Texts T426
T415 Grammar Mechanics: Quotation Marks, Grammar Expanding and Combining
T421 Sentences, T427
Grammar Expanding and Combining Grammar Expanding and Combining Grammar Mechanics: Quotation Marks,
Sentences, T415 Sentences, 421 T427
Write About the Text T414
Writings
Writing Process: Narrative Personal Narrative, T486–T491 Use with Weeks 4-6
Proces
BEYOND LEVEL ENGLISH LANGUAGE LEARNERS

Vocabulary Leveled Reader Shared Read Vocabulary
Review Words, T442 Families at Work, T444–T445 Families Work!, T448–T449 Preteach Vocabulary, T452
“A Family Sawmill,” T445 Review Vocabulary, T452
Comprehension Literature Circles, T445 Leveled Reader
Inflectional Endings, T453
Review Key Details, T443 Families at Work, T450–T451
Vocabulary Additional Vocabulary, T453
Self-Selected Reading, T443 “A Family Sawmill,” T451
Domain-Specific; Inflectional Endings, T446 Writing/Spelling
Literature Circles, T451
Synthesize, T446 Writing Trait: Sentence Fluency, T454
Words with Short and Long i, T454
Comprehension
Gifted and
Grammar
Review Key Details, T447 Expanding and Combining Sentences,
Talented
Self-Selected Reading, T447 T455
SUGGESTED LESSON PLAN T373

DIFFERENTIATE TO ACCELERATE
A C T
Reprinted with the permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division from TARA AND TIREE, FEARLESS FRIENDS: A True Story by Andrew Clements, illustrated by Ellen Beier. Illustrations copyright © 2002 Ellen Beier.
Scaffold to Access Complex Text
QQ
t
ivivee uuaannt
IF If the text complexity of a particular selection is too difficult for children ltit
aat tiitta
uaali attiv
ivee
QQu
Reader and Task
THEN use the Access Complex Text prompts to scaffold instruction. TEXT COMPLEXITY
Reading/Writing Literature Anthology Leveled Readers Classroom Library

Workshop
ing el ELL
Approach On Lev
ve d
ond
yo
Bey
“Families Work!” Families Working Together Approaching Level On Level Tara and Tiree, Fearless
Friends: A True Story
Quantitative
Lexile 500 Lexile 560 Lexile 300 Lexile 400

TextEvaluator™ 12 TextEvaluator™ 32 TextEvaluator™ 4 TextEvaluator™ 7 Lexile 230
TextEvaluator™ 6
“Why We Work” Beyond Level ELL
Pets at the White House
Lexile 510 Lexile 630 Lexile 370
Lexile 470
TextEvaluator™ 12 TextEvaluator™ 16 TextEvaluator™ 4
TextEvaluator™ 6
What Makes the What Makes the Text What Makes the Text Complex? What Makes the Text
Text Complex? Complex? • Specific Vocabulary Complex?
• Organization • Specific Vocabulary, Context • Prior Knowledge • Genre
Categorizing, T387 Clues, T419A • Sentence Structure • Specific Vocabulary
• Purpose Inform, T399 • Connection of • Connection of Ideas • Prior Knowledge
Qualitative
Ideas Characters’ Actions • Genre • Sentence Structure

T413A
See Scaffolded • Organization
Instruction in Teacher’s See Level Up lessons online for Leveled Readers. • Purpose
Edition T387 and T399. See Scaffolded Instruction
in Teacher’s Edition T413A,
• Connection of Ideas
T419A.
See Scaffolded
Instruction in Teacher’s
Edition T496–T497.
The Introduce the The Introduce the Concept The Introduce the Concept lesson on pages T376– The Introduce the Concept
Concept lesson on lesson on pages T376– T377 will help determine the reader’s knowledge lesson on pages T376–
pages T376–T377 will T377 will help determine and engagement in the weekly concept. See T377 will help determine
Reader and Task
help determine the the reader’s knowledge pages T430–T431, T440–T441, T444–T445, T450– the reader’s knowledge
reader’s knowledge and engagement in the T451, T422–T423, and and engagement in the
and engagement in the weekly concept. See pages T428–T429 for questions and tasks for this text. weekly concept. See pages
weekly concept. See T413A–T413D, T419A–T419B, T496–T497 for questions
pages T386–T387, T396– T422–T423, and T428–T429 and tasks for this text.
T403, T422–T423, and for questions and tasks for
T428–T429 for questions this text.
and tasks for this text.
T374 UNIT 1 WEEK 5 GoDigital! http://connected.mcgraw-hill.com

WEEK 5
Monitor and Differentiate with Leveled Readers
children can read their leveled text
Quick Check
Q IF fluently and answer comprehension
questions
To differentiate instruction use the Quick
Checks to assess students’ needs and select the
assign the next level up to accelerate
appropriate small group instruction focus. THEN
children reading with more complex text.
Comprehension Strategy Ask and Answer T445
Questions, T396
Comprehension Skills Key Details, T398
Genre Informational Text, T400
Vocabulary Strategy Inflectional Endings, T402
Phonics/Fluency Short i, long i; Phrasing, Beyon
nd
T410–T417
If No Approaching Level Reteach T430–T439 T441
ELL Develop T448–T455
If Yes On Level Review T440–T443
Beyond Level Extend T444–T447

L vel
On Le
Using Weekly Data

Check your data Dashboard to ing
Approach ELL
verify assessment results and guide T431 T451
grouping decisions.
ENGLISH LANGUAGE LEARNERS

Small Group Instruction
S Additional ELL Support
Use the ELL small group lessons in the Wonders Use Wonders for English Learners for ELD
Teacher’s Edition to provide focused instruction. instruction that connects to the core.
Language Development Language Development
Vocabulary preteaching and review, additional vocabulary Ample opportunities for discussions, and
building, and vocabulary strategy lessons, pp. T452–T453 scaffolded language support
Close Reading Close Reading
Interactive Question-Response routines for scaffolded Companion Worktexts for guided support in
Wonders for ELs
text-dependent questioning for reading and rereading the annotating text and citing text evidence. Teacher Edition
Shared Read and Leveled Reader, pp. T448–T451 Writing and Companion
Worktexts
Writing Scaffolded instruction for writing to sources
Focus on the weekly writing trait, grammar skills, and and revising student models
spelling words, pp. T454–T455
DIFFERENTIATE TO ACCELERATE T375

WHOLE GROUP
DAY 1 behavior
behavior
check
Visual Vocabulary
a b c
Word-Building
Cards Think Aloud
Cards
Cloud
check customers Interactive
choose jobs Read-Aloud
Reading/ chores spend Cards behavior
behavior
Writing cost tools all Sound-
Workshop Spelling
High-Frequency Cards
Word Cards
Introduce the Concept

LESSO
INI N
M
5
5
Mins
Mins
Build Background
ESSENTIAL QUESTION Go
What happens when families work together? Digital
Have children read the Essential Question on page 82 of the Reading/
Writing Workshop. Tell children that family members may include
mothers, fathers, sisters, brothers, grandparents, or anyone else in an
Reading/Writing extended family.
Workshop
Discuss the photograph with children. Explain that adult family members
OBJECTIVES have jobs to help pay for the cost of things they need. Families
Working
Participate in • Families also have jobs in taking care of a home. Together
collaborative
conversations with • People in a family help each other by cooking and cleaning.
diverse partners
about grade 2 topics
• Families must buy things they need, such as food and clothing.
and texts with peers
and adults in small
and larger groups.
Talk About It
Ask: What jobs do your family members have? What jobs do you Video
have to help out at home? How do the jobs that your family members
Build background
do help pay for the cost of food and clothing? Have children discuss
knowledge.
in pairs or groups. Families Work
Together
Model using the Concept Web to name ways families work together.
ACADEMIC
LANGUAGE Graphic
cost, jobs Collaborative Conversations Organizer
Listen Carefully As children engage in partner, small-group, and

whole-group discussions, encourage them to
• always look at the speaker.
• listen carefully to the speaker. Visual
Glossary
• respect the speaker by not interrupting.
• repeat others’ ideas to check understanding.
T376 UNIT 1 WEEK 5

DAY 1 • W E E K 5
READING/WRITING WORKSHOP, pp. 82–83
ENGLISH LANGUAGE LEARNERS GRAPHIC ORGANIZER

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Point to the Describe Have children Discuss Ask children to
girl and her mother in the describe what the girl and describe how the girl and
photograph and say: The her mother are doing. Ask: her mother are working
girl and mother are at What are these people together. Ask questions to
work. They are working doing? How do they help help them elaborate, such Families Work
together to make food for their family? Encourage as, What do you think Together
the family. Have children children to use a concept they are making? How
repeat after you. Model word in their responses. will this help the family?
correct pronunciation as Allow children ample time Why is it important to
needed. to respond. help the family? Clarify
children’s responses as
needed by providing
vocabulary.
INTRODUCE THE CONCEPT T377

WHOLE GROUP
DAY 1
Build the Concept
LESSO
INI N
M
5
Mins Oral Language
OBJECTIVES ESSENTIAL QUESTION Go
Ask and answer
questions about what
Remind children that this week you’ll be talking and reading about how Digital
families work together.
a speaker says in
order to clarify
comprehension, Oral Vocabulary Words
gather additional
information, or
Use the Define/Example/Ask routine to introduce the Oral Vocabulary
deepen words below. Prompt children to use the words as they discuss how
understanding of a families work together.
topic or issue. Families Today
• Develop oral
language. Oral Vocabulary Routine
• Discuss the
Define: Exchange means to trade one thing for another.
Essential Question.
Example: Meghan wants to exchange her apple for Kurt’s pear.
Ask and
Ask: What is something you might like to exchange with a friend? Answer
ACADEMIC Questions
LANGUAGE
Define: Homework is schoolwork that students do after school at home.
expository text,
questions Example: My teacher gave us lots of math homework to do tonight.
Ask: What kind of homework did your teacher give you to do tonight?
Define: Lucky means having good things happen to you.

Example: Elizabeth felt lucky to have Mabel as her good friend.
Ask: Tell about a time you felt lucky.
Define: When people are members of a group, they belong to the group
or club.
Example: Joan and Norm are members of the Richard family.
Ask: How do members of a family help one another?
Define: A treasure is something of great value.

Example: Norm’s model car collection is his greatest treasure.
Ask: What has so much value for you that you would call it a treasure?
T378 UNIT 1 WEEK 5

DAY 1 • W E E K 5
Listening
Comprehension
LESSO
INI N
M
10
Mins Interactive Read Aloud
Read “Families Today”
Tell children that you will be reading
an informational text about the jobs
that people in families have, and
how they have fun doing those jobs.
Display the Interactive Read-Aloud
Cards.
Strategy: Ask and Answer Interactive Read-Aloud Cards

Questions
1 Model Explain to children that as they read informational text,
they can ask themselves questions about what they are reading.
Then they should look for the answers to their questions. This can
help them better understand the information.
Think Aloud As you read a selection, ask yourself questions about
what you are reading. This can help you better understand things
that are confusing in the selection. As we read “Families Today,”
ask yourself questions about information that you do not
understand. Then look for the answers as we reread.
2 Apply As you read, use Think Aloud Cloud to model applying the
strategy. Have children think of a question to ask about the text.
Think Aloud I read that when Mom comes home, she might see a
princess, a raccoon, or a baseball player cleaning. I wonder how
that is possible. When I reread, I will look for the answer to my
question.
Make Connections ENGLISH LANGUAGE

LEARNERS
Text to Self After reading, have children share what they read and
Non-verbal Cues Remind children
learned about jobs that different family members do. Then have
that they can use non-verbal cues
them discuss the questions they asked themselves and how they to share information when they are
found their answers. not able to do so verbally.
Encourage children to use
pantomime or draw.
BUILD THE CONCEPT T379

WHOLE GROUP
DAY 1 Build Fluency: Sound Spellings:
Word Work Display the Word-Building Cards a_e,

a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c,
d, f, g, h, j, k, ck, m, n, p, q, r, w, x.
Have children say each sound.
LESSO
INI N
M
5
Mins Phonemic Awareness
OBJECTIVES Phoneme Isolation Go
Know and apply
grade-level phonics
1 Model Model how to isolate medial phonemes in a word. I am going Digital
and word analysis to say a word. Listen to the word tip: /t/ /i/ /p/. I hear the /i/ sound
skills in decoding in the middle of tip. What is the sound in the middle of tip? It is
words. /iii/. Repeat with time, emphasizing the long vowel sound /ı̄/ in the
Distinguish long and middle of the word. Then continue with pick and kite.
short vowels when
reading regularly
spelled one-syllable 2 Guided Practice/Practice Have children practice isolating the middle
Phonemic
words. sounds in words. Do the first one with them. I am going to say more Awareness
words. Tell me the middle sound you hear in each word.
• Apply phonics
when decoding
sick like win
words with short i hive pit big
and long i.
fit pine ripe five
• Isolate phonemes.
Phonics
LESSO
INI N
ACADEMIC M
LANGUAGE
rhyme, blend
10
Mins Phonics
Introduce Long i: i_e Sound-Spelling Card
1 Model Display the Five Sound-Spelling Card. Teach /ı̄/ spelled i_e.
Use minimal contrast pairs to show how the vowel team i_e forms the
long i sound. This is the Five Sound-Spelling Card. The sound is /ı̄/.
This is the sound in the middle of the word five. Listen: /fı̄ı̄ı̄v/, five.
Today we will learn one spelling for the /ı̄/ sound. Look at the word I
wrote: kit. This word has the short i sound, /i/. Watch as I add e to
the end of the word. The new word is kite. The i and e act as a team
SKILLS TRACE
to make long i, /ı̄/. Listen /kı̄t/. I’ll say /ı̄/ as I write the letters i_e
Short i and Long i: i_e several times.
Introduce Unit 1 Week 5
Day 1 2 Guided Practice/Practice Have children practice connecting the
Review Unit 1 Week 5 letters i_e to the /ı̄/ sound. Display the Five Sound-Spelling Card and
Day 2, Day 3, Day 4, Day 5 write i_e. Now do it with me. Say /ı̄/ as I write the letters i_e. This
Assess Unit 1 time, write the letters i_e five times as you say the /ı̄/ sound.
T380 UNIT 1 WEEK 5

DAY 1 • W E E K 5
Blend Words with Short i, Long i: i_e

ENGLISH LANGUAGE
1 Model Display Word-Building Cards b, i, t. Model how to blend the
LEARNERS
sounds. This is the letter b. It stands for /b/. This is the letter i. It
Phonemic Awareness: Minimal
stands for /i/. This is the letter t. It stands for /t/. Listen as I blend
Contrasts Focus on articulation.
these sounds together: /biiit/. Say it with me: bit. Add an e to the Say /i/ and note your mouth
end of bit. If I add an e to the end of this word, the /i/ sound in bit position. Have children repeat. Use
changes to a long vowel sound, /ı̄/. Blend the new word with me / the articulation photos. Repeat for
bı̄ı̄ı̄t/, bite. /ı̄/. Have children say both sounds
and notice the differences. Continue
Continue by modeling the words kit, kite; rip, ripe; dim, dime. with: bit/bite, pin/pine, dim/dime,
sit/site.
2 Guided Practice/Practice Display the Day 1 Phonics Practice Phonics: Variations in Language
Activity. Read each word in the first row, blending the sounds, for In some languages, such as
example, /him/. The word is him. Have children blend each word Vietnamese, Hmong, and Khmer,
there is no short i sound. In Spanish
with you. Prompt children to read the connected text, sounding out
and Cantonese, there is no direct
the decodable words. transfer for the short i sound.
Emphasize the sound /i/ and show
correct mouth position. Practice
him pig ride line sit with Approaching Level phonics
lessons.
sip fizz pick time pipe
bike nine line it
cap made rag ape bat
Take a bite of the ripe fig.
My kite line hit a big pine.

ON-LEVEL PRACTICE BOOK p. 42
I have five dimes. Also online
Phonics Practice
Corrective Feedback
Sound Error Model the sounds that children missed, then have
them repeat the sounds. Say: My turn. Tap under the letter and
say: Sound? /ı̄/. What’s the sound? Return to the beginning of
the word. Say: Let’s start over. Blend the word with children again.
APPROACHING BEYOND ELL

p. 42 p. 42 p. 42
WORD WORK T381

WHOLE GROUP
DAY 1 High-Frequency Words: Read, Spell,
Word Work and Write to review last week’s

high-frequency words: another, done,
into, move, now, show, top, water,
year, your.
LESSO
INI
Spelling
N
M
5
Mins
OBJECTIVES Words with Short i, Long i: i_e Go

Demonstrate
command of the
Dictation Use the spelling dictation routine to help children transfer Digital
conventions of their growing knowledge of sound-spellings to writing. Follow the
standard English Dictation Routine.
capitalization,
punctuation, and Pretest After dictation, pronounce each spelling word. Read the
spelling when sentence and pronounce the word again. Ask children to say each word
writing. softly, stretching the sounds, before writing it. After the pretest, display
Generalize learned the spelling words and write each word as you say the letter names. Spelling Word
spelling patterns Routine
Have children check their words.
when writing words
(e.g., cage badge;
boy boil).
Know and apply did What did you say?
grade-level phonics fin The fish has a big fin.
and word analysis
skills in decoding pick I will pick an apple. High-Frequency
words. line We stand in line for a ticket. Word Routine
Recognize and read pipe The pipe brings water to the house.
grade-appropriate
irregularly spelled tip I cannot see the tip of my nose.
words. mix You must mix the cake batter.
five There are five people in the car.
side We will cross to the other side of the street.
hike Let’s hike up the hill.
cape The hero wears a cape.
made Do you want to taste the cookies I made?
ENGLISH LANGUAGE all I will open all of the windows.
LEARNERS any We can sing any song we want.
Spelling Review the says The boy says he is late for school.
meaning of these words
by using pictures, For Approaching Level and Beyond Level children, refer to the
pantomime, or gestures Differentiated Spelling Lists for modified word lists.
when possible. Have
children repeat or act
out the definition as
they repeat the word.
T382 UNIT 1 WEEK 5

DAY 1 • W E E K 5
LESSO
INI N
M
5
Mins High-Frequency Words
all, any, goes, new, number, other, right,
says, understands, work
1 Model Display the High-Frequency Word Cards all, any, goes,
new, number, other, right, says, understands, and work. Use the
Read/Spell/Write routine to teach each word.
• Read Point to and say the word goes. This is the word goes. Say
it with me: goes. He goes to school.
• Spell The word goes is spelled g-o-e-s. Spell it with me.
• Write Let’s write the word in the air as we say each letter:
g-o-e-s.
• Follow the same steps to introduce new, other, says, work,
understands, right, number, any, all.
• As children spell each word with you, point out the irregularities
in sound/spellings, such as the /ûr/ sound spelled or in work and
the short u sound, /u/, spelled o in other.
• Have partners create sentences using each word.
2 Guided Reading Have children read the sentences. Prompt them to
identify the high-frequency words in connected text and to blend
the decodable words.
Monitor and
1. I ate all of my sandwich. Differentiate
2. Do you like to play any games?
3. She goes to camp.
Q
Quick Check
4. There is a new boy in class.
5. What is your number? Can children read and decode
words with long and short i sounds?
6. He went to the other side.
Can children recognize and read
7. I put my right hand up. high-frequency words?
8. My mom says it is time for lunch.
9. She understands the book.
10. My mom went to work.
If No Approaching Reteach pp. T432-T437

ELL Develop pp. T448-T455
If Yes On Level Review pp. T442-T443
Beyond Level Extend pp. T446-T447
WORD WORK T383

WHOLE GROUP
DAY 1
Vocabulary
LESSO
INI N
M
10
5
Mins
Mins
Words in Context
Model the Routine Visual Vocabulary Cards Go
Introduce each vocabulary word using
g Digital
the Vocabulary Routine found on the Vocabulary
bu
ulary Routine
Visual Vocabulary Cards. Define:
e:
Example:
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When you check something, Visual Glossary
Determine the
meaning of words you look at it closely to make sure it is in good condition.
and phrases in a text Example: Mom will check to make sure Tina’s helmet fits.
relevant to a grade 2
topic or subject area. Ask: When would you need to check something?
Demonstrate
understanding of Definitions
word relationships
and nuances in word • choose When you choose, you decide on one thing rather than
meanings. another.
Identify real-life
connections between
• chores Your chores are small jobs that you do around the house.
words and their use • cost When you ask about the cost of something, you want to
(e.g., describe foods know how much you have to pay for it.
that are spicy or
juicy). • customers Customers are people who buy something from a store
or company.
ACADEMIC • jobs Jobs are the work that people do to earn money.
LANGUAGE • spend When you spend, you use money to buy or pay for
cost, jobs something.
• tools Tools are equipment used to make or repair things.
Talk About It
Have children work with a partner and look at each picture and discuss
the definition of each word. Then ask children to choose three words and
write questions for their partner to answer.
T384 UNIT 1 WEEK 5

DAY 1 • W E E K 5

SCAFFOLD
Use Visuals Say: Let’s Describe Have children Discuss Ask partners to
look at the picture for the talk about the picture for discuss what it means to
word check. Point to the check. Ask: What is the check something. Then
woman checking the girl’s woman doing to check the ask why it’s a good idea
bike helmet. The mother girl’s helmet? Ask children to check a helmet. Invite
wants the girl to be safe. to turn to a partner and children to share an
She must check that the name examples of other experience to explain a
girl’s helmet fits correctly. things they might check time they checked
Mom pulls on the strap. It before they go biking. something, such as a
is in good condition. Why Have children share their backpack. Repeat
might you check that you responses. Repeat correct children’s responses,
have an umbrella before answers slowly and clearly eliciting more details to
you go to school? to the class. support children’s answers
as necessary.
p. 41 p. 41 p. 41
VOCABULARY T385
WHOLE GROUP
DAY 1 CLOS E RE A DI N G Read

E REA
OS
CL
DING
Lexile 500 TextEvaluator™ 12

Shared Read
Close Reading Routine Connect to Concept:
Read DOK 1–2
Families Working Together Tell children they will
Reading/Writing • Identify key ideas and details about families. read how one family works together to meet
Workshop • Take notes and retell everyone’s needs.
• Use A C T prompts as needed. Note Taking Read page 87 together. Model how
to take notes. I will think about the Essential
Reread
DOK 2–3 Question as I read and note key ideas and details.
See pages T448–T450 • Analyze the text, craft, and structure. As you continue to read, encourage students to
for Interactive • Use the Reread Minilesson. note unfamiliar words and questions they have.
Question Response
routine for the Integrate Paragraph 1: .Tell children you are going to take a
Shared Read. DOK 4 closer look at the first two paragraphs. Ask: What
• Integrate knowledge and ideas. job does Ellen do? What makes her job difficult?
• Make text-text connections.
Ellen Yung is a pediatrician, or doctor for children.
• Use the Integrate lesson.
Children can get sick at any time, so Ellen is
needed a lot. She works long hours.
T386 UNIT 1 WEEK 5
DAY 1 • W E E K 5
A C T Access Complex Text

Paragraph 2: Model paraphrasing second
paragraph on page 87. Steve works as a
Organization
firefighter. He works long hours, he works to put
out fires and rescue people, and he makes sure his Point out that the text is organized by family
equiptment works. member. It begins with the parents’ jobs.
Then it tells how the children help at home.
• How are the parents’ jobs alike? (Both jobs
Make Connections help people. Both require long hours.)
ESSENTIAL QUESTION Encourage children to go • The author tells about the parents’ jobs
back into the text for evidence as they talk about first. How does this help you understand
the ways that the Yung family works together. Use why it is important for the children to help
these sentence starters to focus discussion: as much as they can at home? (You know
Zac and Hanna help by . . . that the parents work long hours. Because
The family decided . . . of this, they need more help at home.)
COMPREHENSION T387
WHOLE GROUP
DAY 1 Language Arts

L ES S O
INI N
M
10
Mins
Write to Sources
Build Writing Fluency Go
Write to a Prompt Provide children with the prompt: Who works in Digital
the Yung family? Have children share their ideas about the work that
R di /W iti
Reading/Writing
the Yungs do. When children finish sharing ideas, have them write
Workshop continuously for five minutes in their Writer’s Notebook. If children stop
writing, encourage them to continue.
OBJECTIVE
Write routinely over When children finish writing, have them work with a partner to
extended time frames compare their responses about the Yungs. Partners should make sure Writing Lines
and shorter time that they both have a clear understanding of the topic.
frames for a range
of discipline-specific
tasks, purposes, and
audiences
ACADEMIC Writer’s
LANGUAGE Workspace
• expand, combine,
subject, predicate,
statement, question
Grammar
Teacher Conference
STEP 1 Talk about the Writinsgs Genre Writing
P ro ce
strengths of the writing.
STEP 2 Focus on the Narrative Writing: Personal Narrative, pp. T489–T491
N
target trait.
Fifth Week Focus: Over the course of the week, focus on the
STEP 3Make concrete
following stages of the writing process:
suggestions for revisions.
Draft Analyze with children the features of a personal narrative
Peer Conference
and discuss the Student Model in Writer’s Workspace. Teach the
Provide these questions
to guide peers as they Dialogue minilesson. Have children review their graphic organizers
review a partner’s draft. from the Prewrite. Then have them draft their personal narratives.
Is the writing
Revise Review with children the features of a personal narrative
clear and easy to
understand? and discuss the Revised Student Model found online in Writer’s
Do all the sentences Workspace. Teach the Time Words Minilesson. Then have children
focus on the topic? revise their personal narratives based on their partner’s review of
Are there sentences of their writing.
different lengths and
different types?
T388 UNIT 1 WEEK 5

DAY 1 • W E E K 5
LES S O
INI N
M
5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 21
Expanding and Combining Sentences

Explain/Model Tell children that expanding and combining
sentences helps make writing sound better and more interesting.
Explain that when you expand a sentence, you add more details.
When you combine sentences, you put two sentences together to
make one sentence. Display the following sentence:
The boy rides the bike.
Model how to expand the sentence by adding information about the
subject or predicate.
Think Aloud I can expand the sentence The boy rides the bike in two
ways. I can tell more about the subject “boy”: The little boy rides the
bike. Or, I can add details to the predicate “rides the bike”: The boy
rides the red bike.
Then write the sentence to show the details added to both the subject
and predicate:
The little boy rides the red bike.
2 Guided Practice/Practice Display the sentence below and read it

with children. Ask children to expand the sentence. Prompt children by
asking, What detail can you add to the subject “My family”? What
detail can you add to the predicate “works together”?
My family works together. (Possible response: My busy family
works together on Saturdays.)
Talk About It
In Your Own Words Have partners find more ways to
expand the sentence, My family works together. Have one
partner add a detail to the subject and the other partner
add a detail to the predicate. Then have volunteers read
their new sentence aloud.
• Review the Essential Question,

and encourage children to discuss
using the new concept and oral
vocabulary words. Ask: What
happens when families work
together? What kinds of jobs do
family members do?
• Prompt children to share what skills

they learned. How might they use
those skills?
LANGUAGE ARTS T389

WHOLE GROUP
DAY 2 behavior
behavior
check
Visual Vocabulary
a b c
Word-Building
behavior
behavior
all
Cards High-Frequency
Cards Word Cards
check customers Interactive
choose jobs Read-Aloud
Reading/Writing Cards behavior
behavior
chores spend did
Workshop Sound-
cost tools Spelling
Spelling Word Cards
Cards
Build the Concept

LESSO
INI N
M
5
Mins Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Recount or describe
Remind children that this week you are talking and reading about Digital
key ideas or details how families work together. Remind them of what they read about in
from a text read “Families Today” and “Families Work!” Guide children to talk about
aloud or information
the Essential Question using information from what they have read and
presented orally or
through other media. talked about on Day 1.
Review Oral Vocabulary Families

• Develop oral
Review the oral vocabulary words exchange, homework, lucky, members, Today
language.
• Discuss the and treasure using the Define/Example/Ask routine. Encourage children
Essential Question. to discuss families working together when coming up with examples for
each word.
ACADEMIC
Retell Routine
LANGUAGE
informational text,
ask and answer
questions
T390 UNIT 1 WEEK 5

DAY 2 • W E E K 5
Listening
INI
LESSO
N
Comprehension
M
5
Mins Interactive Read Aloud
Reread “Families Today”
Tell children that you will reread
“Families Today.” Display the
Interactive Read-Aloud Cards.
Strategy: Ask and Answer

Questions
Remind children that, as they read,
they can ask themselves questions
about the text. Doing so can help Interactive Read-Aloud Cards
them better understand and clarify
the information they read. As we read “Families Today,” ask yourself
questions about things that you do not understand. I can ask myself
why no one would trade for Grandma’s job of baking the birthday
cake. The text tells me that it’s because Grandma bakes the best
cakes.
Reread aloud “Families Today.” Pause to model using the strategy.
Prompt children to ask questions. Guide them to use the text to find
answers.
Model Retelling
Pause to retell parts of the selection. I will put the information from
the text and illustrations in my own words. So far, I have read that the
Richard family all do their share of chores for the family. The children
walk the dog, take out the garbage, and clean their rooms. Sometimes
their grandmother helps them. ENGLISH LANGUAGE
LEARNERS
Explain that when children retell a selection, they should tell the
important events and details in the correct order. Retell Guide children to retell
by using a question prompt for
each card. Ask: What are the
Retell the Selection children doing here? What is the
grandmother doing? How does this
After reading, guide children to retell the entire selection. Remind
help the family? Provide sentence
them to tell the important events and details in order. You may wish starters for children to complete
to let children use the pictures on the Interactive Read-Aloud Cards to orally. The children are .
help them retell events.
BUILD THE CONCEPT T391

WHOLE GROUP
DAY 2 Build Fluency: Sound-Spellings
Word Work Display the Word-Building Cards i_e,

i, sl, dr, sk, sp, st, a_e, a, e, o, u, c,
d, f, g, h, j, k, ck, m, n, p, q, r, w, x.
Have children say each sound.
LESSO
INI N
M
5
Mins Phonemic Awareness
Phoneme Categorization
Go
OBJECTIVES
Know and apply 1 Model Have children listen for the vowel sounds in words. Say: Listen
Digital
grade-level phonics
and word analysis as I say three words: pig, pipe, pine. Two words have / ı̄/ in the
skills in decoding middle and one does not. Yes, pipe and pine have the / ı̄/ sound in
words. the middle, but pig does not. It does not belong.
Distinguish long and
short vowels when
Continue modeling with the following examples:
reading regularly dime, dig, dip mile, mitt, mine
spelled one-syllable Phonemic
words. Awareness
2 Guided Practice/Practice Have children practice more
Demonstrate
command of the categorization of vowel sounds. Listen to these words. Two words
conventions of have the same middle vowel sound. One has a different vowel sound.
standard English Which word does not belong?
capitalization,
punctuation, and tip, tape, tin fine, time, tick
spelling when
lip, lime, lid bit, big, bite Phonics
writing.
Use an apostrophe to win, wide, wig hide, hive, hid
form contractions and
frequently occurring
LESSO
possessives. INI N
M
Categorize
5
Mins Phonics Structural
phonemes. Analysis
Review Short i, Long i: i_e

ACADEMIC
LANGUAGE 1 Model Display the Insect Sound-Spelling Card. Review the sound
categorize, /i/ spelled i using the words six and big. Repeat with the Five
possessive Sound-Spelling Card and the words five and time for the / ı̄/ sound
spelled i_e.
2 Guided Practice/Practice Have children practice connecting the

letter i to the /i/ sound. Point to the Insect Sound-Spelling Card.
What is this letter? What sound does it stand for? Repeat with the
Five Sound-Spelling Card for the / ı̄/ sound for the i_e spelling.
T392 UNIT 1 WEEK 5

DAY 2 • W E E K 5
Blend Words with Short i, Long i: i_e

1 Model Display Word-Building Cards p, i, n. Model how to generate ENGLISH LANGUAGE
and blend the sounds to say the word. This is the letter p. It stands
LEARNERS
for /p/. This is the letter i. It stands for /i/. This is the letter n. It Phonics: Build Vocabulary
Review the meanings of example
stands for /n/. Listen as I blend these sounds together: /piiinnn/.
words that can be explained or
Say it with me: pin. Add the letter e to the end of pin to make pine. demonstrated in a concrete way. For
The letter e at the end of pine is silent. It makes the i say its name. example, point to your hip, show a
Let’s blend the sounds again /pı̄ı̄ı̄nnn/. The word is pine. picture of a pig, or draw a line on
the board. Have children repeat the
• Continue by modeling the words kit, pipe, ride, hip. words with you. Provide sentence
starters such as “I see a .”
2 Guided Practice/Practice Repeat the routine with children with for children to complete. Correct
sit, ripe, line, nip. grammar and pronunciation as
needed.
Build Words with Short i, Long i: i_e
1 Model Display Word-Building Cards b, i, t, to form the word bit.
Blend: /b/ /i/ /t/, /biiit/, bit.
• Add e to the end and repeat with bite.
• Change b to k and repeat with kite.
2 Guided Practice/Practice Continue with kit, pit, pin, pine, line,

lime, lip, lid, hid, hide, wide, win, wit, mitt, mite. Guide children to
build and blend each word.
LESSO
INI N
M
5
Mins Structural Analysis
Possessives ON-LEVEL PRACTICE BOOK p. 42
1 Model Remind children that a noun is a person, place, or thing.

Explain that a possessive noun ends with an apostrophe and an
s and that it shows ownership. Give children the examples of the
boy’s bike and the dog’s ball. These examples show that the bike
belongs to the boy and the ball belongs to the dog.
Model how to rewrite the word in parentheses to make it a
possessive.
the (girl) bag the girl’s bag
my (dad) job my dad’s job
2 Guided Practice/Practice Help children rewrite the following

phrases using a possessive noun.
my (mom) hat (my mom’s hat)
the (cat) dish (the cat’s dish) p. 42 p. 42 p. 42
WORD WORK T393

WHOLE GROUP
Word Work and Write to review this week’s

high-frequency words: all, any, goes,
new, number, other, right, says,
understands, work.
LESSO
INI N
M
5
Mins Spelling
Go
OBJECTIVES Word Sort with Short i, Long i: i_e Digital
Demonstrate
command of the
1 Model Display the Spelling Word Cards one at a time. Have children
conventions of read each word, listening for /i/ or / ı̄/. Use cards for did and line to
standard English create a two-column chart. Say each word and pronounce the sounds:
capitalization,
punctuation, and
/d/ /i/ /d/; /l/ / ı̄/ /n/. Say each word again. Ask children to chorally
spelling when spell each word.
writing.
2 Guided Practice/Practice Have children place each remaining
Know and apply
Spelling Word Card in the column with the same sound-spelling: /i/ Spelling Word
grade-level phonics Sort
and word analysis spelled i or / ı̄/ spelled i_e.
skills in decoding
When completed, have children chorally read the words in each
words.
column. Then call out a word. Have a child find the word card and
short vowels when
point to it as the class chorally spells the word.
reading regularly
spelled one-syllable 3 Build Fluency: Word Automaticity Have children chorally read High-
words. Frequency
words to build fluency. Conclude by asking children to orally generate Word Routine
Recognize and read
additional words with short i and long i sounds. List them in the
grade-appropriate
irregularly spelled correct sound spelling columns.
words.
LESSO
INI N
M
ACADEMIC
LANGUAGE
5
Mins High-Frequency Words Visual
Glossary
form, ending
all, any, goes, new, number, other, right,

says, understands, work
1 Guided Practice Say each word and have children Read/Spell/Write
it. Ask children to picture the word and write it the way they see
it. Display the word for children to self-correct. Point out unfamiliar
sound/spellings, such as the short e sound for a in any.
2 Practice Add this week’s high-frequency words to the cumulative
word bank. Have partners create sentences using the words.
Cumulative Review Review last week’s words using the Read/Spell/
Write routine. Repeat the above routine, mixing the words and
having children say each one.
T394 UNIT 1 WEEK 5

DAY 2 • W E E K 5
Vocabulary
ENGLISH LANGUAGE
LEARNERS
More Practice Practice spelling
LESSO
INI N by helping children generate more
M
5
Mins Expand Vocabulary words with /i/ spelled i and / ı̄ /
spelled i_e. Use prompts such as:
When I add a silent e to the word
kit, it changes the vowel sound from
Have children use the Visual Vocabulary Cards to review this week’s /i/ to / ı̄ /. I get the new word .
vocabulary words: check, choose, chores, cost, customers, jobs, Write the word (kite) and have
spend, tools. children practice reading it. Correct
pronunciation as needed.
1 Explain Tell children that words can have different forms. Help
them generate different forms of this week’s words by using the
inflectional endings -ing, -ed, and -s/-es. Review when each ending
is used.
2 Model Draw a four-column chart on the board. Write the

vocabulary word check in the first column. Model how to add
endings to the word check. Then write checking, checked, and
checks in the next three columns. Read aloud the words with
children.
Point out how the different endings change the meaning of check.
Discuss each form of the word and its meaning.
Have children share aloud sentences using check, checking,
checked, and checks. Monitor and
Differentiate
3 Guided Practice Have children work in pairs to fill in charts for
roam and need. Ask children to use each form of the words in
sentences. Quick
Q Check
Can children read and spell words
with long i and short i?
high-frequency words?

WORD WORK/VOCABULARY T395

WHOLE GROUP
DAY 2 OS
E REA
CL
Comprehension Strategy
DING
LESSO
INI N
M
5
10
Mins
Mins Ask and Answer Questions
1 Explain
Go
Remind children that when they read expository text, such as Digital
“Families Work!”, they will come across new information. Children
can ask themselves questions about this information to make sure
Reading/Writing that they understand it.
Workshop
• Children should think of questions about information they do
not understand, details that they think they have missed, or
OBJECTIVES
Ask and answer such
details that they want to know more about. Families Work!
questions as who,
what, where, when,
• Sometimes children will ask questions about something they
why, and how to
have already read. They should reread to find the answer.
demonstrate
understanding of key
• Sometimes children will ask questions about something that
details in a text.
has not yet been explained. They should continue reading to
find the answer. Present the
Lesson
Read with sufficient
accuracy and fluency 2 Model Close Reading: Text Evidence
to support
comprehension. Model how to ask and answer questions. Reread page 88 of
“Families Work!”
Read on-level text
with purpose and
understanding.
3 Guided Practice of Close Reading
Have children work in pairs to ask and answer questions about the
story. Partners should discuss the story and think of a question
Ask and answer
questions to they still have about the story. Then they should reread the story
increase and work together to find the answer. Ask volunteers to share their
understanding. questions and answers with the class.
ACADEMIC
LANGUAGE
questions
T396 UNIT 1 WEEK 5

DAY 2 • W E E K 5
ON-LEVEL PRACTICE BOOK pp. 43–45

pp. 43–45 pp. 43–45 pp. 43–45
READING/WRITING WORKSHOP, p. 90
Monitor and
SCAFFOLD
Differentiate
Quick
Q Check
Help children reread the Have children reread the Have children reread
last two paragraphs on last two paragraphs of the last two paragraphs Are children able to ask questions
pages 88 and 89 of the selection. Ask: Why of the selection, and
about what they have read? Do
“Families Work!” Define does the family have to the chart. Elicit from
unfamiliar words such as choose between buying children the difference they reread the text to find the
laundry and decided. a laptop and buying between needs and answer?
Then model asking a a washing machine? wants. Ask: Why do you
question based on the (They can only afford to think the family chose to
last paragraph on buy one item.) Restate buy the washing machine
page 88: Ask: Can the children’s answers instead of the laptop? Small Group Instruction
family buy both a laptop in order to develop (They chose something
and a washing machine? their oral language that the whole family
Help children find the proficiency. Remind needed, instead of
answer in the text. (No; children that asking and something Zac wanted.) ELL Develop pp. T448-T455
they can afford only one answering questions can Help children think of If Yes On Level Review pp. T440-T441
item.) help them understand other questions they
what they read. have about the story.
COMPREHENSION STRATEGY T397

WHOLE GROUP
DAY 2 OS
E REA
CL
DING
Comprehension Skill
LESSO
INI N
M
5
10
Mins Key Details
1 Explain Go
Explain to children that key details are important pieces of Digital
information in a text.
• The key details are the most important details of a selection.
Reading/Writing They give the most information about the topic.
Workshop
• Key details in informational text may be facts or explanations.
OBJECTIVES
They help the reader understand the topic.
Families Work!
Ask and answer such • Key details can be found by looking at the text of a selection and
questions as who, by looking at the illustrations or photos.
what, where, when,
why, and how to
demonstrate 2 Model Close Reading: Text Evidence
details in a text. Identify the key details of “Families Work!” to explain the key ideas
Present the
of the selection. Model how to use the graphic organizer to record Lesson
Identify the main key details, starting with the detail “Ellen and Steve Yung have jobs.”
topic of a
multiparagraph text Write About Reading: Summary Model for children how to use key
W
as well as the focus details from the graphic organizer and additional details from
d Detail Detail Detail
of specific
paragraphs within
pages 86 and 87 of the selection to write a brief description of the
the text. jobs that Steve and Ellen Yung do.
Graphic
Organizer
ACADEMIC Have children work in pairs to complete the graphic organizer and
LANGUAGE identify the key details of the text. Remind them that the key details
key details are important pieces of information that help readers understand the
topic.
SKILLS TRACE Write About Reading: Summary Have children work in pairs to
W
write a summary of “Families Work!” Remind them that the
w
KEY DETAILS
summary should include key details that tell how each family
Introduce Unit 1 Week 4 member helps the family. Select pairs to share their summaries with
Review Unit 1 Week 5; the class.
Unit 2 Weeks 3, 4
Assess Unit 1
T398 UNIT 1 WEEK 5

DAY 2 • W E E K 5
ON-LEVEL PRACTICE BOOK pp. 43-45

p. 43-45 pp. 43-45 pp. 43-45
Monitor and
Differentiate
Purpose Quick
Q Check
Discuss the author’s purpose for writing the text. The author is
As children complete the graphic
writing to inform the reader about jobs that people in families do.
organizer, are they able to identify
However, the selection is also designed to tell how families work
key details in the text?
together, and to explain the difference between needs and wants.
• Help children make a personal connection to details in the
text. Ask: How do Hanna and Zac help out? Do you do
chores like these at home? Small Group Instruction
• Focus on the chart on page 89. Have a volunteer explain the
difference between needs and wants. Then have children
discuss which are more important, needs or wants. Lead
them to see that needs must be met in order to survive and
that needs are more important than wants.
COMPREHENSION SKILL T399

WHOLE GROUP
DAY 2 OS
E REA
CL
Genre: Informational Text
DING
LESSO
INI N
M
5
10
Mins
Mins
Expository Text
Go
Explain
1
Share with children the following key characteristics of
Digital
expository text.
• Expository text gives facts and information about a topic.
Reading/Writing
Workshop • Expository text can include text features such as photographs,
captions, and charts.
OBJECTIVES
Present the
Know and use 2 Model Close Reading: Text Evidence Lesson
various text features
(e.g., captions, bold Model identifying and discussing the genre of “Families Work!” This
print, subheadings, selection is an example of expository text. It gives facts and information
glossaries, indexes,
electronic menus,
about a topic. It tells how the different members of a real family work
icons) to locate to meet their needs. It also has text features, such as a chart.
key facts or
information in a text
Chart Look at the chart on page 89. Explain that a chart gives
efficiently. information in an organized way. Point out the rows and columns of
Explain how specific the chart. Ask: What are the headings in this chart? (needs and wants)
images (e.g., a What are some “wants” listed in the chart? (video game, basketball,
diagram showing how skateboard) What is one of Zac’s wants? (a laptop) Is shelter a “need”
a machine works)
contribute to and or a “want”? (need)
clarify a text. Review with children that a “need” is something that you need, such
as a shelter, in order to survive. A “want” is something that you want,
Recognize the
text features of such as a video game, but do not need in order to survive.
expository text.
ACADEMIC Have children work with partners to discuss what they learned from
LANGUAGE the chart. Then have them share what they found with the class.
informational text,
expository, chart
T400 UNIT 1 WEEK 5

DAY 2 • W E E K 5

p. 47 p. 47 p. 47
Monitor and
Differentiate
SCAFFOLD
Quick
Q Check
Use the photos to guide Help children to identify Have partners work
children to understand details and features that together to come up with Can children read the chart? Do
that the family discussed show that the selection is at least three details or
they explain what they learned
in the text is a real an expository text rather text features that show
family. Point out Ellen than a fictional story. Ask that the selection is an from the chart?
and Steve Yung. Ask questions to lead children expository text rather
simple questions, such to the answer, such as: than a fictional story.
as: Who is this? Where is Are these real people? Ask children to share
she? Why is he dressed How do you know? What their examples with the Small Group Instruction
this way? Point out that does the text tell us a class. Clarify children’s
informational text gives doctor does? What does responses as needed.
facts and information the text tell us about If No Approaching Reteach pp. T430-T431
about real people. what a firefighter does? ELL Develop pp. T448-T451
Repeat correct answers Elaborate on children’s
slowly and clearly to the answers.
class. Beyond Level Extend pp. T444-T445
GENRE T401
WHOLE GROUP
DAY 2 OS
E REA
CL
Vocabulary Strategy
DING
LESSO
INI N
M
5
10
Mins
Mins
Inflectional Endings
Go
Explain
1
Remind children that they can often figure out the meaning of an
Digital
unknown word by looking at word parts.
Reading/Writing
• When children see an unknown word, they can look to see if it
Workshop has an inflectional ending such as -s, -es, or -ed. If it does, children
can separate the inflectional ending from the root word and use
OBJECTIVES the ending and root word to figure out the meaning of the whole
Present the
Identify frequently word. Lesson
occurring root words
(e.g.,look) and their • When a noun ends in -s or -es, it means “more than one” of that
inflectional forms noun. For example, cars means “more than one car.”
(e.g., looks, looked,
looking). • When a verb ends in -ed, it means that the action happened in
the past. For example, fixed means “fix in the past.”
Use a known root
word as a clue to
the meaning of 2 Model Close Reading: Text Evidence
an unknown word
with the same root Model how to find the meaning of dishes on page 93 by thinking
(e.g., addition, about the meaning of the root word dish and the inflectional
additional ). ending -es.
ACADEMIC
LANGUAGE
inflectional endings, Have children work in pairs to figure out the meanings of hours and
root word helped by thinking about the meanings of the root words and the
inflectional endings. Have children check to see if the meanings they
come up with make sense in the context of the selection. Confirm
children’s definitions of the words.
SKILLS TRACE
INFLECTIONAL ENDINGS
Introduce Unit 1 Week 1

Review Unit 1 Weeks 2,
3, 5; Unit 2 Week 4
Assess Unit 1
T402 UNIT 1 WEEK 5

DAY 2 • W E E K 5

p. 48 p. 48 p. 48

Monitor and
SCAFFOLD Differentiate
Write the word hours on Write the word hours on Point out the words hours
Quick
Q Check
the board. Say the word, the board. Ask: What and helped. Ask children
Can children identify and use
and draw a line between smaller word do you see to identify the root word
the root word and the in hours? What does hour and inflectional ending inflectional endings to determine
inflectional ending -s. mean? Now look at the in each word. Then have the meanings of hours and helped?
Explain that hour is the letter s. This inflectional partners define the words
root word and -s is the ending means “more and use each word in a
ending. Have children than one.” Have children sentence. Have children
define the root word, hour. complete this sentence share their sentences. Small Group Instruction
Then explain the meaning frame: The word hours Clarify children’s
of hours and use it in a means more than one responses as needed.
sentence. Have children ____. Repeat this process If No Approaching Reteach pp. T430-T439
repeat the sentence. for helped. Correct ELL Develop pp. T452-T453
Repeat for helped. children’s responses as
needed.
VOCABULARY STRATEGY T403

WHOLE GROUP
DAY 2 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to the Reading/Writing Go
Workshop Text Digital
Analyze the Prompt Read aloud the prompt on page 94 of the
Reading/Writing Reading/Writing Workshop. Ask: What is the prompt asking? What
Workshop
does the chart tell you about what the Yungs need and what they
OBJECTIVES want? What do you think the author wants to explain? Let’s reread the
With guidance selection to find details. We can note text evidence.
and support from Graphic
Analyze Text Evidence Say: Let’s look at how Lee noted text Organizer
adults, produce
writing in which the evidence from the Needs and Wants chart. He took information on
development and what all families need to live. Why do you think that’s important in
organization are
understanding the author’s purpose for including the chart? Display
appropriate to task
and purpose. Graphic Organizer 9 found online in Writer’s Workspace. Guide children
Produce, expand, and through the rest of Lee’s notes.
rearrange complete Writing Trait
Analyze the Student Model Explain how Lee used evidence from the minilesson
simple and compound
sentences. chart to write his response.
• Sentence Fluency Lee varied the types of sentences that he
ACADEMIC used. His first two sentences explain a family’s needs. His next
LANGUAGE
sentence is short, focusing on the fact that families pay for
• expand, combine,
subject, predicate, needs first. This variety of sentence lengths makes Lee’s
writing interesting. Trait: Organization Grammar
statement, question
• Supporting Details Lee lists the details of what all families need.
He uses the chart for these details. Trait: Ideas
• Strong Conclusion Lee ends his response with a summary of the
wants a family might have. He includes details from the selection as
well as from the chart. Trait: Ideas
Ask children to compare the evidence in Lee’s notes with the details in
his writing.
For additional practice with sentence fluency, assign Your Turn Practice
Book, page 49.
Your Turn: Write About the Text Read the Your Turn writing prompt
on page 95 of the Reading/Writing Workshop aloud: How do families
make choices about how to spend their money? Use evidence from the
T404 UNIT 1 WEEK 5

DAY 2 • W E E K 5
text to support your answer. Discuss the prompt with children. If necessary,
review the selection, and elicit where children might find text evidence.
Remind children that needs come first when a family spends money. ENGLISH LANGUAGE
In writing their response, they should think about how the Yung family LEARNERS
decides how to spend money. Ask: Why did the family decide to buy a
washing machine? Write Support children as they
Have children take notes as they think about the details from the selection write their drafts by asking
questions, such as: How can a
that they can use in writing their response. Remind them to include the family work together? What
following elements as they craft their response from their notes: can different people in the
family do? As children respond,
• Sentence Fluency help them write sentences of
• Supporting Details different lengths and include
at least one question. Allow
• Strong Conclusion children ample time to respond.
Have children use Grammar Handbook page 476 in the Reading/Writing
Workshop to edit for errors with expanding and combining sentences.
LANGUAGE ARTS T405

WHOLE GROUP
DAY 2 Language Arts

L ES S O
INI N
M
5
Mins
Grammar
Expanding and Combining Sentences Go
1 Explain/Model Explain to children that they can expand sentences by Digital
adding to the subject or predicate. Explain that they can also combine
Reading/Writing
sentences that have the same subject or predicate. Read the following
Workshop two sentences aloud and model combining them.
OBJECTIVES
David’s father cleaned the garage.
Produce, expand, and David’s father raked the lawn.
rearrange complete Grammar
simple and compound Think Aloud I see that the subject in each of these sentences is David’s
sentences (e.g., The father. I can combine the two sentences by combining the predicates. I’ll
boy watched the use the subject, David’s father, and combine the two predicates with the
movie; The little boy
watched the movie; word and. The combined sentence becomes David’s father cleaned the
The action movie was garage and raked the lawn.
watched by the little
boy).
2 Review Remind children they can expand a sentence by adding
ACADEMIC information about the subject or the predicate. Expanding the sentence
LANGUAGE with details helps add interest to their writing. Display the following
• expand, combine, sentences and model expanding and combining them.
subject, predicate,
Sarah takes out the trash.
statement, question
Sarah is eight years old.
Think Aloud I see that the subject of each sentence is Sarah. I can
expand the sentence Sarah takes out the trash by adding the words
eight years old to it: Eight-year-old Sarah takes out the trash.
T406 UNIT 1 WEEK 5

DAY 2 • W E E K 5
3 Guided Practice Display the following sentences and read them aloud.
Jamie washes the dishes.
Abby washes the dishes.
Help children identify that the predicate washes the dishes is the same
in both sentences. Invite children to suggest how the two sentences
could be combined. (Jamie and Abby wash the dishes.)
Point out the change in the verb form from singular to plural.
Write two sentences with the same subject, such as:
Ellen likes to read.
Ellen likes to play video games.
Have children combine the two sentences.
4 Practice Have partners work together to combine the following

sentences. Then have volunteers explain why each sentence is a
question or a statement.
Sarah’s family works together.
They are a busy family.
They also play together.
Tom does his chores.

Sue does her chores.
Tony saves money every week.

He is saving for a laptop.
For additional practice, have children complete page 47 of the
Grammar Practice Book.
Talk About It Have partners work together to write two sentences

that could be combined. Children could generate sentences
about the chores that they do with their family members.
Link to Writing Say: Look back at your response to the Your

Turn writing prompt to see if you used a variety of sentence
types and sentence lengths. Did you combine or expand
sentences for variety? If children have not varied the types
and lengths of their sentences, have them revise their writing.
Point out Lee combines ideas in his response. Provide support,
if needed.
• Discuss the Essential Question, and
encourage children to use the oral
vocabulary words.
• Prompt children to review and

discuss the skills they used today.
How do those skills help them?
LANGUAGE ARTS T407

WHOLE GROUP
DAY 3 behavior
behavior
check
Visual Vocabulary
a b c
Word-Building
behavior
behavior
all
High-Frequency
Cards
Cards Word Cards
check customers
choose jobs
Reading/Writing behavior
behavior
Workshop chores spend did
cost tools
Literature Anthology Spelling Word
“Families Working Cards
Interactive Read-
Together” Aloud Cards
Build the Concept

LESSO
INI N
M
5
Mins
Interactive Read Aloud
OBJECTIVES
Ask and answer
Remind children that, this week, they are talking and reading about
what happens when families work together. Remind them of the jobs
Digital
such questions as
who, what, where, they read about in “Families Today” and of the family in “Families
when, why, and Work!” Guide children to discuss the Essential Question using information
how to demonstrate
understanding of key from what they have read and discussed throughout the week.
details in a text.
Review Oral Vocabulary Families
Know and use
Review the oral vocabulary words exchange, homework, lucky, members, Today
(e.g., captions, bold and treasure using the Define/Example/Ask routine. Encourage children
print, subheadings,
to discuss what happens when families work together.
electronic menus,
icons) to locate key Reread “Families Today”
facts or information Families Work!
in a text efficiently. Tell children that you will reread
“Families Today.” Pause as you
read to model asking questions
• Develop oral
to help you understand the
language.
selection. Prompt children to ask
• Discuss the
Essential Question. questions and find answers in
the text.
ACADEMIC
LANGUAGE Write About Reading Interactive Read-Aloud Cards
key details, Have children write about two ways that the members of the Richard
illustrations
family help each other get their jobs done. Remind them to include key
details in their responses.
T408 UNIT 1 WEEK 5

DAY 3 • W E E K 5
Comprehension
ENGLISH LANGUAGE
LESSO
INI vie LEARNERS
Re w
N
M
5
Mins Key Details Use Visuals Have children use the
photograph on page 86 to help
them describe what the doctor is
1 Explain Remind children that, this week, they have been discussing doing to the girl. (The doctor is
how key details help them determine what a selection is about. measuring how tall the girl is.) Then
have children talk more about the
Remind them that in earlier weeks, they learned about the
photos in the selection and describe
importance of using photos or illustrations to help them get a full what they see.
understanding of the text. Use the Shared Read, “Families Work!”
to review this skill.
Review what it means to use photos or illustrations when reading.
• The key details in the illustrations and/or photos relate to,
support, or extend the information in the text.
• Photographs can include important information that is critical to
understanding the selection.
• The photographs and illustrations can also include additional key
details that are not in the text at all.
2 Model Display page 88 of “Families Work!” As I read the text on

page 88, I understand that the children in the family help out a lot.
The text says that Zac helps with the meals. The photo shows me
what Zac is doing. This gives me more information than the text
alone.
3 Guided Practice Reread page 89 of “Families Work!” Ask children

to look at the photos on the page.
• Prompt children to talk about what they see in the photos. The
photos go with the chart. What do the photos have to do with
the chart?
• Prompt children to name the items shown in the photos and
decide if they are the “needs” or the “wants” listed in the chart.
BUILD THE CONCEPT/COMPREHENSION T409

WHOLE GROUP
DAY 3 Build Fluency: Sound Spellings:
Word Work Display the Word-Building Cards i_e,

i, sl, dr, sk, sp, st, a_e, a, e, o, u, c, d,
f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound. For fluency
in connected text, see the Decodable
Reader lesson in Small Group.
LESSO
INI N
M
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Blending Go
Know and apply
grade-level phonics 1 Model Place markers on the Response Board to represent sounds. Digital
and word analysis Show children how to orally blend phonemes. I’m going to put one
skills in decoding marker in each box as I say each sound. Then I will blend the sounds
words.
to form a word. Place a marker for each sound you say: /s/ /i/ /t/.
The word has three sounds: /s/ /i/ /t/. Listen as I blend these sounds
short vowels when
reading regularly to form a word: /sssiiit/, sit. The word is sit.
spelled one-syllable Phonemic
words. Awareness
2 Guided Practice/Practice Let’s do some together. Using your own
Demonstrate boards, place a marker for each sound you hear. I will say one sound
command of the
conventions of at a time. Then we will blend the sounds to say the word. Do the first
standard English three with children.
capitalization,
punctuation, and tip nine like pin lick
spelling when time bin bite live Phonics
writing.
Use an apostrophe to
LESSO
form contractions and INI N
M
possessives.
5
Mins Phonics
• Blend phonemes to Structural
form words. Blend Words with Short i, Long i: i_e Analysis
• Decode words with 1 Model Display Word-Building Cards l, i, k, e. Model how to blend the
short i and long i.
sounds. This is the letter l. It stands for /l/. This is the letter i. In this
• Identify and read word, the letter i stands for the sound / ı̄/ because there is a silent e
possessive nouns.
at the end. The i and e act as a team. This is the letter k. It stands for
/k/. Remember, the e is silent. Now let’s blend all three sounds: /l/ Spelling Word
ACADEMIC / ı̄/ /k/, /lı̄ı̄ı̄k/, /lı̄k/. The word is like. Sort
LANGUAGE
blend, possessives
Continue by modeling the words size, time, lid, fin, mix.
2 Guided Practice/Practice Repeat the routine with bite, kit, kite, hit,
stick, dine, side, pipe, ripe, tick, vine, win, zip, line, ride, hive.
Decodable Reader Have children read “Mike’s Big Bike”

(pages 43–48) to practice decoding
words in connected text.
T410 UNIT 1 WEEK 5

DAY 3 • W E E K 5
LESSO
INI N
M
5
Mins Structural Analysis PHONICS/SPELLING PRACTICE BOOK p. 23
Possessives
1 Model Write the words bride/bride’s, bike/bike’s, Ben/Ben’s, pig/
pig’s. Tell children that the first word in each pair is a noun and the
second word is a possessive noun. Explain that possessive nouns
show who or what owns or has something. The apostrophe and s
at the end of each possessive noun means something belongs to it.
Say: The hat belongs to the Ben. It is Ben’s hat.
2 Guided Practice/Practice Help children fill in the correct

possessive noun in these sentences.
The dress belongs to the bride. It is the ____ dress. (bride’s)
The tail belongs to the pig. It is the ____ tail. (pig’s)
The wheel belongs to the bike. It is the ____ wheel. (bike’s)
LESSO
INI N
M
5
Mins Spelling
Words with Short i, Long i: i_e
1 Model Place Sound-Spelling Cards Insect and Five at the top of
columns in a pocket chart. Point out the i spelling for /i/ and the
i_e spelling for / ı̄/. Monitor and
Hold up the Spelling Word Card hike. Say and spell it. Pronounce
Differentiate
each sound clearly: /h/ / ı̄/ /k/. Blend the sounds, stretching the
vowel sound to emphasize it: /hı̄ı̄ı̄k/. Repeat this step with side.
Quick
Q Check
Place both words in the column under the Sound-Spelling Card Five.
Read both words with children. Guide them to see that both words Can children blend words with
contain the / ı̄/ sound spelled i_e. short i spelled i and long i spelled
i_e?
2 Guided Practice/Practice Display the remaining Spelling Word
Cards. Have children spell each word. Together, decide how to sort
each word.
Display the words cape, made, all, any, and says in a separate
column. Read and spell the words with children. Point out that If No Approaching Reteach pp. T432–T437
these spelling words do not contain the /i/ or / ı̄/ sound. ELL Develop pp. T448–T455
Conclude by asking children to orally generate additional words If Yes On Level Review pp. T442–T443
that have the /i/ sound spelled i or the / ı̄/ sound spelled i_e. Write Beyond Level Extend pp. T446–T447
the additional words on the board. Underline the vowel sound
spelling in the additional words.
WORD WORK T411
WHOLE GROUP
DAY 3 High-Frequency Words Read, Spell,
Fluency and Write to review this week’s

high-frequency words: all, any, goes,
understands, work.
LESSO
INI N
M
5
Mins
Phrasing
OBJECTIVES
1 Explain Tell children that using correct phrasing means grouping Go
words together in a natural way as they read. Tell children that they
accuracy and should pay attention to punctuation marks like commas and periods Digital
fluency to support for clues about where to pause and how to group words into phrases.
comprehension.
2 Model Model prosody by reading page 87 of the Shared Read aloud.

Read on-level text
orally with accuracy, Model correct phrasing by pausing between sentences and after
appropriate rate, commas. Point out that you grouped words together in a natural way
and expression on as you read. Model reading at an appropriate rate and with accuracy. Visual
successive readings. Glossary
As you approach difficult words, show children how you adjust your
Use context to
reading rate. Demonstrate using context to confirm or self-correct
confirm or self- your recognition and understanding of the words.
correct word
recognition and
understanding,
3 Guided Practice Have children read the text on page 87 aloud to a
rereading as partner. Make sure they pay attention to using the proper phrasing.
necessary. Remind children to adjust their reading rate when they encounter
Identify real-life difficult or unfamiliar words. Guide them to use context to confirm or
connections between self-correct their recognition of these difficult words and to reread as
words and their use
(e.g., describe foods necessary. Offer corrective feedback as needed.
that are spicy or
juicy).
Fluency Practice
ACADEMIC
Children can practice fluency using the Practice Book passages.
LANGUAGE
phrasing,
punctuation
T412 UNIT 1 WEEK 5

DAY 3 • W E E K 5
Vocabulary
LESSO
INI N
M
5
Mins Reinforce Vocabulary
1 Guided Practice Use the Visual Vocabulary Cards to review this
week’s and last week’s vocabulary words. Work together with
children to generate a new context sentence for each word.
2 Practice Have children work with a partner to orally complete

each sentence stem using this week’s and last week’s vocabulary
words.
1. I will ____ my homework before I hand it in. (check)
2. I must ____ something to eat at the restaurant. (choose)
3. Dusting and making my bed are ____ I do around the house.
(chores)
4. What does it ____ to buy this book? (cost)
5. The store has many ____ on this busy shopping day.
(customers)
6. There are many ____ to do in an office. (jobs)
7. Will you save your money or ____ it? (spend)
8. We need special ____ to fix the sink. (tools)
9. We are not ____ to run in the hallways. (allowed)
10. I ____ for my new puppy. (care)
11. I was ____ to get a nice letter from an old friend. (excited)
12. A plant’s ____ are soil, water, and sunlight. (needs)
13. Bears ____ in the north woods. (roam)
14. Wear a helmet to stay ____ when riding a bike. (safe)
15. Jack ____ around the store until he found a gift. (wandered)
16. There are many ____ animals that live in the woods. (wild)
FLUENCY/VOCABULARY T413
WHOLE GROUP
DAY 3 CLOS E RE A DI N G
se
Read
Clo
ing
Comprehension
LESSO
INI N
M
10
Mins
Families Working Together
Read aloud the Essential Question. Tell children that as they read, they
should think about how family members help each other. Have them read
Digital
the title and look at the photo on page 104 then predict how this family
works together.
Literature Anthology Close Reading Routine

Read DOK 1–2
OBJECTIVES Families
Working
Ask and answer • Identify key ideas and details about families. Together
such questions as • Take notes and retell.
who, what, where, • Use A C T prompts as needed.
when, why, and
how to demonstrate Reread DOK 2–3
details in a text. • Analyze text, craft, and structure.
• Use Close Reading Companion, pp. 29–30.
Know and use
various text features Integrate DOK 4
(e.g., captions, bold
print, subheadings, • Integrate knowledge and ideas.
glossaries, indexes, • Make text-text connections.
electronic menus, • Use the Integrate lesson.
icons) to locate key
facts or information
in a text efficiently.
Read
Read on-level text Note Taking: Graphic Organizer

with purpose and
understanding.
As children read the selection, guide them to fill in Your Turn Practice
Book page 46.
ACADEMIC A C T Access Complex Text

LANGUAGE
• expository text, What Makes This Text Complex?
details
Connections of Ideas Children may have difficulty connecting
• Cognates: texto
expositivo, detalles
what the Gelder family does with the reasons why the family does it.
For example, they may fail to understand when and why the family
makes jam. Ask: When does the family make jam? (when they sell
less fruit than they have) What do they do with the jam? (They
sell it at their farm stand.) Help children identify the text and text
features, such as captions, that support their responses.
T413A UNIT 1 WEEK 5
DAY 3 • WEEK 5
LITERATURE ANTHOLOGY, pp. 104–105
1 Skill: Key Details 2 Genre: Expository Text

Say: What is a key detail we learn on page 105 Look at the photographs. What can you learn
about how the Gelder family works together to from them? (They show that everyone in the
run their farm? We’ll add this information to the family helps. The photograph of the tractor shows
first box on our Key Details graphic organizer. that some jobs can only be done by one person.)
Reread Close Reading Companion, 29

STOP AND CHECK
Ask and Answer Questions What work does Author’s Purpose
the Gelder family do each Tuesday? Go back to Why do you think the author tells you what Mary
the text to find the answer. (Early in the morning, and her mom do on Tuesdays in the summer? (The
Mary Gelder and her mother drive their fruits and author provides details about the trip they make
vegetables to a farmer’s market in Chicago.) each Tuesday to show me how hard they work to
bring people fresh food.)
LITERATURE ANTHOLOGY T413B

WHOLE GROUP
DAY 3
LITERATURE ANTHOLOGY, pp. 106–107
Reread Close Reading Companion, 30
Skill: Key Details Author’s Purpose

Remind children that key details are important pieces of How does the author use text features to help you
information in a text. Ask children to recall the facts and understand what consumers are? (The sidebar tells
details they have read. Then have them add details to that people who buy things are consumers. The
their Key Details Chart. photos and text show that consumers buy fruit and
jam from the Gelders.)
Detail Detail Detail
The family
grows
Family
members
They decide
what to plant
Return to Purposes
fruits and plant and and how to Review children’s predictions. Guide them to use
vegetables water the spend the
and sells them crops, take money they text evidence to confirm or revise their predictions.
at a farmer’s care of earn. Discuss what children learned about how farm
market. chickens, and
repair trucks
families work together by reading the selection.
and tractors.
T413C UNIT 1 WEEK 5

DAY 3 • WEEK 5
Respond to the Text

ENGLISH LANGUAGE
Read LEARNERS
Retell Help children by looking at
Retell each page of the selection and
asking a prompt, such as What is the
Guide children in retelling the selection. Remind them that as they
family doing on this page? How do
read, they noted key details and answered questions about the text. they help each other? Point to and
Have them use this information and the information they recorded on identify the activity and the family
their Key Details Chart to help them retell the selection. members in each photo. Provide
sentence starters to help children
retell the selection such as: The
Reread family works together by . ’s
job is to .
Analyze the Text

After children retell the selection, have them
reread to develop a deeper understanding of
the text and answer the questions on Close
Reading Companion pages 29–30. For children
who need support in citing text evidence, use
the Reread prompts on pages T413B and T413C.
Write About the Text

Review the writing prompt with children. Remind them to use their
responses from the Close Reading Companion to support their
answers. For a full lesson on writing a response using text evidence, see
page 414.
Answer: The family farm helps provide food to others by driving into the
city and selling their produce at a farmer’s market. Evidence: On page
105, Mary says she loves “seeing who will eat the food my family works
hard to grow.” Mary also says she loves strawberries and having jam in the S
AL TU CONNECT TO CONTENT
SOCI
DIE
winter. Then on page 107, I read that René says he is really proud of his
S
GOODS AND SERVICES

family and their farm.
Goods are things you can see and
touch. Some goods are grown—such as
fruits and vegetables. Some are
Integrate manufactured—such as shoes or
backpacks. Services are work provided
Make Connections that someone does for someone else.
People who provide services include a
Text to World Answer: The Gelder family works together to produce
barber, a mail carrier, a store clerk,
fresh food that they sell at a farmer’s market so that others can and a bus driver. The study of goods
enjoy it. Evidence: On page 105, I read that the family sells fruits and and services and how they are made,
vegetables at a farmer’s market. They also sell jam that they make distributed, or consumed, is called
from fruit. economics.
LITERATURE ANTHOLOGY T413D

WHOLE GROUP
DAY 3 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to the Literature Go
Anthology Text Digital
Scaffolded Instruction Use this lesson for children who need support
Literature Anthology completing the writing assignment on Literature Anthology page 107.
OBJECTIVES Analyze the Prompt Explain that children will write about “Families
With guidance Working Together” on Literature Anthology pages 104–107. Provide
and support from the following prompt: How does the family farm help provide food for
adults, produce Graphic
others? Use text evidence to support your answer. Ask: What is the Organizer
writing in which the
development and prompt asking you to do? (to tell how the family farm provides food for
organization are other people.)
appropriate to task
and purpose. Analyze Text Evidence Help children note evidence from the text.
Produce, expand, and Page 105 Look at the photograph at the top of page 105. Why do you
rearrange complete
think the author included this photograph? Writing
simple and compound
sentences (e.g., The Page 105 Reread the quote from Mary on page 105. How does Mary
boy watched the
feel about going to the farmer’s market?
movie; The little boy
watched the movie; Pages 105-106 How does the information in the text support the title,
The action movie was
“Families Working Together”?
watched by the little
boy). Page 106 Reread the quote from René on page 107. How does René feel Grammar
about his family and farm?
ACADEMIC
LANGUAGE Have children take notes as you analyze text evidence together. After
• sentence, they take notes, they will craft a short response using their notes from
statement, question, the Reread prompts as well as their new notes.
dialogue, quotation
marks
T414 UNIT 1 WEEK 5

INI
LES S O
N
DAY 3 • W E E K 5
M
5
Mins
Grammar
ENGLISH LANGUAGE
Review Remind children that they can expand a sentence by adding LEARNERS
details to the subject or predicate. They can also combine sentences
SCAFFOLD
Combining Sentences Display
that have the same subject or predicate.
the following sentences and
Practice Display the following sentences. Have partners expand the pictures that illustrate them.
first sentence. Then have them combine the next two sentences.
Mrs. Sanchez cleans the house.
My brother does chores. (Possible answer: My big brother John Rico cleans the house.
does many important chores.)
Review with children that we
We sweep the steps. We rake the leaves. (We sweep the steps and can combine sentences that
rake the leaves.) have the same predicate.
Explain that the predicate is
the part of the sentence that
Mechanics: Quotation Marks tells what the subject does
or is. Ask children to identify
1 Explain/Model Explain that writers use quotation marks at the the predicate in each sentence.
beginning and end of dialogue, which is the exact. words spoken by (cleans the house) Help them
someone. The punctuation at the end of the speaker’s words, such combine the subjects to make a
new sentence. Ask: Who cleans
as a comma, period, exclamation mark, or question mark, is also
the house? (Mrs. Sanchez and
included inside the quotation marks. Rico clean the house.) Follow
Write the following sentences: Guide children to help you circle the the same procedure with other
sentences that have the same
quotation marks and underline the dialogue.
predicate or subject.
Mom said, “I need some help.”
“What can I do?” asked Ben.
2 Guided Practice/Practice Display the sentences below and read

them aloud. Have partners tell where to add the quotation marks
and identify the words that are the dialogue.
What chores do you do for your family? asked Marco.
(“What chores do you do for your family?”)
Jeanne replied, I make my bed and feed the dog every day.
(“I make my bed and feed the dog every day.”)
• Review the Essential Question and

encourage children to discuss it
using the oral vocabulary words.
• Prompt children to review and

discuss the skills they used today.
Help them give examples of how
they used each skill.
LANGUAGE ARTS T415

WHOLE GROUP
DAY 4 a b c
Word-Building
behavior
behavior
all
High-Frequency
Cards
Word Cards
behavior
behavior
did
Literature Anthology Spelling Words

“Families Working Cards
Together”
Extend the Concept

LESSO
INI N
M
5
Mins Oral Language
OBJECTIVES
Participate in
Remind children that this week they have been learning about what
happens when families work together. Guide children to discuss the
Digital
collaborative
conversations with Essential Question using information from what they have read and
diverse partners discussed.
about grade 2
topics and texts with Use the Define/Example/Ask routine to review the oral vocabulary words
peers and adults exchange, homework, lucky, members, and treasure.
in small and larger
groups. Partner Share Have children share with a partner ways that the Phonemic
Follow agreed-upon members of their families work together with each other. Encourage Awareness
rules for discussions children to connect their examples to this week’s reading selections as
(e.g. gaining the
they generate responses. Make a list of volunteers’ responses on the
floor in respectful
ways, listening to board.
others with care,
Review last week’s oral vocabulary words profession, thorough, duty,
speaking one at a
time about the topics equipment, and satisfaction using the Define/Example/Ask routine.
Phonics
and texts under
discussion).
possessives.
Structural
Analysis
T416 UNIT 1 WEEK 5

DAY 4 • W E E K 5
Word Work
LESSO
INI N
M
5
Mins Phonemic Awareness Build Fluency: Sound-Spellings
Display the Word-Building Cards
i_e, i, sl, dr, sk, sp, st, a_e, a, e, o,
u, c, d, f, g, h, j, k, ck, m, n, p, q, r,
Phoneme Categorization w, x. Have children say each sound.
1 Model Listen for the middle vowel sound as I say three words: pick, Repeat, and vary the pace. For fluency
in connected text, see the Decodable
time, nine. Which word does not belong? The words time and nine
Reader lesson in Small Group.
have the / ı̄/ sound in the middle, but pick has the /i/ sound. Pick
does not belong.
2 Guided Practice/Practice Have children practice more

categorization of vowel sounds. Which word does not belong?
tick, like, kit pit, hike, time wipe, till, nine
LESSO
INI N
M
5
Mins Phonics
Build Words with Short i, Long i: i_e
Review The long i sound / ı̄/ can be represented by the letters i_e. The
short sound /i/ can be represented by the letter i.
Display the Word-Building Cards p, i, n, e, and blend the sounds to
read the word: /pı̄ı̄ı̄nnn/, pine. Take away the e and blend and read Monitor and
the new word: /piiinnn/, pin. Continue with hid, hide; rid, ride; dim, Differentiate
dime; kit, kite; bit, bite.
Decodable Reader Have children read “A Site on Vine Q

Quick Check
Lane” (pages 49–52) to practice Can children read and decode
decoding words in connected text. words with short i spelled i and
LESSO long i spelled i_e?
INI N
M
5
Mins Structural Analysis Can children recognize and read
high-frequency words?
Possessives
1 Review Remind children that when an apostrophe and s are Small Group Instruction
added to the end of a noun, it shows that the person or thing owns
If No Approaching Reteach pp. T432–T437
something.
ELL Develop pp. T448–T455
2 Practice Write the following sentences on the board and read If Yes On Level Review pp. T442–T443
them aloud with children. Have partners rewrite the sentences to
Beyond Level Extend pp. T446–T447
make each underlined noun a possessive.
The kid pants are blue. (The kid’s pants are blue.)
The cat fur is long. (The cat’s fur is long.) EXTEND THE CONCEPT/WORD WORK T417
WHOLE GROUP

and Write to review this week’s
Word Work high-frequency words: all, any, goes,
understands, work.
LESSO
INI N
M
5
Mins Spelling
OBJECTIVES Word Sort with Short i, Long i: i_e Go
Know and apply
grade-level phonics
Review Provide pairs of children with copies of the Spelling Word Cards. Digital
and word analysis As one partner reads the words one word at a time, the other partner
skills in decoding should orally segment the word and then write the word. After reading
words.
all the words, partners should switch roles.
Recognize and read
grade-appropriate Practice Have children correct their own papers. Then have them sort
irregularly spelled the words by short i spelled i and long i spelled i_e.
words. Spelling Word
Sort
Read with sufficient LESSO
INI N
accuracy and M
fluency to support
comprehension.
5
Use a known root
word as a clue to all, any, goes, new, number, other, right, High-
the meaning of
an unknown word says, understands, work Frequency
Word Routine
with the same root
Review Display High-Frequency Word Cards all, any, goes, new, number,
(e.g., addition,
additional). other, right, says, understands, and work. Have children Read/Spell/
Write each word.
ACADEMIC
• Point to a word and call on a child to use it in a sentence.
LANGUAGE • Review last week’s words using the same procedure.
phrasing, root word
T418 UNIT 1 WEEK 5

DAY 4 • W E E K 5
Fluency/Vocabulary
Strategy
LESSO
INI N
M
5
Mins Phrasing
Review Remind children that correct phrasing means grouping
words together naturally as they read. Explain that children can use
punctuation to help them read with correct phrasing. Point out that
commas tell readers where to make a short pause. Periods, question
marks, and exclamation points can be used to group the words in a
sentence. Explain that correct phrasing can help children understand
words and ideas that go together.
Practice Have children read a passage from the Shared Read aloud
to a partner. Remind them to pause for punctuation and to read
with attention to where phrases begin and end. Make sure they pay
attention to using proper phrasing. Offer corrective feedback as
needed.
Fluency Practice
Children can practice fluency using Practice Book passages.
LESSO
INI
M
N vie
Re w Monitor and
5
Mins Root Words Differentiate
1 Explain/Model Remind children that a root word is the basic form Quick
Q Check
of a word to which a prefix, suffix, or ending has been added.
Explain that, when children see an unfamiliar word, they can figure Can children recognize and read
out the meaning by looking for a root word that they know. high-frequency words?
Write these examples on the board: working, worker, works. Model Can children read fluently with
separating the root works from the ending or suffix. Underline the good phrasing?
root in each word and explain how children can use what they know
about the root word to figure out the meaning of the longer word.
2 Guided Practice Write these sentences: Small Group Instruction

We will not be spending our money today. The family waters the If No Approaching Reteach pp. T430-T439
garden. ELL Develop pp. T448-T455
Have children work with a partner to identify the root of the If Yes On Level Review pp. T440-T443
underlined words. Ask them to explain what each word means Beyond Level Extend pp. T444-T447
and how they figured it out.
WORD WORK/FLUENCY/VOCABULARY T419

WHOLE GROUP
DAY 4 CLOS E RE A DI N G
E REA
OS
CL
Comprehension
DING
LESSO
INI N
M
5
Mins Why We Work
Compare Texts Go
As children read and reread “Why We Work,” encourage them to
Digital
take notes and think about the Essential Question: What happens
when families work together? Tell children to think about how this text
Literature Anthology compares with Families Working Together.
Read
OBJECTIVES
Ask and answer Key Details Identify the main idea and key details to summarize “Why Families
such questions as Working
We Work.” The main idea is that there are two types of work: making
who, what, where, Together
when, why, and goods and providing services. When workers make goods, they make
how to demonstrate something such as cars, trucks, computers, or even bread. Services are
understanding of
actions that people do, such as teaching or firefighting.
key details in a
text.
How are these two selections similar? Both selections are informational
Know and use and explain something about work. I think Families Working Together Why We Work
(e.g., captions, bold is a more personal story of the Gelders, while “Why We Work” is a very
print, subheadings, general story about types of work.
electronic menus,
icons) to locate
key facts or
information in a text
efficiently.
ACADEMIC
LANGUAGE Specific Vocabulary
goods, services
Point out the words produced, goods, and services. Tell children
that they will need to know the meaning of these words before they
read the section. Discuss definitions and use the words in model
sentences. Tell children that they can also use context clues.
T419A UNIT 1 WEEK 5

DAY 4 • W E E K 5
LITERATURE ANTHOLOGY, pp. 108–109 Lexile 510 TextEvaluator™ 12
Reread Integrate
After children retell, have Make Connections

them reread to develop a
Essential Question Answer: When people work
deeper understanding of
together, they work toward making goods or
the text by annotating and
providing services. Evidence: I read on page 109,
answering questions on
that a teacher provides a service. I read in the
pages 31–32 of the Close
caption on page 109 that workers in a factory
Reading Companion. For children who need help
make goods like cars that people buy.
citing text evidence, use these Reread questions:
Text to Text Answers may vary, but encourage
• How do the photos and captions help you children to cite text evidence from the text and
understand the topic better? then think of an example from another text.
• Why is “Why We Work” a good title for this
selection?
DEVELOP COMPREHENSION T419B

WHOLE GROUP
DAY 4 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
Write to Two Sources Go
Analyze the Prompt Explain that today children will compare “Families Digital
Working Together” and “Why We Work” in the Literature Anthology.
Literature Anthology
Provide children with the following prompt: How are these two selections
similar? Ask: What is the prompt asking you to do? (to compare
OBJECTIVES “Families Working Together” and “Why We Work”) Say: On page
With guidance 108, I read that services are the actions that people do, like teaching
and support from
adults, produce
or firefighting. I also read that goods are things made or created by Graphic
writing in which the people. The Gelders produce food and make goods. I will write these Organizer
development and details in my notes. I will also note the page number and title of the
organization are
appropriate to task
source.
and purpose. Analyze Text Evidence Display Graphic Organizer 10 found online
in Writer’s Workspace. Say: Let’s see how one student took notes to
ACADEMIC
answer the prompt. Here are Lee’s notes. Read through the text evidence Writing
LANGUAGE
• sentence,
for each selection and have children discuss the difference between
expand, combine, making goods and providing services.
statement, question,
exclamation, Share the Prompt Provide the following prompt to children: Do the
dialogue, quotation Gelders from “Families Working Together” make goods or provide
marks
services? Support your answer with evidence from “Why We Work”
Grammar
and Families Working Together.
Find Text Evidence Have children take notes. Help them find text
evidence and give guidance where needed. If necessary, review with
children how to use their own words in their notes. Remind them to write
down the page number and source of the information.
T420 UNIT 1 WEEK 5

DAY 4 • W E E K 5
LES S O
INI N
M
5
Mins
Grammar
Review Remind children that they can expand a sentence by adding
details to the subject or predicate. They can also combine sentences
that have the same subject or predicate.
Display the following sentences:
My grandmother works in the garden. My grandmother picks the
vegetables.
Model combining the two sentences together:
My grandmother works in the garden and picks the vegetables.
Practice Display the following sentences. Have children rewrite the
sentences to combine them.
We will empty the dishwasher. We will clean the sink.
(We will empty the dishwasher and clean the sink.)
Mechanics: Quotation Marks

Review Remind children that quotation marks are placed at the
beginning and at the end of dialogue, the exact words a speaker says.
The punctuation at the end of the speaker’s words is also included
inside the quotation marks.
Practice Write the following sentences on the board. Have children
rewrite the sentences with correct quotation marks.
Why do we have to clean our rooms? asked Max. (“Why do we
have to clean our rooms?” asked Max.)
Dad said, It’s easier to find your things if your room is clean. (Dad
said, “It’s easier to find your things if your room is clean.”)
• Review the Essential Question, and

encourage children to discuss it
using the oral vocabulary words.
• Prompt children to discuss the skills

they practiced and learned today.
Guide them to share examples of
how they used each skill.
LANGUAGE ARTS T421

WHOLE GROUP
DAY 4 Integrate Ideas

Families Work Together
S
AL TU
RESEARCH AND INQUIRY
SOCI
DIE
OBJECTIVES
S
Participate in shared research
and writing projects (e.g.,
read a number of books on Make a Job Description Sheet
a single topic to produce COLLABORATE
Tell children that they will interview a family member or friend of the
a report; record science
observations). family about his or her job to develop a job description sheet.
Recall information from
experiences or gather
STEP 1 Choose a Topic
information from provided Guide children to discuss the selections and what family members do
sources to answer a
question. to help the family. Have them list ways that adult family members help
a family by having a job. Discuss possible questions to ask of a family
Participate in collaborative
conversations with diverse member, such as: What’s your job? What do you do at work?
partners about grade 2 topics
and texts with peers and STEP 2 Find Resources
adults in small and larger
groups. Discuss how to use the selections as research. Remind children that
they can find more details about what family members do by looking in
Research information by reference materials and online. Have children use the Research Process
interviewing a family member.
Checklist online.
STEP 3 Keep Track of Ideas

Have children make an Accordion Foldable®
to record ideas and facts from different
sources. Model recording the names of
sources.
Go
Digital
Collaborative Conversations
Listen Carefully As children engage in partner, small-group, and
whole-group discussions, encourage them to
• always look at the speaker.
Resources:
• listen carefully to the speaker.
Research and • respect the speaker by not interrupting.
Inquiry
• repeat others’ ideas to check understanding.
T422 UNIT 1 WEEK 5

DAY 4 • WEEK 5
STEP 4 Create the Project: Job Description Sheet

Tell children that they will make a job description sheet that
tells what a family member or friend does at his or her job.
Explain the characteristics of a job description sheet.
• Information and Explanation The purpose of a job
description sheet can be to give and explain information
about a specific job. The sheet will describe and explain
what the person does at the job and what good is produced
or service is provided.
• Images A job description sheet can have drawings or
FPO
photographs of the person doing his or her job.
Have children work independently to create a job description
sheet based on an interview with a family member or friend
of a family member. Remind children to take notes during the
interview.
• Guide children to draw or find photographs that show how
the person’s job helps the community.
ILLUSTRATED DESCRIPTION SHEET
• Then have them write captions or sentences describing the
images and explaining how the person’s job is important to
the family.

SCAFFOLD

Use Sentence Frames Use sentence Discuss Guide children to focus on Describe Prompt children to
frames to help children identify the the most important details about describe their job description sheet.
topic of their job description sheet. their projects. Ask: What does your Elicit information and explanations
For example: I talked with ––––– for family member do for a job? What about why it helps to know about
my project. His/Her job is ––––– . Part does he or she do at work? Elicit what a family member does to
of the job is to ––––– . Allow children more details to support children’s help the family. Encourage them to
ample time to respond. answers. think about how the person’s job
helps the community and the family.
Elaborate on children’s answers.
INTEGRATE IDEAS T423

WHOLE GROUP Materials
DAY 5
DAY 1 a b c
Word-Building
behavior
behavior
all
Cards High-Frequency
Word Cards
behavior
behavior
Reading/ did
Writing
Workshop
Spelling-Word
Literature Anthology Cards
Dinah Zike’s
Foldables
Word Work
M
INI
LESSO
N Go
5
Mins
Phonemic Awareness Digital
OBJECTIVES Phoneme Blending
Know and apply Review Guide children to blend phonemes to form words. Listen as I
grade-level phonics
and word analysis
say a group of sounds. Then blend those sounds to form a word.
skills in decoding /d/ /ı̄/ /m/ (dime) /t/ /i/ /k/ (tick) /k/ /ı̄/ /t/ (kite)
words. Phonemic
/sh/ /i/ /p/ (ship) /t/ /ı̄/ /m/ (time) /p/ /i/ /n/ (pin) Awareness
short vowels when
reading regularly LESSO
INI N
spelled one-syllable M
words.
Recognize and read
5
Mins Phonics
Phonics
grade-appropriate
irregularly spelled
words.
Blend and Build Words with Short i,
Use an apostrophe to Long i: i_e
Review Have children read and say the words nine, tin, pine, side, lid, and Structural
possessives. ride. Then have them follow the word building routine with Word-Building Analysis
Cards to build hid, hide, ride, rid, kid, kit, kite, bite, tile, line, fine, nine.
• Blend phonemes to
form words.
Word Automaticity Help children practice word automaticity. Display
• Decode words with decodable words and point to each word as children chorally read it.
short i and long i. Test how many words children can read in one minute. Model blending
Spelling Word
• Identify and read words children miss. Sort
possessives.
LESSO
INI N
M
5
Mins Structural Analysis
High-
Frequency
Possessives Word Routine
Review Have children explain how an apostrophe and s are added to

the end of a noun to make it a possessive. Then have children practice
by changing the following words into possessives and using them each
in a sentence: doll, Mom, dog, Dad, sun.
Visual Glossary
T424 UNIT 1 WEEK 5
DAY 5 • W E E K 5
LESSO
INI N
M
5
Mins Spelling
Sound-Spellings Display the
Word-Building Cards i_e, i, sl, dr,
Word Sort with Short i, Long i: i_e sk, sp, st, a_e, a, e, o, u, c, d, f, g,
Review Have children use the Spelling Word Cards to sort the weekly h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound.
words by sound spelling. Remind children that each word will either
have the short i sound spelled i or the long i sound spelled i_e.
Assess Assess children on their ability to spell words with short i
and long i. Say each word and provide a sentence so that children
can hear the words used in a correct context. Then allow them time
to write the words. In order to challenge children, you may wish to
provide an additional word for each sound-spelling in order to assess
whether they understand the concept.
LESSO
INI N
M
5
all, any, goes, new, number, other, right
says, understands, works
Review Display High-Frequency Word Cards for all, any, goes, new,
number, other, right, says, understands, and works. Have children
Read/Spell/Write each word. Have them write a sentence with Monitor and
each word.
Differentiate
LESSO
INI N
M
5
Mins Vocabulary Words Q
Quick Check
Can children read and decode
words with short i and long i?
check, choose, chores, cost, customers,
jobs, spend, tools high-frequency words?
Review Display Visual Vocabulary Cards for check, choose, chores,
cost, customers, jobs, spend, and tools. Provide a clue for each word
and have children name it.

WORD WORK T425

WHOLE GROUP
DAY 5 Language Arts

L ES S O
INI N
M
5
Mins
Write to Sources
FPO
Write to Two Sources Go
Analyze the Student Model. Review the prompt and Lee’s notes Digital
from Day 4. Display the Student Model on page 50 of the Your Turn
Literature Anthology
Practice Book. Explain to children that Lee combined his notes to write
a response to the prompt. Discuss the student model with children.
OBJECTIVES
Write the Response Review the prompt from Day 4 with children.
With guidance and Remind them that they took notes on this prompt on Day 4. Have
support from adults, children use their notes to craft a short response. Tell children to include Graphic
produce writing in Organizer
the titles of both sources and the following elements:
which the development
and organization are • Sentence Fluency
appropriate to task and
purpose. • Supporting Details
• Strong Conclusion
ACADEMIC
LANGUAGE
Have children share their responses with a partner. Writing
• sentence, expand, Have children use Grammar Handbook page 476 in the Reading/
combine, statement, Writing Workshop to edit for errors with expanding and combining
question, exclamation,
dialogue, quotation sentences.
marks
Use the Conferencing Routines to check children’s writing. Provide
opportunities for partners to work together using the Peer Conference Grammar
routine.
Teacher Conference Share and Reflect Have children share their responses with a partner.
STEP 1 Talk about the
strengths of the writing.
STEP 2 Focus on the
target trait.
STEP 3Make concrete
suggestions for revisions.
Peer Conference
Provide these questions
to guide peers as they
review a partner’s draft.
Is the writing clear and
easy to understand?
Does the writer
combine ideas and
expand sentences for
variety?
Are there sentences of
different lengths and
different types?
T426 UNIT 1 WEEK 5

DAY 5 • W E E K 5
LES S O
INI N
M
5
Mins
Grammar GRAMMAR PRACTICE BOOK p. 25

Review Remind children that they can expand a sentence by adding
details to the subject or predicate. They can combine sentences that
have the same subject or predicate.
Practice Display the following sentences. Have children expand the
predicate of the first sentence. Then have them combine the second
and third sentences. Have them make sure the verb agrees with the
subject of the new sentence.
Lynn and Becky bake cookies. (Possible answer: Lynn and Becky
bake delicious chocolate chip cookies.)
My brother cooks dinner. My mother cooks dinner. (My brother
and mother cook dinner.)
Mechanics: Quotation Marks

Review Remind children that quotation marks are used to show the
beginning and end of dialogue, the exact words a speaker says. The
end punctuation is included inside the quotation marks.
Practice Have partners dictate dialogue to one another. One partner
speaks, and the other writes the words as dialogue, and using
quotation marks and naming the speaker. Then partners switch roles.
Review the Essential Question and

encourage children to discuss using the
oral vocabulary words.
• Review the comprehension strategy

and skill.
• Review short i, long i: i_e.
• Use the High-Frequency Word Cards

to review the Words to Know.
• Review the purposes for writing

expository text.
LANGUAGE ARTS T427

WHOLE GROUP
DAY 5 Integrate Ideas

Close Reading Routine
Read DOK 1–2
TEXT CONNECTIONS
• Identify key ideas and details about families Connect to the Essential Question
working together. COLLABORATE Write the Essential Question on the board: What happens when families
• Take notes and summarize. work together? Read the Essential Question aloud. Tell children that
they will think about all of the information that they have learned
Reread DOK 2–3
about families. Say: We have read many selections on this topic. We will
• Analyze craft and structure. compare the information from this week’s Leveled Readers and “Families
• Use the Close Reading Companion. Work!,” Reading/Writing Workshop, pages 86–89.
Evaluate Text Evidence Guide children to review the selections and
Integrate DOK 4 their completed graphic organizers. Have children work with partners to
• Integrate knowledge and ideas compare information from all the week’s reads. Children can record notes
and make text-to-text connections. using a Foldable®. Guide them to record
• Use the Integrate lesson. information from the selections that helps
• Use Close Reading Companion, p. 33
them to answer the Essential Question. FPO
FPO
Take Action
CIENC
OBJECTIVES
RESEARCH AND INQUIRY
E
S
Participate in shared research

and writing projects (e.g., read a
number of books on a single topic
to produce a report; record science Make a Job Description Sheet
observations.) COLLABORATE Have children create a checklist and review their job description sheets:
• Did they interview an adult family member or friend to learn about a
specific job?
• Does the job description sheet describe and explain what this person
does at their job?
• Have they included pictures or photographs of this person doing their job?
• Have they taken notes for their presentation to explain how this person’s
Go job helps the community?
Digital
Guide groups to practice sharing their job description sheets with each
other. Children should practice speaking and presenting their information
clearly.
Prompt children to ask question to clarify when something is unclear:
What type of job does this person do? Where do they work? What type
of goods or services do they provide for the community? Have children use
Collaborate the Presentation Checklist online.
T428 UNIT 1 WEEK 5

DAY 5 • WEEK 5
OBJECTIVES
Compare and contrast
the most important points
Text to Photography presented by two texts on
the same topic.
COLLABORATE Read aloud with children the Integrate activity on
page 33 of the Close Reading Companion. Guide
partners to discuss how the photograph of the family
washing the car is similar to “Families Work.” Have partners collaborate to
complete the Integrate page by comparing the photograph to the week’s
selections.
Present Ideas and Synthesize Information

When children finish their discussions, ask for a volunteer from each group to
share the information from their Foldable® and their Integrate pages. After
each group has presented their ideas, ask: How does learning about a specific
job in your community answer the Essential Question: What happens when
families work together? Lead a class discussion asking children to use the
information from their charts to answer the Essential Question.
SPEAKING AND LISTENING OBJECTIVES

Participate in collaborative
conversations with diverse
As children are working with partners in their Close Reading Companion, partners about grade 2
topics and texts with peers
COLLABORATE or on their charts make sure that children are actively participating in the
and adults in small and
conversation, and when necessary, remind them to use these strategies: larger groups.
Speaking Strategies Recount or describe key
ideas or details from a text
• Have children talk with adults in their family about their job. Have them ask read aloud or information
specific questions about the type of work the adult does and the goods or presented orally or through
service they provide for the community. other media.
Ask and answer questions
• Ask children to stay on topic and use descriptive details as they explain the
about what a speaker
specific job they researched. says in order to clarify
comprehension, gather
• After they have finished presenting, encourage children to ask others to
additional information, or
share their ideas, opinions, and questions about the job they described. deepen understanding of
a topic or issue.
Listening Strategies
• Remind children to follow the agreed-upon rules for discussion by always
looking at and listening to the speaker.
• Children should ask questions to gain additional information.
INTEGRATE IDEAS T429

DI FFER ENTIATE D INS TRUCTION • S M AL L GR O UP
Approaching Level
Leveled Reader:
Families at Work Go
Digital
Before Reading
Preview and Predict
Have children turn to the title page. Read the title and author name, PD
PD
and have children repeat. Preview the selection’s images. Prompt
Lexile 300 children to predict what the selection might be about. Leveled
TextEvaluator™ 4 Readers
OBJECTIVES Review Genre: Expository

Ask and answer such Have children recall that expository text gives facts and information Detail Detail Detail
questions as who,
what, where, when, about a topic. It may include text features, such as photos, captions,
why, and how to and charts.
demonstrate Graphic
understanding of ESSENTIAL QUESTION Organizer
key details in a text. Remind children of the Essential Question: What happens when families
work together? Set a purpose for reading: Let’s read to find out about
Identify the main topic work families do.
of a multiparagraph
text as well as the Remind children that as they read a selection, they can ask questions
focus of specific about what they do not understand or want to know more about.
paragraphs within Retelling
the text. Cards
During Reading
MATERIALS Guided Comprehension
Leveled Reader As children whisper read Families at Work, monitor and provide
Families at Work guidance, correcting blending and modeling key strategies and skills.
Strategy: Ask and Answer Questions

Remind children that as they read, they should ask themselves
questions about what they have read or what they do not understand.
Model using the strategy on page 3. Say: I ask myself, “What jobs can
kids have?” I look for the answer. The text says kids might sell or deliver
things. They may babysit or take care of animals.
Skill: Key Details

Remind children that key details give the most information about the
topic. After reading, ask: What are the book’s important, or key,
details? Display a Key Details chart for children to copy.
T430 UNIT 1 WEEK 5

WEEK 5
Model recording children’s answers in the detail boxes. Have children

record the answers in their own charts. Literature
Think Aloud When I read, I’ll look to the text, photos, and captions to Circles
find key details. The key details are the facts. On page 2, I read that kids
Lead children in conducting
do chores at home. This is one key detail. Let’s add this to the Key a literature circle using the
Details chart. Thinkmark questions to guide
Guide children to add additional key details as they read. the discussion. You may wish
to discuss what children have
learned about families working
After Reading together from both selections
in the leveled reader.
Respond to Reading
Have children complete Respond to Reading on page 16 after reading.
Retell
Have children take turns retelling the selection using the retelling cards
as a guide. Help children make a personal connection by asking: What is
one job you do to help your family? Is it like one of the jobs in the book?
Level-up
lessons
Model Fluency available
online.
Read the sentences one at a time. Have children chorally repeat. Point
out how you read in meaningful chunks, such as reading the subject,
pausing, then reading the predicate.
Apply Have children practice reading with partners. Provide feedback
as needed.
IF children read the Approaching Level

PAIR ED R EA D … fluently and answered the questions
THEN pair them with children who
“A Family Sawmill” have proficiently read the On Level and
have approaching children
Make Connections:
ns: • echo-read the On Level main selection.
Write About It • use self-stick notes to mark questions
Leveled Reader
Before reading, ask children to note that they have about a key detail in each
the genre of this text is also expository. Then discuss the Compare Texts section.
statement. After reading, ask children to make connections between the
information they learned from “A Family Sawmill” and Families at Work.
FOCUS ON SOCIAL STUDIES
F The On Level challenges children by
C
Children can extend their knowledge of how families including more specific vocabulary
work together by completing the social studies activity and complex sentence structures.
on page 20.
APPROACHING LEVEL T431

DI F FER ENT I ATE D INS TRUCTIO N • S M AL L G R O UP
Approaching Level
Phonemic Awareness
TIER
PHONEME ISOLATION
2
OBJECTIVES Tell children they will be listening for the sounds at beginning, in the
I Do
Isolate and pronounce middle, and at the end of words. Listen as I say kick. When I say kick, I
initial, medial vowel,
and final sounds hear the sound /k/ at the beginning and the sound /k/ at the end. I hear
(phonemes) in spoken the /i/ vowel sound in the middle of kick. Repeat with five.
single-syllable
words.
We Do
Listen as I say a word: rip. Say it with me: rip. What sound do we hear in
the middle of rip? /iii/. What is the vowel sound in rip? /i/.
Isolate phonemes.
Repeat this routine with nine, pig, bike, zip, side, kid.
You Do
It’s your turn. Tell what sound you hear in the middle of words. Use these
words: mile, bit, line, dig, like, hive.
Repeat the isolation routine with additional short and long i words.
TIER
PHONEME CATEGORIZATION
2
OBJECTIVES Explain that they will be categorizing phonemes today. Say: Listen as I say
I Do
Demonstrate three words /rı̄d /, /rip/, /rı̄p/. Two words have /ı̄/ in the middle; one does
understanding of
spoken words, not. When I say ride and ripe, I can hear the /ı̄/ sound. Rip has the /i/
syllables, and sounds sound. Rip does not belong.
(phonemes).
We Do
Listen as I say three words: sip, sit, side. Two have the sound /i/ in the middle.
Categorize phonemes. Say them with me: sip and sit. Side does not have /i/. It does not belong.
Repeat this routine with the following examples:
kite, kick, kit lime, line, lip bike, big, bite
You Do
It’s your turn. Which words have the same vowel sound and which word does
not belong?
fizz, fix, five win, wig, wide mix, mine, mile
Repeat the categorization routine with additional short and long i words.
You may wish to review Phonemic Awareness with ELL using this section.
T432 UNIT 1 WEEK 5

WEEK 5
PHONEME BLENDING
OBJECTIVES
I Do
Explain to children that they will be blending sounds to form words. Say:
Demonstrate Listen as I say three sounds: /zzz/ /iii/ /p/. Say the sounds with me: /zzz/
understanding of
/iii/ /p/. I’m going to blend the sounds: /zzz/ /iii/ /p/, /zzziiip/, zip. The
spoken words,
syllables, and sounds word is zip. Repeat with bike.
(phonemes).
We Do
Listen as I say three sounds: /d/ /ı̄ı̄ı̄/ /mmm/. Repeat the sounds: /d/
Blend phonemes to /ı̄ı̄ı̄/ /mmm/. Let’s blend the sounds: /d/ /ı̄ı̄ı̄/ /mmm/, /dı̄ı̄ı̄m/, dime.
form words. We made one word: dime.
Repeat this routine with the following words:
hid lime wig five kick side dig time
You Do
It’s your turn. I want you to blend the sounds I say to form words.
mile dive lip pick hide kid ride big
Repeat the blending routine with additional words with short and long i.
For the children who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure children understand the meaning
of the words. Refer to the Language Transfer Handbook for phonics elements
that may not transfer in children’s native languages.
PHONEMIC AWARENESS T433

Approaching Level
Phonics
TIER
CONNECT i TO /i/ AND i_e TO /ı- /
2
OBJECTIVES
I Do
Display the Word-Building Card i. Say: This is lowercase i. The letter i can
Know and apply stand for the /i/ sound. I am going to trace the letter i while I say /iii/, the
grade-level phonics
and word analysis
sound that letter i can stand for. Trace the letter i while saying /iii/ five
skills in decoding times.
words.
We Do
Say: Now do it with me. Have children trace the lowercase i on the Word-
short vowels when Building Cards with their finger while saying /iii/. Trace the letter i five
reading regularly times and say /iii/ with children. Repeat the process with long i spelled i_e.
spelled one-syllable
words. Have children connect the letters i_e to the sound /ı̄/ by tracing a
You Do
lowercase i with their finger while saying / l̄/ five to ten times. Write the
Recognize words with
short i and long i letters i_e as you say /ı̄/. Have children write i_e while saying /ı̄/ five to
ten times. Repeat the process with /i/.
Repeat, connecting the letter i to /i/ and the letters i_e to /ı̄/ through
tracing and writing the letters throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards i_e, i,

sl, dr, sk, sp, st, a_e, a, e, o, u, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound. Repeat and vary the pace.
TIER
BLEND WORDS WITH SHORT i, LONG i
2
OBJECTIVES
I Do
Display Word-Building Cards b, i, k, e. This is letter b. It stands for /b/. Let’s
Distinguish long and say it: /b/. This is letter i. It stands for /ı̄/ in this word. This is letter k. It
short vowels when
reading regularly
stands for /k/. The letter e is silent. I’ll blend these sounds: /bı̄ı̄ı̄ k/, bike.
spelled one-syllable Repeat for short i with lip.
words.
We Do
Guide children to blend the sounds and read: time, big, pin, pine, hike, fix,
Decode words with win, hid.
short and long i
You Do
Have children blend and decode: side, five, dig, dive, life, mix, bib, did, zip, nine.
Repeat, blending additional words with short and long i.
You may wish to review Phonics with ELL using this section.
T434 UNIT 1 WEEK 5

WEEK 5
BUILD WORDS WITH SHORT i, LONG i
OBJECTIVES
I Do
Display Word-Building Cards k, i, d. The letters k, i, and d stand for /k/, /iii/,
Distinguish long and and /d/. I will blend /k/, /iii/, and /d/ together: /kiiid/, kid. The word is kid.
short vowels when
reading regularly Using the Word-Building Cards, change the d to t. Let’s blend: /k/ /iii/
spelled one-syllable We Do
words. /t/, /kiiit/, kit. Add e. Say: I am adding an e to the end of kit to make
kite. The e is silent. Now the i stands for the /ı̄/ sound. Let’s blend: /k/
/ı̄ı̄ı̄/ /t/, /kı̄ı̄ı̄ t/, kite.
You Do
Have children build the words: fix, fin, fine; side, hide, hid, lid; bit, bite, kite.
Decodable Reader Have children read “Mike's Big Bike” (pages 43–48).
First Read Select a page. Have children point to each word, sounding out decodable
words and saying the high-frequency words quickly. Continue as needed. Children
should chorally read the story the first time through.
OBJECTIVES
I Do
Display Word-Building Cards d, i, m, e. Say: This is the letter d. It stands for
Distinguish long and /d/. This is the letter i. It stands for /ı̄/. This is the letter m. It stands for
short vowels when
reading regularly
/m/. This is the letter e. It is silent. Listen as I blend these sounds: /dı̄ı̄ı̄m/,
spelled one-syllable dime.
words.
We Do
Say: Let’s do some together. Blend and read the words it, big, in, ride, time.
You Do
Have children blend and read the words: twig, will, size, wide, price.
Decodable Reader Have children read “A Site on Vine Lane” (pages 49–52).
Check Comprehension As children read, monitor their comprehension.
Fluency in Connected Text

Have children review the Decodable Reader selections. Identify short and long i words and blend as
needed. Have children reread the selections on their own or with a partner.
PHONICS T435
Approaching Level
Structural Analysis
TIER
REVIEW POSSESSIVES
2
OBJECTIVES Write Mike’s bike. Read the phrase. Say: I see the word Mike. I see an
I Do
Demonstrate command apostrophe and an -s. This tells me that Mike owns or has something. Mike
of the conventions
of standard English has a bike. Mike’s is a possessive noun
capitalization,
punctuation, and We Do
Write the cat’s bed. With children, read the phrase. Have children identify
spelling when writing. the possessive noun. Circle the apostrophe and the -s. Say: Remember a
possessive noun ends with an apostrophe and an -s. It shows ownership.
Use an apostrophe to The bed belongs to the cat.
frequently occurring Have partners work together to form and read possessive nouns for these
possessives. You Do
phrases: the (dad) cake; my (mom) job; (Sam) toy.
Identify and read
Repeat Have children use names of people and animals in their family to
possessive nouns.
write possessive phrases.
RETEACH POSSESSIVES
OBJECTIVES Write pig. Say: Pig is a noun. It names a thing. Add apostrophe s to pig and
I Do
Demonstrate command say: The word pig’s is a possessive noun. It shows ownership. Write and
of the conventions
of standard English read the pig’s pen. Say: The pen belongs to the pig.
capitalization,
punctuation, and We Do
Write dog. Say: The word is dog. Add apostrophe s to dog and read it. Say:
spelling when writing. Let’s write a phrase to show what the dog has. We can write the dog’s
bone to show the dog has a bone: the dog’s bone.
form contractions and Repeat this routine with the following nouns: boy, cat, dad.
possessives.
You Do
Say: Now it’s your turn. Make each noun into a possessive. With a partner,
write a phrase to show what the person, place, or thing owns. Use these
Identify and read
nouns: girl, kid, mom, frog.
possessive nouns.
Repeat Have children form other possessive nouns.
You may wish to review Phonics with ELL using this section.
T436 UNIT 1 WEEK 5

WEEK 5
High-Frequency Words/
Vocabulary
TIER
REVIEW HIGH-FREQUENCY WORDS
2
OBJECTIVES
I Do
Use Word Cards 41–50. Display one word at a time, following the routine:
accuracy and Display the word. Read the word. Then spell the word.
fluency to support
comprehension.
We Do
Ask children to state the word and spell the word with you. Model using the
word in a sentence, and have children repeat after you.
Review high-frequency Display the word. Ask children to say the word then spell it. When
words. You Do
completed, quickly flip through the word card set as children chorally read
the words. Provide opportunities for children to use the words in speaking
and writing. For example, provide sentence starters, such as: You should try
to eat all of your . Ask children to write each word in their Writer’s
Notebook.
REVIEW VOCABULARY WORDS
OBJECTIVES Display each Visual Vocabulary Card, and state the word. Explain how the
I Do
Use words and phrases photograph illustrates the word. State the example sentence and repeat
acquired through
conversations, reading the word.
and being read to,
and responding to We Do
Point to the word on the card, and read the word with children. Ask them
texts, including using to repeat the word. Engage children in structured partner talk about the
adjectives and adverbs
image as prompted on the back of the vocabulary card.
to describe (e.g., When
other kids are happy
Display each visual in random order, hiding the word. Have children match
that makes me happy). You Do
the definitions and context sentences of the words to the visuals displayed.
Then ask children to complete Approaching Level Practice Book page 41.
STRUCTURAL ANALYSIS/HIGH-FREQUENCY WORDS/VOCABULARY T437

Approaching Level
Comprehension
TIER
READ FOR FLUENCY
2
OBJECTIVES Read the first paragraph of the Practice Book selection. Model using
I Do
Read with sufficient appropriate phrasing. For example, pause after reading the complete
accuracy and
fluency to support subject.
comprehension.
We Do
Read the next paragraph, and have children repeat each sentence after
Read on-level text
you. Point out how you paused after reading a meaningful chunk of text.
with purpose and
understanding. You Do
Have children read the rest of the selection aloud. Remind them to use
proper phrasing and to pause for punctuation.
Read on-level text
orally with accuracy,
appropriate rate,
and expression on
successive readings.
TIER
IDENTIFY KEY DETAILS
2
OBJECTIVES
I Do
Remind children that they have been reading expository texts. Tell them
Ask and answer such that, when they read an expository text, they can look for details in the
questions as who,
what, where, when,
text. When we read expository text, we look for important information in
why, and how to the words, and in the text features, such as subheads, charts, sidebars,
demonstrate photos, and captions.
details in a text. Read the first paragraph of the Practice Book selection on page 43 aloud.
We Do
Pause to identify a detail. Say: We read that family members may start a
business. They all help to make it work. This is a detail.
You Do
Guide children to read the rest of the Practice Book selection. After each
paragraph, prompt them to identify details.
T438 UNIT 1 WEEK 5

WEEK 5
REVIEW KEY DETAILS
OBJECTIVES
I Do
Remind children key details are important pieces of information in a text.
Identify the main topic Key details may be in the text or in text features, such as photos and
of a multiparagraph
captions. In expository text, the key details give facts or explanations.
text as well as the
focus of specific
paragraphs within the We Do
Read the second and third paragraphs on page 43 of the Practice Book
text. selection together. Pause to point to key details. Say: We read that two
Ask and answer such families started a coffee business. They used horses and wagons to deliver
questions as who, the coffee. Later the business grew and more family members came to
what, where, when, work.
why, and how to
demonstrate
You Do
After reading page 44, ask: What are the key details in these paragraphs?
details in a text. What key details can you learn from the chart? Record the key details on
the Key Details chart. Continue having children add key details.
SELF-SELECTED READING
OBJECTIVES Read Independently

accuracy and fluency
Have children pick an expository selection that they have read for
to support sustained silent reading. Remind them that:
comprehension.
• they should look for the key details in the text and text features.
Read on-level text with • identify how the key details are related.
purpose and
understanding. • as they read, they can ask themselves questions and then look for the
answers in the words and illustrations.
Apply the strategy and

skill to reread text. Read Purposefully
Have children record the important details on the Key Details chart. After
reading, guide children to participate in a group discussion about the
selection they read. Guide children to:
• share the information they recorded on their Key Details chart.

• tell what the selection was mostly about.
• share the questions they asked themselves and how they found the
answers.
COMPREHENSION T439
D I FFER ENT IATE D INS TRUCTION • S M AL L G R O UP
On Level
Leveled Reader:
Families at Work Go
Digital
Before Reading
Preview and Predict
Have children turn to the title page. Read the title and author name,
PD
PD
and have children repeat. Preview the selection’s images. Prompt
Lexile 400 Leveled
TextEvaluator™ 7
children to predict what the selection might be about. Readers
OBJECTIVES Review Genre: Expository

Ask and answer such
questions as who,
Have children recall that expository text gives facts and information about Detail Detail Detail
what, where, when, a topic. It may include text features, such as photos, captions, and charts.
why, and how to
demonstrate
ESSENTIAL QUESTION
Graphic
understanding of key Remind children of the Essential Question: What happens when families Organizer
details in a text. work together? Set a purpose for reading: Let’s read to find out about
work families do.
Identify the main topic
of a multiparagraph Remind children that as they read a selection, they can ask questions
text as well as the about what they do not understand or want to know more about.
focus of specific
paragraphs within Retelling
the text. During Reading Cards
Close Reading
MATERIALS
Leveled Reader Note taking Ask students to use their graphic organizer while they read.
Families at Work Pages 2–4 Turn to a partner and discuss what you learn about kids
and jobs. Ask and answer questions about the illustrations. (Possible
response: What jobs can kids do at home? They can recycle. What job
can kids do if they can ride a bike? They can deliver newspapers. What
might kids wear at work? They might wear a uniform or badge.)
Pages 5–7 Describe the key details you learn about lemonade stands.
(Families can work together at a stand. Kids can make signs and help
make lemonade. Parents can shop and make the stand. Kids can set up
and start selling. Families can sell baked goods too.)
Pages 8–12 What question can you ask to help you know more about
how you can help pet owners? Answer your question. (Possible response:
What do pets need people to do for them? Pets need walks, food, and
to be kept safe and happy.) What words on page 9 have the ending -s?
(brothers, sisters, parents, pets) What does the word brothers mean?
(more than one brother)
T440 UNIT 1 WEEK 5
WEEK 5
Pages 13–14 How does the diagram on page 13 help you understand
key details? (I learn about similarities and differences between pet Literature
sitting and babysitting jobs.) What key details do you learn from the Circles
photograph on page 14? (Families can work together to wrap gifts)
Lead children in conducting a
literature circle using the
After Reading Thinkmark questions to guide
the discussion. You may wish to
Respond to Reading discuss what children have
Have children complete Respond to Reading on page 15 after reading. learned about families working
together from both selections
Retell in the leveled reader.
Have children take turns retelling the selection using the retelling cards as
a guide. Help children make a personal connection by asking: Think
about the work different people in your family do. What work do you do?
Model Fluency
Read the sentences one at a time. Have children chorally repeat. Point
out how you read in meaningful chunks, such as reading the subject, Level-up
lessons
pausing, then reading the predicate. available
online.
Apply Have children practice repeated readings with partners.
PA I R ED RE A D … IF children read the On Level fluently

and answered the questions
“A Family Sawmill”
have proficiently read the Beyond Level
and have on-level children
Make Connections:
Write About It • partner-read the Beyond Level main
Leveled Reader
selection.
Before reading, ask children to note that
the genre of this text is also expository. Then discuss the Compare Texts • Identify a part of the selection they
statement. After reading, ask children to make connections between would like to learn more about.
the information they learned from “A Family Sawmill” and Families at
Work.
F The Beyond Level challenges children
C
Children can extend their knowledge of how families by including more specific vocabulary
work together by completing the social studies activity and complex sentence structures.
on page 20.
ON LEVEL T441
On Level
Phonics
BUILD WORDS WITH SHORT i, LONG i
OBJECTIVES
I Do
Display Word-Building Cards r, i, p. Say: This is letter r. It stands for /rrr/. This is
Know and apply letter i. It stands for /iii/. Listen as I blend these two sounds: /rrriii/. This is letter
grade-level phonics
and word analysis skills
p. It stands for /p/. I’ll blend these three sounds: /rrriiip/, rip. The word is rip.
in decoding words.
We Do
Say: Now, let’s do one together. Make the word rip using Word-Building
Cards. Place the letter e at the end of rip. This will change the vowel sound
short vowels when in the word. Let’s blend: /rrr/ /ı̄ı̄ı̄/ /p/, /rrrı̄ı̄ı̄p/, ripe. The new word is ripe.
reading regularly Change the letter p to d. I am going to change the letter p in ripe to the
spelled one-syllable
letter d. Let’s blend and read the new word: /rrr/ /ı̄ı̄ı̄/ /d/, /rrrı̄ı̄ı̄d/, ride.
words.
The new word is ride.
• Build and decode
Have children build and blend the words: pine, pin, fin, fine; slid, slide, slime.
words with short and You Do
long i.
Repeat with additional words with short and long i.
• Read for fluency.
Decodable Reader Have children read “Mike's Big Bike” (pages 43–48)
and "A Site on Vine Lane" (49–52).
Vocabulary
REVIEW WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review each vocabulary word. Point to
I Do
Use words and phrases each word, read it aloud, and have children chorally repeat it.
acquired through
conversations, reading Guide children to use the Define/Example/Ask routine for a few
and being read to, We Do
and responding to vocabulary words using their Response Boards. Ask sample questions to
texts, including using help children respond and explain their answers.
adjectives and adverbs
to describe (e.g., When
You Do
Have children work with a partner to do the Define/Example/Ask routine
other kids are happy
on their own for the remaining vocabulary words. Then have children
that makes me happy).
write sentences about this week’s selections. Each sentence must contain
at least one vocabulary word.
T442 UNIT 1 WEEK 5

Comprehension WEEK 5
REVIEW KEY DETAILS
OBJECTIVES
I Do
Remind children that key details are important facts in expository texts.
Ask and answer Say: When we read expository texts, we look for the key details in the words,
such questions as
photographs, and captions. When we identify key details, we can find out
who, what, where,
when, why, and about the text’s main topic.
how to demonstrate
understanding of key We Do
Read the first few paragraphs of the Practice Book selection aloud. As you
details in a text. read, pause to identify key details and what they tell us about the main
Identify the main topic topic. Say: We read that families can start a business. Family members
of a multiparagraph pitch in to get the work done. One family started a business in 1916. These
text as well as the
focus of specific details together tell me that the topic is a family business.
paragraphs within the
text. You Do
Guide children to read the rest of the Practice Book selection. Remind
them to look for the important details as they read. Then have children tell
Identify key details in the main topic.
expository text.

accuracy and
Have children pick an expository selection that they have read for
fluency to support sustained silent reading. Remind them to:
comprehension.
• identify the key details and the main topic.
Read on-level text • ask themselves questions and then look for the answers in the words
with purpose and
and text features.
understanding.
Read Purposefully
Apply the strategy and
skill to reread text. Have children record the important details on a Key Details chart. After
reading, guide partners to:
• share what they recorded on their Key Details chart.

• tell what the selection was mostly about.
• share the questions they asked themselves and how they found the
answers.
PHONICS/VOCABULARY/COMPREHENSION T443
Beyond Level
Leveled Reader:
Families at Work Go
Digital
Before Reading
Preview and Predict
Read the title and author name. Have children preview the title page
PD
PD
and the images. Ask: What do you think this book will be about?
Lexile 630 Leveled
TextEvaluator™ 16 Readers
Review Genre: Expository Text
OBJECTIVES
Have children recall that expository text gives facts and information
Ask and answer such
questions as who,
about a topic. Prompt children to name key characteristics of expository. Detail Detail Detail
what, where, when, Tell them to look for these as they read the leveled reader.
why, and how to
demonstrate Graphic
understanding of
ESSENTIAL QUESTION
Organizer
key details in a text. Remind children of the Essential Question: What happens when families
work together? Have children set a purpose for reading by saying:
Identify the main topic What do you want to find out about work that families do?
of a multiparagraph
text as well as the
focus of specific During Reading
paragraphs within
the text. Close Reading
Note taking Ask students to use their graphic organizer while they
MATERIALS read.
Leveled Reader
Families at Work
Pages 2–4 Turn to a partner and discuss what you learn about kids
and jobs. Ask and answer questions about kids and jobs. (Possible
response: What jobs can kids do at home? They can set the table and
help with dishes. What job can kids do outside the home? They can
walk dogs, and mow lawns. How do parents help kids work? They help
them apply for jobs.) Describe the key details you learn on page 2.
(Families who work together can get chores done quickly. Kids can work
by helping at home or by having jobs outside the home, such as acting.)
Pages 5–7 Describe the key details you learn about lemonade stands.
(Lemonade stands are a common American tradition. The recipe for
lemonade is simple. Families can work together by making a sign,
building the stand, choosing the right time and place to sell, and
boosting sales with baked goods.)
T444 UNIT 1 WEEK 5

WEEK 5
Pages 8–12 What question can you ask to help you know more about
helping pet owners? Answer your question. (Possible response: What Literature
jobs can people do for pet owners? People can walk, play with, and Circles
feed pets. People can take pets to the vet if there is an emergency.)
Lead children in conducting
What words have the ending -ed on page 10? (washed; dressed) What
a literature circle using the
does the word washed mean? (wash in the past)
Thinkmark questions to guide
Pages 13–14 What key details do you learn from the diagram on the discussion. You may wish to
page 13? discuss what children have
(Possible response: pets and children need to be fed, kept safe, cleaned learned about families working
together from both selections
up after, and played with.)
After Reading
Respond to Reading
Have children complete Respond to Reading on page 15 after reading.
Retell
Have children take turns telling what they learned from the selection.
Help children make a personal connection by writing about using
money. Say: Write about work you do. How does it help your family?
PAI R ED RE A D …
SYNTHESIZE Challenge
children to learn about a job they
“A Family Sawmill” would like to have, either now or in
the future. Children should make a
Make Connections: poster featuring the job
Write About It requirements and responsibilities.
Before reading have children preview the Leveled Reader
EXTEND Have children gather
title page and identify the genre. Then
facts from the library and online
discuss the Compare Texts statement. After reading have partners
resources.
discuss “A Family Sawmill” and Families at Work. Ask children to make
connections by comparing and contrasting the way the families work in
each selection. Prompt children to discuss what they learned about
working together with your family.

F
C
Children can extend their knowledge of how families
work together by completing the social studies activity
on page 20.
BEYOND LEVEL T445

Beyond Level
Vocabulary
REVIEW DOMAIN-SPECIFIC WORDS
OBJECTIVES
Model
Use the Visual Vocabulary Cards to review the meaning of the words cost
Use words and phrases and jobs. Write sentences on the board related to this week’s readings
acquired through
conversations, reading
using the words.
and being read to, and
responding to texts, Write the words sales, emergency, and business on the board, and discuss
including using the meanings with children. Then help children write sentences using these
adjectives and adverbs words.
to describe (e.g.,
When other kids are
Apply
Have children work in pairs to discuss the meanings of the words schedule
happy that makes me
happy). and customers. Have children design crossword puzzles with clues for the
domain-specific words. Children can trade puzzles with a partner.
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Determine or clarify passage on Beyond Level Practice Book pages 43–44.
the meaning of
unknown and multiple- Think Aloud I see the word passed. I can separate the root word
meaning words and
phrases based on pass, which means “to transfer or give to a person or group,” from the
grade 2 reading and inflectional ending -ed, which means something happened in the past. I
content, choosing think passed means “gave to someone else.”
flexibly from an array
of strategies. With children, read the second paragraph. Help them figure out the
Use a known root word meaning of wagons.
as a clue to the
meaning of an Apply
Have pairs of children read the rest of the passage. Ask them to use their
unknown word with the understanding of root words and inflectional endings to determine the
same root (e.g.,
addition, additional ).
meaning of the following words: families, members, and started.
Synthesize Have children review the Essential Question with a partner.

Use knowledge of Have each pair write Families Do Work in the middle of a page. Ask them
inflectional endings to to use pictures and words, including vocabulary words, to make a visual
determine the showing ways families work.
meaning of a word.
T446 UNIT 1 WEEK 5

Comprehension WEEK 5
REVIEW KEY DETAILS
OBJECTIVES Model
Remind children that key details are the most important pieces of
Identify the main topic information in a text. In an expository text, the key details are the
of a multiparagraph important facts. Key details are found in the text and the text features.
text as well as the
focus of specific Explain that we can use the key details to learn about the main idea.
paragraphs within the
text. Have children read the first page of the Comprehension and Fluency
passage of Beyond Level Practice Book pages 43–44. Ask open-ended
Ask and answer such questions to facilitate discussion, such as What key detail do you read in
questions as who, the second paragraph? What key details are in the chart on page 44?
what, where, when,
why, and how to Children should support their responses with examples from the text.
demonstrate
understanding of key Apply
Have children identify key details as they independently fill in a Key Details
details in a text. chart. Then have partners use their charts to identify the main topic.

accuracy and fluency
Have children choose an expository selection for sustained silent reading.
to support
comprehension. • As children read, have them fill in a Key Details chart.
• Remind them to ask themselves questions and then look for the
Read on-level text with answers in the words and text features.
purpose and
understanding.
Read Purposefully
Encourage children to keep a reading journal. Ask them to read different
Reread difficult
sections in a text to books in order to learn about a variety of subjects.
increase
understanding. • Children can write summaries of the books in their journals.
• Ask children to share their reactions to the books with classmates.
Independent Study Challenge children to discuss how their books relate

to the weekly theme of how families work together. Have partners compare
the different jobs of the people in their families. How do all the jobs work
together to give the family what they need and some of what they want?
VOCABULARY/COMPREHENSION T447
D I FFER ENT IATE D INS TRUCTION • S M AL L GR O UP
English Language Learners
Shared Read
Families Work! Go
Digital
Before Reading
Build Backgrounds PD
PD
Read the Essential Question: What happens when families work
Reading/Writing
together? Families Work!
Workshop
• Explain the Essential Question: Think about who is in your family.
There are things your family needs, such as food. There are things
OBJECTIVES your family wants, too, such as a new television. Families work, or Detail Detail Detail
Ask and answer do jobs, to earn money. They use the money to buy things they
such questions as want and need.
who, what, where,
when, why, and how • Model an answer: People in families do work. Parents may have jobs Graphic
Organizer
to demonstrate at home or away from home. Children in families do jobs at home,
understanding of
key details in a text.
such as set the table or make their beds. Families may shop for
groceries together. They may decide which foods to spend their
Identify the money on.
main topic of a
multiparagraph
• Ask children a question that ties the Essential Question to their
text as well as the own background knowledge: Turn to a partner, and talk about
focus of specific how people in your family work. Call on several pairs. Encourage
paragraphs within them to use sentences in responses.
the text.
ACADEMIC
During Reading
LANGUAGE
Interactive Question Response
questions, details
• Ask questions that help children understand the meaning of the text
after each paragraph.
• Reinforce the meanings of key vocabulary providing meanings
embedded in the questions.
• Ask children questions that require them to use key vocabulary.
• Reinforce strategies and skills of the week by modeling.
T448 UNIT 1 WEEK 5

WEEK 5
Families Work! Page 88
Page 86 Say: Ellen and Steve have two children, Hanna

and Zac. The children have jobs, too. Let’s read the
Point to each word as you read the title. Ask: sentences that tell what chores the family does:
What is the title? (Families Work!) Point out the Mom and Hanna do the dusting and mopping. Dad
exclamation mark. Reread the title with and her brother, Zac, do the laundry. They wash,
enthusiasm. Ask: What kind of work do you think dry, and fold the clothes. Let’s act out these chores.
families do? Point to the photo of the pediatrician. Show me what it looks like to dust. Repeat with the
Explain: This is a pediatrician. She is a children’s other chores.
doctor. What is the pediatrician doing? (measuring Explain and Model the Strategy Say: I’ll ask
how tall the girl is) A doctor is a job some people myself questions about what I read. What choice
have. Tell a partner about a time when you went did the family have to make? I reread the text to
to a doctor. make sure I understand. Zac wanted a new laptop
and the family needed a new washing machine.
Page 87 They cost the same amount of money, but they
could only buy one. Which did they choose?
Say: On this page, we learn about the jobs of two (washing machine)
people in one family. They are the Yung family.
Point to the photo of Ellen Yung. What is Ellen’s
Ask: What does Hanna do at home to
job? (doctor, pediatrician) Point to the photo of
help? (sets the table and helps wash dishes)
Steve Yung. What is Steve’s job? (firefighter)
Let’s read the caption: When a fire alarm sounds, Page 89
Steve suits up quickly. When there is a fire, an
alarm goes off in the fire station. Steve and the Say: What is the title of the chart? Read it with
other firefighters put on their special firefighter me: What Are Some Needs and Wants? Read the
suits that keep them safe in a fire. What does “suit chart with children. Talk with your partner. What
up” mean? (he puts on the fire suit) is another want you could add to the list? (Possible
Explain and Model Phonics Read the next-to-last responses: bike, cell phone)
sentence in the first paragraph. Say: Listen
carefully. Raise your hand when you hear a word Ask: What has the family decided to do
that has the /i/ sound. (sick) Listen as I read the about the laptop? (They will save money to buy
same sentence. Raise your hand when you hear a the laptop for Zac.)
word that has the /ı̄/ sound. (time) Now let’s
practice saying the words together: sick, time.
After Reading
What is one thing Steve does as a Make Connections
firefigher? Turn and tell your partner. • Review the Essential Question.
(Possible response: He makes sure the tools work)
ENGLISH LANGUAGE LEARNERS T449

Leveled Reader:
Families at Work Go
Digital
Before Reading
Preview
Read the title. Ask: What is the title? Say it again. Repeat with the PD
PD
author’s name. Preview the selection’s images. Have children describe
Lexile 370 Leveled
TextEvaluator™ 4
the images. Use simple language to tell about each page. Follow with Readers
questions, such as: What can kids do to help at home?
OBJECTIVES
ESSENTIAL QUESTION
Ask and answer such
questions as who,
Remind children of the Essential Question. Say: Let’s read to find out Detail Detail Detail
what, where, when, what happens when families work together. Encourage children to seek
why, and how to clarification when they encounter a confusing word or phrase.
demonstrate Graphic
understanding of Organizer
key details in a text. During Reading
Identify the main Interactive Question Response
topic of a
multiparagraph text Pages 2–3 Point to the photo on page 2. Ask: What are the children
as well as the focus doing? (cleaning) They are helping at home. When you are older, you can
of specific get a job like this teenager. She is paid to bring newspapers to people. Retelling
paragraphs within Cards
the text. Pages 4–5 Point to the photo on page 4. Say: This child cannot drive
yet. A parent helps get the child to the job. Tell your partner about a
job you would like to have when you are a teenager. Say: Let’s read the
MATERIALS chapter title: A Lemonade Stand. Look at the photo on page 5. This is a
Leveled Reader lemonade stand. Lemonade is a drink with lemons and water. What is a
Families at Work lemonade stand? (a place that sells lemonade)
Pages 6–7 Say: Before you have a lemonade stand, there are things
you have to do. Let’s reread to find out what steps to take.
Pages 8–9 Point to the photo on page 8 and ask: What is the family
doing together? (baking) Let’s read the title of Chapter 3: Helping
Other Families. Look at the photo on page 9. How is the child helping
her neighbor? (feeding the cat while the neighbor is away)
Pages 10–11 Ask: How can you help if you have a little brother, sister, or
cousin? (play with them) This is an important, or key, idea.
Pages 12–13 Ask: What does it mean to babysit? (take care of a child)
Pages 14–15 Say: Let’s look at the diagram. It compares and contrasts
taking care of babies and pets. How are the jobs alike?
T450 UNIT 1 WEEK 5
WEEK 5
After Reading
Literature
Respond to Reading Circles
Revisit the Essential Question. Ask children to work with partners to
Lead children in conducting a
answer the Respond to Reading questions. Pair children with peers of
literature circle using the
varying language abilities. Thinkmark questions to guide
the discussion. You may wish to
Retell discuss what children have
Model retelling using the Retelling Card prompts. Then guide children learned about families working
to retell the selection to a partner. together from both selections
Fluency: Phrasing
Read the sentences in the book, one at a time. Help children echo-read
the pages with appropriate phrasing. Point out how you read in
meaningful chunks, such as reading the subject, pausing, then reading
the predicate.
Apply Level-up
lessons
Have children practice reading with a partner. Pair children with peers available
online.
of varying language abilities.
PA I R ED RE A D …
IF children read the ELL Level fluently
and answered the questions
“A Family Sawmill”
Make Connections: have proficiently read the On Level and
Leveled Reader have children
Write About It
Before reading, tell children that this text is also expository. Then discuss • echo-read the On Level main
the Compare Texts statement. After reading, ask children to make selection with their partners.
connections between “A Family Sawmill” and Families at Work. Prompt • list difficult words and phrases and
children by providing sentence frames, such as The Woodells work discuss them with their partners.
together to ____. Families work at home together to ____.

The On Level challenges children by
F including more specific vocabulary and
C
Children can extend their knowledge of how families complex sentence structures.
work together by completing the social studies activity
on page 20.
ENGLISH LANGUAGE LEARNERS T451


Vocabulary
PRETEACH VOCABULARY
OBJECTIVES Preteach vocabulary from “Families Work!,” following the Vocabulary

I Do
Determine the Routine found on the Visual Vocabulary Cards for words check, choose,
meaning of words and
phrases in a text chores, cost, customers, jobs, spend, and tools.
topic or subject area. We Do
After completing the Vocabulary Routine for each word, point to the
word on the Visual Vocabulary Card, and read the word with children. Ask
Identify real-life children to repeat the word.
connections between
words and their use
You Do
Have children work with a partner to use two or more words in sentences
(e.g., describe foods or questions. Then have each pair read the sentences aloud.
that are spicy or juicy).
Help children write the Ask children to write one Challenge children to
sentences correctly and sentence and one write one sentence and
read them aloud. question. one question for each.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words over a few days. Read each
I Do
Determine the aloud pointing to the word on the Visual Vocabulary Card. Have children
meaning of words and
phrases in a text repeat after you. Then follow the Vocabulary Routine on the back of each.
topic or subject area. We Do
Show children one of the vocabulary words. Have children read the word.
Then have them either give the definition or use the word in a sentence.
Identify real-life
connections between You Do
Have partners take turns playing the game. One child shows the word
words and their use card. The partner says the meaning. Children then switch roles.
(e.g., describe foods
that are spicy or juicy). Beginning Intermediate Advanced/High
Prompt children in stating Help children provide a Have children provide
the definition. Provide definition in their own both a definition and an
sentence frames for words. example sentence.
example sentences.
T452 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES
I Do
Read the first paragraph on page 87 of “Families Work!” while children
Determine or clarify follow along. Summarize the paragraph. Point to the word helped. Explain
the meaning of
that you can separate a root word from its ending to understand the
unknown and multiple-
meaning words and meaning of a word. Explain that -ed added to a verb shows that the action
phrases based on happened in the past. Tell children they can use the meaning of the root
grade 2 reading and
word and the ending together to determine the word’s meaning.
content, choosing
flexibly from an array
Think Aloud I’m not sure what helped means. I will separate the root word
of strategies.
from its ending. Help means to do things for others. The -ed means it
Use a known root word
as a clue to the already happened. Helped means Dr. Yung already cared for them.
meaning of an Together, write a definition of the word dusting by using the meaning of
unknown word with We Do
the same root (e.g., the root word and the inflectional ending -ing.
addition, additional ).
You Do
Have partners write a definition for decided on page 89 by using the root
word and inflected ending.
LANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE Help children locate the Ask children to locate the Have children explain
Use inflectional word and the paragraph word on the page. Lead how they determined the
endings. clues. them to say what the root meaning. Ask them to
word and ending means. find other words with -s,
-es, -ing, and -ed.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
Use academic language and additional vocabulary from “Families Work!”:
Identify real-life cost, jobs; and Families at Work: neighbors, deliver. Define each word for
connections between
children: To deliver means to take something someplace.
words and their use
(e.g., describe foods
that are spicy or juicy). We Do
Model using the words for children in a sentence: The mailman takes a
long time to deliver all the mail. Then provide sentence frames and
complete them with children: can deliver .
You Do
Have partners take turns selecting a vocabulary word. The other partner
asks “yes/no” questions to help him or her guess the selected word.
Guide children in asking Have children tell you their Have partners ask and
“yes/no” questions. questions. If necessary, answer other types of
help revise to be “yes/no." questions.
VOCABULARY T453

Writing/Spelling
WRITING TRAIT: SENTENCE FLUENCY
OBJECTIVES Explain that writers use different kinds of sentences. They might use
I Do
Demonstrate statements, questions, exclamations, and commands to make their writing
command of the
conventions of interesting. Tamara was a little girl with big ideas. What could she do to
standard English help? Have children identify the sentence types.
grammar and usage
when writing or
We Do
Read the second paragraph on page 88 of Families Work! Point out the
speaking. interrogative sentence. Guide children to tell how this sentence adds
Produce, expand, and interest to the text.
rearrange complete
simple and compound Have partners write two sentences about families working together. Lead
sentences (e.g., The boy You Do
watched the movie; them to vary the sentence types.
The little boy watched
the movie; The action
movie was watched by Help children write Ask children to describe Ask children to describe
the little boy). sentences by providing how family members can how families can work
sentence frames for them work together. Repeat together. Elicit details.
to copy and complete. their responses. Supply What jobs can different
sentence frames. families do?
WORDS WITH SHORT i AND LONG i
OBJECTIVES Read aloud the Spelling Words on T382. Segment the word did into sounds
I Do
Decode regularly and attach a spelling to each sound. Point out the sound /i/. Read aloud,
spelled two-syllable
words with long vowels. segment, and spell the remaining words, and have children repeat.
We Do
Read the first sentence from the Dictation Routine on page T382 aloud.
Recognize and read
grade-appropriate Read the word with the sound /i/ and ask children to repeat. Have them
irregularly spelled write the word. Repeat the process for each /i/ and /ı̄ / word and sentence.
words.
You Do
Display the words. Have partners check and correct their spelling lists.
Help children copy the After children have Challenge children to
words with correct corrected their words, think of other words with
spelling and say the word. have pairs quiz each other. short i and long i.
T454 UNIT 1 WEEK 5

Grammar WEEK 5
EXPANDING AND COMBINING SENTENCES
OBJECTIVES
I Do
Review that, when you expand a sentence, you add more details. Explain
Produce, expand, and that when you combine sentences, you join two sentences to make
rearrange complete
one sentence. Point out that sentences can be combined by joining the
simple and compound
sentences (e.g., The boy subjects with the word and. Write the following sentences. Have partners
watched the movie; expand the first sentence sample and combine the second sentence
The little boy watched
sample.
the movie; The action
movie was watched by
the little boy).
Chris cleaned his room. (My pal Chris cleaned his large, colorful room.)
Demonstrate Yeun cleaned. Li cleaned. (Yeun and Li cleaned.)
command of the
conventions of Write the sentences on the board. Together, expand the first two sentence
standard English We Do
capitalization,
samples and combine the nouns in the last two sentence samples.
punctuation, and
spelling when writing. Greg walked his dog. (My friend Greg walked his big, yellow dog.)
Dad washed his car. (My Dad washed his new red car.)
Bev cleaned the garage. Steve cleaned the garage. (Bev and Steve cleaned
LANGUAGE
OBJECTIVE the garage.)
Use articles and this,
that, these, those. Jody cleaned the rug. Jody cleaned the attic. (Jody cleaned the rug and
the attic.)
You Do
Write the following sentence frames on the board.
Mom makes a . (Mom makes a shopping list to help her.)
and do the . does the and .
Pair children and have them expand the first sentence frame by providing
details from this week’s readings. Have them combine the second two
sentences. Circulate, listen in, and take note of each child’s language use
ELL Language and proficiency.
Transfers
Expanding and Combining
Sentences There is no verb Review photos in “Families Ask children to describe Ask children to look at
agreement in Khmer and Hmong. Work!” and Families at the same photographs the photographs and
This may make it more difficult Work. Ask: What chores and then identify the describe what is
for Khmer- and Hmong-speaking does this family have? persons and chores. happening. Encourage
children to use present tense Model a response by Encourage children to them to write expanded
verbs correctly when combining providing a sentence combine and write and combined sentences.
subjects. Model correct usage frame, such as: The kids complete sentences.
and have children repeat. and . Guide
children to combine
sentences.
WRITING/SPELLING/GRAMMAR T455
PROGRESS
MONITORING
Unit 1 Week 5
Instructional
Standards Component
Component forfor
Formal
Focus
Covered Assessment
Assessment
Assessment
• Comprehension
RI.2.1 • Selection
• Selection Test
Test
Skill • Weekly
• Weekly Assessment
Assessment
Text Evidence • Vocabulary • Approaching-Level
• Approaching-Level
Strategy Weekly
Weekly Assessment
Assessment
Comprehension
RI.2.1 • Weekly
Skill • Weekly Assessment
Assessment
Key Details • Approaching-Level
Weekly
Weekly Assessment
Assessment
Vocabulary
L.1.4c • Selection
Strategy • Selection Test
Test
• Weekly
• Weekly Assessment
Assessment
Inflectional Endings
Weekly
Weekly Assessment
Assessment
• Comprehension
W.2.8 Weekly
Weekly Assessment
Assessment
Writing About Text Skill
Writing About Text • English Language
Conventions
Unit 1 Week 5 • Writing to Stimuli
Standards Component for
Informal
Covered Assessment
Assessment
Unit 1 Week 5
Instructional Component for
Informal
Focus Assessment
Assessment
Research/Listening/ SL.2.1c, SL.2.2, • RWW
Collaborating SL.2.3 • Teacher’s Edition
• Listening • RWW
Research/Listening/ • RF.2.4a,
Speaking Fluency Assessment
• Teacher’s Edition
Oral Reading Fluency
Collaborating RF.2.4b, RF.2.4c
(ORF) • Research
Fluency Goal: 41 to 61 words
correct per minute
Oral Reading (WCPM) • Reading Accuracy
Fluency Fluency Assessment
(ORF) Rate Goal: 95% or• Prosody
Accuracy
higher
Fluency Goal: 41 to 61
words correct per minute
(WCPM)
Accuracy Rate Goal: 95%
or higher
T456 UNIT 1
Using Assessment Results WEEK 5
Weekly
Assessment Skills If . . . Then . . .
and Fluency
Children score below . . . assign Lessons 10–12 on Key Details

COMPREHENSION 70% . . . from the Tier 2 Comprehension Intervention
online PDFs.
Children score below . . . assign Lesson 103–104 on Inflectional

VOCABULARY 70% . . . Endings from the Tier 2 Vocabulary
Intervention online PDFs.
Children score below . . . assign Lessons 10–12 and/or Write About

WRITING “3” on constructed Reading Lessons from Section 13 of the Tier 2
response . . . Comprehension Intervention online PDFs.
Children have a WCPM . . . assign a lesson from Section 1, 9, or 10 of

score of 36–40 . . . the Tier 2 Fluency Intervention online PDFs.
Children have a WCPM . . . assign a lesson from Sections 2–8 of the

score of 0–35 . . . Tier 2 Fluency Intervention online PDFs.
Using Weekly Data

Check your data Dashboard to verify assessment
results and guide grouping decisions.
Data-Driven Recommendations
Response to Intervention
Use the appropriate sections of the Placement and Diagnostic Assessment
as well as students’ assessment results to designate students requiring:
TIER TIER
2 Intervention Online PDFs 3 WonderWorks Intervention Program
PROGRESS MONITORING T457

Unit 1 Week 5 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 1 Week 5 PDF

Uploaded by

Copyright:

Available Formats

WEEKLY OVERVIEW

Build Knowledge Essential Question:

Teach and Model Practice and Apply

Families Working Together, 104–107

“Families Work!”, 86–89

“Why We Work,” 108–109

Differentiated Texts Extended Complex Texts

Publishing Division from TARA AND TIREE, FEARLESS FRIENDS:

A True Story by Andrew Clements, illustrated by Ellen Beier.

Illustrations copyright © 2002 Ellen Beier.

T368 UNIT 1 WEEK 5

Ken Karp/McGraw-Hill Education

Close Reading of Complex Text Language Development

Speaking and Listening Spelling Words

• Present information on families working together Fluency

WEEKLY OVERVIEW T369

“Families Work!” to learn how a family works to meet their needs,

“Families Work!” to analyze text, craft, and structure, citing text

Write About Working

T370 UNIT 1 WEEK 5

Families Working Together to learn different ways families can

Families Working Together and use text evidence to understand

Information about families working together.

Gradual release of support • Cite Text Evidence

to independent work • Complete a Sentence Frame

Integrate Knowledge and Ideas

Conduct a Short Research Project

INSTRUCTIONAL PATH T371

Day 1 and Day 2

Day 4 and Day 5

T371A UNIT 1 WEEK 5

ting Go Genre Writing:

Student Draft Revise Checklist

Grammar and Spelling Resources Online PDFs

Reading/Writing Workshop Online Spelling Grammar Practice, Phonics/Spelling Practice,

DEVELOPING READERS AND WRITERS T371B

READING DAY 1 DAY 2

Listening Comprehension Strategy: Ask and Listening Comprehension Strategy: Ask

Answer Questions, T379 and Answer Questions, T391

Word Work/Vocabulary T392–T395

Sentences, T389 Grammar Expanding and Combining

Write About the Text Writing Fluency, T388

APPROACHING LEVEL ON LEVEL

T372 UNIT 1 WEEK 5

DAY 3 DAY 4 DAY 5

BEYOND LEVEL ENGLISH LANGUAGE LEARNERS

SUGGESTED LESSON PLAN T373

Reading/Writing Literature Anthology Leveled Readers Classroom Library

Lexile 500 Lexile 560 Lexile 300 Lexile 400

Ideas Characters’ Actions • Genre • Sentence Structure

T374 UNIT 1 WEEK 5 GoDigital! http://connected.mcgraw-hill.com

If No Approaching Level Reteach T430–T439 T441

ELL Develop T448–T455

If Yes On Level Review T440–T443

Beyond Level Extend T444–T447

Using Weekly Data

ENGLISH LANGUAGE LEARNERS

DIFFERENTIATE TO ACCELERATE T375

Introduce the Concept

Listen Carefully As children engage in partner, small-group, and

T376 UNIT 1 WEEK 5

READING/WRITING WORKSHOP, pp. 82–83

ENGLISH LANGUAGE LEARNERS GRAPHIC ORGANIZER