Underline the word. In Module 5, students listen to the text Whats Good to Read? Actionable data and insights inform instruction that best meets the needs of each student. Students are encouraged to use details and evidence from the text to support their thinking. It has a predictable text pattern and a plot familiar to students, which enables them to experience a new text while drawing on background knowledge from related traditional texts. After listening, students must determine what each section of the read-aloud is mostly about. Finally, students publish and share their personal narratives with the class. Where did I start each letter? What lesson has the character learned or taught? 4. Kids for President, included in myBook (persuasive) Download the Reading Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success. Google Sheets. 41-43 3/11 Lesson 26 pp. Included: Modules 1 - 10 broken up by week with TEKS, Objective, Assessment, and resources all in one place. In Module 5, Captain Cat Keeps Her Cool, white space is provided in the margins and between the lines and paragraphs of text so that the text is readable and not overwhelming. In Module 1, students review previously taught genres from first grade, such as personal narrative, informational text, fantasy, biography, realistic fiction, and video. Students use the following sentence frames to guide their thinking: At first,. Then. Now. I think.. Students use the following question words to brainstorm ideas about how to add details to their writing: who, when, where, what, how. In all modules, teachers are guided to set goals with the students via sentence stems such as I want to read stories about. Choppingis hard work. Students at the Advanced and Advanced High levels secretly choose a picture card and create clues about the picture for other students to guess. From Seed to Pine Tree: Following the Life Cycle by Suzanne Slade features a table of contents, a map and map key, captions, a life-cycle diagram, flow charts, and a glossary. Later in the module, during the Tabletop Minilesson for Clark and the Shark, the lesson card provides instruction and differentiated practice for understanding the theme. Decodable texts will be the star of small-group rotations! After reflecting on and discussing the story, students connect the story to high-frequency words. After one student reads one of the words aloud, another student identifies the prefix and the base word. The materials include a Reading Corner section within the Literacy Centers section of each lesson. : Lonnie Johnsons Super-Soaking Stream of Inventions to learn about how authors organize text using different structures to support their purpose for writing. Students think about a tradition or cultural experience they have shared with someone else. Visual Anchor Charts for Reading and Writing instruction are used daily and support understanding of genre features, comprehension skills and strategies, and writing forms. : Lonnie Johnsons Super-Soaking Stream of Inventions by Chris Barton and Don Tate is a biography about the inventor of the Super Soaker water gun. In addition, the Intervention Assessments are designed to inform instruction. Students self-select a book to read independently. Perfect for Word Wall or Vocabulary Center.Module 1: Week 1: Clark the SharkWeek 2: SpoonWeek 3: Picture Day. In Grade 2, Screening Assessments include Word Identification and Oral Reading Fluency. Teachers then use the Diagnostic Assessments to follow up with students who demonstrated reading difficulties on the Screening Assessments and to inform targeted instruction. Students practice, using the Write and Reveal routine as well as the printables Cursive Jj, Pp, and Qq. During Literacy Centers, students use their cursive handwriting skills to complete the Word Work activities. Students learn about the elements of poetry, including message, stanza, sensory words, and sound patterns like alliteration, rhythm, rhyme, and onomatopoeia. 3rd Grade. Check it out for free! Pick a book that is just right for you. Vocabulary Cards are used weekly to introduce vocabulary from the literature. Download the Math Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success. In Module 1, students learn about collaborative conversations. The materials are accompanied by a text complexity analysis and include texts that are appropriately challenging and at an appropriate level of complexity. $34.99 + $4.99 shipping + $4.99 . Use text evidence to explain your answer. HMH courses are secular-based and non-religious. Students conclude by publishing and sharing their writing. A Stages of Second Language Acquisition chart gives details about the five stages that learners go through as they learn English (pre-production, early production, speech emergence, intermediate fluency, advanced fluency) to assist teachers in identifying where their students fall within these developmental stages so that instruction can be adjusted. What have you learned after reading this story? Students are provided the scaffold of using post-it notes to tag places in the story with clues about the lesson the character learns. Students then pose questions to one another; guiding questions are provided by the teacher: Why do Clarks friends stop playing with him? What is the soil/sand like where this plant grows? + Unit Plan 1 Lesson Planet: Curated OER Heroes: Challenge Activities (Theme 5) For Teachers 4th In nonfiction texts, students focus on the Contrasts and Contradictions the author presents in the text to ask themselves What does this make me wonder about? During the shared reading, students are questioned, Does this text give facts or tell a story? For example, Module 7s Get Curious video, The Story of Me, shows many video examples of people and their thoughts, beliefs, and accomplishments and uses module vocabulary. These are editable to meet your needs. Finally, students edit for grammar as they learn about plural nouns and use the editors checklist to edit their work. This is just a guide. In the leveled reader Saving Scruffy, the lesson focuses on the characters and story structure. The materials provide students the opportunity to build key academic vocabulary across the year. Teachers remind presenters of speaking expectations and the audience of listening expectations. This Mentor Sentence product is designed to align with 2nd Grade HMH Into Reading Module 1 Week 2 The Great Puppy Invasion. Stand when you find it. Once all children are standing, prompt them to read the word aloud. Teachers can precisely tailor instruction to each students needs. Determine the main idea of a passage. In Module 9, students meet to work through the book The Great Kapok Tree: A Tale of the Amazon Rainforest, which is a level-O book with a Lexile measure of 590L. Then, students choose a topic to write about that has steps in the process. Materials include supports for students who demonstrate proficiency above grade level by providing planning and learning opportunities, including extensions and differentiation, for students who demonstrate literacy skills above that expected at the grade level. Students begin the school year looking at what makes a sentence; they use subjects and predicates and write different types of sentences in Topic 1. Students read the mentor text, When the Moon Is Full: A Lunar Year, and pay attention to the weather descriptions in the text. student growth. DOWLOAD PREVIEW FOR FREEBIE! Module 5 features a read-aloud titled Seed by Seed: The Legend and Legacy of Johnny Appleseed where students focus on the figurative language and the use of the authors words. I have complete for all modules and weeks so far. How much rain or sunlight does it receive? In Module 1, students review nouns and edit a writing draft using nouns for people, places, animals, and things. Students at the Intermediate level say Power Words with one syllable (rare, earned), then two syllables (relay, honored, success, advice, equal), then three syllables (politics). With powerful reporting tools at their fingertips, teachers can In Module 4, the texts A Crow, a Lion, and a Mouse! Miss Moore Thought Otherwise by Jan Pinborough is a narrative nonfiction text with vivid illustrations of the late 1800s. The materials offer differentiation options for students performing above or below grade level throughout all units. Module 1 kicks off the Writers Workshop with a personal narrative. and Hollywood Chicken have students recognize characteristics of a fable; describe and understand plot elements, including the main events, conflict, and resolution; identify clues about a storys structure; and discuss the text through drawing and writing. In addition, the materials cover content that is engaging to second-grade students. Formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. Then go back and put the vowels in. In Module 7, students begin spelling practice by taking a pretest over words with r-controlled vowels, or and ore. After the pretest, the spelling lesson begins as the teacher models the sound for the week within the words, with r-controlled vowels with or and ore. Students watch as the teacher models correct formation of the letters. Guiding Principles and Strategies provide teachers with the routines Turn and Talk and Think, Pair, Share, which students use consistently throughout the modules. Hope you enjoy! Dont they want to see what Ms. Garcia thinks of the May Day basket? A comma is used before the joining word. The teacher explains that writers sometimes combine related sentences to make stories more interesting and to make their writing flow better. Students then use another copy of the printable to practice and continue working on this skill in their independent reading books. Formal and informal assignments and activities focus on texts students are reading/listening to through read-alouds, shared reading, and/or videos and require close attention to the meaning and inferences as students demonstrate comprehension. Grammar, punctuation, and usage are taught systematically, both in and out of context. For their independent writing, students answer the question How do you know Clark wants to do the right thing? In the Teaching and Planning section, the Vocabulary Instruction chart outlines various opportunities for students to learn words that span all modules in the program: In Module 1, in the Academic Vocabulary: Introduce Oral Language resource, teachers are directed to use a gradual release model of I Do, We Do, You Do as they teach new vocabulary words. Jack and the giant are different because. Students at the Advanced level compare and contrast Jack and the giant, using their own words. Yes/No. At the bottom of the page, students pick one item in their writing that they want to improve and explain how they plan to improve it. All of these are features that will support teachers with the implementation of the materials. )15 Reading . Explore Our Literacy Programs From comprehensive instruction and adaptive assessments to technology-driven interventions, our solutions are designed to propel reading and writing success. HMH's K-12 intervention programs are built on 20+ years of proven results. Date, Title, Pages, Reading Start Time and End Time, Start Right Readers (decodable text with sight words). Using kind as an example, the teacher adds -ly to create the word kindly. Students are asked: In Module 2, students are taught Notice and Note Signposts using the anchor charts and texts in the modules. The Get Curious video A Seed Grows provides visual support for students who need more scaffolding. By Lesson 8, students are drafting their individual poems; careful attention is paid to ensuring students understand the purpose and audience for which they are writing. Whether you teach a 90 minute ELA block or separate reading and writing courses, gives you the tools you need to teach your unit, your way. Have children tell whether the word tells how someone feels, what someone does, or what someone can see. The materials indicate the following guidelines for use when determining if a students fluency is on grade level: beginning of the year, 4060 WCPM; middle of the year, 7494 WCPM; end of the year, 90110 WCPM. The materials include placement assessments and provide information to assist in foundational skills instruction. Along with the routine, teacher guidance is provided in vocabulary research from Blachowicz and Fisher (2004): Important research-based practices include encouraging students to play with and explore words, actively teaching students new vocabulary, helping students build strategies to learn new words independently, reading to students, and encouraging students to read widely. In the sidebar English Learner Support, teacher accommodations are provided for students at varying levels of English: Module 4 introduces students to the academic vocabulary words traipsing, varying, and groggy. Resources to support teachers in implementing the materials include the Teachers Guide, which acts as a daily and weekly framework for instruction and provides more detail on the program components outlined in the Scope and Sequence and weekly frameworks. The program also includes iRead, which is a digital, foundational reading program. iRead provides daily practice, as well as acceleration for children who are ready and early intervention for those at risk. It also provides the following: The materials allow teachers to give students assignments to complete on their own. When the author chooses the words, Shes as busy as a bee instead of the literal language She is busy, the teacher asks the following questions: What is she being compared to? Students learn about making inferences, making connections, and creating mental images; they review asking and answering questions. In Module 7, during the shared-reading lesson, students synthesize information using an Anchor Chart to [identify] important details and [ask] themselves What does it all mean to me? After reading texts such as Miss Moore Thought Otherwise and I Am Helen Keller, students write an autobiography by generating ideas of events in their own lives to write about. In second grade, students complete the word identification assessment and oral reading fluency assessment. Children may use strategies individually, in groups, or in a whole-class setting. Questions and tasks are designed so that students build and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language. TPT empowers educators to teach at their best. Students complete this work by creating illustrations and covers for their work. Choose a word to find out more about it. Another example occurs when the author uses the idiom, Its raining cats and dogs instead of the literal language It's raining very hard. Students then ask themselves the following question: What do I picture in my mind when I think of dogs and cats falling as raindrops? The teacher explains that students can use the details and the mental image to draw a conclusion about what the idiom means. With teacher guidance, students describe what they notice about the letters: In Module 8, the teacher models how to form the cursive letters j, p, and q. Chants are used to help students remember the correct strokes to use when forming the letters. The resource features academic words with a visual, definition, sentences using the word in context, and discussion prompts. Quizzes with auto-grading, and real-time student data. It includes a three-week lesson plan for background knowledge, vocabulary, shared reading and writing response along with the google slides for teaching - all in one place!This resource includes Google Slides with all the resources from Into Reading's Comprehension and Vocabulary in one place. Students practice how to add detailed illustrations and labels to add interest and information to their writing. Which spelling word did I write best? HMHs Connected Teaching and Learning integrates assessment, core instruction, supplemental practice, intervention, and professional learning all on one platform. In Lesson 11, students work to integrate adverbs into their writing. The materials provide texts, including read-aloud texts and shared reading, that are appropriately challenging and are at an appropriate level of complexity to support students at the Grade 2 level. Pre-made digital activities. Can petals be tender? Read-aloud and shared-reading texts are above the complexity level of what second-grade students can read independently. Content vocabulary is introduced and taught using colorful anchor charts. Whatever the Weather, included in myBook (poetry) WIll add M7W4, M9W2, M9W3, & M9W4 when I plan for those. Students at the Beginning level practice speaking and listening in their native language. After the student completes reading the selection, the teacher calculates the number of words the student reads per minute. For each week, the materials list the TEKS that correspond with daily lessons, as well as the genre and text titles to be taught and the strategies and routines incorporated into the weeks lesson plans. It has a Lexile Level of 560L and a Guided Reading Level of M. Qualitative features to consider include English and Spanish phrases, plot elements, and theme. In the Reading Strategies lesson, above-grade-level strategies are provided so that teachers can instruct students with the goal of using these strategies independently, in above-grade-level text. I think Lenora does/does not have a job because.. There is a Rigby Leveled Library, which provides further text resources for students to practice foundational skills. Includes 3 separate focus sheets for each week in the module.INCLUDES THE WEEKLY FOCUS FOR:Reading/VocabularyMyBook and Read AloudEssential QuestionSoci, HMH Into Reading Scope and Sequence for the Year- 3rd grade, HMH Into Reading Scope and Sequence for the Year- 5th Grade, HMH Into Reading Scope and Sequence for the Year- 2nd Grade, HMH Into Reading 2nd Grade - MEGA BUNDLE for the whole year, HMH Into Reading- Grade 1: Reading & Writing workshop Lesson Plans Module 1, HMH Into Reading 2nd grade - Resource Bundle Module 9, HMH Into Reading 2nd grade Module 1 Google Slides and Lesson plans, FULL BUNDLE! The teacher provides feedback to eliminate any questions that do not stay on topic or that can be answered with a yes-or-no response. The final e is silent, but lets us know the first vowel stands for a long vowel sound. Students are given words to practice blending with a partner. In the Guiding Principles and Strategies resource, the Assessment and Differentiation section includes an assessment timeline to use throughout the year to continuously monitor student progress and guidance on forming flexible groups based on assessment results. Students also discuss similarities and differences in their responses. A Perfect Season for Dreaming by Benjamin Alire Saenz is an authentic Spanish fantasy story about a grandfather who shares his vivid dreams with his granddaughter. The teacher models this by reading a line from the text Queen once slowly and then in a very choppy manner. The Literacy Center portion of the materials includes a Word Work section, where students choose an activity to practice writing words using their best handwriting. The module topics that are the organizing structure for the program demonstrate similar topics that grow across the grades, and the grade-level scope and sequence documents show evidence of skills that build across grade-levels. Browse HMH lesson plans second grade resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources. Students then meet with peers to give feedback and revise their personal narratives; they also confer with their teacher about their personal narrative and make final edits to their writing using the editors checklist. In Module 2, in Words About Discovering Our World, students click on one of three vocabulary word cards: Each card shows a word about the topic. Get Curious videos introduce lesson topics, are engaging, are relevant to lesson topics, and introduce background knowledge and schema that will support student understanding of the reading and writing that they will be doing within the modules. The materials provide Benchmark assessment books to determine the students reading levels and growth over time. Weekly Assessments are used to monitor the progress of skills taught during the week. This resource includesGoogle Slidesand a student notebook with all the resources from Into Reading's Comprehension and Vocabulary in one place. I agree with. Interactive Read Aloud Template. Students write questions about their place, research their place using the inquiry process, and begin drafting. View an example of a K-3 Foundational Skills Learning lesson from our HMH Into Reading program. What students are asked to write, speak and demonstrate. Consistent opportunities for students to engage in discussions that require students to share information and ideas about the topics they are discussing are present throughout the materials. Students are able to put each key detail together to develop a new understanding of how people work out disagreements. skills that are addressed each week build on each other. Students read and respond to the focal text, Roller Coaster, by paying attention to how the characters feel throughout the story. Students read, write, and spell high-frequency words following the same Words to Know routine used in Kindergarten: see the word, say the word, spell the word, and write and check the word. The materials include annotations and support for engaging students in the materials, as well as annotations and ancillary materials that provide support for student learning and assistance for teachers. Developed from rigorous foundational research, Writable is the only solution that tracks and improves student writing growth. Playing rough on the playground could cause. The materials suggest using the Screening Assessments to screen all students for reading difficulties at the beginning of the year. retold by Crystal Hubbard (drama). Using the text In a Jam, students practice reading lines from the book with a partner as the teacher listens and provides feedback. In Module 1, as students share their research projects with the class using Share Chair, they are reminded to speak loudly and clearly when speaking, while students in the audience are reminded to listen carefully and attentively to those sharing. The rubric for the project includes a section on speaking and listening to assess students development of grade-appropriate speaking skills. Students ask partners the question Would you like to have Clark as a friend? I have also added a few extra supplemental activities to build background knowledge using visible thinking strategies. Students set a goal, gather information to build background, clarify project goals, generate research questions, develop a research plan, and create a Curiosity Board. To build background, teachers remind students about what they have learned (plants need several things to grow, including soil, sunlight, and water, but not all plants are the same). The illustrations in fiction stories use artwork similar to that in award-winning childrens literature. Oh, My! A readers voice drops a little at the end of a statement and rises at the end of a question. The teacher reads a sentence two times, modeling reading in a monotone voice and reading with expression. The modules also include Weekly Assessments, which may be given online or with paper and pencil. Digital assessments provide teachers quick access to data, making it 3. Setting up a cognate wall, comparing cognates, sorting cognates, and identifying false cognates are specific activities mentioned. Students discuss their own experiences with classmates, thinking about a time they had a guest speaker or special activity at school. These words are among the most frequently used words in the English language. The teacher uses the word weather and questions students to add what the word makes them think of, how it feels, and how it is different in other parts of the country. Ask: How does the prefix pre- change the meaning of a word? Students discuss text organization and chronological order using the Turn and Talk routine and the questions in Teaching Pal and myBook; they use details from images and audio to explain their responses. Specific examples of the strategies outlined in Guiding Principles and Strategies are shown in specific lessons. A good readers voice rises and falls to add interest and emphasis. How are the events connected? Illustrations on the page are directly related to the dreams being described. Modules 19 include an Inquiry and Research project; each project is on a different topic, which is related to the Essential Question of the module; students follow a research plan. The Tabletop Minilessons teacher resource provides additional guidance on adjusting instruction as needed. Students at the Advanced High level compare and contrast Jacks life at the beginning of the story to his life at the end of the story. The teacher uses the flowchart Display and Engage 4.3How to Make a New Friendto consider steps 14 in making a friend. In Module 3, students begin spelling practice by taking a pretest on words with final blends. Ease of Use and Supports for Implementation, Section 7. Module 1 begins with the signposts Words of the Wiser and 3 Big Questions. The teacher uses Anchor Chart: Words of the Wiser and Anchor Chart: 3 Big Questions to present the signposts.