Reading Retelling Cards Gr.2
-
Upload
valeriethiesse3368 -
Category
Documents
-
view
1.108 -
download
2
Transcript of Reading Retelling Cards Gr.2
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.
Printed in Mexico
1 2 3 4 5 6 7 8 9 10 078 13 12 11 10 09978-0-02-206475-4
MHID: 0-02-206475-3
Macmillan/McGraw-Hill
Retelling CardsGrade 2
ELL ENGLISH LANGUAGE LEARNERS
4 Practice Retelling Children can do cumulative retellings or paired retellings. Children can also use the retelling activities found on the Treasures Reading and Writing Workstation Flip Charts.
3 Guide Retelling Use the leveled language acquisition prompts on the back of the cards to guide children in retelling the complete selection.
2 Model Retelling Display the fi rst card. Model the retelling with the Think Aloud on the back of the card.
1 Introduce the Retelling Cards
Retelling Cards provide concrete prompts for English Language Learners.
Beginning: Have children name the objects pictured on the cards.
Intermediate: Have children place the cards in the correct sequence and complete the following sentence patterns.
First _______________. Next ________________. Last ________________.
Advanced/Advanced High: Have children order the Retelling Cards and retell the selection in their own words.
Modeled RetellingThis is Little Red Hen. She is planting wheat.
Wheat is a grain that we use to make bread. Little
Red Hen asks her friends if they will help her.
Beginning
Who is this? Is she
planting wheat or
corn?
Intermediate
What is Little Red Hen
doing in this picture?
What can you use
wheat for?
Advanced/Advanced High
What is Little Red Hen
doing? What might she
do with the wheat?
What does she ask her
friends?
ENGLISH LANGUAGE LEARNERSELL
Guided RetellingWho is this? What is she doing? What is wheat used for?
Little Red Hen
Grade 1 • Unit 2 • Week 21©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Little Red Hen. She is planting wheat.
Wheat is a grain that we use to make bread. Little
Red Hen asks her friends if they will help her.
Beginning
Who is this? Is she
planting wheat or
corn?
Intermediate
What is Little Red Hen
doing in this picture?
What can you use
wheat for?
Advanced/Advanced High
What is Little Red Hen
doing? What might she
do with the wheat?
What does she ask her
friends?
ENGLISH LANGUAGE LEARNERSELL
Guided RetellingWho is this? What is she doing? What is wheat used for?
Little Red Hen
Grade 1 • Unit 2 • Week 21©M
acm
illan
/McG
raw
-Hill
Read Retell WriteUse the Retelling Cards to help children develop:
• Oral Language • Comprehension • Vocabulary • Writing Skills
Retelling Routine
4 ExcellentThe reader clearly retells the story using detailed information.
3 GoodThe reader retells the story using some detailed information.
2 FairThe reader retells the story using limited detail with some inaccuracies.
1 UnsatisfactoryThe reader is unable to provide information related to the story.
Retell and WriteUse the Retelling Cards as writing prompts.
Writing Activities• Sequence the Retelling Cards in order and write a summary.
• Write a new story ending.
• Write about a favorite part of the story.
• Compare and contrast two Retelling Cards. Write about what is the same and what is different on the two cards.
Retelling Rubric for Assessment Retelling Rubric
Modeled RetellingThis is David. He is wearing a backpack. It looks as
if he’s all set for school.
Guided RetellingWho is this? Why do you think he is wearing a backpack?
David’s New Friends
Beginning
What is the boy’s
name? Is David wearing
a backpack? Point to
David’s backpack.
Intermediate
What is David wearing
on his back? Where
do you think David is
going? How can you
tell from the picture?
Advanced/Advanced High
What is David about to
do? What do you think
David is carrying in his
backpack? Why do you
think this?
ELL ENGLISH LANGUAGE LEARNERS
Grade 2 • Unit 1 • Week 11©M
acm
illan
/McG
raw
-Hill
Modeled RetellingDavid and his sister, Linda, are eating breakfast.
A book is on the table. David reads to his sister
about lizards. David doesn’t like lizards. He thinks
they are creepy.
Guided RetellingWho is seated at the table with David? Which meal are they
eating? How can you tell? What does David do for his sister?
What is the book about? How does David feel about lizards?
Beginning
Is David sitting with his
sister or his brother?
Are they eating
breakfast or lunch?
Who is reading?
Intermediate
What meal are David
and his sister eating?
What does David want
to read about? What
does David think about
as he reads?
Advanced/Advanced High
What are David and
Linda doing? What else
is David doing? How
does David feel about
what he is reading?
ENGLISH LANGUAGE LEARNERSELL
David’s New Friends
Grade 2 • Unit 1 • Week 12©M
acm
illan
/McG
raw
-Hill
Modeled RetellingDavid hugs his grandmother good-bye. I think his
grandmother is excited for David. He is starting
second grade today. David is excited, too. But he’s
also a little nervous.
Guided RetellingWho is hugging David? How can you tell that they care about
each other? Where is David going? How does he feel?
David’s New Friends
Beginning
Who does David hug?
Is David going to
school? What grade is
David starting?
Intermediate
Why are the people
waving and hugging?
What is David starting
today? Why is the
grandmother smiling?
Advanced/Advanced High
Who do you see? Why
do you think David is
excited? Why do you
think he is nervous?
ELL ENGLISH LANGUAGE LEARNERS
Grade 2 • Unit 1 • Week 13©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRon, Josie, and David are near the fi sh tank. There
is a lizard inside. I can tell from David’s face that
he does not like what he sees.
Guided RetellingWho is near the fi sh tank? What is inside the tank? How does this
make David feel? How can you tell?
Beginning
Who is in the picture?
Are David and his
friends near to or far
from the fish tank?
Does David like the
lizard?
Intermediate
Where are David and
his friends? What are
they doing? How does
David feel about the
lizard?
Advanced/Advanced High
What can you tell by
looking at David’s face?
How do you think
his friends feel about
lizards? Why do you
think so?
ENGLISH LANGUAGE LEARNERSELL
David’s New Friends
Grade 2 • Unit 1 • Week 14©M
acm
illan
/McG
raw
-Hill
Modeled RetellingDavid’s new teacher, Mr. Roy, is showing his
students the lizard. The lizard is named Slim. The
teacher holds Slim carefully. This way, Slim does
not get hurt.
Guided RetellingWhat is Mr. Roy showing the students? How does he hold the
lizard? Why?
Beginning
Who is David’s new
teacher? Point to the
lizard in Mr. Roy’s
hands. What is the
lizard’s name?
Intermediate
What is Mr. Roy doing?
What are the students
doing? Why does Mr.
Roy hold Slim carefully?
Advanced/Advanced High
Why do you think the
lizard’s name is Slim?
What may happen if
Mr. Roy does not hold
Slim carefully? How do
you think David feels?
ELL ENGLISH LANGUAGE LEARNERS
David’s New Friends
Grade 2 • Unit 1 • Week 15©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOops! Slim slips out of Mr. Roy’s hands! I think
David looks worried to see that the lizard has
escaped.
Guided RetellingWhy is Mr. Roy not holding Slim anymore? Why is everyone
upset?
Beginning
Is Mr. Roy still holding
Slim, the lizard? Who
has escaped? Does
David look happy or
upset that Slim has
escaped?
Intermediate
What does Slim do?
How do you think Mr.
Roy feels? Why does
David look worried?
Advanced/Advanced High
How did Slim escape
from Mr. Roy? Why do
you think everyone is
worried? What could
happen to Slim now?
ELL ENGLISH LANGUAGE LEARNERS
David’s New Friends
Grade 2 • Unit 1 • Week 16©M
acm
illan
/McG
raw
-Hill
Modeled RetellingDavid catches Slim and is holding him carefully.
David’s friends can get a close look at the lizard. I
think they want to make sure Slim is okay.
Guided RetellingWhat did David do? Who is standing around him? What are they
thinking?
Beginning
Who catches the lizard?
What does David hold
in his hands? Who is
standing near David?
Intermediate
Where is Slim now?
How does David hold
Slim? Why do David’s
friends look closely at
Slim?
Advanced/Advanced High
How did David help?
Why do you think the
other students stand
around David? How
does David feel about
lizards now?
ELL ENGLISH LANGUAGE LEARNERS
David’s New Friends
Grade 2 • Unit 1 • Week 17©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Roy waves to David as he meets his
grandmother and sister after school. David hoped
he would make new friends at school. He has! Not
only is Mr. Roy a new friend, but so is Slim.
Beginning
Point to David’s
grandmother. Who are
David’s new friends?
Does David like or
dislike Slim now?
Intermediate
Who are the new
friends that David
made at school?
Who meets him after
school? How do you
think David feels now?
Advanced/Advanced High
What is happening
in the picture? How
have David’s feelings
about second grade
changed? What do
you think David will do
next with Slim?
Guided RetellingDid David make any new friends at school? Who is waving to
him? Who did David meet after school? How does David feel
about Slim, the lizard?
ENGLISH LANGUAGE LEARNERSELL
David’s New Friends
Grade 2 • Unit 1 • Week 18©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Putter lives all by himself. Look at him eating alone at his table. I think
Mr. Putter looks lonely. He has no one to share his tea and muffi ns with.
He needs company! He wants a cat.
Guided RetellingWho is this? Why is he eating alone? How do you think he feels?
Beginning
Point to Mr. Putter. Is Mr.
Putter eating alone or with a
cat? Does Mr. Putter want a
cat or a muffin?
Intermediate
Who lives with Mr. Putter?
What does Mr. Putter eat and
drink? What does Mr. Putter
want?
Advanced/Advanced High
What is Mr. Putter doing? How
does Mr. Putter feel about
living alone? What does Mr.
Putter want to do with a cat?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
1 Grade 2 • Unit 1 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Putter is talking to the pet store lady. Young kittens are climbing all
over her. Mr. Putter asks if she has any cats. Mr. Putter wants a cat for a pet,
but the pet store only has young kittens.
Guided RetellingWho is Mr. Putter talking to? What do you see climbing all over her? Does
Mr. Putter want a kitten for a pet? Why not? Does the pet store have what
he is looking for?
Beginning
Who is Mr. Putter talking to?
Does Mr. Putter want a kitten
or a cat? Point to the kittens in
the picture.
Intermediate
Where is Mr. Putter? What
does he ask the pet store
lady? Why didn’t the lady sell
Mr. Putter a kitten?
Advanced/Advanced High
What problem does Mr. Putter
have? Why do you think Mr.
Putter wants an older cat?
Why do you think there are
only kittens at the pet store?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 22©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Putter is going to the animal shelter. The pet store lady told him he
would fi nd a cat there. I think he has a good chance of fi nding one at
the shelter.
Guided RetellingWhere is Mr. Putter going? Why is he going there?
Beginning
Who is the man in the picture?
Is this the pet store or the
animal shelter? What does Mr.
Putter want to find there?
Intermediate
What is the name of this
place? What animals do you
see in the picture? Where do
you think the cats are?
Advanced/Advanced High
Why is Mr. Putter going to the
animal shelter? What is an
animal shelter? Why does Mr.
Putter have a good chance of
finding a cat there?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 23©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Putter and the old yellow cat are a lot alike. They are both old and a
little deaf. They both have bones that creak. They both have thinning hair,
too. Mr. Putter is taking the old yellow cat home. I think Mr. Putter has
found himself some good company!
Guided RetellingHow are Mr. Putter and the old yellow cat alike? Do you think the cat will
be good company for Mr. Putter? What do you think will happen next?
Beginning
Are Mr. Putter and the yellow
cat alike? Do you think Mr.
Putter and the old cat will be
happy together?
Intermediate
How is the cat like Mr. Putter?
Why do you think Mr. Putter
and the old yellow cat will be
happy together? What do you
think they will share?
Advanced/Advanced High
How are Mr. Putter and the cat
similar? Why does Mr. Putter
want this cat as his pet? Why
will they be good company
for each other?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 24©M
acm
illan
/McG
raw
-Hill
Modeled RetellingNow Mr. Putter has someone to share his English muffi n with in the
morning. Mr. Putter eats his English muffi n with jam. Tabby, his old yellow
cat, eats her English muffi n with cream cheese.
Guided RetellingWho has Mr. Putter brought home? What do they do together in the
morning?
Beginning
Is Mr. Putter’s cat named
Tabby? Does Mr. Putter like
jam or cream cheese on
his muffin? Does Tabby like
jam or cream cheese on her
muffin?
Intermediate
Who does Mr. Putter share
his English muffin with? How
does Mr. Putter like to eat his
English muffin? How does
Tabby like to eat her English
muffin?
Advanced/Advanced High
What is different at Mr.
Putter’s house now? What do
Mr. Putter and Tabby eat for
breakfast? How do you think
Mr. Putter feels about Tabby?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 25©M
acm
illan
/McG
raw
-Hill
Modeled RetellingIn the evening, Mr. Putter tells Tabby wonderful stories. And Tabby likes
Mr. Putter’s stories. Each story makes Tabby purr.
Guided RetellingWhat is Mr. Putter doing? Does Tabby enjoy it? How do you know?
Beginning
Who is telling a story? Who
listens to Mr. Putter’s story?
Does Mr. Putter tell Tabby
stories in the morning or in
the evening?
Intermediate
What does Mr. Putter do in the
evening? How does Tabby feel
about the stories? What does
Tabby do when she hears Mr.
Putter’s stories?
Advanced/Advanced High
How have Mr. Putter’s
evenings changed? Why does
Mr. Putter enjoy telling his
stories to Tabby? How have
Tabby’s evenings changed?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 26©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThere are many fun things Mr. Putter and Tabby can do together. They
look like they enjoy listening to opera music together. On winter days
they turn it up very loud. I don’t think Mr. Putter feels lonely anymore!
Guided RetellingHow does Mr. Putter’s life change after he has Tabby? How do you know?
Beginning
Are Mr. Putter and Tabby
listening to opera music? Are
Mr. Putter and Tabby happy
or sad? Who makes Mr. Putter
feel happy now?
Intermediate
What do Mr. Putter and Tabby
like to do on winter days?
Do they listen to loud or soft
opera music? How do you
think Mr. Putter feels now?
Advanced/Advanced High
How can you tell that Mr.
Putter and Tabby are happy?
How can you tell that they are
enjoying the opera music?
Why do you think they like to
play opera music very loud?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 27©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMr. Putter and Tabby look happy together. I can tell that they truly enjoy
each other’s company. I think they are best friends.
Guided RetellingWhat kind of relationship do Mr. Putter and Tabby have? How can you tell?
Beginning
Who sits next to Mr. Putter?
Are Mr. Putter and Tabby
happy together? Do they
like or dislike each other’s
company?
Intermediate
How can you tell that Mr.
Putter and Tabby are happy
together? Why is Tabby a
good pet for Mr. Putter? Why
is Mr. Putter a good owner for
Tabby?
Advanced/Advanced High
How does Mr. Putter’s life
change after he has Tabby?
Why do they seem happy
just to sit and do nothing
together? Why do you think
they are they such good
friends?
ELL ENGLISH LANGUAGE LEARNERS
Mr. Putter & Tabby Pour the Tea
Grade 2 • Unit 1 • Week 28©M
acm
illan
/McG
raw
-Hill
Hi!
Modeled RetellingThis is a girl named Rosina. This is how she says “Hi!” She uses her hands
to show letters and words because she is deaf. This way of talking is called
signing.
Guided RetellingWho is this story about? What is she doing? Why?
Beginning
Who do you see? Is Rosina
talking with her hand? What
does she say with her hand?
Intermediate
How does Rosina talk? What is
Rosina saying with her hands?
Why does Rosina use her
hands to talk to others?
Advanced/Advanced High
How does Rosina say “Hi!”?
Why does Rosina use her
hands to talk to others? What
is this way of talking called?
ENGLISH LANGUAGE LEARNERSELL
Meet Rosina
1 Grade 2 • Unit 1 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRosina’s teacher is signing to her students. She is teaching in a language
called American Sign Language. Rosina studies many subjects at her
school, such as math, writing, reading, and art.
Guided Retelling What is Rosina’s teacher doing? What is the special language called? What
subjects does Rosina study at school?
Beginning
Where is Rosina? Is Rosina’s
teacher signing or singing to
her students? Does Rosina’s
teacher use her hands to talk?
Intermediate
How does Rosina’s teacher talk
to her class? What language is
used in Rosina’s school? What
does Rosina study in school?
Advanced/Advanced High
How does Rosina’s teacher
teach her class? What are
some of the subjects Rosina
studies? What is American
Sign Language?
ENGLISH LANGUAGE LEARNERSELL
Meet Rosina
Grade 2 • Unit 1 • Week 42©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRosina paints a picture in art class. Her second-grade class also wrote and
illustrated a story together. Her school seems a lot like our school.
Guided RetellingWhat is Rosina doing? Is this something you do at school?
Beginning
Is Rosina painting a picture?
What grade is Rosina in? What
did Rosina’s class write and
illustrate?
Intermediate
What is Rosina painting?
What did Rosina do with her
second-grade class? How is
her school like yours?
Advanced/Advanced High
What does Rosina use to paint
her picture? What did her
class do together? How was
Rosina’s class project similar
to projects you do with your
classmates?
ELL ENGLISH LANGUAGE LEARNERS
Meet Rosina
Grade 2 • Unit 1 • Week 43©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRosina also likes to play sports. She plays rugby at school. Rosina’s team
played other schools at the end of the year. Her team beat all the other
teams and won a trophy. It looks like they have a lot of fun.
Guided RetellingWhat sport is Rosina playing? How do you think the game is played? Why
did Rosina’s team win a trophy?
Beginning
What does Rosina play? Who
did her team beat? What did
her rugby team win?
Intermediate
What does Rosina like to play
at school? When did Rosina’s
team play other schools?
Which team beat the others?
Advanced/Advanced High
What sport does Rosina enjoy
at school? What did her team
do? Why do you think they
had fun?
ELL ENGLISH LANGUAGE LEARNERS
Meet Rosina
Grade 2 • Unit 1 • Week 44©M
acm
illan
/McG
raw
-Hill
Modeled RetellingAfter school Rosina helps to make dinner. She is cutting vegetables. Her
brother, Emilio, helps her father make guacamole. They are all helping
Rosina’s mother make a Mexican meal.
Guided RetellingWhat is Rosina doing with her family? How does she help?
Beginning
Is Rosina’s family making
dinner? What is Rosina
cutting? Who does Emilio
help?
Intermediate
What is Rosina doing with the
vegetables? What are Rosina’s
father and brother making?
Who are Rosina, Emilio, and
their father helping?
Advanced/Advanced High
What is Rosina doing with
the vegetables? How are
Emilio and his father making
guacamole? What is the family
preparing?
ELL ENGLISH LANGUAGE LEARNERS
Meet Rosina
Grade 2 • Unit 1 • Week 45©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Rosina’s big family. She has lots of uncles, aunts, cousins, grandpas,
and grandmas. Rosina has relatives who are also deaf. Her whole family
speaks together using sign language. I think Rosina looks like she is
having fun with her family.
Guided RetellingWho are these people? How do they speak together? Does Rosina do
things that you do? Do you think she is like you?
Beginning
Whose family is this? Does
Rosina have a big or small
family? What language can
the family speak together?
Intermediate
Who are the people in the
picture? How do Rosina’s
relatives speak together? How
do you think Rosina feels
when she is with her family?
Advanced/Advanced High
Who is in Rosina’s family? Why
does Rosina’s whole family
speak sign language? What
can you tell about Rosina’s
family from the picture?
ENGLISH LANGUAGE LEARNERSELL
Meet Rosina
Grade 2 • Unit 1 • Week 46©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Yoon and her father. She is from Korea. Her family just moved to
America. Soon Yoon will go to a new school. Her father teaches her to
write her name in English. Yoon does not like the way her name looks in
English.
Guided RetellingWho is this girl? Where is she from? What is her father teaching her?
Beginning
What is this girl’s name? Did
her family move to Korea or to
America? Who is teaching her
to write her name in English?
Intermediate
Who do you see in the
picture? Where does Yoon’s
family come from? What does
Yoon’s father teach her to
write?
Advanced/Advanced High
What did Yoon’s family do?
Why does her father teach
her to write in English? Why
doesn’t Yoon look happy?
ENGLISH LANGUAGE LEARNERSELL
My Name Is Yoon
1 Grade 2 • Unit 1 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon is at school. Her teacher reads a story about CAT. Yoon writes CAT
on her paper instead of her name. Yoon thinks about being a cat. I do
not think Yoon likes being in America. Everything is new and she has just
started to learn English.
Guided RetellingWhere is Yoon? Who is standing with her? What has she written on her
paper? Is what she has written correct? Do you think she likes being in
America? Why or why not?
Beginning
Is Yoon at school or at home?
What does Yoon’s teacher
read? Does Yoon write her
name or Cat on her paper?
Intermediate
Where is Yoon sitting? What
did her teacher do? What does
Yoon think about?
Advanced/Advanced High
What are Yoon and her
teacher doing? Why do you
think Yoon writes CAT on her
paper? How do you think
Yoon feels about her new
school and America?
ELL ENGLISH LANGUAGE LEARNERS
My Name Is Yoon
Grade 2 • Unit 1 • Week 52©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon draws a bird for her teacher. Yoon likes the drawing. Her father
teaches her how to write BIRD under the picture.
Guided RetellingWhat does Yoon draw? Does she like her picture? What does her father
teach her to write?
Beginning
Who draws? Does Yoon draw
a bird or a cat? Who teaches
Yoon to write BIRD?
Intermediate
Who does Yoon draw the bird
for? How does Yoon feel about
her drawing? What does her
father do?
Advanced/Advanced High
What does Yoon do? Why do
you think she draws for her
teacher? Why does her father
teach her to write BIRD?
ENGLISH LANGUAGE LEARNERSELL
My Name Is Yoon
Grade 2 • Unit 1 • Week 53©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon tells her mother about her day at school. Yoon thinks her teacher
likes her, but she wishes her family could go back to Korea. Yoon’s mother
tells her to be patient.
Guided RetellingWho is Yoon talking to? What does she tell her mother? What does her
mother tell her?
Beginning
Who tells her mother about
her day? Does Yoon want to
stay in America or go back to
Korea? Who tells Yoon to be
patient?
Intermediate
What does Yoon think about
her teacher? What does Yoon
wish her family could do?
What does Yoon’s mother tell
her to do?
Advanced/Advanced High
What does Yoon do with her
mother after school? How is
Yoon feeling about school and
America? Why does Yoon’s
mother tell her to be patient?
ENGLISH LANGUAGE LEARNERSELL
My Name Is Yoon
Grade 2 • Unit 1 • Week 54©M
acm
illan
/McG
raw
-Hill
Modeled RetellingA girl gives Yoon a cupcake. Yoon sees CUPCAKE written on its wrapper. I
think the girl wants to be Yoon’s friend.
Guided RetellingWhat does the girl give Yoon? What do you think this means?
Beginning
Who gives Yoon a cupcake?
What does the girl hold in her
hand? Does the girl want to
be Yoon’s friend?
Intermediate
What does the girl do? What
word does Yoon see written
on the wrapper? Why do you
think the girl gives Yoon a
cupcake?
Advanced/Advanced High
Why do you think the girl
is smiling? Why does she
give Yoon a cupcake? How
does Yoon learn the word
CUPCAKE?
ELL ENGLISH LANGUAGE LEARNERS
My Name Is Yoon
Grade 2 • Unit 1 • Week 55©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon imagines herself as a cupcake. She thinks the children would like
her as a cupcake. Yoon has written CUPCAKE on her paper instead of her
name. Her teacher smiles at her.
Guided RetellingWhat is Yoon imagining herself as? Why? What does her teacher do?
Beginning
Who is in the cupcake? What
does Yoon write? Who smiles
at Yoon?
Intermediate
What does Yoon think the
children would like? Why does
Yoon write CUPCAKE on her
paper? What does the teacher
do?
Advanced/Advanced High
How do you know that Yoon
is imagining herself as a
cupcake? What does Yoon
want? Why do you think
Yoon’s teacher smiles at her?
ENGLISH LANGUAGE LEARNERSELL
My Name Is Yoon
Grade 2 • Unit 1 • Week 56©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon’s teacher gives her a big hug. Yoon wrote her own name on her
paper.
Guided RetellingWhat does Yoon’s teacher do? Why?
Beginning
Who gives Yoon a big hug?
What did Yoon write? Is Yoon’s
teacher happy?
Intermediate
What did Yoon do? What does
Yoon’s teacher give Yoon?
How do you think Yoon feels?
Advanced/Advanced High
Why is Yoon’s teacher hugging
her? Why did Yoon write her
own name? Why is Yoon’s
teacher happy?
ELL ENGLISH LANGUAGE LEARNERS
My Name Is Yoon
Grade 2 • Unit 1 • Week 57©M
acm
illan
/McG
raw
-Hill
Modeled RetellingYoon writes her name in English now. Yoon is learning English. I think she
will like her new school and living in her new home.
Guided RetellingWhat does the paper say? Do you think Yoon is happy to be able to write
her name? Do you think she will like America?
Beginning
Is Yoon learning English? What
did Yoon write in English?
Who is happy in the picture?
Intermediate
What did Yoon do? Why do
you think Yoon is smiling?
Why do you think she may like
America now?
Advanced/Advanced High
What can Yoon do now? How
does Yoon feel about writing
her name in English? How do
you think Yoon feels about
America now?
ELL ENGLISH LANGUAGE LEARNERS
My Name Is Yoon
Grade 2 • Unit 1 • Week 58©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Bernardi. He is playing soccer with some
boys from the local school. He is the only boy
not wearing a school uniform. Bernardi kicks the
soccer ball and scores a goal.
Guided RetellingWho is this? What is he doing?
Beginning
What is the boy’s
name? What does
Bernardi play? What
does Bernardi score?
Intermediate
Who does not wear
a school uniform?
What game is Bernardi
playing? Who is
Bernardi playing soccer
with?
Advanced/Advanced High
What are Bernardi
and the boys doing?
Why do you think
Bernardi is not wearing
a school uniform?
What happens when
Bernardi kicks the ball?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 11©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi does not go to school with the other
boys. He lives with his grandfather. They do not
have enough money to pay for school. I think
Bernardi wishes he could go to school with the
other children.
Guided RetellingWhy doesn’t Bernardi go school with the other boys? Who does
he live with? What does Bernardi wish?
Beginning
Does Bernardi go to
school? Who does
Bernardi live with?
What does Bernardi
need to pay for school?
Intermediate
Where do the other
boys go? What does
Bernardi need? How
do you think Bernardi
feels about school?
Advanced/Advanced High
How is Bernardi
different from the
other boys? What does
Bernardi need money
for? Why do you think
Bernardi wishes he
could go to school?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 12©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi sees a new soccer ball in a shop window.
He has always wanted to buy a new soccer ball.
He looks at its price. It costs too much. The soccer
ball costs more than it does to go to school! I
think this makes Bernardi sad.
Guided RetellingWhat does Bernardi see in a shop window? Why can’t he buy it?
How does that make Bernardi feel?
Beginning
Where is the soccer
ball? What does
Bernardi want? Which
costs more, the soccer
ball or school?
Intermediate
Where does Bernardi
see a new soccer ball?
Does it cost more to go
to school or to buy the
soccer ball? How does
Bernardi feel about
that?
Advanced/Advanced High
What has Bernardi
always wanted? What
problem does Bernardi
have? Why does the
price make him sad?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 13©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi’s grandfather, Babu, makes toys. He
makes a music box for Bernardi. It plays the song
Bernardi loves. Before Babu lost his voice, he used
to sing the song to Bernardi. I think this is a very
special gift.
Guided RetellingWhat does Babu do? What has he made? Does Bernardi like it?
Why?
Beginning
What is the name of
Bernardi’s grandfather?
What does Babu make?
What does the music
box play?
Intermediate
What did Babu make
for Bernardi? What
song does the music
box play? What
happened to Babu?
Advanced/Advanced High
What does Bernardi
love? Why doesn’t
Babu sing to Bernardi
anymore? Why do you
think the music box is
a special gift?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 14©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi sells the toys Babu makes. A tourist
wants to buy the music box. Bernardi does not
want to sell it. The tourist off ers to pay a lot of
money for it. Bernardi could buy the soccer ball if
he sells the music box.
Guided RetellingWhat is Bernardi doing? What does the woman want to buy?
Why? What do you think Bernardi will do?
Beginning
What does Bernardi
sell? Who wants to buy
the music box? Does
the tourist offer to
pay a little or a lot of
money for the music
box?
Intermediate
What is Bernardi
selling? What does the
tourist want? What
could Bernardi do if he
sells the music box?
Advanced/Advanced High
What is Bernardi’s job?
Why doesn’t Bernardi
want to sell the music
box?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 15©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi sells the music box, but he doesn’t buy
the soccer ball. He looks very sad. I think he feels
badly that he sold Babu’s music box. He tries to
give the money to Babu.
Guided RetellingDoes Bernardi sell the music box? How does this make him feel?
What does Bernardi try to give to Babu?
ELL ENGLISH LANGUAGE LEARNERS
Beginning
Does Bernardi sell
or keep the music
box? Does Bernardi
look happy or sad?
Who does he give the
money to?
Intermediate
What did Bernardi do
with the music box?
Why does Bernardi
look sad? What does he
do with the money?
Advanced/Advanced High
What happened to
the music box? Why
do you think Bernardi
did not buy the soccer
ball? Why do you think
Bernardi wants to give
Babu the money?
Babu’s Song
Grade 2 • Unit 2 • Week 16©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBabu gives Bernardi a school uniform and a
soccer ball he has made. Bernardi is very happy
because he gets to go to school. He is also happy
because Babu is not mad at him.
Guided RetellingWhat does Babu give Bernardi? Why? How does this make
Bernardi feel?
Beginning
Who can go to school,
Bernardi or Babu? What
can Bernardi wear to
school? Is Babu happy
or mad?
Intermediate
What does Babu do for
Bernardi? How does
Bernardi feel about
Babu’s gifts? What else
has made Bernardi
happy?
Advanced/Advanced High
What can Bernardi
do with the uniform?
What is special about
the soccer ball? How
does Babu feel?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 17©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBernardi does not go to school with the other
boys. He lives with his grandfather. They do not
have enough money to pay for school. I think
Bernardi wishes he could go to school with the
other children.
Guided RetellingWhy doesn’t Bernardi go to school with the other boys? Who
does he live with? What does Bernardi wish?
Beginning
Does Bernardi go to
school? Who does
Bernardi live with?
What does Bernardi
need to pay for school?
Intermediate
Where do the other
boys go? What does
Bernardi need? How
do you think Bernardi
feels about school?
Advanced/Advanced High
How is Bernardi
different from the
other boys? What does
Bernardi need money
for? Why do you think
Bernardi wishes he
could go to school?
ELL ENGLISH LANGUAGE LEARNERS
Babu’s Song
Grade 2 • Unit 2 • Week 12©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Doña Flor. She is very large. Long ago, when Doña Flor was a
baby, her mother sang to her corn plants and sang to her sweet fl ower,
Doña Flor. The corn plants grew and grew and so did Doña Flor.
Guided RetellingWho is in this picture? How did Doña Flor get so big? How do you think
Doña Flor feels? How can you tell?
ELL ENGLISH LANGUAGE LEARNERS
Beginning
Who do you see? Is Doña Flor
large or small? Who sang to
the corn plants?
Intermediate
Who is this? What happened
when Doña Flor’s mother
sang? What else grew big?
Advanced/Advanced High
What do you see in this
picture? What did Doña Flor’s
mother do? Why did Doña
Flor grow so big?
Doña Flor
1 Grade 2 • Unit 2 • Week 2©M
acm
illan
/McG
raw
-Hill
ELL ENGLISH LANGUAGE LEARNERS
Beginning
Is this a tortilla? Who made
the tortilla? Who floats on the
tortilla?
Intermediate
What are the children floating
on? Where is the tortilla?
What else do people use the
tortillas for?
Advanced/Advanced High
What do you see in the
picture? How are Doña Flor’s
tortillas special? What do
people do with her tortillas?
Modeled RetellingThe children enjoy using Doña Flor’s tortillas as rafts to fl oat around the
pond. I think her tortillas were the biggest and best in the whole world.
Some neighbors even used them as roofs for their homes.
Guided RetellingWho uses Doña Flor’s tortillas to fl oat on? How large do you think the
tortillas were? Do you think a tortilla would make a good roof for a home?
Doña Flor
Grade 2 • Unit 2 • Week 22©M
acm
illan
/McG
raw
-Hill
Beginning
Who peers into the house?
Who does Doña Flor look at?
What are the people afraid of?
Intermediate
What does Doña Flor do? Who
else is in this picture? Why are
the people hiding?
Advanced/Advanced High
Why don’t you see Doña Flor’s
whole body? What does Doña
Flor want to know? What are
the people doing?
ENGLISH LANGUAGE LEARNERSELL
Modeled RetellingDoña Flor bends down to peer into her neighbor’s house. She asks
why they are hiding. They whisper “¡El puma!” They are afraid of a huge
mountain lion.
Guided RetellingWhose house does Doña Flor peer into? How do you think the people
feel? What are they hiding from?
Doña Flor
Grade 2 • Unit 2 • Week 23©M
acm
illan
/McG
raw
-Hill
Beginning
Does Doña Flor hold animals
or people? What did they all
look for? Is the cat huge or
little?
Intermediate
Who is in this picture? Who
did Doña Flor and her friends
look for? Why are the animals
scared?
Advanced/Advanced High
Why is Doña Flor holding the
animals? What did Doña Flor
and her friends do? Why does
Doña Flor kiss the animals?
ELL ENGLISH LANGUAGE LEARNERS
Modeled RetellingDoña Flor holds her tired animal friends. They looked and looked for the
huge cat. The gato roars again and the animals are scared. Doña Flor gives
each shivering animal a comforting kiss.
Guided RetellingWho is Doña Flor holding? Why are her friends tired? How does Doña Flor
make them feel better?
Doña Flor
4©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 2 • Week 2
ELL ENGLISH LANGUAGE LEARNERS
Beginning
Who scratches a new
riverbed? What does Doña
Flor use to make the riverbed?
Who is worried?
Intermediate
What does Doña Flor make
for her friends? How does she
do this? What are her friends
worried about?
Advanced/Advanced High
What is Doña Flor doing in
this picture? Why does she
make a riverbed? Does this
make her friends happy?
Explain.
Modeled RetellingDoña Flor scratches a new riverbed for her friends with her thumb. She
thinks this will make them happy again. Doña Flor’s friends are still
worried about the mountain lion.
Guided RetellingCan you point to the new riverbed? How does Doña Flor make the new
riverbed? Do you think her friends will be happy again?
Doña Flor
Grade 2 • Unit 2 • Week 25©M
acm
illan
/McG
raw
-Hill
ELL ENGLISH LANGUAGE LEARNERS
Modeled RetellingDoña Flor stomps off to try and fi nd the puma. I think she is unhappy.
Once again, she cannot fi nd it. She goes home to sit in her garden
and think.
Guided RetellingWhat does Doña Flor want to fi nd? How does she go to look for the puma?
Why do you think Doña Flor goes home to think?
Doña Flor
Beginning
Who does Doña Flor look for?
Is she happy or unhappy?
Where does she go to think?
Intermediate
What is Doña Flor doing?
How does she feel? Why is she
unhappy?
Advanced/Advanced High
Why does Doña Flor stomp
off? What happens when she
does not find the puma? What
might Doña Flor think about?
6©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 2 • Week 2
ELL ENGLISH LANGUAGE LEARNERS
Beginning
Does Doña Flor jump very
high or very low? What does
she give the sun? Is the puma
big or little?
Intermediate
What sound does Doña Flor
follow? What makes her jump
so high? Who makes the roar?
Advanced/Advanced High
Where is Doña Flor? What
happens when she jumps too
high? Where does the sound
come from?
Modeled RetellingDoña Flor follows the roaring sound up the tallest mesa. She hears the
roar again and jumps very high. Look at the sun’s eye. She gives the sun
a black eye. Doña Flor sees a little puma making a big sound in a long,
hollow log.
Guided RetellingWhere does Doña Flor go? Why does the sun have a black eye? What
does Doña Flor fi nd? Do you think Doña Flor’s friends will continue to
be afraid?
Doña Flor
Grade 2 • Unit 2 • Week 27©M
acm
illan
/McG
raw
-Hill
ELL ENGLISH LANGUAGE LEARNERS
Beginning
What does Doña Flor make?
What is the bed made of?
Who snuggles?
Intermediate
What does Doña Flor do with
the clouds? How does Doña
Flor feel? What animal is on
her toe?
Advanced/Advanced High
Where is Doña Flor? How did
she make her bed? Where is
the puma sleeping?
Modeled RetellingDoña Flor shapes the clouds into a soft bed with puff y pillows. I think
she is tired from her adventure. All the animals snuggle with her —
even Pumito.
Guided RetellingWhat does Doña Flor make a bed out of? Who snuggles up with her?
Why do you think Doña Flor is tired?
Doña Flor
8©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 2 • Week 2
Modeled RetellingThe people in the raja’s province are rice farmers.
They must give most of their rice to the raja. He
promises to store it for them. If there is a famine
and the farmers have nothing to eat, he will give
the rice back so no one will go hungry.
Beginning
Who are the people
in the raja’s province?
What do the farmers
grow? Who do the
farmers give rice to?
Intermediate
What do the people
in the raja’s province
grow? What do they do
with most of their rice?
When will the raja give
the rice back?
Advanced/Advanced High
What do you know
about the people in
the raja’s province?
What does the raja
want? What does the
raja promise?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingCan you point to the farmers in the picture? Why do the farmers
need to give most of their rice to the raja? What will the raja do
with the rice?
One Grain of Rice
Grade 2 • Unit 2 • Week 41©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThere is a famine, but the raja does not give rice
to the people. The raja orders a feast for himself.
The raja thinks he is wise and fair, but I don’t think
this is fair. This elephant is carrying baskets of rice
to the feast. A girl named Rani is catching the rice
falling from one of the baskets. She is thinking of
a plan.
Beginning
Does the raja give the
people rice or have a
feast for himself? What
animal carries baskets
of rice? Who catches
the rice that falls?
Intermediate
Why do the people
need rice now? What
has the raja ordered
for himself? What does
Rani do?
Advanced/Advanced High
Why do the people
need rice when there is
a famine? What is the
elephant doing? Why
does Rani catch the
rice that falls?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat is the raja doing in this picture? Does the raja help feed the
people? What do you think Rani is planning to do?
One Grain of Rice
Grade 2 • Unit 2 • Week 42©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRani gives the raja the rice that has fallen. The raja
wants to give her a reward for her good deed. She
asks for one grain of rice. The raja wants to give
her more. He agrees to double the grains of rice
he gives her each day for thirty days. The raja still
thinks this is not very much. Beginning
Who does Rani give
the rice to? Who gets a
reward? Does Rani ask
for one grain of rice or
two grains of rice?
Intermediate
Why does the raja want
to give Rani a reward?
What does Rani ask
for? What does the
raja think about this
reward?
Advanced/Advanced High
What does Rani do for
the Raja? What does
the Raja agree to give
Rani? Why do you think
she wants the raja to
double the rice each
day?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat does Rani do with the rice? What does she ask of the raja?
Why do you think the raja thinks it is not very much?
One Grain of Rice
Grade 2 • Unit 2 • Week 43©M
acm
illan
/McG
raw
-Hill
Modeled RetellingEach day Rani gets double the amount of rice she
received the day before. She is given one grain of
rice the fi rst day. The second day she receives two
grains of rice. On the third day she receives four
grains of rice. The raja still thinks this is not very
much. Beginning
Does Rani get one
grain of rice or two
grains of rice the first
day? Does she get one
grain or two grains of
rice the second day?
Who does not think
this is very much?
Intermediate
What does Rani get
on the first day? What
does she get on the
third day? What does
the raja think about
what Rani gets?
Advanced/Advanced High
What happens to the
amount of rice that
Rani gets each day?
What do you think
of Rani’s plan? What
do you think the raja
thinks about Rani’s
plan?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingHow much rice does Rani get each day? Why do you think
the raja still thinks it is not very much? Do you think Rani’s
plan is working?
One Grain of Rice
Grade 2 • Unit 2 • Week 44©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOn the sixteenth day, Rani is presented with a
bag of rice. This is more than the raja thought
the reward would become. On the twenty-fourth
day, she is given enough rice to fi ll eight baskets.
These baskets are carried to her by eight royal
deer. Beginning
What is in the bag
that Rani gets? What
does Rani get on
the twenty-fourth
day? Who carries the
baskets of rice?
Intermediate
How much rice does
Rani get on the
sixteenth day? What
does the raja think
about the reward on
the sixteenth day? How
does Rani get the rice
on the twenty-fourth
day?
Advanced/Advanced High
What happens to Rani
on the sixteenth day?
How does the raja
feel about giving Rani
a whole bag of rice?
What happens to Rani
on the twenty-fourth
day?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat does Rani get on the sixteenth day? How much rice does
Rani get on the twenty-fourth day? How do you think the raja
feels now about Rani’s reward?
One Grain of Rice
Grade 2 • Unit 2 • Week 45©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOn the twenty-ninth day, Rani is presented with
all the rice in two royal storehouses! Look at all
the camels it takes to carry that much rice! The
raja has been worried about how much rice Rani
is getting. But he will keep his promise and give
her all the reward. Beginning
What do all these
camels carry? Who do
they bring the rice to?
Will the raja keep his
promise to Rani or not?
Intermediate
How much rice does
Rani receive on the
twenty-ninth day of
the reward? Why is
the raja worried? What
promise is the raja
keeping?
Advanced/Advanced High
What happens to Rani
on the twenty-ninth
day? How does the raja
feel about it? What is
the raja going to do
about it?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingCan you point to all of the bags of rice? What is the raja worried
about? Do you think there is any rice left for the raja?
One Grain of Rice
Grade 2 • Unit 2 • Week 46©M
acm
illan
/McG
raw
-Hill
Modeled RetellingIt’s the thirtieth and last day of Rani’s reward.
Look at all these elephants carrying the rice! This
is all the rice that was left in the royal storehouses.
Doubling the rice each day has grown to a huge
amount!
Beginning
Is it the first day or
the last day of Rani’s
reward? What animal
carries all the rice? Is
this a little or a lot of
rice?
Intermediate
What is special about
this day of the reward?
How much rice do the
elephants carry? How
much rice is left for the
raja?
Advanced/Advanced High
Why are there so many
elephants? Why was
Rani’s plan a good
one? How do you think
the raja feels now?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat are all the elephants doing in the picture? What day of the
reward is it? How much rice does Rani now have? Do you think
Rani’s plan worked?
One Grain of Rice
Grade 2 • Unit 2 • Week 47©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRani gets more than a billion grains of rice in
thirty days! The raja has no more rice. Rani is
giving all the rice to the hungry people. She
agrees to give one basket of rice to the raja, and
he promises to take only as much rice as he needs
from now on.Beginning
Who does Rani give
most of the rice to?
Who does Rani give
one basket of rice to?
Intermediate
What does Rani give
the people? What does
she give the raja? How
much rice will the raja
take from now on?
Advanced/Advanced High
Why do you think the
people are happy now?
What does the raja
promise to do from
now on? What lesson
do you think the raja
has learned?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat does Rani do with the rice? How much rice does she give
the raja? Do you think the raja has learned a lesson? What is the
lesson learned?
One Grain of Rice
Grade 2 • Unit 2 • Week 48©M
acm
illan
/McG
raw
-Hill
Modeled RetellingBenjamin Banneker wrote an almanac. An
almanac is a book that lists information about the
Sun, Moon, and planets for every day of the year.
Farmers used the almanac to know when to plant
crops. Benjamin wrote a new almanac every year
for six years.
African-American Inventors
Beginning
Who wrote this
almanac? Who used
the almanac? When did
Benjamin write a new
almanac?
Intermediate
What did Benjamin
Banneker write? Why
did farmers use the
almanac? What did
Benjamin do every
year for six years?
Advanced/Advanced High
How did Benjamin’s
almanac help farmers?
What does an almanac
list? Why do you think
Benjamin wrote a new
almanac every year?
ENGLISH LANGUAGE LEARNERSELL
Guided RetellingWhat did Benjamin Banneker do? What is an almanac? How did
his invention help farmers?
Grade 2 • Unit 6 • Week 51©M
acm
illan
/McG
raw
-Hill
The
Gra
ng
er C
olle
ctio
n
Modeled RetellingSarah E. Goode is shown here. She was the fi rst
African American woman to receive a patent
for an invention. The patent stops others from
copying an invention.
African-American Inventors
Beginning
Who is this? Did Sarah
get a patent or copy
an invention? What did
Sarah get a patent for?
Intermediate
What is this woman’s
name? What did Sarah
get for her invention?
What does a patent
stop people from
doing?
Advanced/Advanced High
What was one of
Sarah E. Goode’s
achievements? What
does a patent do? Why
did Sarah want to get a
patent?
ENGLISH LANGUAGE LEARNERSELL
Guided RetellingWho is shown? Why is she famous? Why would an inventor want
to get a patent?
Grade 2 • Unit 2 • Week 52©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is a folding bed. It is a bed that folds up to
fi t in a small space. It is similar to the one that
Sarah E. Goode invented. Her cabinet bed helped
people make more space in their homes. People
could use the cabinet bed as a desk when it was
folded up.Beginning
What does this bed
do? What did Sarah E.
Goode invent? What
did the cabinet bed
turn into?
Intermediate
What did Sarah E.
Goode figure out? How
did Sara’s cabinet bed
become a desk? How
did her invention help
people?
Advanced/Advanced High
What was Sarah E.
Goode’s invention?
What did the cabinet
bed do? How were the
achievements of Sarah
E. Goode and Benjamin
Banneker similar?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingHow would you describe Sarah E. Goode’s invention? Who would
fi nd it useful? What did Benjamin Banneker and Sarah E. Goode
have in common?
African-American Inventors
Grade 2 • Unit 2 • Week 53©M
acm
illan
/McG
raw
-Hill
CO
RBI
S
Modeled RetellingThis is George Washington Carver. People called
him the Plant Doctor. He studied plants and
helped farmers choose better crops to grow. He
also discovered, or invented, many ways to use
crops such as potatoes and peanuts. He made
soap, coff ee, and glue from sweet potatoes. He
made peanut butter, ice cream, and shampoo
from peanuts.
Beginning
What is this man’s
name? Did George
Washington Carver
study plants or people?
What is one thing he
made from peanuts?
Intermediate
What did George
Washington Carver
study? How did he
help farmers? What did
he make from peanuts?
Advanced/Advanced High
Why did people call
George Washington
Carver the Plant
Doctor? What did he
discover by studying
plants? How did his
work help people?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWho is this? How did he come up with his ideas? What are some
of his inventions?
African-American Inventors
Grade 2 • Unit 2 • Week 54©M
acm
illan
/McG
raw
-Hill
Lars
Klo
ve/G
etty
Im
ages
, In
c.
Modeled RetellingDr. Patricia Bath grew up in Harlem, New York. In
medical school she decided to study eye diseases.
She invented an instrument that removes
cataracts. Cataracts are like clouds on the lens of
the human eye. Cataracts can blind people. She
has invented many other medical instruments
that are used to care for people’s eyes.
Beginning
Where did Dr. Patricia
Bath grow up? What
did she study? What
eye disease can blind
people?
Intermediate
What did Dr. Patricia
Bath study? What
medical instrument did
she invent? What do
her inventions do?
Advanced/Advanced High
What did Patricia
Bath decide to do in
medical school? What
are cataracts? How has
Dr. Patricia Bath’s work
helped people?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat is shown here? Who grew up there? What did she invent?
How did her inventions help people?
African-American Inventors
Grade 2 • Unit 2 • Week 55©M
acm
illan
/McG
raw
-Hill
Tim
e Li
fe P
ictu
res/
Get
ty I
mag
es, I
nc.
Modeled RetellingSome inventors are scientists, such as George
Washington Carver and Dr. Patricia Bath. Other
inventors, such as Sarah E. Goode and Benjamin
Banneker, create things that make people’s lives
easier.
Beginning
Who are these people?
Did their inventions
make life easier or
harder? Which inventor
is a scientist?
Intermediate
Who do you see in this
picture? How did the
inventions of Sarah E.
Goode and Benjamin
Banneker help people?
How did George
Washington Carver’s
work help people?
Advanced/Advanced High
What are the names of
these inventors? How
is the work of these
inventors different
from one another?
How is the work of all
these inventors the
same?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWho is shown in this picture? What kinds of work did they do?
How was their work useful to people in the past? How is it
useful today?
African-American Inventors
Grade 2 • Unit 2 • Week 56©M
acm
illan
/McG
raw
-Hill
Beginning
What are the names of
these kids? What is the
name of their school?
In what year did the
kids go to the dance
school?
Intermediate
Who is in the picture?
What do Jasper and
Whitney study? When
did they start to study
dance?
Advanced/Advanced High
What do you see in the
picture? How do the
kids learn to dance?
What did they do when
they were very young?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingThis is Jasper and Whitney. They are two of the
many kids who went to the Alvin Ailey dance
school in 2004. They started studying dance
when they were very young.
Guided RetellingWho are the two children in the picture? Where did they go to
school? What did they study?
Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
1
Beginning
Who is in the class?
What dance is this?
Do the girls dance
together or alone?
Intermediate
What kind of dance
does Whitney study?
What are the girls
practicing for? What
do the dancers have to
learn?
Advanced/Advanced High
Who do you see in the
picture? What are the
girls doing? Why is
teamwork a big part of
the girls’ ballet dance?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingThis is Whitney’s ballet class. The girls are
practicing for their performance. Teamwork is a
big part of the dance. The girls dance together
as a group. Everyone has to learn how to do the
same steps at the same time.
Guided RetellingWhat type of dance class is this? Why are the girls practicing
together?
2 Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
Is this Whitney’s tap
class or ballet class?
Do the tap shoes make
noise or are they quiet?
Who helps the girls
practice?
Intermediate
What do the girls have
to wear when they tap
dance? Why are the
shoes special? What
do the girls need to
remember?
Advanced/Advanced High
What are the girls
doing? How are the
tap and ballet classes
similar? How are they
different?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingThe girls are now taking a tap class. They are
wearing special tap shoes that make a lot of
tapping noise. The teacher is helping the girls
practice for the performance. It is important that
they remember the steps and stay together.
Guided RetellingWhat type of dance class is this? What’s special about this type of
dance? What is the teacher doing? Why?
3 Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
What class is this?
Where does capoeira
dance come from?
Where do the dancers
sing and clap?
Intermediate
Who is in the picture?
What country is
capoeira from? What
do the dancers take
turns doing?
Advanced/Advanced High
What kind of dance
do the boys do? What
do the dancers do in
a circle? How do the
boys work together to
perform capoeira?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingThis is Jasper’s favorite class, the capoeira class.
Capoeira is a dance from Brazil. Dancers sing
and clap in a circle and take turns dancing in
the middle.
Guided RetellingWhat type of dance class is this? How is the dance done?
4 Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
What dance is this?
Where are the girls? Is
this the dress rehearsal
or the performance?
Intermediate
What is the ballet class
doing? Where is the
dress rehearsal? What
do the girls learn in the
dress rehearsal?
Advanced/Advanced High
What is happening
in this picture? Why
do you think the girls
need to practice on
the big stage? How is a
dress rehearsal similar
to a performance?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingHere is the ballet class having a dress rehearsal.
A dress rehearsal is the fi nal practice before the
performance. The dress rehearsal takes place on
the same stage where the performance will take
place. These girls are learning how to dance and
move on the big stage.
Guided RetellingWhat are these girls doing? What is a dress rehearsal? How is a
dress rehearsal diff erent from a performance?
5 Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
What day is this?
What dance do they
perform? Who worked
hard?
Intermediate
What kind of
performance is this?
How do the students
feel about their
performance? Why do
you think the students
felt proud?
Advanced/Advanced High
What are the kids
doing? Why do you
think the performance
was so great? Why do
you think everyone is
so proud of it?
ENGLISH LANGUAGE LEARNERSELL
The Alvin Ailey Kids:Dancing As a Team
Modeled RetellingPerformance day has fi nally come! This is the
capoeira performance. All the students have
worked so hard together. The students, their
families, and their teachers are very proud of the
great performance.
Guided RetellingWhat is going on in this picture? What does it take to put
together a great performance?
6 Grade 2 • Unit 3 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Emilio and Abuelo, his grandfather, sitting
on the front porch. They’re waiting for Emilio’s
cousins to arrive for dinner. Emilio hopes they
come soon. I think he’s excited to see them.
Maybe he’s hungry too.
Abuelo and the Three Bears
Guided RetellingWho is Emilio talking to in the picture? Who are they waiting for?
Why is Emilio excited?
Beginning
What is the boy’s
name? Is he sitting
with his grandfather
or his grandmother?
Where do they sit?
Intermediate
Who is sitting on the
front porch? Who is
coming to dinner?
What does Emilio
hope for?
Advanced/Advanced High
What is Emilio
doing? How does
he feel? Why do you
think Emilio calls
his grandfather
“Abuelo”?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingAbuelo is telling his grandson a story. The story
is about three bears who live in the woods: Papá
Bear, Mamá Bear, and little Osito. Mamá Bear is
cooking frijoles, or beans, for breakfast. I think
Papá Bear and Osito look like they’re hungry.
Abuelo and the Three Bears
Guided RetellingCan you point to Mamá bear? What is Mamá bear doing? Do you
think Papá bear is hungry? Why do you think so?
Beginning
Who tells his grandson
a story? Is the story
about two bears or
three bears? What is
the name of the little
bear?
Intermediate
What is Abuelo telling
his grandson? What
are the names of the
bears? What is Mamá
Bear cooking?
Advanced/Advanced High
What is Abuelo’s story
about? What is Mamá
Bear cooking for
breakfast? What do
Papá Bear and Osito
want to do?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingPapá Bear starts to eat the frijoles, but they are
still too hot. He jumps out of his chair because the
beans are so hot! The three bears have to let the
frijoles cool. They decide to go out for a walk.
Abuelo and the Three Bears
Guided RetellingWhat are the bears eating? Why don’t the bears eat the frijoles?
What do the bears decide to do?
Beginning
Who starts to eat the
frijoles? Does Papá
Bear eat the frijoles or
not? Are the frijoles too
hot or too cold?
Intermediate
What does Papá Bear
do? What is wrong
with the frijoles? What
do the bears do while
the frijoles cool?
Advanced/Advanced High
What do you see in
the picture? Why does
Papá Bear jump? Why
do the bears decide to
go for a walk?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingTrencitas is walking to visit her friend, Osito. She
has long black braids. Emilio thinks the girl in
this story should have blond hair and be called
Goldilocks. But this is Abuelo’s story.
Abuelo and the Three Bears
Guided RetellingWhat is the girl’s name in this picture? Who is Trencitas going to
visit? Why does Emilio think Trencitas should have blond hair and
be called Goldilocks?
Beginning
What is the girl’s name?
What is the name
of her friend? Does
Trencitas have blonde
hair or black hair?
Intermediate
Who is in the picture?
Where is Trencitas
going? What does her
hair look like?
Advanced/Advanced High
What is Trencitas
doing? What does
Emilio think about her?
Why isn’t Trencitas
called Goldilocks?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingTrencitas arrives at Osito’s house. She notices the
three bowls of beans. The little bowl is not too
hot or too cold. It is just right. Trencitas fi nishes
all the beans in the little bowl. She sits in the little
chair. It is very comfortable, but it breaks.
Abuelo and the Three Bears
Guided RetellingWhat does Trencitas fi nd on the bears’ table? Why does she eat
the beans in the little bowl? What happens to Osito’s chair?
Beginning
Who arrives at Osito’s
house? Does Trencitas
eat all the beans in the
big bowl or the little
bowl? Which chair
does Trencitas break?
Intermediate
What is on the table?
Is the little bowl of
beans too hot, too
cold, or just right?
What happens when
Trencitas sits in the
little chair?
Advanced/Advanced High
What does Trencitas
notice at Osito’s house?
What does Trencitas
do with the beans
in the little bowl?
After she finishes the
beans, what does
Trencitas do?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe bears come home. They notice that someone
has eaten their breakfast. Osito is looking at his
little bowl. There’s only one single bean left. The
bears also notice that someone has sat in their
chairs. Look at Osito’s broken chair all over the
fl oor.
Abuelo and the Three Bears
Guided RetellingWhat do the bears fi nd when they come home? Do you think
Mamá and Papá bear notice only Osito’s breakfast has been
eaten and his chair broken?
Beginning
Who comes home?
Who ate Osito’s
breakfast? Whose chair
is broken?
Intermediate
What do the bears
notice? What is Osito
looking at in the
picture? What do the
bears notice about
their chairs?
Advanced/Advanced High
What do the bears
notice about their
breakfast? What is left
in Osito’s bowl? What
else do the three bears
see in their home?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingMamá Bear and Papá Bear notice that someone
has been sleeping in their beds. Osito fi nds
Trencitas sleeping in his bed! He wakes her up
and they laugh together.
Abuelo and the Three Bears
Guided RetellingCan you point to who is sleeping in Osito’s bed? Why do you
think Trencitas goes to sleep in Osito’s bed? What do you think
Osito and Trencitas laugh about?
Beginning
Who is sleeping in
Osito’s bed? Does
Osito wake Trencitas
or let her sleep? Does
Trencitas laugh or cry?
Intermediate
What do Mamá Bear
and Papá Bear notice?
Where is Trencitas?
Why do you think Osito
wakes Trencitas up?
Advanced/Advanced High
What did Trencitas do
before she fell asleep
in Osito’s bed? What
happens when the
bears come home?
Why do you think the
two friends laugh?
ENGLISH LANGUAGE LEARNERSELL
7 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe three bears walk Trencitas home. Trencitas
invites them to eat with her family. Her parents,
grandparents, uncles, aunts, and cousins are all
there. The bears waited a long time to eat, but it
looks like they are having a delicious meal and
lots of fun.
Abuelo and the Three Bears
Guided RetellingWho are the bears sharing a delicious meal with? Can you point
out Trencitas and the three bears? Do you think the bears are
having lots of fun? Why do you think so?
Beginning
Whose house is this?
Who shares the meal
with Trencitas’s family?
Is the meal delicious or
not delicious?
Intermediate
Who is at Trencitas’s
home? What do the
bears do there? How
long did the bears wait
to eat?
Advanced/Advanced High
What did Trencitas
invite the bears to do?
What do you see in
the picture? Why do
you think Abuelo told
Emilio this story?
ENGLISH LANGUAGE LEARNERSELL
8 Grade 2 • Unit 3 • Week 2©M
acm
illan
/McG
raw
-Hill
Beginning
Is this man a farmer
or a cow?What is the
man’s name? Who has
an old typewriter?
Intermediate
Where are the cows?
What do the cows
have? What are the
cows doing?
Advanced/Advanced High
Why isn’t Farmer
Brown happy? What
sounds do typewriters
make? What is funny
about cows typing a
letter?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingThis is Farmer Brown. I don’t think he looks very
happy. His cows have an old typewriter. They
are typing in the barn. I think the cows might be
typing a letter.
Guided RetellingWho is this? What do his cows like to do? What do you think the
cows are typing?
Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
1
Dear Farmer Brown,
The barn is very cold at night. We’d like some electric blankets.
Sincerely,The Cows
Beginning
How many cows do
you see? Who does
not give them electric
blankets? Do the cows
give Farmer Brown
milk?
Intermediate
Who wrote this note?
Why do the cows stop
giving Farmer Brown
their milk? Whose
shadow do you see?
Advanced/Advanced High
What do you see in
the picture? Why do
the cows go on strike?
How do you think
Farmer Brown feels?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingFarmer Brown will not give the cows electric
blankets. So the cows have gone on strike. They
won’t give Farmer Brown any milk. I think that will
make Farmer Brown mad.
Guided RetellingWhat are the cows doing? Did Farmer Brown agree to give them
electric blankets? What do you think the cows are going to tell
Farmer Brown?
3 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Sorry.We’re closed.No milk today.
Beginning
How many cows do
you see? Who does
not give them electric
blankets? Do the cows
give Farmer Brown
milk?
Intermediate
Who wrote this note?
Why do the cows stop
giving Farmer Brown
their milk? Whose
shadow do you see?
Advanced/Advanced High
What do you see in
the picture? Why do
the cows go on strike?
How do think Farmer
Brown feels now?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingFarmer Brown will not give the cows electric
blankets. So the cows have gone on strike. They
won’t give Farmer Brown any milk. I think that will
make Farmer Brown mad.
Guided RetellingWhat are the cows doing? Did Farmer Brown agree to give them
electric blankets? What do you think the cows are going to tell
Farmer Brown?
3 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Beginning
Who is in the picture?
Do the cows use
their hooves or their
hands? What is name
of the machine in the
picture?
Intermediate
Why do you think the
cows are looking at the
typewriter? Why are
they typing another
note? How do cows
type on a typewriter?
Advanced/Advanced High
What do you think
causes the cows to
type again? What do
you think they are
writing? How will
Farmer Brown feel?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingThe cows use their hooves to type. They must be
typing another note. Farmer Brown still does not
agree to give them electric blankets. I wonder
what the cows want now.
Guided RetellingWhat does the sign say? Why won’t the cows give Farmer Brown
any milk? Do you think he will be mad?
4 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Beginning
Who is in the picture?
Do the cows use their
hooves or their hands?
What is the name of
the machine in the
picture?
Intermediate
Why do you think the
cows are looking at the
typewriter? Why are
they typing another
note? How do cows
type on a typewriter?
Advanced/Advanced High
What do you think
causes the cows to
type again? What do
you think they are
writing? How will
Farmer Brown feel?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingThe cows use their hooves to type. They must be
typing another note. Farmer Brown still does not
agree to give them electric blankets. I wonder
what the cows want now.
Guided RetellingWhat does the sign say? Why won’t the cows give Farmer Brown
any milk? Do you think he will be mad?
4 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Beginning
Who is typing? Is
Farmer Brown happy or
furious? Does he want
milk or eggs from the
cows?
Intermediate
How is Farmer
Brown feeling? What
does Farmer Brown
demand? What do you
think the cows and
hens will do about
Farmer Brown’s letter?
Advanced/Advanced High
What causes Farmer
Brown to write his
own letter? What does
he demand in his
letter? How do you
think the animals will
respond?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingI think Farmer Brown is furious. He types a letter
to the cows and hens. He says that he will not
give them electric blankets. He also demands
their milk and eggs. I think the cows and hens will
be mad.
Guided RetellingWhat is Farmer Brown doing? What does his letter say? Do you
think the cows and hens will be mad?
6 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Beginning
What do the cows
trade? Who has
electric blankets now?
Do the cows and hens
look warm or cold?
Intermediate
What are the cows and
hens doing? How did
the animals get the
electric blankets? How
do the cows and hens
look?
Advanced/Advanced High
What is happening
in the picture? What
caused Mr. Brown
to give the animals
electric blankets? What
do you think about this
trade?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingThe cows and hens trade their typewriter for
electric blankets. The animals look like they are
warm and sleeping well. I think they must be
happy with the trade.
Guided RetellingWhat do the cows and hens have? How did they get these
things? How does that make them feel?
7 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Beginning
Who did not give
Farmer Brown the
typewriter? What does
Duck type? What do
the ducks want?
Intermediate
Who was supposed to
give Farmer Brown the
typewriter? What are
the ducks doing? What
do they want Farmer
Brown to give them?
Advanced/Advanced High
Why didn’t Duck give
Farmer Brown the
typewriter? What
do the ducks ask for
in their note? What
do you think Farmer
Brown will do when he
gets the note?
ENGLISH LANGUAGE LEARNERSELL
Click, Clack, Moo: Cows That Type
Modeled RetellingDuck was supposed to take the typewriter to
Farmer Brown. Instead, Duck types a note. The
ducks want a diving board for their pond.
Guided RetellingWhat was the duck supposed to do? What does he do instead?
What does he ask Farmer Brown for?
8 Grade 2 • Unit 3 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Pam Muñoz Ryan at one of her childhood
birthday parties. Pam is now grown up and
an author. Photos are a great way to stir up
memories. They help us remember special times.
Photos can also give authors ideas for stories.
Stirring Up Memories
Guided RetellingWho is shown in this picture? How do photos help an author?
Beginning
Who is this girl? Is
Pam a young girl or an
author in the picture?
Is Pam an author or a
young girl now?
Intermediate
What is Pam doing
in the picture? What
is Pam now? Why do
you think she likes
looking at old photos
of herself?
Advanced/Advanced High
What is happening in
this picture? How do
you think photos stir
up memories? How do
you think photos help
Pam?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingI can tell that Pam grew up in a large family. I see
many children in this picture and remember that
Pam is one of 23 cousins. Pam liked to pretend
that she and her cousins were in the circus or
jungle. She says that this was like creating stories.
Stirring Up Memories
Guided RetellingWhat might this picture tell you about the author’s family? Does
the picture tell you anything about where Pam grew up?
Beginning
Whose family is this?
How many cousins
does Pam have? Is it a
large family or a small
family?
Intermediate
Who is in this picture?
What does the picture
tell you about Pam’s
family? What did Pam
and her cousins do?
Advanced/Advanced High
How would you
describe this family?
What did Pam like to
do with her cousins?
Why is pretending like
creating a story?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingPam is in a school. She is visiting a group of
students. The author talks to students about how
she gets her ideas for stories and about being a
writer.
Stirring Up Memories
Guided RetellingWhere is Pam in this picture? How can you tell? What might the
author talk to the students about?
Beginning
Which person is Pam?
Who is Pam visiting?
Where are Pam and the
students?
Intermediate
Who is in this picture?
How can you tell Pam
is in a classroom? What
does she talk about
with students?
Advanced/Advanced High
What is happening
in the picture? Why
do you think Pam is
invited to schools to
talk about writing?
How do you think Pam
feels about her visits to
schools?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe picture on the left shows Pam’s grandmother
holding her when she was a baby. The picture
on the right shows the grandmother in Pam’s
story “Mice and Beans.” The title of the story
comes from the food rice and beans, which Pam’s
grandmother often cooked.
Stirring Up Memories
Guided RetellingWho is shown in the picture on the left? Who is in the picture on
the right? How did Pam’s family and the food they ate work their
way into Pam’s writing?
Beginning
Who is holding Pam
when she was a baby?
What is the name of
Pam’s story? Who is the
character in the story?
Intermediate
Who do you see in the
picture on the left?
Who do you see in the
picture from Pam’s
story? What is Pam’s
story about?
Advanced/Advanced High
How are the two
pictures alike? Why do
you think Pam titled
her story “Mice and
Beans?” How do you
think Pam’s real life
helped her write her
story?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is a picture of Pam’s son Tyler. Pam has
organized a party to celebrate Tyler’s birthday.
The grandmother in Pam’s story “Mice and Beans”
organizes a birthday party for her youngest
grandchild.
Stirring Up Memories
Guided RetellingWhat do you see in this picture? How is this party similar to the
ones Pam went to as a child?
Beginning
Who is having a
birthday in the picture?
Is Tyler Pam’s son or
Pam’s grandchild? Who
has a birthday in Pam’s
story?
Intermediate
What has Pam
organized? What does
the grandmother in the
story “Mice and Beans”
organize? What two
children are having
birthday parties?
Advanced/Advanced High
How is this party
similar to the ones Pam
went to as a child?
How are they different?
How do you think
Pam’s real life gave her
ideas for her story?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Pam Muñoz Ryan at her desk at home. This
is where she writes her stories. Pam explains how
authors use both their memories and imagination
to write.
Stirring Up Memories
Guided RetellingWho is in this picture? What does Pam use to help write
her books?
Beginning
What is this woman’s
name? Where is Pam?
What does she do at
her desk?
Intermediate
Who is sitting at her
desk? What does Pam
do there? What two
things do authors use
to create stories?
Advanced/Advanced High
What can you tell
about Pam from this
picture? What do you
see on Pam’s desk?
What does Pam think
authors need to create
stories?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 3 • Week 5©M
acm
illan
/McG
raw
-Hill
Beginning
Is this Head or Legs? Is
Head alone or with a
friend? What can Head
do?
Intermediate
What is Head missing?
What does Head eat?
What does Head dream
about?
Advanced/Advanced High
What can’t Head do?
What body parts does
Head need? Why does
Head dream of the
sweet cherries high up
on the tree?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingLook at Head. He is all alone. He has no legs, arms,
or body. He can only eat what he fi nds on the
ground. He dreams about the sweet cherries high
up on the tree.
Guided RetellingWho is this? Why is he alone? What does he dream about?
Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
1
Beginning
Who does Head see?
What do Arms need to
see? Who should work
together?
Intermediate
Who does Head talk
to? Why can’t Arms see
Head? What should
Head do?
Advanced/Advanced High
Who is in the picture?
What is Arms’ problem?
How can Head solve
Arms’ problem?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingOne day, Head sees Arms. But Arms can’t see
Head because Arms don’t have eyes. I think Head
and Arms should work together.
Guided RetellingWho does Head meet? What does Arms not have? How can they
work together?
2 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
Who wants to work
with Arms? Who works
with Head now? What
can Arms and Head
pick up?
Intermediate
What is Head’s idea?
What do Head and
Arms do? What can
they do now that they
are attached?
Advanced/Advanced High
What do Head and
Arms agree to do? Why
do they agree to help
each other? Where
does Arms attach
themselves to Head?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingHead has an idea. He wants to work together with
Arms. Arms agree and attach themselves to Head
above the ears. Now Arms and Head have eyes for
seeing and hands for picking food to eat. I think
working together was a great idea!
Guided RetellingWhy do you think Head and Arms want to work together?
3 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
Who comes? Where
does Body land? Who
should work together?
Intermediate
Why did Body land on
top of Head and Arms?
What does Body need?
How can Head and
Arms help Body?
Advanced/Advanced High
What does Body look
like? Why does Body
almost squash Head
and Arms? What do
you think Head and
Arms will ask Body?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingBody lands on Head and Arms, because he
cannot see them. Body almost squashes them.
I think Head, Arms, and Body should work
together.
Guided RetellingWho do Head and Arms meet? What happens when they meet?
4 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
Who join together?
Where do they swim?
What fruit do they
want?
Intermediate
Where do Head, Arms,
and Body swim after
they join together?
Why can’t they reach
the mangoes? Who do
they meet next?
Advanced/Advanced High
What do you notice
about how Head, Arms,
and Body are attached?
What are they doing
now that they are
attached? How can
Legs help them reach
the mangoes?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingNow Head, Arms, and Body have joined together.
They swim across the river to get to the mango
tree. They cannot reach the mangoes because the
fruit is too high in the tree. Then they meet Legs.
Guided RetellingWhat do Head, Arms, and Body try to pick from the tree? Who do
they meet next? Do you think Legs can help?
5 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Beginning
Who joins Head, Body,
and Arms? Do Arms
grab Legs or mangoes?
Does Legs attach in
the correct place or the
incorrect place?
Intermediate
Who does Legs join?
What do they try to
do? Why can’t they do
it?
Advanced/Advanced High
How are the parts
attached to each
other? What is their
problem? How can
they solve it?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Modeled RetellingHead, Body, Arms, and Legs try to join together.
But they still cannot reach the mangoes. I think
they need to join together in diff erent places.
Guided RetellingWhy do you think Head, Body, Arms, and Legs can’t reach the
mangoes? What should they do?
6 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingFinally, everyone is in the right place. Legs
are tiptoeing. Body is stretching up. Arms are
reaching out to pick a mango. Head takes a bite
of the mango. I call this teamwork!
Beginning
Is everyone in the right
place or the wrong
place? What can they
reach? Who takes a
bite of mango?
Intermediate
What is Legs doing?
What is Body doing?
What does Head finally
do?
Advanced/Advanced High
How did everyone get
in the right place? How
does each body part
help the others? What
happens because of
their teamwork?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Guided RetellingWhy do you think Head, Body, Arms, and Legs are able to pick
the mango from the tree?
7 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingLook at the entire body sitting under the sun, full
from eating so many delicious mangoes! Don’t
you think this is perfect?
Beginning
Who sits under the
sun? What did the
entire body eat? Is the
entire body full or not
full of mangoes?
Intermediate
Where is the entire
body? Why is the entire
body full now? How
does the entire body
feel now?
Advanced/Advanced High
What do you see in
the picture? How did
the entire body come
together? Why is this
perfect?
ENGLISH LANGUAGE LEARNERSELL
Head, Body, Legs:A Story from Liberia
Guided RetellingTell what you learned from this story.
8 Grade 2 • Unit 4 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle knows many safety tips. He tells
Mrs. Toppel, the principal at Napville School, not
to stand on a swivel chair. But she doesn’t hear
him. He shares his tips with students, too, but
they never listen.
Offi cer Buckle and Gloria
Guided RetellingWho is this? What does he do? Does anyone listen to him?
Beginning
Who is the man in
the picture? Where is
Officer Buckle? Who
does not listen to
Officer Buckle?
Intermediate
Where does this scene
take place? What does
Officer Buckle share
with students? What is
Mrs. Toppel doing?
Advanced/Advanced High
Why is there a
policeman in the
school? What safety
tip does Officer Buckle
tell Mrs. Toppel? What
accidents do you see
happening here?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle now has a police dog named
Gloria. She goes with Offi cer Buckle to give the
safety speech. Gloria acts out whatever Offi cer
Buckle describes. The students look like they are
paying attention now.
Offi cer Buckle and Gloria
Guided RetellingWho is working with Offi cer Buckle? What type of animal is
Gloria? What does Gloria do during the presentation? How do
the students react?
Beginning
Who is with Officer
Buckle now? Is Gloria a
dog or a person? Who
pays attention now?
Intermediate
Where is Officer Buckle
now? What is Gloria
doing during the
speech? What are the
students doing?
Advanced/Advanced High
Who do you see in
the picture? What is
unusual about Gloria?
How do you think the
students feel?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle is talking about safety. He tells
the students to always clean up spills before
someone slips and falls. Gloria is standing on her
head! She is acting out an accident. I don’t think
Offi cer Buckle knows what Gloria is doing. When
he turns around to look at Gloria, she stops.
Offi cer Buckle and Gloria
Guided RetellingWhat is Gloria doing? Why? What are the students doing?
Beginning
Who tells the students
an important safety
tip? Who do the
students watch? Does
Gloria stand on her
head or does Gloria
slip and fall?
Intermediate
Why is Gloria standing
on her head? What is
Officer Buckle doing?
How do the students
feel about the safety
speech now?
Advanced/Advanced High
How can you tell
that the students like
Gloria? Why doesn’t
Officer Buckle know
what Gloria is doing?
What do you think
Officer Buckle thinks
Gloria is doing?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle opens an enormous envelope of
thank-you letters. The children at Napville School
thank Offi cer Buckle and Gloria for coming to
their school. They draw Gloria on their letters.
Offi cer Buckle and Gloria
Guided RetellingWhat has Offi cer Buckle received? Describe what the students
have given him. Who did they draw a picture of?
Beginning
Who wrote the thank-
you letters? Who
opens the enormous
envelope of letters?
Whose picture is on
each letter?
Intermediate
What do the students
of Napville School
send Officer Buckle
and Gloria? Who do
they draw on their
letters? How do you
think Officer Buckle
feels about getting the
letters?
Advanced/Advanced High
What is happening in
this scene? Why did the
students draw Gloria
on all their letters?
How do you think
Officer Buckle and
Gloria feel about the
students’ letters?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle watches himself on the television
news. He must see what Gloria is doing, because
he looks very surprised. He spills popcorn and
milk everywhere.
Offi cer Buckle and Gloria
Guided RetellingWhat is Offi cer Buckle doing? Why does he look so surprised?
Beginning
Who watches the
news? Does Officer
Buckle look happy
or surprised? Does
Gloria look happy or
unhappy?
Intermediate
What does Officer
Buckle watch on the
television news? How
can you tell what he is
watching? How do you
think Gloria feels now?
Advanced/Advanced High
What are Officer Buckle
and Gloria doing? How
can you tell from the
illustration that he is
surprised by what he
sees on the news? Why
is Gloria worried?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle believes no one pays attention to
him. Gloria goes to give the safety speech alone.
She looks lonely in the picture. She falls asleep.
The students of Napville School fall asleep, too!
Offi cer Buckle and Gloria
Guided RetellingWhy is Gloria alone? How does she look? What are the students
doing? Why?
Beginning
Does Gloria give the
safety speech alone or
with Officer Buckle?
Who is lonely? Who
falls asleep?
Intermediate
Why doesn’t Officer
Buckle give the safety
speech? How does
Gloria feel now? Why
do you think everyone
falls asleep?
Advanced/Advanced High
Why does Officer
Buckle think that no
one pays attention
to him? How is the
safety speech different
now? How would you
describe this scene?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThere is a big accident at Napville School! It
starts when students slip on a puddle of banana
pudding. They knock Mrs. Toppel, the principal,
off her swivel chair. Her hammer fl ies into the air.
I think someone could get hurt.
Offi cer Buckle and Gloria
Guided RetellingWhat has happened at Napville School? How did it start? What
do you think will happen?
Beginning
Is this a big accident or
a small accident? What
makes the students
slip? What flies into the
air?
Intermediate
What starts this
accident? Who do the
students knock over?
What was Mrs. Toppel
doing before she fell?
Advanced/Advanced High
How would you
describe the accident?
What safety tips could
have prevented this
accident? How may
someone get hurt?
ENGLISH LANGUAGE LEARNERSELL
7 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOffi cer Buckle learns about the accident. Offi cer
Buckle and Gloria are back together again! They
present their safety tips, and all the students clap.
Then Offi cer Buckle thinks of his best safety tip
yet: “ALWAYS STICK WITH YOUR BUDDY!” I think
everyone will be safer now.
Offi cer Buckle and Gloria
Guided RetellingAre Offi cer Buckle and Gloria working together? Why? How do
the students react? What do you think will change at Napville
School now that Offi cer Buckle and Gloria are back together?
Beginning
What does Officer
Buckle learn about?
Who are back together
again? Who claps?
Intermediate
What are Officer Buckle
and Gloria doing
again? How can you
tell that they are happy
now? What is Officer
Buckle’s best safety tip?
Advanced/Advanced High
How does everyone
feel now? Why is it
a good safety tip to
stick with your buddy?
What may happen at
Napville School now?
ENGLISH LANGUAGE LEARNERSELL
8 Grade 2 • Unit 4 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Sidney and her mother. They are harbor
seals. Sidney is a young pup. She is only 2
weeks old.
A Harbor Seal Pup Grows Up
Guided RetellingWho is in this picture? What type of animal are they? Is Sidney
young or old?
Beginning
Is the pup young or
old? What is the young
seal pup’s name? Who
is with Sidney?
Intermediate
What type of animal do
you see? Which harbor
seal is Sidney? How old
is Sidney?
Advanced/Advanced High
Where are the seals?
How is Sidney different
from her mother? Why
does Sidney stay close
to her?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingSidney’s mother has gone into the water to fi nd
food. Sidney stays on shore. Her mother does not
come back for days. Sidney is all alone and has
not been fed. People come to rescue her.
A Harbor Seal Pup Grows Up
Guided RetellingWhere is Sidney’s mother? What has happened to her? What
happens to Sidney?
Beginning
Who is this? Is Sidney
alone or with her
mother? Who comes to
rescue Sidney?
Intermediate
Why did Sidney’s
mother go into the
water? What did Sidney
do? Why do people
come to rescue Sidney?
Advanced/Advanced High
Why is Sidney alone?
Why can’t Sidney go
into the water? Why
do you think people
needed to rescue
Sidney?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingSidney is taken to a sea mammal center. A
scientist named Peter takes care of her. Sidney is
young and very thin. She is probably very weak
from hunger.
A Harbor Seal Pup Grows Up
Guided RetellingWhere is Sidney? Who takes care of her? What is wrong with
Sidney?
Beginning
Is this Sidney or her
mother? What is
happening to Sidney?
Is Sidney weak or
strong now?
Intermediate
Where did the people
take Sidney? How does
Sidney look in the
picture? Why is Sidney
weak and hungry?
Advanced/Advanced High
How would you
describe Sidney now?
Why do you think a
scientist is taking care
of Sidney? What do
you think happens at a
sea mammal center?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingSidney is now healthy. She plays in the water.
One day she starts eating fi sh. That means she is
growing up.
A Harbor Seal Pup Grows Up
Guided RetellingWhat does Sidney do? What does she eat?
Beginning
Is Sidney healthy or
sick? Where does
Sidney play? What food
does Sidney eat?
Intermediate
What does Sidney do
in the water? What has
Sidney started to eat?
What does this mean?
Advanced/Advanced High
How does playing in
the water help Sidney?
Why does eating
fish mean Sidney is
growing up? What do
you think the scientists
will do with Sidney
next?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingIt is time for Sidney to go home. She is big
enough to go back to the ocean. Peter puts her in
a carrying case to bring her on the boat. The smell
of the ocean water makes Sidney excited.
A Harbor Seal Pup Grows Up
Guided RetellingWhy is Sidney in a cage? Who is with her? Is she big enough to
go home? Do you think she wants to go home?
Beginning
Who is in a carrying
case? Where is Sidney
going? What makes
Sidney excited?
Intermediate
Who is in the boat?
What is Peter doing?
How does Sidney feel
about going home to
the ocean?
Advanced/Advanced High
What is happening
in this scene? Why is
Sidney going back
home to the ocean?
Why do you think
Sidney is excited to
smell the ocean water?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingSidney is back in the ocean. She looks happy
because she is home!
A Harbor Seal Pup Grows Up
Guided RetellingWhere is Sidney now? Why is Sidney happy?
Beginning
Where is Sidney’s
home? Who is back in
the ocean? Is Sidney
happy or sad?
Intermediate
How does Sidney feel
now? Who will she find
in her ocean home?
What will she eat
there?
Advanced/Advanced High
How does Sidney look
now? Why is the ocean
a good place for Sidney
to be? How will Sidney
get food there?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 4 • Week 4©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is Rosa María. She’s planning a birthday
party for her youngest grandchild, Catalina. She’s
writing down a very long menu for the party.
She doesn’t notice the mice in the picture. I can
tell that this story is a fantasy because mice don’t
wear clothes in real life. Mice also do not read.
Mice and Beans
Guided RetellingWho is this? What is she doing? What else do you see? What are
the mice doing? Is this story fantasy or reality? How can you tell?
Beginning
What is the woman’s
name? What is Rosa
María planning? Are
these real mice or
fantasy mice?
Intermediate
Who is Rosa María
planning a birthday
party for? What is she
writing down? How do
you know this story is a
fantasy?
Advanced/Advanced High
How does Rosa María
plan the party? Why
is the menu so long?
How are the mice in
the picture different
from real mice?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOn Tuesday Rosa María goes to the market. She
buys lots of food for the party, including rice and
beans. She also buys a piñata and candy! On her
way home she stops to order the birthday cake.
Mice and Beans
Guided RetellingWhere did Rosa María go on Tuesday? What did she buy?
Beginning
Where does Rosa María
go? What does she use
to carry the food? What
food does Rosa María
see in the window?
Intermediate
What is Rosa María
doing now? What food
does Rosa María buy?
What is the special
thing she buys that is
not food?
Advanced/Advanced High
What does Rosa María
do on Tuesday to get
ready for the birthday
party? What is she
doing in this picture?
Who else is in the
picture with her?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOn Wednesday Rosa María starts preparing
the food for the party. She notices the piñata is
missing some feathers. She decides this isn’t a
problem. After dinner she checks the mousetrap,
but it’s gone. She thinks she forgot to put out the
mousetrap.
Mice and Beans
Guided RetellingWhat is Rosa María doing? What does she notice about the
piñata? Where do you think the mousetrap has gone?
Beginning
What does Rosa María
prepare? What is
missing some feathers?
What is gone?
Intermediate
What does Rosa María
start preparing on
Wednesday? What
is missing from the
piñata? What do you
think happened to the
mousetrap?
Advanced/Advanced High
What do you see in
this picture? Why do
you think the piñata
is missing feathers?
Why do you think the
mouse is watching
Rosa María?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRosa María has been preparing for the party all
week. She thinks everything is fi nished and ready.
But the mice discover that she has forgotten to
fi ll the piñata with candy, or dulces in Spanish.
If there are no treats, nothing will fall out of the
piñata.
Mice and Beans
Guided RetellingWhat is wrong with the piñata? What do you think the mice will
do? Why?
Beginning
What has Rosa María
been preparing for all
week? Is there candy or
no candy in the piñata?
Who is looking at the
candy?
Intermediate
What does Rosa María
think now? What do
the mice discover?
How do you think the
mice will help?
Advanced/Advanced High
What is Rosa María
thinking? What will
happen if there is no
candy in the piñata?
What do you think the
mice will do to help
Rosa María?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe mice have built a tower to reach the piñata.
They are fi lling the piñata with candy! I think Rosa
María will be very happy that her piñata is full.
Mice and Beans
Guided RetellingWhat are the mice doing? How did they get up there? How do
you think Rosa María will feel?
Beginning
What did the mice
build? What can they
reach when they climb
up the tower? Who fills
the piñata with candy?
Intermediate
What did the mice use
to make their tower?
How do the mice get
the candy into the
piñata? What do you
think Rosa María will
do when she sees that
the piñata is full?
Advanced/Advanced High
How do the mice build
their tower? Why do
you think the mice are
helping Rosa María?
How can you tell that
this is a fantasy story?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingLittle Catalina swings the stick at the piñata. It
breaks open and candy falls everywhere! Rosa
María is puzzled because she doesn’t remember
fi lling the piñata with candy.
Mice and Beans
Guided RetellingWhat is going on in this picture? How did the treats get there?
Why is Rosa María puzzled?
Beginning
What does Catalina
swing? What falls
everywhere? Who is
puzzled?
Intermediate
What does Catalina do?
What happens after
the piñata breaks? How
is Rosa María feeling
now?
Advanced/Advanced High
What is happening
now? Why is Rosa
María puzzled when
candy falls out of the
piñata? How is this
scene like real life?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingRosa María cleans up after her party. She sees
candy wrappers outside a mouse hole. I think she
has fi gured out that the mice fi lled the piñata.
Mice and Beans
Guided RetellingWhat is Rosa María doing? What does she fi nd? Do you think she
has fi gured out who fi lled the piñata?
Beginning
Is this before or after
the party? Who cleans
up? What does Rosa
María find?
Intermediate
What does Rosa María
find after the party?
Where does she find
the candy wrappers?
Who do you think put
the candy wrappers
outside the mouse
hole?
Advanced/Advanced High
What is happening in
this scene? What do
you think the mice
did? What do you think
Rosa María will do
next?
ENGLISH LANGUAGE LEARNERSELL
7 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe mice are having a party! I see many things
that they have taken from Rosa María. I think it’s
nice that Rosa María leaves them cake because
they fi lled her piñata for her.
Mice and Beans
Guided RetellingWhat are the mice doing? Can you fi nd the things that they took
from Rosa María? What did she leave for them?
Beginning
Who is having a party?
Who leaves cake for
the mice? Where is the
mousetrap?
Intermediate
Where are the mice?
Why do you think Rosa
María gives the mice
cake? Why will Rosa
María stop setting
mousetraps now?
Advanced/Advanced High
What is happening in
this scene? How do
you think Rosa María
feels about mice living
in her house now? Can
you name some of the
things the mice have
taken from Rosa María?
ENGLISH LANGUAGE LEARNERSELL
8 Grade 2 • Unit 4 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is a story about a tiny fl ower seed that travels
with other seeds. A strong wind blows the seeds
far away. One seed falls on a mountaintop and
cannot grow in the ice. The tiny seed keeps going.
The Tiny Seed
Guided RetellingWhat is this story about? What is the tiny seed doing? What
happens to one of the seeds?
Beginning
Does tiny mean very
small or very big? Who
is traveling with the
other seeds? What falls
on a mountaintop?
Intermediate
What blows the seeds
far away? Where does
one of the seeds fall?
What does the tiny
seed do?
Advanced/Advanced High
What is happening
in this picture? What
moves the seeds? Why
can’t the seed on the
mountaintop grow?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe seeds fl y over the ocean. One of the larger
seeds falls into the ocean and drowns. Now it
cannot grow. The tiny seed does not fall into the
ocean. It does not go as high as the others, but it
keeps going.
The Tiny Seed
Guided RetellingWhat happens to one of the larger seeds? Will it be able to grow
now? What happens to the tiny seed?
Beginning
Where does one of the
larger seeds fall? Does
the seed in the ocean
grow or drown? Does
the tiny seed go high
or low?
Intermediate
Where do the seeds
fly now? Why does the
larger seed drown?
What does the tiny
seed do?
Advanced/Advanced High
What do you see in
this picture? How
does one of the larger
seeds drown? Can you
describe how the tiny
seed is traveling?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingA larger seed falls onto the desert. It is too hot
and dry for the seed to grow. The tiny seed is
fl ying very low. I hope it will land somewhere it
can grow.
The Tiny Seed
Guided RetellingWhat happens to a larger seed? Will it be able to grow?
Beginning
Where does a larger
seed fall? Is the desert
hot or cold? Is the
desert dry or wet?
Intermediate
Where has one of the
larger seeds fallen?
Why can’t the seed
grow in the desert?
What happens to the
tiny seed?
Advanced/Advanced High
What do you see in this
picture? Why can’t the
larger seed grow into
a plant? What do you
think will happen to
the tiny seed?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe wind stops and all the seeds fall gently to the
ground. A bird comes and eats one of the bigger
seeds. But the bird does not see the tiny seed. I
think the seed is too small for the bird to notice it.
The Tiny Seed
Guided RetellingWhat is this bird doing? Does the tiny seed get eaten? Why not?
Beginning
Where do the seeds
fall? What eats one of
the seeds? Does the
bird eat the tiny seed?
Intermediate
Why are the seeds
on the ground? What
happens to one of the
bigger seeds? Why do
you think the bird does
not eat the tiny seed?
Advanced/Advanced High
How would you
describe the bird?
What happens to the
seeds now? How is the
tiny seed saved from
the bird?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingIt is now spring and the seeds are growing into
plants. One of the new plants can’t grow because
a big weed takes all its sunlight and water. The
tiny seed fi nally starts to grow into a tiny plant.
The other plants are much bigger than the tiny
plant.
The Tiny Seed
Guided RetellingWhat season is it now? What has happened to the tiny seed?
Beginning
Is it winter or spring?
Is the tiny seed a big
plant or a tiny plant
now? Are the other
plants bigger or
smaller than the tiny
plant?
Intermediate
What has happened to
the seeds? Why can’t
the new plant grow
next to the big weed?
What does the tiny
seed do?
Advanced/Advanced High
Why have the seeds
started to grow? Why
can’t one of the new
plants grow? What do
you think will happen
to the tiny plant?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOne of the larger seeds has grown into a fl ower.
A boy picks the fl ower to give to a friend. The
tiny plant does not get picked, so I think it will
continue to grow.
The Tiny Seed
Guided RetellingWhat has one of the larger seeds grown into? What has
happened to it? Does someone pick the tiny plant? Why not?
Beginning
What grew into a
flower? Who picks the
flower? Who will the
boy give the flower to?
Intermediate
What happened to one
of the larger seeds?
What happens to the
flower? What happens
to the tiny plant?
Advanced/Advanced High
What do you see in
this scene? Why does
the flower get picked?
Why do you think the
tiny plant does not get
picked?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe tiny plant has been left alone. The sun shines
on it and the rain waters it. It grows taller and
taller. It has grown into a giant fl ower! It is taller
than people. It is taller than trees and houses.
People come from far away to see the giant
fl ower.
The Tiny Seed
Guided RetellingWhat has the tiny plant grown into? How has that happened?
Who comes to see the giant fl ower?
Beginning
Has the tiny plant
grown into a tiny
flower or a giant
flower? What waters
the flower? Who comes
to see the flower?
Intermediate
Why did the tiny seed
grow taller and taller?
How tall is the flower?
What happens to the
giant flower?
Advanced/Advanced High
What makes the tiny
seed able to grow into
a giant flower? How
would you describe the
flower? Why do you
think the people are
interested in it?
ENGLISH LANGUAGE LEARNERSELL
7 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingFall has come, and the big fl ower loses all its
petals. The fl ower’s seeds blow away in the wind.
This is what happened to the tiny seed in the
beginning of the story. Now the seeds will travel
and become plants.
The Tiny Seed
Guided RetellingWhat season is it now? What does that mean for the fl ower?
Where are the seeds going? What do you think will happen
to them?
Beginning
Is it summer or fall?
What does the flower
lose? What blows the
seeds away?
Intermediate
When does the giant
flower lose its petals?
What happens to its
seeds? What do you
think will happen to
these seeds next?
Advanced/Advanced High
What happens to the
giant flower in fall?
What will happen to
the seeds that blow
away from the flower?
How is the end of
the story like the
beginning of the story?
ENGLISH LANGUAGE LEARNERSELL
8 Grade 2 • Unit 5 • Week 1©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl and her mother are planting their garden
with large shovels. Their neighbors plant their
gardens with small shovels that fi t in their hands.
The girl and her mother need large shovels
because their garden needs more digging.
The Ugly Vegetables
Guided RetellingWhat are the girl and her mother doing? What are they using?
Beginning
What are the girl
and her mother
planting? Are they
using large shovels
or small shovels? Do
the neighbors use
large shovels or small
shovels?
Intermediate
Why are the girl and
her mother using
shovels? What are
their neighbors doing?
Why do the girl and
her mother use large
shovels?
Advanced/Advanced High
What does the girl’s
garden look like? Why
do the girl and her
mother use larger
shovels than their
neighbors? How are
the two gardens
different?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl and her mother water their garden so
that the plants will grow. Their neighbors use
watering cans to water their garden, but the girl
and her mother need to use a hose. Their garden
needs more water.
The Ugly Vegetables
Guided RetellingWhat are the girl and her mother doing? Do they use a watering
can? Why not?
Beginning
Who waters the girl’s
garden? Do they use
a hose or a watering
can? What do the girl
and her mother want
to grow?
Intermediate
What do the girl and
her mother do to their
garden? What do they
use to water their
garden? What do their
neighbors use to water
their garden?
Advanced/Advanced High
Why do the girl and
her mother water their
garden? Why do they
use a hose? What do
their neighbors do that
is different?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl is looking at her garden. The garden is
growing! There are stems pushing out of the
ground. They look like grass. The plants in her
neighbors’ gardens look diff erent. They look like
little leaves.
The Ugly Vegetables
Guided RetellingWhat did the girl and her mother do before their garden could
grow? What does the girl see in her garden?
Beginning
Who looks at her
garden? What is
growing? What do the
stems look like?
Intermediate
What are pushing out
of the ground in the
girl’s garden? What do
the stems of the plants
look like? What do the
plants in the neighbors’
gardens look like?
Advanced/Advanced High
What is happening to
the girl’s garden? How
is her garden different
from the neighbors’
gardens? What does
the girl want to know?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingAll of the neighbors have pretty fl owers blooming
in their gardens. The girl’s garden only has
vegetables. The girl thinks her garden is not as
nice as the fl ower gardens.
The Ugly Vegetables
Guided RetellingWhat do the neighbors have in their gardens? Does the girl have
those, too? How does she feel?
Beginning
What do you see in the
neighbors’ gardens?
Are the flowers pretty
or not pretty? Does
the girl have flowers or
vegetables growing in
her garden?
Intermediate
What do you see
blooming in the
neighbors’ gardens?
What do you see
growing in the girl’s
garden? How do you
think the girl feels?
Advanced/Advanced High
What do the neighbors’
gardens look like? How
is the girl’s garden
different from the
others? Why do you
think the girl likes the
flower gardens more
than her garden?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl and her mother have grown Chinese
vegetables. They pick the vegetables and put
them into a wheelbarrow. They fi ll the whole
wheelbarrow, and then take the vegetables inside
to their kitchen.
The Ugly Vegetables
Guided RetellingWhat happened to the plants? What do the girl and her
mother do? What do you think will happen next?
Beginning
What do the girl and
her mother pick?
Where do they put the
vegetables? Where
do they bring the
vegetables?
Intermediate
What type of
vegetables have the
girl and her mother
grown? What do the
girl and her mother do
with the vegetables?
Why do you think they
carry them to their
kitchen?
Advanced/Advanced High
What do the girl and
her mother do with
the vegetables they
have grown? What
do you think the girl’s
mother will do with
the vegetables next?
How do you think the
girl feels?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl’s mother washes and chops the
vegetables in the house. The girl goes outside to
play. The girl and her neighbors smell a wonderful
aroma coming from the girl’s house.
The Ugly Vegetables
Guided RetellingWhat does the girl’s mother do with the vegetables? What do the
girl and her neighbors smell outside?
Beginning
Is the girl playing
inside or outside? Who
washes and chops
the vegetables? Who
smells a wonderful
aroma?
Intermediate
How does the
mother prepare the
vegetables? What does
the girl do? Where
does the wonderful
aroma come from?
Advanced/Advanced High
Why do you think the
girl’s mother chops
the vegetables? What
do you think the
wonderful aroma is?
How do you think the
girl feels about her
garden now?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe girl’s mother makes a special soup from the
vegetables. She puts the soup in a big bowl. The
special soup is yellow and red and green and
pink. It tastes very good!
The Ugly Vegetables
Guided RetellingWhat is in the soup? How does it taste?
Beginning
What does the girl’s
mother make? Where
are the vegetables?
Does the special soup
taste very good or very
bad?
Intermediate
What did the girl’s
mother do? What did
she put in the soup?
What color is the soup?
Advanced/Advanced High
What has happened to
the vegetables? How
would you describe the
special soup? Why do
you think the soup is
special?
ENGLISH LANGUAGE LEARNERSELL
7 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe soup smells so good the neighbors come
over to taste it. They bring fl owers from their
gardens, and they all enjoy the delicious soup.
The girl’s mother tells them how to make the
soup and how to grow the vegetables. I think
next year everyone will be planting both fl owers
and the vegetables.
The Ugly Vegetables
Guided RetellingWhat did the neighbors do? What did they bring? How does the
girl feel now?
Beginning
Who comes over?
What do the neighbors
bring? Who tells
everyone how to make
the soup?
Intermediate
Why do the neighbors
come over? What do
they bring to the girl’s
house? What does the
girl’s mother tell them?
Advanced/Advanced High
Why does the girl
look so happy? What
does the mother do?
What do you think the
people will plant next
year?
ENGLISH LANGUAGE LEARNERSELL
8 Grade 2 • Unit 5 • Week 2©M
acm
illan
/McG
raw
-Hill
Beginning
Is it rainy or sunny in the
picture? Is Farfallina a
caterpillar or a bird? Is Marcel
a caterpillar or a bird?
Intermediate
Which animal is Farfallina?
What is the name of the small
bird? How do the animals feel
about each other at first?
Advanced/Advanced High
Who meets one rainy day?
How old do you think
Farfallina and Marcel are? Why
do you think so?
Farfallina and Marcel
Modeled RetellingFarfallina is a caterpillar, and Marcel is a small gray bird. They meet one
rainy day. They like each other. I think they will become friends.
Guided RetellingWhat type of animal is Farfallina? What type of animal is Marcel? Do you
think they like each other? How do you know?
ENGLISH LANGUAGE LEARNERSELL
1©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
Who rides on Marcel? Where is
Marcel? Who are friends now?
Intermediate
How does Farfallina take a
ride? Where is Marcel taking
Farfallina? What else do
Marcel and Farfallina do
together?
Advanced/Advanced High
What is Marcel doing for
Farfallina? What do Farfallina
and Marcel do each day? Why?
Farfallina and Marcel
Modeled RetellingFarfallina is riding on Marcel’s back. Marcel is taking Farfallina for a ride
around the pond. They have become friends and play together every day.
Guided RetellingWhat are Farfallina and Marcel doing? How do they spend their time
together?
ENGLISH LANGUAGE LEARNERSELL
2©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
What did Farfallina crawl up?
Who waits for Farfallina? Is
Marcel happy or worried?
Intermediate
What has Farfallina done? Why
do you think she did that?
How does Marcel feel?
Advanced/Advanced High
What do you see in the
picture? Why is Marcel looking
up into the tree? Why do you
think Farfallina hasn’t come
down from the tree yet?
Farfallina and Marcel
Modeled RetellingFarfallina has crawled up the tree. Marcel waits and waits for Farfallina
to come down. Marcel is worried and lonely. Farfallina is a caterpillar,
and I know that caterpillars change into butterfl ies. Maybe this is what
Farfallina is doing.
Guided RetellingWhat is Marcel doing? Why? Where is Farfallina? What do you think she is
doing up in the tree?
ENGLISH LANGUAGE LEARNERSELL
3©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
Who is looking into the pond?
Does Marcel see himself or
Farfallina? Is Marcel a big duck
or a baby duck now?
Intermediate
Where is Farfallina? What is
Marcel looking at? What has
happened to him?
Advanced/Advanced High
What happens to Marcel as
weeks go by? Why are the
days getting longer? What
does Marcel think about his
reflection?
Farfallina and Marcel
Modeled RetellingMarcel has not seen Farfallina in weeks. The days are getting longer and
warmer. Marcel looks at his refl ection in the pond. He is growing and
changing. I think he looks very diff erent.
Guided RetellingHow long has Farfallina been gone? Do you think Marcel will ever see
Farfallina again? What is Marcel doing? What has changed? Why?
ENGLISH LANGUAGE LEARNERSELL
4©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
What does Farfallina come out
of? What beautiful new things
does Farfallina have? Who is
not at the bottom of the tree?
Intermediate
What has happened to
Farfallina? Where has she
been? Why isn’t Marcel
waiting for her anymore?
Advanced/Advanced High
What is in the tree? Why isn’t
Marcel waiting for Farfallina at
the bottom of the tree? How
do you think Farfallina feels
about herself?
Farfallina and Marcel
Modeled RetellingFarfallina is coming out of her cocoon with beautiful new wings. But
Marcel has given up waiting for her at the bottom of the tree.
Guided RetellingWhat is Farfallina doing? Where is Marcel?
ENGLISH LANGUAGE LEARNERSELL
5©M
acm
illan
/McG
raw
-Hil
Grade 2 • Unit 5 • Week 4
Beginning
What does Farfallina sit on?
Is Farfallina a caterpillar or a
butterfly now? Is Farfallina
waiting for Marcel or waiting
for a butterfly?
Intermediate
Where is Farfallina? What
does Farfallina want to
happen? How does Farfallina
feel when Marcel does not
come?
Advanced/Advanced High
How is Farfallina different
now? How is she still the
same? Why does Farfallina
want to wait for Marcel?
Farfallina and Marcel
Modeled RetellingFarfallina is now a butterfl y! She comes down from the tree but Marcel
is not there. She does not know how long she has been up in the tree.
Farfallina sits on a fl ower and waits for Marcel.
Guided RetellingWhat has Farfallina changed into? What is she doing now? Do you think
she will fi nd Marcel?
ENGLISH LANGUAGE LEARNERSELL
6©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
What is the name of the
goose? What is the name of
the butterfly? Are they in the
pond or the tree?
Intermediate
What is Farfallina doing? What
is Marcel doing? What do they
say to each other?
Advanced/Advanced High
Who is in the picture? Why
does the goose talk to
Farfallina? Why don’t the two
friends recognize each other?
Farfallina and Marcel
Modeled RetellingFarfallina is talking to a goose. It is Marcel, but the two of them don’t
recognize each other. They both look so different from when they
first met.
Guided RetellingWho is Farfallina talking to? Does she realize it is Marcel? Does Marcel
recognize Farfallina? Why not? Do you think Farfallina and Marcel will fi nd
out who the other is?
ENGLISH LANGUAGE LEARNERSELL
7©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Beginning
Who are friends again? Are
Farfallina and Marcel happy or
sad? Will they will be friends
for a long time or a short
time?
Intermediate
What do Marcel and Farfallina
realize? How do you think
they feel now? What do
Farfallina and Marcel do just
like before?
Advanced/Advanced High
What do the two friends
finally realize? How do they
spend their summer days?
How are they nice to each
other when they play?
Farfallina and Marcel
Modeled RetellingFarfallina and Marcel realize who the other is! They must be so happy to
fi nd each other again. They spend the rest of the summer playing just like
before. I think they’ll be friends for a very long time.
Guided RetellingWhat have Farfallina and Marcel discovered? How do you think they
feel now that they have found each other again? How will they spend
the summer?
ENGLISH LANGUAGE LEARNERSELL
8©M
acm
illan
/McG
raw
-Hill
Grade 2 • Unit 5 • Week 4
Modeled RetellingThis is Julie and her little brother, Amaroq. They
are going to take care of two wolf pups, Uquaq
and Nutik. The two pups are hungry and sickly.
When they grow stronger, the pups will go back
to their wolf family. Amaroq will take care of the
pup named Nutik.
Nutik, the Wolf Pup
Guided RetellingWho is this? What are they going to do? Why?
Beginning
Who is in the picture?
Will they take care of
two wolf pups or one
wolf pup?Are the pups
sickly or strong?
Intermediate
Who are the boy and
girl in the picture?
What are they holding?
What are Julie and
Amaroq going to do?
Advanced/Advanced High
How are Julie and
Amaroq related? Why
are Julie and Amaroq
taking care of the wolf
pups? When will the
pups go back to their
wolf family?
ENGLISH LANGUAGE LEARNERSELL
1 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingI think Amaroq is taking good care of Nutik. He
feeds Nutik milk and pieces of meat. He also gives
him bones to chew. Nutik is growing bigger and
stronger. They are running together. I think they
have become good friends.
Nutik, the Wolf Pup
Guided RetellingWhat are Amaroq and Nutik doing? What does Amaroq do to
take care of Nutik?
Beginning
Is Nutik the wolf or the
boy? Is Nutik growing
bigger or smaller? Who
do you see running
together?
Intermediate
What does Amaroq
give Nutik to drink?
What else does
Amaroq give Nutik?
What is happening to
Nutik?
Advanced/Advanced High
What do you see in this
picture? What does
Amaroq do for Nutik?
How can you tell that
the boy and the wolf
pup are becoming
friends?
ENGLISH LANGUAGE LEARNERSELL
2 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingJulie tells her brother that the wolf pups will soon
go back to live with the wolves. She warns him
not to love Nutik too much. I think she is worried
for her brother. She doesn’t want his feelings to
be hurt when Nutik goes back to his wolf family.
Nutik, the Wolf Pup
Guided RetellingWhat does Julie tell Amaroq not to do? Do you think he will
break his promise? Why?
Beginning
Who will have to go
back to the wolves
soon? Who warns
Amaroq? Whose
feelings may get hurt?
Intermediate
What does Julie tell her
brother? How do you
think Amaroq will feel
when Nutik leaves?
Why do you think so?
Advanced/Advanced High
Why do you think
Julie is concerned,
or worried, for her
brother? What is Julie’s
warning to Amaroq?
How does Amaroq
respond to Julie’s
warning?
ENGLISH LANGUAGE LEARNERSELL
3 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe wolf pup, Uquaq, returns to her family. Now
it is Nutik’s turn. One winter night the wolves call
to Nutik. It is time for him to leave Amaroq.
Nutik, the Wolf Pup
Guided RetellingWhere is Uqaq? What does Nutik have to do now? What do the
wolves do?
Beginning
Is it a winter night or a
summer night? What
animal do you see?
Who do the wolves
call?
Intermediate
Where did Uquaq go?
When do the wolves
call Nutik? Why are
the wolves calling to
Nutik?
Advanced/Advanced High
What happened to
Uquaq? What may
Nutik do when he
hears the wolves? How
do you think Amaroq
will feel about this?
ENGLISH LANGUAGE LEARNERSELL
4 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingNutik hears the wolves calling. He wakes up
Amaroq. Nutik wants him to go outside with him.
I think Nutik has to go back to the wolves now.
Nutik, the Wolf Pup
Guided RetellingWhat does Nutik hear? What does he do? What do you think the
wolves want Nutik to do?
Beginning
Who calls Nutik? Who
does Nutik wake up?
Does Nutik want
Amaroq to go outside
or inside?
Intermediate
When does this scene
take place? What
was Amaroq doing?
What does Nutik want
Amaroq to do?
Advanced/Advanced High
How does Nutik wake
up Amaroq? Why do
you think Nutik wakes
him up? What do you
think Amaroq will do?
ENGLISH LANGUAGE LEARNERSELL
5 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingAmaroq hugs Nutik good-bye. Nutik must leave
him. Amaroq tells Nutik that he cannot go and
live with the wolf pup and his wolf family. I think
both Nutik and Amaroq feel very sad.
Nutik, the Wolf Pup
Guided RetellingWhat is Amaroq doing? Why? How do you think Amaroq and
Nutik feel?
Beginning
Is it night or day
now? Does Amaroq
hug Nutik hello or
goodbye? Who feels
sad?
Intermediate
Why is Amaroq
hugging Nutik? Where
is Nutik going? What
does Amaroq tell
Nutik?
Advanced/Advanced High
What is happening in
this scene? What do
you think Nutik wants
Amaroq to do? Why do
you think Amaroq is
letting Nutik go back
to his wolf family?
ENGLISH LANGUAGE LEARNERSELL
6 Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
Modeled RetellingAmaroq leaves Nutik and walks home alone. He
tells his sister what has happened. She says he
has done the right thing to let Nutik go back to
his family. I think Amaroq is very sad anyway.
Nutik, the Wolf Pup
Guided RetellingWhere is Amaroq going? What do you think will happen?
Beginning
Does Amaroq walk
home alone or with
Nutik? Is Amaroq
happy or sad? Who
tells Amaroq he did the
right thing?
Intermediate
What is Amaroq doing
in the picture? What
does he tell his sister?
What does Julie tell her
brother?
Advanced/Advanced High
Why is Amaroq alone?
What do you think
about Amaroq’s
decision to let Nutik
go? What do you think
Amaroq will do now?
ENGLISH LANGUAGE LEARNERSELL
Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
7
Modeled RetellingNutik comes back! Amaroq fi nds Nutik in his
sleeping bag. Julie doesn’t scold Amaroq for it.
I think she is happy for her brother. She goes
outside and tells the wolves that Nutik has joined
Amaroq and their family.
Nutik, the Wolf Pup
Guided RetellingHow does the story end?
Beginning
Who comes back? Who
hugs Nutik? Is Julie
angry or happy for her
brother?
Intermediate
Where does Amaroq
find Nutik? How do
you think this makes
Amaroq feel? What
does Julie tell the
wolves?
Advanced/Advanced High
How does Amaroq find
Nutik? Why doesn’t
Julie scold her brother?
What does Julie do
when she sees that
Nutik has come back?
ENGLISH LANGUAGE LEARNERSELL
Grade 2 • Unit 5 • Week 5©M
acm
illan
/McG
raw
-Hill
8
Modeled RetellingThis is a spadefoot toad in the desert. She is
underground. She waits for the sound of rain. She
hears soft sounds above her. These sounds are
not from rain but a scorpion crawling slowly past.
Beginning
Who waits for rain?
What animal does
she hear? Does the
scorpion crawl slowly
or quickly?
Intermediate
Where is the spadefoot
toad? What is she
waiting for? What does
she hear instead of
rain?
Advanced/Advanced High
Where does the story
take place? What
does the spadefoot
toad hear above her?
Why do you think the
spadefoot toad wants
it to rain?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat animal is this? What is the toad doing? Why do you think
she is waiting for it to rain? What is the fi rst sound she hears?
Is it rain?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 11©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThere are animals above the toad. It is a herd
of peccaries. The toad hears their hooves above
her. Their hooves are hammering, or hitting,
the ground. She continues to wait for the
sound of rain.Beginning
What animals are
above the toad? What
does the toad hear?
What is the toad
waiting for?
Intermediate
What animals are
above the toad now?
What is the group of
peccaries called? What
is the toad still waiting
for?
Advanced/Advanced High
What is the toad
doing? How are the
peccaries different
from the toad? What
does the toad hear?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you see above the toad’s head? What kind of animal are
they? Can the toad hear them? Is it the sound she wants to hear?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 12©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe toad waits and waits for the sound of rain.
She hears tap, tap, tap, but it turns out to be a
gila woodpecker tapping on a green cactus.
The toad has been waiting for months for rain
in the dry desert.ELL
Beginning
What animal does
the toad hear? What
sound does the gila
woodpecker make? Is
the desert dry or rainy?
Intermediate
What sound does the
toad want to hear?
What does she actually
hear? Why does the
toad want rain to
come?
Advanced/Advanced High
How is the tap, tap,
tap sound made? How
long has the toad been
waiting for rain? How
are the toad and the
woodpecker different?
ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat is the toad waiting for? What does she hear? Is it rain at
last? What is it?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 13©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe toad has fi nally heard the sound of rain. She’s
dug her way up through the ground to the open
air. She pops her head out of the ground and into
the rain.
Beginning
What animal do you
see? Is it raining or
sunny now? Is the toad
under the ground or
did she pop her head
out?
Intermediate
What does the toad
hear finally? Where is
the toad now? What
part of the toad pops
out of the ground?
Advanced/Advanced High
How would you
describe the sounds
the toad hears now?
What is she doing?
Why does she do this?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you see? How did the toad know it was fi nally raining?
What is she doing?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 14©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe spadefoot toad has waited for months for it
to rain. She hears male spadefoot toads calling.
She hops into a puddle of water to lay her eggs.
Her eggs are like little round beads of glass. Look
at all the other spadefoot toads in the puddle too.Beginning
Has the toad waited
for months or minutes?
Where did the toad lay
her eggs? Who is also
in the puddle?
Intermediate
How long has the toad
waited for it to rain?
What animal does the
toad hear now? What
does she do in the
puddle?
Advanced/Advanced High
What else does the
toad hear in addition
to the rain? What does
the toad do about it?
When do you think the
spadefoot toad will
only lay eggs?
ELL ENGLISH LANGUAGE LEARNERS
Guided Retelling What does the toad hear? What is the toad doing now that it is
fi nally raining? Why do you think she is laying eggs?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 15©M
acm
illan
/McG
raw
-Hill
Modeled RetellingTwo days later the spadefoot toad’s eggs hatch.
They are now tadpoles, swimming in the puddle.
It is their home for now.
Beginning
Who laid the eggs?
What did the eggs do?
What is swimming in
the puddle?
Intermediate
When do the toad’s
eggs hatch? What do
the toad’s eggs hatch
into? What are the
tadpoles doing?
Advanced/Advanced High
What happens
two days after the
spadefoot toad lays
her eggs? What do
the tadpoles do in the
puddle? What do you
think they will do next?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat happened to the eggs that the toad laid? What will the
tadpoles become?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 16©M
acm
illan
/McG
raw
-Hill
Modeled RetellingI see how a tadpole becomes a toad. It eats and
grows. Its legs start to show. Soon the tadpole
becomes a young toad and can leave the puddle.
It will leap out into the desert.
Beginning
What do you see in
the first picture? What
starts to show in the
next two pictures?
What do you see in the
last picture?
Intermediate
What do these pictures
show? What grows as
the tadpole becomes
a toad? Where will the
toad go next?
Advanced/Advanced High
How are the first and
last pictures different?
How does the tadpole
change as it grows and
becomes a toad? What
do you think the young
toad will do now?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you see the tadpole become? What did it need to
grow to be able to leap? Where will the toad go when it leaves
the puddle?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 17©M
acm
illan
/McG
raw
-Hill
Modeled RetellingLook at all the tiny toads jumping! The rain has
made the desert green with many new plants.
But soon the desert will be dry again. Then these
young toads will go underground until they
hear rain. Beginning
Do you see many or a
few tiny toads? Do the
toads jump or sleep?
Where do the toads go
when the desert is dry?
Intermediate
How has the rain
changed the desert?
What do the toads
do when the desert
gets dry again? What
does the story tell you
about?
Advanced/Advanced High
How is this picture
different from the
others? Why do you
think the toads go
underground when
the desert is dry?
Why do you think the
author wrote about the
spadefoot toad?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you see? Where are they? What were they before they
became toads? Why did the author write this story?
Dig, Wait, Listen: A Desert Toad’s Tale
Grade 2 • Unit 6 • Week 18©M
acm
illan
/McG
raw
-Hill
Modeled RetellingElephants are in the water splashing around. They
clean themselves by spraying water over their
backs with their trunks. That sounds like a shower
to me!
Beginning
What animal do you
see? What are they
spraying? What do they
use to spray water?
Intermediate
How are the elephants
using their trunks? Why
do they spray water
on themselves? How
are the two elephants
different?
Advanced/Advanced High
How do elephants
get clean? How is this
similar to the way a
person takes a shower?
How is it different?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you see in this picture? What are they doing? How
do they clean themselves? Do you do something similar to
get clean?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 21©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis is a pig. Pigs take baths in mud to cool off
and to get rid of itches. I think a pig’s bath is very
diff erent from an elephant’s shower.
Beginning
What animal do you
see? Where does the
pig take a bath? Does
the mud feel cool or
warm to the pig?
Intermediate
What is the pig doing?
Why does the pig take
a bath in mud? How do
elephants cool off?
Advanced/Advanced High
How is the pig’s bath
different from an
elephant’s shower?
How is it similar?
How is the pig’s bath
different from yours?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat type of animal is this? What is it doing? Would you do the
same thing to keep cool? Does a pig do the same thing that an
elephant does?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 22©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThese birds have just taken a bath. Now they are
preening their feathers. They are making their
feathers straight and smooth. This is like brushing
your hair!
Beginning
What animal do you
see? What are the birds
doing? Do the birds
get clean or dirty?
Intermediate
What did the birds do?
What do the birds do
after their bath? What
is preening feathers
like?
Advanced/Advanced High
What do the birds
do when they are
preening? When do
they do this? How is this
similar to what people
do to stay clean?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat are these birds doing? How do they get clean? Do you
preen? How?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 23©M
acm
illan
/McG
raw
-Hill
Modeled RetellingA lion licks its fur clean. To clean its head, a lion
licks its paw and then rubs it over its head and
ears. A lion doesn’t have a trunk to spray water
like an elephant or feathers to preen like a bird.
I think lions clean their fur just like house cats.Beginning
What animal do you
see? What does the
lion lick? What does
the lion use to rub its
head?
Intermediate
What does a lion use to
get clean? How is a lion
like a house cat? How
is a lion’s bath different
from a pig’s?
Advanced/Advanced High
How does a lion clean
itself? How is this like
how you get clean?
How is it different?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat is this lion doing? Why? How are lions diff erent from birds?
How are they alike?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 24©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThose chimpanzees are cleaning each other.
Chimpanzees don’t have combs. They use their
fingers to pull bugs and leaves from each
other’s fur.Beginning
What type of animal
do you see? Do the
chimpanzees use
combs or fingers to
get clean? Do they pull
bugs or combs from
their fur?
Intermediate
How do chimpanzees
help each other
keep clean? What do
chimpanzees use to
clean each other? What
do they clean from
their fur?
Advanced/Advanced High
How do chimpanzees
keep clean? Why do
you think they help
clean each other this
way? How is this similar
to human families?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat type of animal is in this picture? What are they doing? Why?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 25©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThis shrimp is inside a moray eel’s mouth. It looks
like a pretty dangerous place to be! But this is a
cleaner shrimp. The moray eel won’t hurt it. The
cleaner shrimp is eating food off the eel’s teeth. It
keeps the eel’s teeth clean and healthy.Beginning
What is the name of
the big animal? What is
the name of the small
animal? What does the
shrimp clean?
Intermediate
What does the shrimp
do to the eel’s teeth?
How does the shrimp
help the eel? What
type of doctor helps
people keep their teeth
healthy?
Advanced/Advanced High
How does the shrimp
clean the moray eel’s
mouth? How is this
different from the way
you clean your teeth?
Why do you think the
eel does not eat the
cleaner shrimp?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat types of animals are these? What is the shrimp doing?
Why? How do you keep your teeth clean and healthy?
Splish! Splash! Animal Baths
Grade 2 • Unit 6 • Week 26©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThere are many types of violent weather, or storms. These clouds look
like storm clouds. I think it is raining under the clouds. Thunderstorms
are heavy rain showers. During a thunderstorm millions of gallons of rain
water can fall in one minute!
Guided RetellingWhat can you say about these clouds? What type of weather do you think
they bring?
Beginning
Do you see clouds or the sun?
What is under the clouds? Is
a thunderstorm a heavy rain
shower or a light rain shower?
Intermediate
What kind of clouds are these?
What is a thunderstorm? How
much rain water falls during a
thunderstorm?
Advanced/Advanced High
How can you tell that
these are storm clouds?
What happens during a
thunderstorm? Why may
thunderstorms be dangerous?
ELL ENGLISH LANGUAGE LEARNERS
Super Storms
1 Grade 2 • Unit 6 • Week 4©M
acm
illan
/McG
raw
-Hill
ph
oto
: Geo
rge
Post
/Sci
ence
Ph
oto
Lib
rary
/Ph
oto
Res
earc
her
s, I
nc.
Modeled RetellingThese are lightning bolts during a thunderstorm. A bolt of lightening
is incredibly hot and can cause a lot of damage to a house or a tree.
Lightning can also cause fi res in forests and grasslands.
Guided RetellingWhat are these? What do you know about them? What kind of damage
can they leave behind?
ELL ENGLISH LANGUAGE LEARNERS
Beginning
What is in the sky? Is lightning
hot or cold? What type of
storm causes lightning?
Intermediate
When do we see lightning
bolts? What can lightning
damage? What can lightning
do to a forest?
Advanced/Advanced High
What does lightning look like?
Why is lightning dangerous?
Why can lightning cause fires?
Super Storms
Grade 2 • Unit 6 • Week 42©M
acm
illan
/McG
raw
-Hill
ph
oto
: Ken
t W
oo
d/S
cien
ce S
ou
rce/
Pho
to R
esea
rch
ers,
In
c.
Modeled RetellingThis is a hailstorm. Balls of ice called hailstones fall like rain in a hailstorm.
Hail can be as large as baseballs! A Hailstorm can cause a lot of damage to
buildings, cars, and farms. It looks like hailstorms can also be dangerous
for people.
Guided RetellingWhat is happening in this picture? What do you know about hailstones?
Why is a hailstorm dangerous?
Beginning
What type of storm is this? Is a
hailstone a ball of ice or a ball
of snow? Is a hailstone hot or
cold?
Intermediate
What falls from the sky in
a hailstorm? How big can
hailstones be? What can
hailstorms damage?
Advanced/Advanced High
What happens in a hailstorm?
How could a hailstorm
damage cars and buildings?
Why could it be dangerous to
be outside in a hailstorm?
ELL ENGLISH LANGUAGE LEARNERS
Super Storms
Grade 2 • Unit 6 • Week 43©M
acm
illan
/McG
raw
-Hill
ph
oto
: NO
AA
Cen
tral
Lib
rary
, O
AR
/ER
L/N
atio
nal
Sev
ere
Sto
rms
Lab
ora
tory
Modeled RetellingThunderstorms can also cause tornadoes. A tornado looks like a funnel,
or a tube with a wide opening at the top. Tornadoes have dangerously
strong winds. They can lift cars off the ground. Tornadoes can also
seriously damage homes and other buildings.
Guided RetellingWhat type of storm is this? Does it look dangerous? What else do you
know about tornadoes?
Beginning
What do you see in the
picture? Do tornadoes have
strong winds or weak winds?
What can tornadoes lift off the
ground?
Intermediate
What is this a picture of? What
can cause tornadoes? What
can tornadoes damage?
Advanced/Advanced High
What do tornadoes look like?
What can happen during a
tornado? Why do you think a
tornado’s strong winds are so
dangerous?
ELL ENGLISH LANGUAGE LEARNERS
Super Storms
Grade 2 • Unit 6 • Week 44©M
acm
illan
/McG
raw
-Hill
ph
oto
: Sci
ence
VU
/Vis
ual
s U
nlim
ited
Modeled RetellingThis is a hurricane. Hurricanes have strong winds and a lot of rain.
Hurricanes start over the ocean. When hurricanes move over land, strong
winds, waves, and heavy rain can damage beaches, boats, and houses.
Hurricanes can also cause fl ooding.
Guided RetellingWhat type of storm is this? What happens during a hurricane?
Beginning
Is this a picture of a hurricane
or a tornado? Is it dangerous
or safe to be in a hurricane?
Do hurricanes have strong
winds or weak winds?
Intermediate
What type of weather do you
see? How can you tell by this
picture that the winds are very
strong? What can hurricanes
damage?
Advanced/Advanced High
Where do hurricanes develop,
or start? What happens when
hurricanes move over land?
How do you think a hurricane
can damage a house?
ELL ENGLISH LANGUAGE LEARNERS
Super Storms
Grade 2 • Unit 6 • Week 45©M
acm
illan
/McG
raw
-Hill
ph
oto
: An
nie
Gri
ffit
hs
Belt
/Nat
ion
al
Geo
gra
ph
ic I
mag
e C
olle
ctio
n
Modeled RetellingLook at all this snow! A blizzard is a huge snowstorm with strong winds
and very cold temperatures. It can be very dangerous to be outside or to
drive a car during a blizzard. Sometimes blizzards also cause the power
to go out.
Guided RetellingWhat type of storm took place? What happens during a blizzard?
Beginning
What kind of storm happened
here? Do you see a lot of snow
or a little snow? Is it safe or
dangerous to drive a car in a
blizzard?
Intermediate
What is a blizzard? Why isn’t
it safe to be outside in a
blizzard? What can blizzards
cause?
Advanced/Advanced High
Why are blizzards so
dangerous? How is a blizzard
like a hurricane? How is it
different from a hurricane?
ELL ENGLISH LANGUAGE LEARNERS
Super Storms
Grade 2 • Unit 6 • Week 46©M
acm
illan
/McG
raw
-Hill
ph
oto
: AP-
Wid
e W
orl
d Ph
oto
s/R
ich
ard
Dre
w
Modeled RetellingThis is a Snohomish village. Long ago the
Snohomish people fi shed in the ocean and used
the wood from the trees to make their homes.
I see a totem pole. The pictures carved into
wood tell a story. The Snohomish recorded their
history and stories on totem poles. The story
of “Pushing Up the Sky” is carved into a totem
pole in Washington State, where the Snohomish
people lived.
Beginning
Is this a village or a
city? What people live
in this village? Where
did they carve their
story?
Intermediate
What did the
Snohomish people do
in the ocean? What
did they make from
the trees? What do the
pictures carved into
the totem pole tell?
Advanced/Advanced High
What do the
Snohomish people
do? How have they
recorded their stories?
Why do you think they
did that?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do the Snohomish people have all around them? How do
they use these things in their daily lives? What do the Snohomish
use to tell their stories?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 51©M
acm
illan
/McG
raw
-Hill
Modeled RetellingI’m used to seeing the clouds up high in the sky.
This Snohomish story tells how the sky was once
very close to the earth. Here the sky is so low that
the totem pole pokes into the clouds.Beginning
Is the sky very close
or very far from the
earth? What pokes
into the clouds? Is the
cloud over or under
the house?
Intermediate
What is different
about this sky? What
is poking into the sky?
What else do you see
in this picture?
Advanced/Advanced High
What do you see in this
scene? How is this sky
unusual? How do you
think the woman feels
about the sky?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat do you notice about the sky in this picture?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 52©M
acm
illan
/McG
raw
-Hill
Modeled RetellingOuch! This tall man hits his head on the sky. The
girl wants her ball back, but it is stuck in the sky.
A boy is climbing a tree to go into the sky. I think
the sky is too close to the earth!
Beginning
Is the man tall or short?
What did the girl lose?
What does the boy
climb?
Intermediate
What did the tall man
do to his head? Where
did the girl lose her
ball? Why is the boy
climbing the tree?
Advanced/Advanced High
Who is in this scene?
What are some of the
problems that the low
sky causes? What do
you think the people
will do to solve the
problems?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhy is the man holding his head? Where is the ball that the girl
was playing with? If you wanted to go into the sky, how would
you do it?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 53©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe seven chiefs meet to talk about the sky. The
chiefs are the leaders of diff erent nations. They all
agree that the sky is too close to the earth. I think
they will solve the problem of the low sky.
Beginning
How many chiefs do
you see? Do they talk
about the sky or the
different nations? Do
they think the sky is
too close or too far?
Intermediate
Who is meeting here?
What do the chiefs
lead? What problem
will they try to solve?
Advanced/Advanced High
What do the chiefs
look like? Why are
they meeting? Why is
it good that they all
agree?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWho do you see in this picture? What are they meeting about?
What do they all agree on? What do you think they will do next?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 54©M
acm
illan
/McG
raw
-Hill
Modeled RetellingI see an elk trying to run. But the sky is too close.
The elk is getting his antlers caught in the sky.
Beginning
What animal do you
see? What is the elk
trying to do? What gets
caught in the sky?
Intermediate
What animal do you
see in the picture?
What does the elk
want? What happens
to the elk’s antlers?
Advanced/Advanced High
What is the elk doing?
What happens to it?
How do you think the
elk feels?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat type of animal is this? What happens when the elk tries to
run across the land?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 55©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe sky is also too close for the birds. I see
that a bird has hit its wings on the sky. I think
the animals also do not like that the sky is so
close either.
Beginning
Is this a bird or an elk?
What did the bird hit
on the sky? Is the sky
close or far?
Intermediate
What animal do you
see? What happens to
the bird? Why doesn’t
it like the close sky?
Advanced/Advanced High
What is the bird doing?
Why is the sky too
close for it? Why don’t
the animals like the sky
so close?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingWhat type of animal is this? Does it have trouble with the low
sky? Why?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 56©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThe chiefs suggest that the people and animals
work together to solve the problem. They decide
to use long poles to jab into the air. They try to
push the sky higher, but the sky is very heavy.
Beginning
What are the people
and animals trying to
push? What do they
use to jab the air? Is
the sky very heavy or
very light?
Intermediate
Who is working
together to push up
the sky? How do they
try to do this? What
animals do you see in
the picture?
Advanced/Advanced High
How are the people
and animals trying to
solve their problem?
What do you think is
good about their plan?
What do you think is
wrong with their plan?
ELL ENGLISH LANGUAGE LEARNERS
Guided Retelling How are the people and animals trying to solve the problem?
What are they using? Why is their plan not working? What do
you think they will try next?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 57©M
acm
illan
/McG
raw
-Hill
Modeled RetellingThey all did it! The people and animals decided
to all push together at once. Look at the reward
for their teamwork. The sky has been pushed
up higher, and it is fi lled with stars. The stars are
shining through all the holes poked into the sky
by the poles! Beginning
Who pushed up the
sky? Is the sky higher
or lower now? What
shines through the
holes?
Intermediate
How did the people
and animals push up
the sky? How is the sky
different now? Why are
the stars shining in the
sky?
Advanced/Advanced High
Why did the second
plan work? Why are the
people happy now?
How is the sky different
than it was at the start?
ELL ENGLISH LANGUAGE LEARNERS
Guided RetellingDid the second plan to push up the sky work? What did they all
have to do? What do we now see in the sky as a result?
Pushing Up the Sky
Grade 2 • Unit 6 • Week 58©M
acm
illan
/McG
raw
-Hill