THIRD EDITION€¦ · 10. Revisiting the Reading Community • little blue and little yellow by Leo...
23
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 1 GRADE 2 SCOPE AND SEQUENCE The Making Meaning program integrates the academic rigor of reading instruction with collaborative structures that teach students to make sense of text, support their own opinions, and appreciate and respect the ideas of others. Each lesson is built on the assumption that academic and social learning flourish when they are integrated naturally, rather than pursued separately. The following scope and sequence provides a complete calendar of the skills and reading covered by the program in each unit, week, and day. It also details the comprehension strategies taught by the program, along with the vocabulary words and word-learning strategies students encounter. THIRD EDITION
Transcript of THIRD EDITION€¦ · 10. Revisiting the Reading Community • little blue and little yellow by Leo...
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 1
G R A D E 2S C O P E A N D S E Q U E N C E
The Making Meaning program integrates the academic rigor of reading instruction with
collaborative structures that teach students to make sense of text, support their own
opinions, and appreciate and respect the ideas of others. Each lesson is built on the
assumption that academic and social learning flourish when they are integrated naturally,
rather than pursued separately.
The following scope and sequence provides a complete calendar of the skills and reading
covered by the program in each unit, week, and day. It also details the comprehension
strategies taught by the program, along with the vocabulary words and word-learning
strategies students encounter.
THIRD EDITION
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 2
Teaching the ProgramHow the Grade 2 Program Is OrganizedThe Making Meaning program for grade 2 consists of ten units. The units vary in length from one to four weeks. Each week has three days of instruction and practice. The calendar below provides an overview of the year.
Sample Calendar for Grade 2
Unit/Read-aloud Length Focus
FALL
1. The Reading Community: Fiction and Narrative Nonfiction
•McDuff Moves In by Rosemary Wells
•Poppleton by Cynthia Rylant
•Sheila Rae, the Brave by Kevin Henkes
•Girl Wonder: A Baseball Story in Nine Innings by Deborah Hopkinson
3 weeks Make connections
Answer questions to understand key details in stories
Consider characters’ feelings and points of view
Learn the procedures for gathering, “Turn to Your Partner,” Individualized Daily Reading, and “Think, Pair, Share”
Build the reading community
2. Making Connections: Fiction
•Jamaica Tag-Along by Juanita Havill
•Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
•The Three Little Pigs by James Marshall
•The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
4 weeks Make connections
Answer questions to understand key details and important ideas in stories
Discuss a story’s message
3. Visualizing: Expository Nonfiction, Poetry, and Fiction
•A Tree Is Nice by Janice May Udry
•“My Baby Brother” by Mary Ann Hoberman
•“Bees, Bothered by Bold Bears, Behave Badly” by Walter R. Brooks
•“Raccoon” by Mary Ann Hoberman
•POP! A Book About Bubbles by Kimberly Brubaker Bradley
•The Paperboy by Dav Pilkey
4 weeks Visualize to make sense of texts
Use schema and make inferences informally
Explore how alliteration and regular beats supply rhythm and meaning in poems
(continues)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 3
Sample Calendar for Grade 2
Unit/Read-aloud Length FocusW
INT
ER
4. Making Inferences: Fiction
•Babu’s Song by Stephanie Stuve-Bodeen
•Erandi’s Braids by Antonio Hernández Madrigal
•Chester’s Way by Kevin Henkes
3 weeks Make inferences to understand characters’ feelings, motivations, and actions
Answer questions to understand key details and important ideas in stories
Explore a story’s structure, including character and plot
Discuss a story’s message
5. Wondering: Fiction
•The Incredible Painting of Felix Clousseau by Jon Agee
•Galimoto by Karen Lynn Williams
•The Paper Crane by Molly Bang
3 weeks Use wondering to make sense of stories
Make inferences to understand stories
6. Wondering: Fiction and Narrative Nonfiction
•The Tale of Peter Rabbit by Beatrix Potter
•Beatrix Potter by Alexandra Wallner
•The Art Lesson by Tomie dePaola
•“Draw, Draw, Draw: A Short Biography of Tomie DePaola”
2 weeks Use wondering to make sense of fiction and nonfiction texts
Explore the difference between fiction and nonfiction
Make inferences about a character
Identify what they learn from texts
SPR
ING
7. Wondering: Expository Nonfiction
• Insect Detective by Steve Voake
•Butterflies by Teresa Wimmer
•Spinning Spiders by Melvin Berger
3 weeks Use wondering to make sense of expository nonfiction texts
Explore text features of expository nonfiction
Describe how reasons support points an author makes
Identify what they learn from texts
Build a body of knowledge about animal life
8. Using Text Features: Expository Nonfiction
•Snails by Monica Hughes
•“Snail Food”
•Bend and Stretch by Pamela Hill Nettleton
•“Ice Cream Mania!”
•“Giant Pandas”
•“Classic Smoothie”
•“The City Zoo”
3 weeks Use text features to locate key information in expository nonfiction texts
Identify what they learn from texts
Answer questions about key details and identify main topics
Describe how reasons support specific points an author makes
Describe the connections between a series of steps in a technical procedure
(continued)
(continues)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 4
Sample Calendar for Grade 2
Unit/Read-aloud Length FocusSP
RIN
G (c
ontin
ued)
9. Determining Important Ideas: Expository Nonfiction and Fiction
•“The Friendship-fostering Buddy Bench”
•“Hey Joe, How’s It Going?” by Jennifer Marino Walters
•“Giant Jellyfish Invasion” by Ruth A. Musgrave
•“Zoos Are Good for Animals”
•“Zoos Are Not Good for Animals”
•Me First by Helen Lester
•Erandi’s Braids by Antonio Hernández Madrigal
•Big Al by Andrew Clements
4 weeks Explore important ideas in expository nonfiction and fiction texts
Describe how reasons support specific points in a text
Describe the connections between a series of events in a text
Make connections, make inferences, and visualize to make sense of texts
10. Revisiting the Reading Community
• little blue and little yellow by Leo Lionni
1 week Answer questions to understand a story
Identify key details in a story
Discuss a story’s message
Reflect on growth as readers
Reflect on the reading community
Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.
THE GRADE 2 COMPREHENSION STRATEGIES
The strategies that follow are formally taught or informally experienced in grade 2 of the program.
• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 2, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.
• Retelling. Readers use retelling to identify and remember key information in a text. They focus on the important ideas or sequence of events as a way of identifying what they need to know or recall. In Making Meaning grade 2, the students informally retell stories, using characters and plot to organize their thinking.
(continued)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 5
• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 2, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.
• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is about before they read, speculate about what is happening while they read, and ask questions after they read to gauge their understanding. In Making Meaning grade 2, the students wonder and ask questions before, during, and after a read-aloud to make sense of both fiction and nonfiction texts.
• Using text features. Readers who understand that expository texts have common features, such as tables of contents and indexes, headings and subheadings, and diagrams and charts, use those features to help them unlock a text’s meaning. In Making Meaning grade 2, the students identify features of expository texts and use those features to help them understand the texts.
• Making inferences. Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. Making inferences helps readers move beyond the literal to a deeper understanding of texts. In Making Meaning grade 2, the students make inferences to think more deeply about both fiction and nonfiction texts.
• Determining important ideas. Determining the important ideas in a text helps readers identify information that is essential to know and remember. What is identified as important in a text will vary from reader to reader, depending on the purpose for reading and prior knowledge. In Making Meaning grade 2, the students explore which ideas in texts are important and support their thinking with evidence from the texts.
• Analyzing text structure. Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend texts. For example, readers who understand that stories have common elements, such as setting, characters, and plot, have a framework for thinking about stories. Readers who understand that authors of expository texts organize information through text structures, such as chronological order, cause and effect, and compare and contrast, use those structures to understand and remember the information. In Making Meaning grade 2, the students use story elements to help them think about stories.
• Summarizing. Summarizing is the process of identifying and bringing together the essential ideas in a text. Readers summarize as a way of understanding what they have read and communicating it to others. In Making Meaning grade 2, the students informally identify important ideas and use them to summarize.
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 6
THINKING TOOLS
“Thinking Tools” help the students implement the strategies they are learning and delve more deeply into texts. In grades K–2, the students informally use “Stop and Wonder” as preparation for “Stop and Ask Questions,” a thinking tool they learn and use in grades 3–5.
• Stop and Wonder. The teacher stops at various places during a read-aloud, and the students discuss what they are hearing and wondering. When the teacher resumes reading, the students listen to hear whether what they wonder about is addressed in the text.
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 7
U N I T 1 : T H E R E A D I N G CO M M U N I T YDay 1 Day 2 Day 3
Week
1Read-aloud:McDuff Moves InFocus: • Learning the procedure for gathering •Hearing and discussing a story •Answering questions about key details
Listening Practice:McDuff Moves InFocus: •Hearing a story again to build comprehension •Discussing a character’s feelings and point of view
Read-aloud:“The Library”Focus: •Hearing and discussing a story •Making text-to-self connections •Answering questions about key details
Week
2Read-aloud:Sheila Rae, the BraveFocus: • Learning the procedure for “Turn to Your Partner” •Hearing and discussing a story
Listening Practice:Sheila Rae, the BraveFocus: •Hearing part of a story again to build comprehension •Discussing characters’ feelings and points of view •Making text-to-self connections • Learning procedures for Individualized Daily Reading (IDR)
Individualized Daily ReadingFocus: • Learning a procedure for selecting “just-right” books •Reading independently •Discussing the independent reading
Week
3Read-aloud:Girl WonderFocus: • Learning the procedure for “Think, Pair, Share” •Hearing and discussing a story •Discussing a character’s feelings and point of view •Making text-to-self connections • Learning the procedure for selecting books from the classroom library
Individualized Daily ReadingFocus: • Learning how to use a reading log •Reading independently • Learning a procedure for returning books to the classroom library •Discussing the independent reading
Individualized Daily ReadingFocus: •Reading independently •Discussing the independent reading
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 8
U N I T 2 : M A K I N G CO N N E C T I O N S
Day 1 Day 2 Day 3
Week
1Individualized Daily ReadingFocus: • Learning a procedure for self-monitoring •Reading independently
Read-aloud:Jamaica Tag-AlongFocus: •Hearing and discussing a story •Answering questions to understand key details and important ideas •Referring to the text to support their thinking •Discussing characters’ feelings and points of view
Strategy Lesson:Jamaica Tag-AlongFocus: •Hearing a story again to build comprehension •Referring to the story to support their thinking •Making text-to-self connections •Discussing characters’ feelings and points of view •Discussing the story’s message
Week
2Read-aloud:Alexander and the Terrible, Horrible, No Good, Very Bad DayFocus: •Hearing and discussing a story •Answering questions to understand key details and important ideas •Referring to the text to support their thinking •Discussing the story’s message
Strategy Lesson:Alexander and the Terrible, Horrible, No Good, Very Bad DayFocus: •Retelling a story to build comprehension •Making text-to-self connections •Referring to the text to support their thinking
Independent Strategy Practice:Alexander and the Terrible, Horrible, No Good, Very Bad DayFocus: •Reading independently •Making text-to-self connections •Referring to the text to support their thinking
Week
3Read-aloud:The Three Little PigsFocus: •Hearing and discussing a story •Answering questions to understand key details and important ideas •Referring to the text to support their thinking •Discussing the story’s message
Strategy Lesson:The Three Little PigsFocus: •Retelling a story to build comprehension •Referring to the text to support their thinking •Exploring making text-to-text connections
Independent Strategy PracticeFocus: •Reading independently •Making text-to-self connections •Referring to the text to support their thinking
Week
4Read-aloud:The Three Little Wolves and the Big Bad PigFocus: •Hearing and discussing a story •Answering questions to understand key details and important ideas •Referring to the text to support their thinking •Discussing the story’s message
Strategy Lesson:The Three Little Wolves and the Big Bad PigFocus: •Hearing a story again to build comprehension •Making text-to-text connections •Comparing two versions of the same story •Referring to the text to support their thinking
Independent Strategy PracticeFocus: •Reading independently •Making text-to-text connections •Referring to the text to support their thinking
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 9
U N I T 3 : V I S UA L I Z I N GDay 1 Day 2 Day 3
Week
1Read-aloud:A Tree Is NiceFocus: •Hearing and discussing an expository nonfiction book •Visualizing to make sense of the book
Read-aloud/Strategy Lesson:“My Baby Brother”Focus: •Hearing and discussing a poem •Visualizing a character in the poem •Drawing mental images of the character
Guided Strategy Practice:“My Baby Brother”Focus: •Hearing a poem again to build comprehension •Visualizing a character in the poem •Connecting mental images to the poem
Week
2Read-aloud:“Bees, Bothered by Bold Bears, Behave Badly”Focus: •Hearing and discussing a poem •Visualizing characters in the poem •Connecting mental images to the poem •Exploring alliteration in the poem
Read-aloud/Strategy Lesson:“Raccoon”Focus: •Hearing and discussing a poem •Visualizing a character in the poem •Connecting mental images to the poem •Drawing mental images
Guided Strategy Practice:“Raccoon”Focus: •Hearing a poem again to build comprehension •Visualizing a character in the poem •Connecting mental images to the poem •Exploring rhythm in the poem
Week
3Read-aloud:POP! A Book About BubblesFocus: •Hearing and discussing an expository nonfiction book •Visualizing to make sense of the book •Connecting mental images to the book
Guided Strategy Practice:POP! A Book About BubblesFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Visualizing to make sense of the book •Connecting mental images to the book
Independent Strategy PracticeFocus: •Reading independently •Visualizing to make sense of a text •Connecting mental images to the text • Learning how to use a reading journal
Week
4Read-aloud:The PaperboyFocus: •Hearing and discussing a story •Visualizing a character in the story •Connecting mental images to the story
Guided Strategy Practice:The PaperboyFocus: •Hearing a story again to build comprehension •Visualizing to make sense of the story •Drawing and writing about mental images •Connecting mental images to the story
Independent Strategy PracticeFocus: •Reading independently •Visualizing to make sense of a story •Connecting mental images to the story
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 10
U N I T 4 : M A K I N G I N F E R E N C E SDay 1 Day 2 Day 3
Week
1Read-aloud:Babu’s SongFocus: • Learning discussion prompts •Hearing and discussing part of a story •Answering questions to understand key details •Using examples from the story to support their thinking
Read-aloud/Strategy Lesson:Babu’s SongFocus: •Hearing and discussing part of a story •Exploring how the ending concludes the story’s action •Answering questions to understand key details and important ideas •Using examples from the story to support their thinking
Strategy Lesson:Babu’s SongFocus: •Hearing parts of a story again to build comprehension •Making inferences about a character •Answering questions to understand key details and important ideas •Using examples from the story to support their thinking
Week
2Read-aloud:Erandi’s BraidsFocus: •Hearing and discussing a story •Exploring how the ending concludes the story’s action •Answering questions about key details and important ideas •Using examples from the story to support their thinking
Strategy Lesson:Erandi’s BraidsFocus: •Hearing parts of a story again to build comprehension •Making inferences about characters •Answering questions about key details and important ideas •Using examples from the story to support their thinking
Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters •Using examples from stories to support their thinking •Writing in their reading journals
Week
3Read-aloud:Chester’s WayFocus: •Hearing and discussing a story •Exploring how the ending concludes the story’s action •Answering questions about key details and important ideas •Using examples from the story to support their thinking
Strategy Lesson:Chester’s WayFocus: •Hearing parts of a story again to build comprehension •Making inferences about characters •Answering questions about key details and important ideas •Discussing characters’ feelings and points of view •Discussing an ethical issue and the story’s message
Independent Strategy PracticeFocus: •Reading independently •Making inferences about characters •Using examples from stories to support their thinking •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 11
U N I T 5 : WO N D E R I N GDay 1 Day 2 Day 3
Week
1Read-aloud/Strategy Lesson:The Incredible Painting of Felix ClousseauFocus: •Hearing and discussing a story •Wondering about the story
Strategy Lesson:The Incredible Painting of Felix ClousseauFocus: •Hearing a story again to build comprehension •Referring to the story to support their thinking
Independent Strategy PracticeFocus: •Reading independently •Wondering about stories •Referring to the stories to support their thinking
Week
2Read-aloud/Strategy Lesson:GalimotoFocus: •Hearing and discussing part of a story •Wondering about the story
Read-aloud/Strategy Lesson:GalimotoFocus: •Hearing and discussing part of a story •Wondering about the story •Referring to the story to support their thinking •Discussing characters’ points of view and making inferences
Independent Strategy PracticeFocus: •Reading independently •Wondering about stories •Referring to the stories to support their thinking •Writing in their reading journals
Week
3Read-aloud:The Paper CraneFocus: •Hearing and discussing part of a story •Wondering about the story
Strategy Lesson:The Paper CraneFocus: •Hearing a story again to build comprehension •Referring to the story to support their thinking •Discussing an ethical issue and the story’s message •Making inferences
Independent Strategy PracticeFocus: •Reading independently •Wondering about stories •Referring to the stories to support their thinking •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 12
U N I T 6 : WO N D E R I N GDay 1 Day 2 Day 3
Week
1Read-aloud:The Tale of Peter RabbitFocus: •Hearing and discussing a fiction story •Making inferences about characters •Wondering about the author of the story
Read-aloud/Strategy Lesson:Beatrix PotterFocus: •Comparing fiction and nonfiction texts •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Describing the connections between a series of historical events in the book •Wondering about the book
Read-aloud/Strategy Lesson:Beatrix PotterFocus: •Hearing and discussing part of a narrative nonfiction book • Identifying what they learn from the book •Describing the connections between a series of historical events in the book •Wondering about the book •Writing in their reading journals
Week
2Read-aloud:The Art LessonFocus: •Hearing and discussing a narrative nonfiction book •Wondering about the book •Making text-to-self connections
Read-aloud/Strategy Lesson:“Draw, Draw, Draw: A Short Biography of Tomie dePaola”Focus: •Hearing and discussing a narrative nonfiction text • Identifying what they learn from the text •Describing the connections between a series of historical events in the text •Visualizing to make sense of the text •Wondering about the text
Independent Strategy PracticeFocus: •Reading independently •Wondering about books •Referring to the books to support their thinking •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 13
U N I T 7 : WO N D E R I N GDay 1 Day 2 Day 3
Week
1Read-aloud/Strategy Lesson:Insect DetectiveFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details •Describing how reasons support specific points the author makes in the book • Learning to preview books before reading independently
Read-aloud/Strategy Lesson:Insect DetectiveFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details and identifying main topics •Describing how reasons support specific points the author makes in the book •Practicing previewing books before reading independently
Independent Strategy PracticeFocus: •Reading independently •Wondering about expository nonfiction books • Identifying what they learn from the books •Referring to the books to support their thinking •Writing in their reading journals
Week
2Read-aloud/Guided Strategy Practice:ButterfliesFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details in the book •Exploring expository text features in the book •Visualizing to understand and enjoy the book
Read-aloud/Guided Strategy Practice:ButterfliesFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details and identifying main topics •Describing the connections between a series of stages in the growth of an organism
Independent Strategy PracticeFocus: •Reading independently • Learning to reread expository nonfiction books •Wondering about the books • Identifying what they learn from the books
Week
3Read-aloud/Guided Strategy Practice:Spinning SpidersFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details in the book
Read-aloud/Guided Strategy Practice:Spinning SpidersFocus: •Hearing and discussing part of an expository nonfiction book •Wondering about the book • Identifying what they learn from the book •Answering questions about key details and identifying main topics •Describing how reasons support specific points the author makes in the book
Independent Strategy PracticeFocus: •Reading independently •Practicing rereading expository nonfiction books •Wondering about the books • Identifying what they learn from the books •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 14
U N I T 8 : U S I N G T E X T F E AT U R E SDay 1 Day 2 Day 3
Week
1Read-aloud/Strategy Lesson:SnailsFocus: •Hearing and discussing an expository nonfiction book •Using text features, such as a table of contents and chapter titles, to locate key information •Wondering about the book • Identifying what they learn from the book •Answering questions about key details • Identifying the main purpose of the book
Guided Strategy Practice:SnailsFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using text features, such as photographs, labels, bold words, a glossary, and an index, to locate key information • Identifying what they learn from the book •Answering questions about key details
Read-aloud/Guided Strategy Practice:“Snail Food”Focus: •Hearing and discussing an expository nonfiction article •Using text features, such as a diagram, to locate key information • Identifying what they learn from the article •Answering questions about key details and identifying main topics •Making text-to-text connections
Week
2Read-aloud/Guided Strategy Practice:Bend and Stretch: Learning About Your Bones and MusclesFocus: •Hearing and discussing an expository nonfiction book •Using text features, such as a back-of-book summary and a diagram, to locate key information •Visualizing and making a labeled diagram •Wondering about the book • Identifying what they learn from the book •Answering questions about key details •Describing how reasons support specific points the author makes in the book • Identifying the main purpose of the book
Guided Strategy Practice:Bend and Stretch: Learning About Your Bones and MusclesFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using text features, such as text boxes, “fun facts” sections, and “to learn more” sections, to locate key information • Identifying what they learn from the book •Answering questions about key details
Independent Strategy PracticeFocus: •Using text features, such as a back-of-book summary, table of contents, and index, to locate key information in an expository nonfiction text • Identifying what they learn from the text •Answering questions about key details and identifying main topics •Writing in their reading journals
Week
3Read-aloud/Guided Strategy Practice:“Ice Cream Mania!”Focus: •Hearing and discussing an expository nonfiction article •Using text features, such as captions and graphs, to locate key information • Identifying what they learn from the article •Describing the connections between a series of steps in a technical procedure •Answering questions about key details
Read-aloud/Guided Strategy Practice:“Giant Pandas”Focus: •Previewing, hearing, and discussing an expository nonfiction article •Using text features, such as the title, headings, and a map, to locate key information • Identifying what they learn from the article •Answering questions about key details •Describing how reasons support specific points the author makes in the article
Read-aloud/Guided Strategy Practice:“Classic Smoothie”; “The City Zoo”Focus: • Identifying functional texts in the classroom •Hearing and discussing two functional texts • Identifying what they learn from the texts •Using text features, such as numbered steps, to locate key information •Describing the connections between a series of steps in a technical procedure •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 15
U N I T 9 : D E T E R M I N I N G I M P O RTA N T I D E A S
Day 1 Day 2 Day 3
Week
1Read-aloud/Strategy Lesson:“The Friendship-fostering Buddy Bench”Focus: •Reviewing what they know about nonfiction •Hearing and discussing an expository nonfiction article •Exploring important ideas in the article •Describing the connections between a series of events in the article
Read-aloud/Guided Strategy Practice:“Hey Joe, How’s It Going?”Focus: •Hearing and discussing an expository nonfiction article • Identifying what they learn from the article •Exploring important ideas in the article
Read-aloud/Guided Strategy Practice:“Giant Jellyfish Invasion”Focus: •Hearing and discussing an expository nonfiction article • Identifying what they learn from the article •Exploring important ideas in the article •Describing how reasons support specific points in the article
Week
2Read-aloud/Guided Strategy Practice:“Zoos Are Good for Animals”Focus: • Learning about opinion articles •Hearing and discussing an opinion article •Exploring important ideas in the article •Describing how reasons support specific points in the article
Read-aloud/Guided Strategy Practice:“Zoos Are Not Good for Animals”Focus: •Hearing and discussing an opinion article •Exploring important ideas in the article •Describing how reasons support specific points in the article
Read-aloud/Strategy Lesson:“Zoos Are Good for Animals”; “Zoos Are Not Good for Animals”Focus: •Reviewing and discussing two opinion articles •Exploring important ideas in the articles •Describing how reasons support specific points in the articles •Comparing the articles •Writing in their reading journals
Week
3Read-aloud:Me FirstFocus: •Hearing and discussing a fiction story •Visualizing to understand and enjoy the story •Making text-to-self connections
Strategy Lesson:Me FirstFocus: •Hearing a fiction story again to build comprehension •Making inferences to explore the story’s message
Guided Strategy Practice:Erandi’s BraidsFocus: •Reviewing a fiction story from earlier in the year •Hearing and discussing part of the story •Making inferences to explore the story’s message
Week
4Read-aloud:Big AlFocus: •Hearing and discussing a fiction story •Exploring how the story’s ending concludes the action
Guided Strategy Practice:Big AlFocus: •Hearing a fiction story again to build comprehension •Making inferences to explore the story’s message
Independent Strategy PracticeFocus: •Read independently •Making inferences to explore a story’s message •Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 16
U N I T 1 0 : R E V I S I T I N G T H E R E A D I N G CO M M U N I T Y
Day 1 Day 2 Day 3
Week
1Read-aloud:little blue and little yellowFocus: •Hearing and discussing a story •Reviewing comprehension strategies •Answering questions about key details and important ideas •Referring to the text to support their thinking •Discussing the story’s message
Reflect on Reading LivesFocus: •Discussing books they like and want to read •Writing about summer reading
Reflect on the Reading CommunityFocus: •Discussing and writing about the reading community
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 17
INDEPENDENT WORD-LEARNING STRATEGIES
Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 2, the students learn the following strategies:
• Recognizing synonyms
• Recognizing antonyms
• Using knowledge of compound words to determine word meanings
• Using the prefixes un-, mis-, dis-, and pre- to determine word meanings
• Using the suffixes -less, -ful, -er, -ion, -tion, and -ly to determine word meanings
• Using context to determine word meanings
• Recognizing shades of meaning
• Recognizing words with multiple meanings
• Using a print dictionary to determine word meanings
• Using an online dictionary to determine word meanings
• Using a glossary to determine word meanings
Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word terrible in Week 5.) For additional practice in using the strategies, more strategy practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.
The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.
Independent Word-learning Strategy K 1 2 3 4 5
Recognizing synonyms ■ ■ ■ ■ ■ ■
Recognizing antonyms ■ ■ ■ ■ ■ ■
Using context to determine word meanings ■ ■ ■ ■ ■
Recognizing shades of meaning ■ ■ ■ ■ ■ ■
Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■
Using inflectional endings ■ ■
Using knowledge of compound words to determine meanings ■
Using prefixes to determine meanings ■ ■ ■ ■
(continues)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 18
Independent Word-learning Strategy K 1 2 3 4 5
Using suffixes to determine meanings ■ ■ ■ ■
Using Greek and Latin roots to determine word meanings ■ ■ ■
Recognizing idioms, adages, and proverbs ■ ■ ■
Using a dictionary, glossary, or thesaurus ■ ■ ■ ■
■ formally taught informally explored or reviewed
(continued)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 19
GRADE Kactiveallowamusingassistassortmentbrightcare forcollidecomfortcomfortablecommunicatecompanioncompleteconcernedconfidentcontainercourageouscozycreaturecreepcrowdedcupboarddecidedeliciousdepartdescribedetermineddietdifficultdisappointeddrowsyeageredgeenergeticenjoyenormouseveningexcited
exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce
practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn
weakwelcomewhirlwild
GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence
exclaimextraordinaryfaintfeastferociousfirmflashfondfrigidfuturegathergiganticglideglowgulphabitatherohopehoverhowlhumorousimpoliteinaudibleindependentinspectjourneylungematchmeadowmemorymigratemiserablemoanmunchmutterneighborhoodneighborlynervousodd
VOCABUL ARY WORDS K–5
(continues)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 20
(continued)
(continues)
odorordinarypackpeacefulperseverepilepopularpossessionpoutpowerfulpredatorpreyprotectquarrelrapidlyrelaxremainrescueresentrespectridiculousrumblerushscrumptiousshallowsnugglesobspotsquintstompstorestudysurroundingsthrillingtidytimidtracktrembletrusttug
twirlundergrounduntidyvegetationwanderwobblewonderwriggle
GRADE 2accompanyannoyappreciateapproachapproveattachattractbehavebeneficialblobbulgechaoscharacteristiccollectcompassionatecomplexcongratulateconserveconsumecontentconvincecreatedampdashdecreasedelightfuldisapprovediscoverdisguisedisobedient
downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary
notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist
treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper
GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 21
(continues)
coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy
flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of
hearthave eyes in the
back of your head
hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity
originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm
strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into
somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh
GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre
blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience
(continued)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 22
(continues)
featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an
eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery
jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice
reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn
GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice
devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract
(continued)
Making Meaning® Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 23
internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless
mystifynegativenourishon pins and
needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure
protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence
significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong
thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread
wobbly
(continued)
