DY 1 Concept & Vocabulary Development Grade 2 Unit 4 Question of the Week: How do changes in the weather affect us? To introduce and discuss concepts and vocabulary related to the ways changes in the weather affect us. Use: Student ook, pp. 142 143. Have you ever had to come inside when it was raining? What happened? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have children use words to talk about how changes in weather affect us. To have children write a sentence(s) about what happens when the weather changes. t rained at the Lesson Vocabulary for the Week branches, outside, picnic, soon, weather, blizzard, hurricane What happened in the story when the weather changed? The moved. E t rained outside at the We came E The sky became dark and the moved. inside. dark, inside, changed, zoo, beach, park, family, moved, move, rained, clouds E t rained outside at the so we came inside. We were at a outside when the changed. We had to come inside. We were at a outside when the changed, so we had to come [List other content vocabulary that children generate.] E When the changed, the moved. When the changed, the sky became and the moved. When the changed, the sky became The moved and the ELD Standard R: Use expanded vocabulary and descriptive words in oral and written responses to simple texts. sk children to use the Sequence Map to talk about what happened in the story. Where were Felipe and his family? What happened in the middle of the story? What happened at the end of the story? Compile an illustrated vocabulary list of student generated ideas for students to use as reference. Skill Check: Practice ook, p. 149 KEY = Prompt or Question CELDT Levels = eginning/level 1 E = Early ntermediate/level 2 = ntermediate/level 3 E = Early dvanced/level 4 = dvanced/level Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 2 Unit 4 Page 111
DY 2 Word nalysis To have children use words with the sound /ü/ to talk about what they do when it rains. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have children use words with the sound /ü/. What do you do when it rains? Lesson Vocabulary room, zoo, moon, glue, clue, suit, fruit, play in my tooth, flew, new go to the To have children write a sentence using a word with the sound /ü/ about what they do when the sun is shining. E like to play in my E go to the to see the animals. animals, play, inside, rains, shining, sun When it rains, play in my can go to the to see the animals. ELD Standard LS: Listen attentively to stories and information, and identify important details and concepts by using both verbal and nonverbal responses. Where can you go when the sun is shining? Revisit the concept of changes in weather. Have partners talk about what they like E in my when it rains. E can go to the to see if there are any to do when it rains and when the sun is shining. Skill Check: Practice ook, p. 10 When it rains, stay inside and in my When the sun is shining, can go to the and see if there are any Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 2 Unit 4 Page 112
DY 3 Comprehension Skills & Strategies To have children use each and every to tell similarities about particular objects. To understand facts and details. Use: Student ook, pp. 144 14. How do children in the class feel when it rains during recess? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have children use each and every to talk about things that are the same. To have children use words to discuss facts and details. To have children write a sentence describing a detail from a story. E child is sad. child in the class is sad. Lesson Vocabulary each, every, facts, details child, children, class, sad, bad, weather, recess, sky, dark, outside, rain, heavily, falls E The sky gets The gets E child in the class is sad when the weather is bad. child in the class feels when the is bad. When the is, child in the class feels [List other content vocabulary that children generate.] ELD Standard LS: Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing. What are some details or facts about a storm? Reread the passage on page 143. Have children say or write one detail or fact about the storm in the story. E The gets The falls heavily. The gets The falls The gets and the falls Skill Check: Practice ook, p. 11 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 2 Unit 4 Page 113
DY4 Grammar & Conventions To help children use adverbs to tell how someone does something. Use: Student ook, p. 146. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have children use adverbs to tell more about an action word. To have children write a complete sentence about the weather using an adverb that tells how. E What do the winds do in a blizzard or hurricane? The winds blow The winds blow Lesson Vocabulary brightly, carefully, noisily, quickly, softly winds, blow, sun, shines, weather, shining, bad, yesterday, today E Using an adverb that tells how, write a sentence about the weather. The sun shines The sun is shining E The winds blow in a hurricane or blizzard. n a or a, the winds blow n a or a, the winds blow and [List other adverbs and content vocabulary that children generate.] E Today the sun is shining Yesterday the weather was bad, but today the sun is shining Yesterday the was bad, but today the sun is shining ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. sk children to exchange sentences they wrote for Your Turn and tell their partner: You [do/not] use a capital at the beginning of the sentence. You [do/not] use a period at the end of your sentence. Skill Check: Practice ook, p. 12 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 2 Unit 4 Page 114
DY Writing To guide children to express their understanding of weekly concepts. Use: Student ook, p. 147. How did a change in the weather affect something you did? CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have children use vocabulary learned this week to discuss how changes in the weather affect us. Display, review, and refer to all the vocabulary and vocabulary charts generated this week. Children refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas. To have children write two or three sentences about how a change in the weather affected something they did. ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms. How do changes in the weather affect us? Have children build fluency by reading their completed writing to partners or the class. could not play Child writes one basic sentence with support. E E When the weather changed, could not play t first, the was fine. fter that, the weather changed, and had to stay in my t first, the was fine. fter that, the changed. had to stay in my and could not go outside. t first, the was fine. Then the changed, and had to stay in my could not go and E E Child writes one basic sentence and includes some concept vocabulary. Child writes one or two basic sentences and includes some concept vocabulary. Child writes one or two well-constructed sentences and includes most concept vocabulary. Child writes two or three well-constructed sentences and includes most concept vocabulary. Skill Check: Practice ook, p. 14 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 2 Unit 4 Page 11