In Module 5, Lesson 7, students use vocabulary cards with visuals to learn the focus Power Words (rare, relay, honored, success, politics, advice, earned, equal). $5.00. Why do you think the author compares the girl to a bee?. All materials are available on the digital platform, with opportunities to print hard copies as desired. Picture Cards are used daily with Phonological Awareness lessons, which include a variety of English Learner Support scaffolds to support word meaning. After reading, students analyze the authors use of figurative language by responding orally to questions: What text on this page is an example of literal language? If the child self-corrects, it does not count as an error. Students meet with peers to give feedback and revise their personal narratives. How does this plant thrive in its environment? Students add answers to their own research questions and create an informational how-to book about caring for the plant they have chosen. To clarify the goals of the project, teachers are instructed: Tell children that they will be assigned a different type of environment, such as a desert or a rainforest. teachers save time thanks to ready-made lessons that provide targeted By making this connection in context, students are able to understand the word. Write a sentence that uses one of the words. Teachers can view the video to learn about various opportunities in which they can group students for instruction, as well as intervention opportunities. Students learn: [The] central idea of a biography is the most important idea or point the author wants readers to take away after reading about a persons lifegood readers figure out the central idea of a text by paying attention to supporting evidence. ICLE (International Center for Leadership in Education). Resource includes:Lesson PlansGoogle Slides Day 1-15Building Background knowledgeVocabulary activities & visualsClose Reading suggestionsTurn and TalkWritten ResponsesCheck out my other HMH resources: Follow me on Social MediaPinterestFacebookThe Other Side of the Reading Rope Blog. Module 7 introduces students to a variety of people with different experiences, using biographies to answer the Essential Question How do our experiences shape our lives? Students can choose to write a list of rules for biographies or create a poster to show a life lesson they have learned. Describe the experience and what you learned from it or why it was important (10.3). The graphic organizer includes a section labeled Introduction where students state their opinion; in the Body of the organizer, there is a place to record three reasons; the Conclusion reminds students to state their conclusion and convince the audience. In all modules, teachers are guided to set goals with the students via sentence stems such as I want to read stories about. I have added a few extra supplemental activities, This is a year long lesson plan guide to help you as you plan your year for HMH Into Reading: Second Grade. As students are taught the various grammar lessons, opportunities for practice in and out of context are provided. The topic of animals threads through Grades K-2 in these modules: Animal Habitats (Grade K), Amazing Animals (Grade 1), Home Sweet Habitat (Grade 2). Students use Writers Notebook 11.3 to set goals for their writing. Teachers are supported with guidance and direction on responding to individual students literacy needs, based on assessments appropriate to the grade level. Students then meet with peers to give feedback and revise their personal narratives; they also confer with their teacher about their personal narrative and make final edits to their writing using the editors checklist. In Module 8, students practice high-frequency words by playing Word Detective. Students cut apart word cards containing high-frequency words and place the cards face down. Plants needto live and grow., Advanced/Advanced High. The included illustration and text box relate to the information in the text, do not distract from the story, and would enable students to more easily follow along and make sense of the narrative. The graphics are student-friendly, visually pleasing, and easy to use.Resource includes:graphic organizersconcept mapwritten responses/exit ticketsvocabulary practicebackground knowledgeresearch projectwrap up projectThis goes with my Into Reading Mod, This resource aligns with MODULE 2 in the HMH Into Reading 2nd Grade Curriculum.Looking to purchase this resource for the whole year of curriculum? The materials include Intervention Assessments, which provide screening, diagnostic, and progress-monitoring assessments to help identify students who are at-risk for reading difficulties and provide recommendations on the amount of support students are likely to need during reading instruction. Connect to Phonics. Shaped Contributor. Media Selection videos readdress the lesson topics and provide another perspective on material learned during the lesson. Materials also include increasingly complex traditional, contemporary, classical, and diverse texts as students progress through each module. How well do the materials support teachers in meeting the needs of students with diverse learning needs? Teachers use this information to sort students into small groups for guided reading instruction. Pre-made digital activities. Then they view the example text Elephants Help Others. The materials include procedures and protocols, along with adequate support to guide teachers through implementation, that foster self-sustained reading as appropriate. Errors include, but are not limited to: the child reads a word incorrectly and doesnt self-correct; the child omits a word; the child inserts a word that is not there; the child must be told a word in order to continue reading. Resource includes:Lesson PlansGoogle Slides Day 1-15Building Background knowledgeVocabulary activities & visualsClose Reading suggestionsTurn and TalkWritten ResponsesWhy do you need it? The materials include year-long plans and supports for teachers to identify the needs of students and provide differentiated instruction to meet the needs of a range of learners to ensure grade-level success. Students then put a star next to one place on their list. The materials offer differentiation options for students performing above or below grade level throughout all units. Students see illustrations from award-winning authors. A Stages of Second Language Acquisition chart gives details about the five stages that learners go through as they learn English (pre-production, early production, speech emergence, intermediate fluency, advanced fluency) to assist teachers in identifying where their students fall within these developmental stages so that instruction can be adjusted. In Module 3, students learn to recognize the central idea and supporting evidence in the text Meet Me Halfway. Qualitative features of the text to consider include bold print, photographs, labels, and diagrams. Sentence stems used for discussions include: [insert name]'s job is. Record what you read below. After finishing, students look for figurative language during their independent reading. Explain to native English speakers it is important for English learners to use their primary language during class sometimes. In another lesson, Action Verbs and Subjects, the English learner support note suggests having first-language partners discuss what they know about verbs in their primary language, point out words in their first language that have the same function, and ask each other questions about verbs to clarify. Students rotate speaking and listening, asking questions to clarify understanding. Oh, My! What word shows that this is a simile? Students then write to explain why the author sometimes fell asleep with his trombone and what that shows about the author. First, if a student shows a weak area(s) on the Screening Assessment at the beginning of the year, teachers are to administer a more specific diagnostic test to determine the skills that are missing. 3. Build confident readers and writers with HMH Into Reading. Students learn to disagree in a respectful way, showing value for their partners thoughts and opinions. Module 8 begins with students setting goals for their learning. Each virtual card has one word and a related picture (examine, identify, record) with a sentence on the back (When you identify something, you say what it is.) The text is focused, and white space is present both on the display page and on each card. Beginning. Miss Moore Thought Otherwise by Jan Pinborough is a narrative nonfiction text with vivid illustrations of the late 1800s. Looking for a student and teacher-friendly version of graphic organizers and exit tickets for Into Reading? Teachers remind students to read through all of their research notes to decide as a group which information and illustrations are the best to include in the book. Over the course of the year, students are provided opportunities to apply grade-level standard English conventions to their writing. Students can read a passage or listen to a passage read aloud and take a test on the selection. The teacher models a think aloud pointing out that Clarks words look different than other characters' words on the page. The main lessons in these resources are designed to introduce, practice, and reinforce key academic language functions. Students prepare to research by viewing Anchor Chart W6: Research and Sources, in which students learn about primary and secondary sources. Weekly Assessments, which are optional, measure students understanding of reading, writing, and foundational skills taught. Students coherently use the elements of the writing process (planning, drafting, revising, editing, and sharing/publishing) to compose text; they draw and brainstorm to generate drafts and plan and organize their drafts by speaking, drawing, or writing. In nonfiction texts, students focus on the Contrasts and Contradictions the author presents in the text to ask themselves What does this make me wonder about? During the shared reading, students are questioned, Does this text give facts or tell a story? Weekly and daily lesson plans show consistent, integrated instructional design for the whole class and small groups following a . Jeopardy Power Point. Hope you enjoy! Can petals be tender? Peers proofread and provide suggestions, and then students publish and share. The Display and Engage 1.3.4a-b projectable resource is used to provide explanations and examples for students. The back of the card includes various instructional strategies such as Use a Prop, Act It Out, and Use the Image to further support word meaning. Vocabulary Cards are used weekly to introduce vocabulary from the literature. The teacher models using one-syllable words. They use the question How can being a good citizen make a difference to others? as a guide, in order to ask relevant questions to clarify information. The teacher uses the flowchart Display and Engage 4.3How to Make a New Friendto consider steps 14 in making a friend. Pictures and graphics are supportive of student learning and engagement without being visually distracting. Formal and informal assignments and activities focus on texts students are reading/listening to through read-alouds, shared reading, and/or videos and require close attention to the meaning and inferences as students demonstrate comprehension. The module topics that are the organizing structure for the program demonstrate similar topics that grow across the grades, and the grade-level scope and sequence documents show evidence of skills that build across grade-levels. Students read the mentor text, When the Moon Is Full: A Lunar Year, and pay attention to the weather descriptions in the focal text. Students brainstorm about the first time they tried new things. Do the words have a different meaning? Discover a proven path to reading and writing success for students in Students discuss text organization and chronological order using the Turn and Talk routine and the questions in Teaching Pal and myBook; they use details from images and audio to explain their responses. Materials provide a plan for students to self-select texts and read independently for sustained periods of time, including planning and accountability for achieving independent reading goals. Ask questions with simple answers: Would you grow an apple or a bean in a vegetable garden? + Unit Plan 1 Lesson Planet: Curated OER Heroes: Challenge Activities (Theme 5) For Teachers 4th The materials engage students in the writing process to develop text in oral, pictorial, or written form. Students use Writers Notebook 1.3 to help determine their topic. In Module 7, students generate ideas for an inquiry-based project about facts in their own lives. (It makes the word mean before.) Houghton Mifflin Lesson Plans. In Module 8, students synthesize the text Dont Touch Me, with teacher support. The visual design of the student edition is neither distracting nor chaotic. Students learn about the elements of poetry, including message, stanza, sensory words, and sound patterns like alliteration, rhythm, rhyme, and onomatopoeia. Students are guided to create a new ending. Writable gives students the level of writing support thats exactly right for them. Students at the Beginning level repeat object names after the teacher says them and points to the pictures (chalk, fork, rain, wood). Considering that each module contains a central theme and an Essential Question that connects to all the text selections within a module, questions and activities grow students understanding of topics and literacy skills over the course of each unit. Finally, students publish their letters and present them to their classmates. After creating the first draft, students learn to incorporate sensory details into poetry. Mango, Abuela, and Me by Meg Medina and Angela Dominguez is a realistic fiction story about a girl and her grandmother who teach each other words in their first language, which is Spanish, with a parrots help. Beginning: Read each power word. Thank You for contacting us about HMH Into Reading ! Education Research Director, Supplemental & Intervention Language & Literacy. Editable so change this to suit you classroom! Students think about ways they have helped make the world a better place and record their ideas on the prewriting page of Writers Notebook 1.3. Then, students use Writers Notebook 1.6 to begin organizing the personal narrative into a beginning, middle, and end. Students have the following options for their group project: make a mural, write a news story, or make a movie. In Module 6, the vocabulary routine follows the I Do, We Do, You Do model with words such as scene, monuments, sights, grouchy, freedom, and symbol. Based in the science of reading, sound walls in the classroom help educators reinforce the importance of explicitly teaching the skills of letter-sound correspondence. Does that sound right? while they are reading and to go back and reread the text correctly if they make an error. Anchor Chart W8: Informational Text and Display and Engage 2.3a2.3b support students understanding of the genre. The Benchmark Assessment Guide determines each students independent and instructional reading level by having the student read a specific book on each level. To do this, they use Anchor Chart W14: Check your Writing! and the Clock Partners routine. Phonics skills practice is present in every module and focuses on reinforcing students ability to hear and manipulate individual speech sounds as they continue to develop their reading skills. essential elements of literacy with scaffolds for multilingual learners For the word toiled, the sentence is If you toiled, you worked hard for a long time. The accompanying activity is Act It Out: Act out cleaning the classroom. Why or why not? Students review Anchor Chart 39: Collaborative Conversations and learn to ask questions with more than one word when they do not understand their partners. Jaleel R. Howard, MEd Students must consider why the author would use figurative language instead of the literal meaning intended. Examples of print and graphic features include but are not limited to: The Story of Snow: The Science of Winters Wonder by Mark Cassino and Jon Nelson features diagrams, real photos, labels, captions, and headings to describe the characteristics of snowflakes. LESSON PLANS ONLY, NO BOOKS INCLUDED . The teacher also draws a story structure chart to facilitate understanding of the story and structure. Big Words: Topic vocabulary is introduced at the beginning of a module and revisited as children build topic knowledge and language. In Module 4, students learn that reading rate helps the reader and audience understand what is happening because the words are read smoothly. Modules 11 and 12 review genres and previously taught comprehension skills and strategies. Additional information including technology components; cost worksheet; professional learning opportunities; and additional language supports. For example, phonics skills from Kindergarten are reviewed early in Grade 1 but at a faster pace. The text complexity analysis is located in the Guided Reading Benchmark Assessment section to determine the students level for guided reading groups. Finally, students sort the words into two columns (words with or and ore). Have children blend and read the word. By Lesson 8, students are drafting their individual poems; careful attention is paid to ensuring students understand the purpose and audience for which they are writing.
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