Reach for Reading - Units 1-2 - Grade 2 - T99m

Week 3
1

Daily English Learner Support

OBJECTIVES

Academic Talk

Selecting Language Resources
Understanding Text Structure
Using Verbs and Verb Phrases

Analyzing Language Choices
Presenting
Writing

Exchanging Information and Ideas
Reading/Viewing Closely
Evaluating Language Choices

Day 1

Use with page T100

Academic Talk

Day 2

PROGRAM RESOURCES

PROGRAM RESOURCES

Sing with Me Language Songs, pages 16-17
Sing with Me MP3
Academic Talk flip chart, page 11
Language Function: Explain, page A2.52

Sing with Me Language Songs, pages 18-19
Sing with Me MP3

OBJECTIVE
Paraphrase

OBJECTIVE

Paraphrase

Explain

Explain
For extra language support, group English Learners together during
the Academic Talk activity. Display "Sea Creatures and Their Features"
from Sing with Me Language Songs pages 16-17 and replay the chant.
Use Speaking and Listening Routine 1 and Academic Talk flip chart
page 11 to support children in their discussions. Encourage them to
elaborate on their responses.
Evaluate children's ability to describe using the Language Function:
Explain Rubric.

Day 1

Use with page T101a

PROGRAM RESOURCES
More About Sea Creatures: EL Resource 2.5

OBJECTIVE
Compare

Compare
Preview or review the lesson for English Learners. Have children work
with the text "More About Sea Creatures" from EL Resource 2.5.

Then read the Talk Together prompt on Anthology page 102. Use the
following strategies to help children at all language proficiency levels
complete their Comparison Charts.

= tested skill

Daily Grammar

Day 2

Use with page T105

PROGRAM RESOURCES
Verbs Am, Is, and Are: eVisual 2.11
Verbs Was and Were: eVisual 2.12

OBJECTIVE
Use Verbs Am, Is, Are, Was, Were

Verbs Am, Is, Are, Was, and Were

.

Once partners complete their chart, challenge them to find another
way to compare the same animals. Have children discuss the
organization.

Unit 2

Reread the first line of the chant. Then point out how the girl restates
the main idea in her own words: "The firefly squid is a little squid."
Repeat the process for the remainder of the sample paraphrase. Then,
pair children and read the second verse of "Sea Creatures and Their
Features." Have partners work together to paraphrase the important
information about the shark.

To provide additional grammar practice after the activity, review Verbs
Am, Is, and Are eVisual 2.11 and Verbs Was and Were eVisual 2.12.

List features of the animals so that children can copy them in
their charts.

T99m

Explain: After you read something, you can paraphrase the most important
ideas. Play "How to Paraphrase" and invite children to chant along.
Explain: When you summarize, you retell someone's ideas by saying them
in your own words.

For High Frequency Words Routine 1, see BP10.

Display the Comparison Chart on Anthology page 102 and read the
introduction and labels aloud as you point out the columns. Reread the
first two sentences of "More About Sea Creatures." Ask: What features
did I read about? I read about tentacles, so I write has tentacles under the
heading "Features." Which creatures have tentacles? The firefly squid and
octopus have tentacles. I write their names beside has tentacles under the
heading "Creatures." Repeat the process to explain the chart.

Have partners complete sentence starters: I put these animals in a
. One example of an animal in this group is
group because

Build language skills with this activity just for English Learners. Display
"How to Paraphrase" from Sing with Me Language Songs pages 18-19.
Review the High Frequency Words to, when, and you using the High
Frequency Words Routine 1.

Reread the first verse of "Sea Creatures and Their Features" on
Anthology page 100. Then read aloud the sample paraphrase on Sing
with Me Language Songs page 19. Explain: This paraphrase shows how
one girl says the information about the firefly squid in her own words.

For Speaking and Listening Routine 1, see page BP19.

Comprehension

Use for ELs only

= tested skill for
English Learners

Distribute cards with the words am, is, and are to small groups. Say a
a
sentence with these verbs, but leave the verb silent. Example: I
teacher. Have the group holding the correct verb stand up holding their
cards. Say the sentence again. Repeat with other sentences.
Have children repeat the exercise with each other. Have the other
groups identify the verb that completes each sentence.
= Beginning

= Intermediate

= Advanced



Reach for Reading - Units 1-2 - Grade 2

Table of Contents for the Digital Edition of Reach for Reading - Units 1-2 - Grade 2

Contents
Reach for Reading - Units 1-2 - Grade 2 - Cover1
Reach for Reading - Units 1-2 - Grade 2 - Cover2
Reach for Reading - Units 1-2 - Grade 2 - i
Reach for Reading - Units 1-2 - Grade 2 - ii
Reach for Reading - Units 1-2 - Grade 2 - III
Reach for Reading - Units 1-2 - Grade 2 - iv
Reach for Reading - Units 1-2 - Grade 2 - Contents
Reach for Reading - Units 1-2 - Grade 2 - xxiv
Reach for Reading - Units 1-2 - Grade 2 - xxv
Reach for Reading - Units 1-2 - Grade 2 - xxvi
Reach for Reading - Units 1-2 - Grade 2 - xxvii
Reach for Reading - Units 1-2 - Grade 2 - xxviii
Reach for Reading - Units 1-2 - Grade 2 - xxix
Reach for Reading - Units 1-2 - Grade 2 - xxx
Reach for Reading - Units 1-2 - Grade 2 - xxxi
Reach for Reading - Units 1-2 - Grade 2 - xxxii
Reach for Reading - Units 1-2 - Grade 2 - xxxiii
Reach for Reading - Units 1-2 - Grade 2 - xxxiv
Reach for Reading - Units 1-2 - Grade 2 - xxxv
Reach for Reading - Units 1-2 - Grade 2 - xxxvi
Reach for Reading - Units 1-2 - Grade 2 - xxxvii
Reach for Reading - Units 1-2 - Grade 2 - xxxviii
Reach for Reading - Units 1-2 - Grade 2 - xxxix
Reach for Reading - Units 1-2 - Grade 2 - xl
Reach for Reading - Units 1-2 - Grade 2 - xli
Reach for Reading - Units 1-2 - Grade 2 - xlii
Reach for Reading - Units 1-2 - Grade 2 - xliii
Reach for Reading - Units 1-2 - Grade 2 - xliv
Reach for Reading - Units 1-2 - Grade 2 - T65b
Reach for Reading - Units 1-2 - Grade 2 - T65c
Reach for Reading - Units 1-2 - Grade 2 - T65d
Reach for Reading - Units 1-2 - Grade 2 - T65e
Reach for Reading - Units 1-2 - Grade 2 - T65f
Reach for Reading - Units 1-2 - Grade 2 - T99e
Reach for Reading - Units 1-2 - Grade 2 - T99f
Reach for Reading - Units 1-2 - Grade 2 - T99g
Reach for Reading - Units 1-2 - Grade 2 - T99h
Reach for Reading - Units 1-2 - Grade 2 - T99i
Reach for Reading - Units 1-2 - Grade 2 - T99j
Reach for Reading - Units 1-2 - Grade 2 - T99k
Reach for Reading - Units 1-2 - Grade 2 - T99l
Reach for Reading - Units 1-2 - Grade 2 - T99m
Reach for Reading - Units 1-2 - Grade 2 - T99n
Reach for Reading - Units 1-2 - Grade 2 - T66
Reach for Reading - Units 1-2 - Grade 2 - T67
Reach for Reading - Units 1-2 - Grade 2 - T99o
Reach for Reading - Units 1-2 - Grade 2 - T99p
Reach for Reading - Units 1-2 - Grade 2 - T99q
Reach for Reading - Units 1-2 - Grade 2 - T99r
Reach for Reading - Units 1-2 - Grade 2 - T100
Reach for Reading - Units 1-2 - Grade 2 - T101
Reach for Reading - Units 1-2 - Grade 2 - T101a
Reach for Reading - Units 1-2 - Grade 2 - T102
Reach for Reading - Units 1-2 - Grade 2 - T102a
Reach for Reading - Units 1-2 - Grade 2 - T102b
Reach for Reading - Units 1-2 - Grade 2 - T102c
Reach for Reading - Units 1-2 - Grade 2 - T102d
Reach for Reading - Units 1-2 - Grade 2 - T102e
Reach for Reading - Units 1-2 - Grade 2 - T102f
Reach for Reading - Units 1-2 - Grade 2 - T102g
Reach for Reading - Units 1-2 - Grade 2 - T102h
Reach for Reading - Units 1-2 - Grade 2 - T102i
Reach for Reading - Units 1-2 - Grade 2 - T103
Reach for Reading - Units 1-2 - Grade 2 - T104
Reach for Reading - Units 1-2 - Grade 2 - T105
Reach for Reading - Units 1-2 - Grade 2 - T105a
Reach for Reading - Units 1-2 - Grade 2 - T105b
Reach for Reading - Units 1-2 - Grade 2 - T105c
Reach for Reading - Units 1-2 - Grade 2 - T105d
Reach for Reading - Units 1-2 - Grade 2 - T106
Reach for Reading - Units 1-2 - Grade 2 - T107
Reach for Reading - Units 1-2 - Grade 2 - T108–109
Reach for Reading - Units 1-2 - Grade 2 - T110–111
Reach for Reading - Units 1-2 - Grade 2 - T112–113
Reach for Reading - Units 1-2 - Grade 2 - T114–115
Reach for Reading - Units 1-2 - Grade 2 - T116–117
Reach for Reading - Units 1-2 - Grade 2 - T118–119
Reach for Reading - Units 1-2 - Grade 2 - T119a
Reach for Reading - Units 1-2 - Grade 2 - T119b
Reach for Reading - Units 1-2 - Grade 2 - T119c
Reach for Reading - Units 1-2 - Grade 2 - T119d
Reach for Reading - Units 1-2 - Grade 2 - T119e
Reach for Reading - Units 1-2 - Grade 2 - T119f
Reach for Reading - Units 1-2 - Grade 2 - T119g
Reach for Reading - Units 1-2 - Grade 2 - T119h
Reach for Reading - Units 1-2 - Grade 2 - T120
Reach for Reading - Units 1-2 - Grade 2 - T121
Reach for Reading - Units 1-2 - Grade 2 - T121a
Reach for Reading - Units 1-2 - Grade 2 - T121b
Reach for Reading - Units 1-2 - Grade 2 - T131c
Reach for Reading - Units 1-2 - Grade 2 - T131d
Reach for Reading - Units 1-2 - Grade 2 - T132
Reach for Reading - Units 1-2 - Grade 2 - T133
Reach for Reading - Units 1-2 - Grade 2 - T134
Reach for Reading - Units 1-2 - Grade 2 - LR13
Reach for Reading - Units 1-2 - Grade 2 - LR14
Reach for Reading - Units 1-2 - Grade 2 - LR15
Reach for Reading - Units 1-2 - Grade 2 - LR16
Reach for Reading - Units 1-2 - Grade 2 - LR17
Reach for Reading - Units 1-2 - Grade 2 - LR18
Reach for Reading - Units 1-2 - Grade 2 - LR19
Reach for Reading - Units 1-2 - Grade 2 - LR20
Reach for Reading - Units 1-2 - Grade 2 - LR21
Reach for Reading - Units 1-2 - Grade 2 - LR22
Reach for Reading - Units 1-2 - Grade 2 - LR23
Reach for Reading - Units 1-2 - Grade 2 - LR24
Reach for Reading - Units 1-2 - Grade 2 - R1
Reach for Reading - Units 1-2 - Grade 2 - R2
Reach for Reading - Units 1-2 - Grade 2 - R3
Reach for Reading - Units 1-2 - Grade 2 - R4
Reach for Reading - Units 1-2 - Grade 2 - Cover3
Reach for Reading - Units 1-2 - Grade 2 - Cover4
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