2nd Reading and Writing Planning
Nov. 27-Dec. 1 and Dec. 4-8, 2017
Reading
Procedural: 2.15 A (Nov. 27) follow written multi-step directions
2.15 B Use common graphic features to assist in the interpretation of text (captions, illustrations, etc)
Quality Questions: 2.15A
- What is the first step in the directions for making ___?
- What do you do according to this recipe after ___?
- When making ___, what is the last step to follow?
- Complete this task be following these steps.
2.15B
- What does the caption under this picture mean?
- You can tell in this picture that ---
- What can you tell from this picture?
Dec. 4- DCA Review (Reading test Wednesday-1 hour only)
- Fiction and Nonfiction
- Find the word that has the same sound as the underlined letter in the first word.
- How should ___ be divided into syllables?
- Which word has the same vowel sound as ____?
- The prefix ---un
- Abbreviations
- Contractions (not)
- Context clues for word meaning
- Before, after
- Author's purpose
- Main idea/mostly about
- How do you know...?
- Main problem
- Alternate title
- Short answer with text evidence
Looking Ahead:
11/27 Procedural
12/4 DCA on Wednesday
12/11 Fiction
Writing (Expository 11/27, 12/4, 12/11)
- Process-2.17 A, B plan and develop draft (Spanish same)
- Expository Writing: 2.19 A write brief compositions about topics of interest to students.
2.19 B write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (date, salutation, closing)
2.19 C write brief comments on literary or informational texts.
Trait: Word Choice
Mentor Texts for Word Choice:
A Bad Case Of Stripes (Spanish)
Amber on the Mountain
Brave Irene (Spanish)
Canoe Days
Dancing in the Wings
The Lotus Seed
Maniac Magee
Many Luscious Lollipops
Yeh Shen (Spanish)
Wilma Unlimited (Spanish)
The Wolf Who Cried Boy
Dancing in the Wings
Food Fight
The Cowboy and the Black-Eyed Pea
Baloney
Piggy Pie
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenit
Social Studies (11/27 and 12/4) Chapter 2 Lesson 6 and Chapter 3 Lesson 1
Concepts/Main Idea* (*correlates to the Essential Questions)
- People trade goods and services within their communities, with other states, and with other countries.
- Money can be saved to spend at a later time. Some people use banks to save or borrow money.
5(B) create maps to show places and routes within the home, school, and community.
6(B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
6(C) examine information from various sources about places and regions.
(9) Economics. The student understands the value of work. The student is expected to:
9(A) explain how work provides income to purchase goods and services.
9(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
(10) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:
10(A) distinguish between producing and consuming.
18(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
Essential Questions
- What is the World Like?
- How Do People Get What they Need?
- How Do People Save Money
Coming Soon:
12/11 Chapter 3 Lesson 2