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Home My WebLink AboutTeacher Manual Gr. 2-Lesson 6Day 1 Day 2 5tCurious About Words #JSETPGQSFZ PSSBQUPST BSFCJSETUIBUDBQUVSFPUIFSCJSETBOEBOJNBMT GPSGPPE3BQUPSTVTFTIBSQDMBXTDBMMFEUBMPOTBOETIBSQCFBLTUPIFMQUIFN DBUDIUIFJSGPPE5IFJSFZFTJHIUJTBMTPWFSZHPPE5IFZBSFBCMFUPTFFUIF BOJNBMTUIFZIVOUGSPNWFSZIJHIJOUIFBJS 8IFOCBCZSBQUPSTIBUDIGSPNUIFJSFHHT UIFZDBOOPUnZ5IFZDBOOPU DBUDIUIFJSPXOGPPEFJUIFS5IFQBSFOUTmOEGPPEGPSUIFJSCBCJFTBTXFMMBT GPSUIFNTFMWFT4PPO UIFZPVOHSBQUPSTBSFBCMFUPnZBOEIVOUGPSUIFNTFMWFT .BOZCJSETPGQSFZBSFBDUJWFEVSJOHUIFEBZ0UIFSTBSFOPDUVSOBMBOETUBZ BXBLFBUOJHIU0XMTBSFPOFLJOEPGOPDUVSOBMCJSE5IFZDBOTFFBOEIFBSWFSZ XFMM5IJTJTJNQPSUBOUCFDBVTFUIFZIVOUBUOJHIUJOUIFEBSL"MTP PXMTNBLF BMNPTUOPOPJTFXIFOUIFZnZ XIJDIIFMQTUIFNDBUDIPUIFSBOJNBMTCZTVSQSJTF &BHMFTBSFUIFMBSHFTUSBQUPST5IFTFCJSETMPPLGPSQSFZCZHMJEJOHPOBJS DVSSFOUT XJUIPVUOFFEJOHUPnBQUIFJSXJOHT5IJTIFMQTUIFNTBWFFOFSHZTP UIFZDBOIVOUGPSMPOHFSQFSJPETPGUJNF )BXLTBSFBMTPCJSETPGQSFZ5IFZBSFTNBMMFSUIBOFBHMFT8IJMFFBHMFT HMJEFPOBJSDVSSFOUTMPPLJOHGPSGPPE IBXLTQFSDIXIFSFBOJNBMTDBOUTFF UIFN)BXLTMJTUFOGPSHSFFUJOHDBMMTBOEPUIFSDIBUUFSBNPOHUIFBOJNBMT 5IFOUIFZTXPPQEPXOBOETVSQSJTFUIFBOJNBMTUIFZXBOUUPDBUDI .BOZSBQUPSTFBUBOJNBMTUIBUTMFFQUISPVHIUIFXJOUFS'PSUIJTSFBTPO UIFTFSBQUPSTIBWFUPNJHSBUF5IBUNFBOTUIFZnZUPXBSNFSMBOETXIFSFUIFZ DBOm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i#FBST XFNVTUDPOTUSVDUTIFMUFST 8FOFFEUPCVJMEQMBDFTUPTUBZXBSNXIFOUIFDIJMM UIFTOPX BOEUIFTUPSNT DPNF-FUTHFUNPWJOHw "OEUIFZEJE5IFZEJETPJONBOZEJGGFSFOUXBZT #SVDFHBUIFSFEMPBETPGMFBWFTJOUPBHJBOUNPVOE)FDSBXMFEEFFQJOUP UIFNPVOEVOUJMPOMZIJTFBSTXFSFTUJDLJOHPVU #FSUIBUIFCFBSDIPQQFEUJNCFSGSPNUIFTUSPOHFTUMPPLJOHUSFFT5IFOTIF TUBDLFEUIFTMBCTPGXPPEJOUPBGPSU#FSUIBDSBXMFEJOTJEFBOEDVSMFEVQ /PX #VEEZUIFCFBSTBUEPXOUPUIJOL5IFHSPVOEGFMUXBSNCFOFBUI IJN"UIPVHIUDBNFUPIJNi8IBUXPVMEIBQQFOJG*IJEVOEFSUIFHSPVOEJO PSEFSUPTVSWJWFUIJTXJOUFS w 4P#VEEZCFHBOUPEJH)FEVHBCJHUVOOFMJOUPUIFFBSUI"OEUIFOIF DPWFSFEUIFUVOOFMXJUISPDLTBOEEJSUBTBCSBDFBHBJOTUUIFDPME)FNBEF TVSFUPQBDLUIFSPDLTBOEEJSUmSNMZUPHFUIFSUPSFJOGPSDFUIFJSTUSFOHUI 5IFO#SVDF #FSUIB BOE#VEEZXBJUFE "GFXEBZTMBUFS JUTOPXFE5IFTOPXGFMMJOUP#SVDFTNPVOEPGMFBWFT5IF MFBWFTCFDBNFXFUBOEIFBWZi(PTI *NBMMXFUBOEDIJMMZw#SVDFUIPVHIU i*UIJOL#VEEZIBEUIFSJHIUJEFBw"OEIFCFHBOUPEJHJOUPUIFFBSUI "GFXEBZTBGUFSUIBU TUSPOHXJOETDBNF5IFXJOETXIJQQFEBHBJOTU #FSUIBTTPHHZGPSU TQMJOUFSJOHIFSTMBCTPGUJNCFSi0IOP *NVTUmOEBOFX TIFMUFSw#FSUIBUIPVHIUi*XJMMGPMMPX#SVDFBOE#VEEZVOEFSHSPVOEw"OE UIBUTXIBUTIFEJE 8FFLTXFOUCZ5IFTOPXLFQUGBMMJOH5IFXJOETDPOUJOVFEUPXIJQ#VUUIF CFBSTTMFQUQFBDFGVMMZJOUIFJSXBSNUVOOFMT5IFZXFSFIBQQZUIBU#VEEZUIF CFBSXBTTPDMFWFS $0.13&)&/4*0/8IZEJEUIFCFBSTOFFEUPCVJMETIFMUFST 8IBU XPSETIFMQFEZPVVOEFSTUBOEXIJDITIFMUFSXBTUIFTUSPOHFTU Days 3 and 4 “A Shelter for the Winter,” Vol. 1, pp. 24–25 Assessment Pretest/Posttest Administration p. 67 Pretest/Posttest Blackline Masters pp. 102–103 Days 1 and 2 “Birds of Prey,” Vol. 1, pp. 22–23 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 102–103. Use page 67 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Birds gliding v. when a bird fl ies without moving its wings Hawks were gliding in the wind. greeting n. a message that says hello The dove’s greeting to the morning sounded beautiful. hatch v. to come out of an egg Baby birds are helpless when they fi rst hatch. migrate v. to travel long distances to fi nd food Some geese migrate thousands of miles. molt v. to lose feathers Birds molt and then grow new feathers. nocturnal adj. awake at night and asleep during the day Owls are nocturnal birds. Discuss Guide children to see the relationship between each word and the category. Ask a volunteer to come to the front of the room and show the class what a gliding bird looks like. Read Aloud Explain that you will read aloud a story about birds that hunt other birds and animals for food. Then read aloud “Birds of Prey.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Birds of Prey.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About What Birds Do glide migrate greeting molt hatch 1. A bird may sing a greeting to another bird. When else might a bird use its voice? (Sample answer: to warn other birds) 2. Name some birds or animals that migrate. (Sample answer: ducks, whales) 3. Are you a nocturnal animal? (no) Name some nocturnal birds and animals. (Sample answer: owls, bats) Day 3 Day 4 Day 5 Unit 2, Lesson 6 t T13 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Building brace n. a support We put a brace against the wall to hold up the roof. construct v. to build You can construct a hut from sticks and branches. reinforce v. to make stronger Reinforce the roof with extra wood to make it stronger. slab n. a thick, fl at piece A slab of ice covered the sidewalk. splintering v. breaking into tiny pieces I dropped a glass, splintering it on the fl oor. timber n. wood Many houses are made of timber. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: Would you rather have a splintering roof or a roof that is reinforced? Would you rather live in a house made of timber or one made of sticks and branches? Explain. Read Aloud Explain that you will read aloud a story about building shelters. Then read aloud “A Shelter for the Winter.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A Shelter for the Winter.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About Things Used to Build Words About Ways to Build brace slab timber construct reinforce 1. What word might you use to describe what a brace can do to a wall? (reinforce) 2. What could you use as a brace against the wind if you were building a fort? (Sample answer: rocks, a tarp) 3. A small piece of ice could be a cube; a large piece could be a __________. (slab) 4. What would happen to a building if a bulldozer tore it down? (splintering) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Categorize Work with a partner. Tell about three ways you might use a slab of wood. Tell about three ways you might use pieces of timber. Would you use them differently? Why or why not? Examples Name one animal that can molt. Name one object that can splinter. Can an object molt? Can an animal splinter? If so, give an example. It not, explain. Draw Draw a picture of a building people might construct. Show how you could reinforce parts of the building with a brace. Write Suppose you were a nocturnal animal. When would you sleep? When would you go to school? Write about how your life would be different. Describe Imagine that you are a bird. Describe to your partner what it was like to hatch, and what gliding and migrating is like. Do you ever sing a greeting to other birds around you? Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 102–103. Use page 67 to administer the test. Compare scores with Day 1 assessment.