UNIT 4 WEEK 5

SUGGESTED WEEKLY PLAN

LESSON 1 LESSON 2
Suggested Daily Times READING WORKSHOP READING WORKSHOP
READING WORKSHOP FOUNDATIONAL SKILLS FOUNDATIONAL SKILLS
• Word Work T294–T295 • Word Work T308–T309
FOUNDATIONAL SKILLS . . . . . . . . 20–30 min.
»» Phonics: Decode Words with Syllable »» Phonics: Decode and Write Words with
SHARED READING. . . . . . . . . . . . . . . 40–50 min. Pattern VCCV Syllable Pattern VCCV
READING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 min. »» High-Frequency Words Quick Check T309
SMALL GROUP . . . . . . . . . . . . . . . . . . . 25–30 min. »» High-Frequency Words
GENRE & THEME
WRITING WORKSHOP • Interact with Sources: Explore the SHARED READ
Infographic: Weekly Question T296–T297 • Introduce the Text T310–T325
MINILESSON. . . . . . . . . . . . . . . . . . . . . . . . . . 10 min. • Listening Comprehension: Read »» Preview Vocabulary
INDEPENDENT WRITING . . . . . . . 30–40 min. Aloud: “Volunteering Helps Everyone”
T298–T299 »» Read: Kids Can Be Big Helpers
WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 min. • Respond and Analyze T326–T327
• Persuasive Text T300–T301
»» My View
Quick Check T301
Learning Goals »» Develop Vocabulary
Quick Check T327
• I can learn about making a difference by »» Check for Understanding
reading a persuasive text.
READING BRIDGE
• I can develop knowledge about language • Academic Vocabulary: Oral Language
to make connections between reading T302–T303
and writing. • Handwriting: Letters V and W T302–T303
• I can use elements of narrative nonfiction
to write a personal narrative.
SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT
SEL SOCIAL-EMOTIONAL LEARNING TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers T307 • Word Work Support T328
• Strategy, Intervention, and On-Level/ • Guided Reading/Leveled Readers T331

 ssessment Options
A Advanced Activities T306
• ELL Targeted Support T306
• Strategy and Intervention Activities T328,
T330
for the Week • Conferring T307 • Fluency T328, T330
• ELL Targeted Support T328, T330
INDEPENDENT/COLLABORATIVE • Conferring T331
• Daily Formative Assessment Options
• Independent Reading T307
• Progress Check-Ups INDEPENDENT/COLLABORATIVE
• Literacy Activities T307
on SavvasRealize.com • Word Work Activity and Decodable

• Cold Reads on SavvasRealize.com

B O O K CLUB T307 SEL Reader T329
• Independent Reading T331
• Writing Workshop Performance-Based • Literacy Activities T331
Assessment on SavvasRealize.com WRITING WORKSHOP WRITING WORKSHOP
• Writing Workshop Assessment MINILESSON MINILESSON
• Personal Narrative T458–T459 • Personal Narrative T462–T463
»» Edit for Adjectives and Adverbs »» Edit for Spelling
»» Share Back »» Share Back
INDEPENDENT WRITING INDEPENDENT WRITING
• Personal Narrative T458–T459 • Personal Narrative T462–T463
• Conferences T456 • Conferences T456

WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION • Spelling: Teach Syllable Pattern VCCV
• Spelling: Syllable Pattern VCCV T460 T464

Materials Assess Prior Knowledge T460

FLEXIBLE OPTION
• Language and Conventions: Oral
FLEXIBLE OPTION
Turn the page for a list of materials that • Language and Conventions: Spiral Language: Reflexive Pronouns T465
will support planning for the week. Review: Pronouns T461

T290 UNIT 4 • WEEK 5

 LESSON 3 LESSON 4 LESSON 5
READING WORKSHOP READING WORKSHOP READING WORKSHOP
FOUNDATIONAL SKILLS FOUNDATIONAL SKILLS FOUNDATIONAL SKILLS
• Word Work T332–T333 • Word Work T340–T341 • Word Work T346–T347
»» Phonics: Syllable Pattern VCCV »» Read Decodable Text: Kent’s Idea »» Read Decodable Text: Kent’s Idea
»» High-Frequency Words »» Fluency »» Fluency

CLOSE READ CLOSE READ COMPARE TEXTS

• Understand Persuasive Text T334–T335 • Monitor Comprehension T342–T343 • Reflect and Share T348–T349
• Close Read: Kids Can Be Big Helpers • Close Read: Kids Can Be Big Helpers »» Talk About It
Quick Check T335 Quick Check T343 Quick Check T349
»» Weekly Question

READING BRIDGE
• Read Like a Writer, Write for a Reader:
Word Choice T336–T337
• Handwriting: Letters X and I T336–T337

SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT

TEACHER-LED OPTIONS TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers T339 • Guided Reading/Leveled Readers T345 • Guided Reading/Leveled Readers T351
• TXT1_BL
• Strategy and Intervention Activities T338 • Strategy and Intervention Activities T344 • Strategy, Intervention, and On-Level/
• Fluency T338 • Fluency T344 Advanced Activities T350
• ELL Targeted Support T338 • ELL Targeted Support T344 • ELL Targeted Support T350
• Conferring T339 • Conferring T345 • Conferring T351

INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE

• Independent Reading T339 • Independent Reading T345 • Independent Reading T351
• Literacy Activities T339 • Literacy Activities T345 • Literacy Activities T351

B O O K CLUB T351 SEL

WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

MINILESSON MINILESSON MINILESSON
• Personal Narrative T466–T467 • Personal Narrative T470–T471 • Personal Narrative T474
»» Prepare for Celebration »» Celebration »» Assessment
»» Share Back »» Share Back INDEPENDENT WRITING
INDEPENDENT WRITING INDEPENDENT WRITING • Assessment T474–T475
• Personal Narrative T466–T467 • Personal Narrative T470–T471 • Conferences T456
• Conferences T456 • Conferences T456

WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Syllable Pattern VCCV T476
• Spelling: Review and More Practice: • Spelling: Spiral Review: Words with
Syllable Pattern VCCV T468 Prefixes un-, re-, pre-, dis- T472 Assess Understanding T476

• Language and Conventions: Teach • Language and Conventions: Practice FLEXIBLE OPTION
• Language and Conventions: Standards
Reflexive Pronouns T469 Reflexive Pronouns T473
Practice T477

Kids Can Be Big Helpers T291

UNIT 4 WEEK 5
WEEK AT A GLANCE: RESOURCE OVERVIEW

Materials
WEEKLY LAUNCH: INFOGRAPHIC READING WORKSHOP

Look What We Can Do! Children help

younger children.
Weekly Question
Children go to school and learn, of course. They also play They teach them, How can you get
and help at home. But that’s not all children can do. care for them, involved to improve
your community?
and protect them.

Children start their own businesses. Quick Write Think of

Some make and sell lemonade. Others one thing you can do.
make clothes and sell them online. Think of one thing you
would like to do. Write
them here.

Children are scientists. One girl

discovered an exploding star.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

One boy found a chemical that

will help protect Earth.

Children play in children’s

orchestras to make
Children raise
DECODABLE
beautiful music together.
money for charity to
help other children
around the world.
READER
408 409 415

INFOGRAPHIC READING EDITABLE

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“Look What We Can Do!” ANCHOR CHART ANCHOR CHART

Persuasive Text Persuasive Text

Name Name

Handwriting Writing Workshop

Sharks
Letters Mm, Hh, Vv by Susan Hughes
Narrow a Topic
Some topics are too big to write about in one report. Guided Reading Level I
MY TURN Authors narrow their topics. This means that authors DRA Level 16
Write the following letters.
Name Name
choose a smaller part of the big topic to write about. Lexile Measure 450L
Language and Conventions
M My Words to Know Word Count 414
MY TURN

Leveled Readers
Circle the smaller topics.
Some words you must remember and practice. Read the Imperative Sentences
words in the box. Finish writing each word. Say each oak trees giraffes animals An imperative sentence gives a command or makes a

m word.
presidents plants
request. It starts with a capital letter and ends with
George Washington
a period. Text
Characteristics
Text Structure
• Description
Text Features
• Photographs
• Diagrams
any come play
MY TURN Write two ideas to narrow the

H MY TURN Circle the word that completes each ELL Access Video
topic below. Build Background Use the interactive video in the Sharks digital leveled reader to engage students,
imperative sentence.
to support language development, to activate prior knowledge, and to build
MY TURN Sports
1. _________ the black shoes. background for the text.

h 1. c ome
Possible response:
• Buy
• He buys Launch the Book
Preview the Text
Say: This book is about different types of sharks, including where they live, and what and
how they eat. Ask students if they already know anything about sharks. Say: Let’s
2. _________ the shoes on, please. read Sharks to find out more about these amazing creatures.
basketball, soccer
V 2. p lay
• He tries
• Try
Preview the Genre
Hold up the book for students and say: Sharks is an example of informational
text, which means it tells about a real person, place, or thing. Display the cover for

v
students. Ask: Based on this image, can you predict if this book will show sharks to be
3. _________ socks with those shoes.
a
scary or interesting?
3. ny • Wear
Preview Vocabulary
Grade 2 • Unit 1 • Week 5 21 Grade 1, Unit 2, Week 1 • He wears
119
fin (p. 2) gills (p. 9)
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved.

4. _________ fast in the race. hunter (p. 5) endangered (p. 16)

cartilage (p. 6)
RDG20_OSR02_U01W05_HW.indd 21 9/26/17 9:29 AM RDG20_OSR01_U02W01_WW2.indd 119
• He runs 20/09/17 2:46 am

• Run As students whisper-read the book on their own, observe their reading
Observe and behaviors, and monitor their fluency and comprehension.
Monitor
Kindergarten, Unit 3, Week 2 1 Grade 1, Unit 2, Week 5 107
© Pearson Education, Inc., or its affiliates. All rights reserved.
© Pearson Education, Inc., or its affiliates. All rights reserved. If students have trouble identifying main ideas from the text...
then have them use the pictures and diagrams to guide their understanding.

RDG20_OSR0K_U03W02_HFW.indd 1 9/20/17 7:54 AM

RDG20_OSR01_U02W05_LC.indd 107 20/09/17 1:38 am
If students stop at unknown words...
then have them read to the end of the sentence and predict what the word

RESOURCE DOWNLOAD CENTER

might be.

If students are able to read smoothly within a paragraph...

then praise them for their good reading and ask them what they do as they come
to the end of a sentence.

Additional Practice
© Copyright 2020 1

LEVELED READER
TEACHER’S GUIDE

Words of the Week

High-Frequency Words Spelling Words Unit Academic Vocabulary
horse bandit discuss
problem dentist connect
complete harvest responsible
magnet equal
sister improve
contest
doctor
Develop Vocabulary hornet
signal
volunteers
velvet
skill
organizing
participate
shelter

T292 UNIT 4 • WEEK 5

 myView REALIZE DOWNLOAD ASSESSMENT
Digital READER

WEEK 5 LESSON 1
READING WORKSHOP GENRE & THEME
Interactive Read Aloud

Listening Comprehension Fiction Lesson Plan

WHY
InterACTIVE Read-Alouds
OBJECTIVES
Listen actively, ask relevant ques-
Persuasive Text • expose students to texts above their independent reading level.
• deepen students’ comprehension.
tions to clarify information, and • enhance students’ overall language development.
answer questions using multi-word Tell students you are going to read aloud a persuasive text. Have students
responses. listen as you read “Volunteering Helps Everyone.” Explain that students should • provide an opportunity to model fluency and expressive reading.
• foster a love and enjoyment of reading.
Develop and sustain foundational listen actively, paying careful attention to the author’s main argument and
language skills: listening, supporting reasons.
speaking, reading, writing, and
thinking—fluency. The student PLANNING Possible Teaching Points
reads grade-level text with fluency START-UP
• Select a text from the Read Aloud Trade Book Library or the school • Recount the Story
and comprehension.
or classroom library. • Describe Characters,
READ-ALOUD ROUTINE Setting, Plot
Recognize characteristics of • Identify the big idea of the story.
persuasive text including stating • Determine Theme
Purpose Have students listen actively for elements of persuasive text. • Determine the Teaching Point.
what the author is trying to • Make Connections
persuade the reader to think or do. • Write open-ended questions and modeled Think Alouds on sticky
READ the entire text aloud without stopping for the Think Aloud callouts. notes and place in the book at the points where you plan to stop to • Determine Point of View
interact with students.
REREAD the text aloud, pausing to model Think Aloud strategies related
ELL Language Transfer to the genre and the facts and opinions in the text.
BEFORE READING
Cognates Point out the Spanish
cognates students can use to talk • Show the cover of the book to introduce the title, author, illustrator, and genre.
about persuasive text. • State the big idea or theme of the story.
• argument : argumento
• reason : razón
Volunteering Helps Everyone • Point out interesting artwork or photos.
• Evoke prior knowledge and build essential background necessary for
understanding.
• opinion : opinión
Volunteering in your community is one of the • Discuss key vocabulary essential for understanding.

easiest ways you can give back. And it is so easy

THINK ALOUD Analyze DURING READING

READ ALOUD TRADE BOOK LIBRARY

Persuasive Text I need to figure out that everyone can do it! It does not matter how big • You can choose to do a first reading so students get the gist of the story and
why this is a persuasive text. First, I
look at the title: “Volunteering Helps or small your community is. Every community can apply Think Alouds and open-ended questioning for a deeper dive into the
Everyone.” This title is an opinion—it
text.
tells how the author feels about use a little help from its residents. • Read with expression to draw in listeners.
volunteering. Then I read the sentence • Ask questions to guide the discussion and draw attention to the teaching
that says “every community can use a
little help from its residents.” This is Small towns and neighborhoods often have events point.
another opinion. I think the author will • Use Think Alouds to model strategies skilled readers use to monitor
make an argument for readers to help like fairs and parades. The organizers need older comprehension and construct meaning from text.
in the community. • Help students make connections to their own experiences, texts they have
kids to help out with watching younger kids, read or listened to in the past, or the world.
FLUENCY manning game booths, and cleaning up afterward.
After completing the Read-Aloud AFTER READING
Routine, display “Volunteering
Helps Everyone.” Model reading Younger children are perfect helpers for the elderly. • Summarize and allow students to share thoughts about the story.
aloud a short section of the text, • Support deeper conversation by revisiting the theme or big idea of the story.
asking students to pay attention to
They can play games, sing songs, and even put on
• Choose and assign a Student Response Form available on Realize.com
your reading accuracy and to how performances. Seeing young children helps older
you emphasize the key words.
Explain that fluency is about people feel young again!
reading for meaning at a
comfortable rate. Invite partners
to practice expressive reading
using their favorite sentences.

T298 UNIT 4 • WEEK 5

INTERACTIVE READ ALOUD

READ ALOUD
RDG20_ENG_TE02_NA_U4W5_2RW.indd 298 16/10/19 9:11 AM

LESSON PLAN GUIDE

“Volunteering Helps Everyone”

Mentor STACK
B OO K
Genre Persuasive Text

CLUB
Writing Workshop T455
Titles related to
Spotlight Genre and SCOUT
LITERACY
Theme: T506–T509 STATIONS
Copyright © Savvas Learning Company LLC. All Rights Reserved.

by Kenneth Braswell

AUDIO

Audio with
Highlighting

ANNOTATE

417

RDG21_SE02_INT_U04W05_3RW.indd 417 25/01/20 11:06 AM

SHARED READ
Kids Can Be Big
Helpers

Assessment Options for the Week

• Daily Formative Assessment Options
• Progress Check-Ups
on SavvasRealize.com
• Cold Reads
on SavvasRealize.com
• Writing Workshop Performance-Based
Assessment on SavvasRealize.com
• Writing Workshop Assessment
ASSESSMENT GUIDE

Kids Can Be Big Helpers T293

WEEK 5 LESSON 1
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode words using knowledge of
Phonics: Decode Words with Syllable
syllable division patterns such as
VCCV, VCV, and VCCCV. Pattern VCCV
Identify and read high-frequency
words. Minilesson
FOCUS Remind students that each syllable in a word has one vowel sound
FOUNDATIONAL SKILLS and that they have learned about the VCV syllable pattern. Write the word
EXTENSION tablet and read it aloud. Write VCCV over the appropriate letters in the word.
See p. T313 for a syllable pattern Point to the corresponding letters in the word tablet as you tell students
extension activity students can
use while reading the text.
about the VCCV syllable pattern. Say: When two vowels in a word are
separated by two consonants, the syllables break between the two
consonants. Draw a line between the consonants in VC/CV and between
the letters b and l in the word tablet: tab/let.

MODEL AND PRACTICE Point to and say the word carpet near the top of
p. 410 in the Student Interactive. Then say: The vowels in carpet, a and e,
are separated by the consonants r and p. I will break carpet into syllables by
drawing a line between the r and the p: car/pet. Have students say the word
in syllables and then blend the syllables to read the word.

APPLY My TURN Have students draw a line between the syllables in each
word in the chart on p. 410. Then tell them to read, or decode, the words.

TURN, TALK, AND SHARE

SHARE Have students work with a partner
to check where they drew the lines to divide the syllables in the words on
p. 410. Then have them read the words together again, blending the
syllables.

EXPERT’S VIEW Pat Cunningham, Wake Forest University

“coatWriting is the best window into what a child actually knows. For example, if a child spells the word
as cot, you will need to coach him or her. For example, say: If n-o-t is not, and g-o-t is got, then what
is c-o-t? Then ask how to make the word coat. Remind children of what they know to guide them to
apply that knowledge.
”
See SavvasRealize.com for more professional development on research-based best practices.

T294 UNIT 4 • WEEK 5

 myView
DOWNLOAD
Digital

ELL Targeted Support Syllable Patterns Help students recognize HIGH-FREQUENCY WORDS
syllable patterns in words. Display the high-frequency
words horse, problem, and
Say: The word letter has two vowel sounds, so it has two syllables.
complete. Provide clues for
Model saying the two syllables with a pause between let and ter. Ask
each high-frequency word and
students to say letter to show the two syllables and then blend the
have students respond by
syllables to say the word. Have them use letter in a sentence.
saying and spelling the word.
Continue with the words inside and harden. EMERGING
• This word is the opposite of
Write the word letter, say it, and have students identify how many
a solution. (problem)
vowel sounds they hear and the number of syllables in the word.
• This word means the same
Draw a line between the consonants to show the division. Repeat
as finish. (complete)
with inside and harden. DEVELOPING
• This word rhymes with the
Have students work with a partner to say and break the following word course. (horse)
words into syllables: almost, tunnel, subject, blanket, and hanger.
EXPANDING

STUDENT INTERACTIVE, p. 410

PHONICS

Syllable Pattern VCCV

Each syllable in a word has one vowel sound. When two
vowels are separated by two consonants (VCCV), the
syllables break between the consonants (VC/CV). The vowel
sound in the first syllable is usually short. Sometimes it is an
r-controlled vowel.

tablet tab/let insect in/sect carpet car/pet

MY TURN Draw a line between the syllables in each

word. Then read, or decode, the words.

basket reptile sister contact public

bas/ket rep/tile sis/ter con/tact pub/lic
trumpet market orbit circus napkin
trum/pet mar/ket or/bit cir/cus nap/kin

TURNandTALK With a partner, check where you

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

T
drew the lines to divide the syllables. Then read the words
together again, blending the syllables.

The second syllable

can have a short, long,
or r-controlled vowel. Look
for syllable patterns you’ve
learned.

410

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Kids Can Be Big Helpers T295
WEEK 5 LESSON 1
WEEKLY LAUNCH GENRE & THEME

Interact with Sources

OBJECTIVES
Make connections to personal
Explore the Infographic
experiences, ideas in other texts,
and society. Remind students of the Essential Question for Unit 4: Why is it important to
connect with other people? Point out the Week 5 Question: How can you get
Interact with sources in meaningful
ways such as illustrating or writing. involved to improve your community?

Direct students’ attention to the infographic on pp. 408–409 in the Student

Interactive. Have students read the infographic and discuss the different ways
ACADEMIC
children can get involved with the community.
VOCABULARY
Language of Ideas Academic Use the following questions to guide discussion:
language helps students access
ideas. After you discuss the • What is happening in each photo?
infographic, say: Discuss how
children can be responsible • In what ways can children raise money?
members of the community.
• discuss • equal • In what ways can children help others?
• connect • improve WEEKLY QUESTION Reread the Week 5 Question: How can you get involved
• responsible to improve your community? Tell students they just learned that children can
Emphasize that these words will improve the community by doing many things. Explain that this week they will
be important as students read and
read about more ways children can help out.
write about the Essential Question.

Quick Write Have students make connections to personal experiences by

responding to the Quick Write question on p. 409 in the Student Interactive.
Ask volunteers to share their ideas with the class.

T296 UNIT 4 • WEEK 5

 ELL Targeted Support Visual and Contextual Support Read aloud the paragraph
that accompanies each visual. Use the visual supports to help students understand the
content-area text.

Ask students to identify things in each visual. Preview key vocabulary: sell, care, protect,
and beautiful. Ask: What are the children doing? EMERGING

Ask students to identify what is happening in each visual. Preview key vocabulary:
lemonade, raise money, protect, and discover. Ask: Which one of these activities would
you like to do? Why? DEVELOPING

Ask students to explain how each visual connects to the paragraph next to it. Preview
key vocabulary: business, charity, exploding, chemical, and orchestra. Ask: What does
each photo have to do with community? EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 408–409

WEEKLY LAUNCH: INFOGRAPHIC

Look What We Can Do! Children help

younger children.
Weekly Question
Children go to school and learn, of course. They also play They teach them, How can you get
and help at home. But that’s not all children can do. care for them, involved to improve
your community?
and protect them.

Children start their own businesses. Quick Write Think of

Some make and sell lemonade. Others one thing you can do.
make clothes and sell them online. Think of one thing you
would like to do. Write
them here.

Children are scientists. One girl

discovered an exploding star.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

One boy found a chemical that

will help protect Earth.

Children play in children’s

orchestras to make
Children raise beautiful music together.
money for charity to
help other children
around the world.

408 409

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T297
WEEK 5 LESSON 1
READING WORKSHOP GENRE & THEME

Listening Comprehension
OBJECTIVES
Listen actively, ask relevant ques-
Persuasive Text
tions to clarify information, and
answer questions using multi-word Tell students you are going to read aloud a persuasive text. Have students
responses. listen as you read “Volunteering Helps Everyone.” Explain that students should
Develop and sustain foundational listen actively, paying careful attention to the author’s main argument and
language skills: listening, supporting reasons.
speaking, reading, writing, and
thinking—fluency. The student
reads grade-level text with fluency START-UP
and comprehension.
READ-ALOUD ROUTINE
Recognize characteristics of
persuasive text including stating
Purpose Have students listen actively for elements of persuasive text.
what the author is trying to
persuade the reader to think or do. READ the entire text aloud without stopping for the Think Aloud callouts.
REREAD the text aloud, pausing to model Think Aloud strategies related
ELL Language Transfer to the genre and the facts and opinions in the text.
Cognates Point out the Spanish
cognates students can use to talk
about persuasive text.
• argument : argumento
• reason : razón
Volunteering Helps Everyone
• opinion : opinión
Volunteering in your community is one of the
easiest ways you can give back. And it is so easy
THINK ALOUD Analyze
Persuasive Text I need to figure out that everyone can do it! It does not matter how big
why this is a persuasive text. First, I
look at the title: “Volunteering Helps or small your community is. Every community can
Everyone.” This title is an opinion—it
tells how the author feels about use a little help from its residents.
volunteering. Then I read the sentence
that says “every community can use a
little help from its residents.” This is Small towns and neighborhoods often have events
another opinion. I think the author will
make an argument for readers to help like fairs and parades. The organizers need older
in the community.
kids to help out with watching younger kids,
FLUENCY manning game booths, and cleaning up afterward.
After completing the Read-Aloud
Routine, display “Volunteering
Helps Everyone.” Model reading Younger children are perfect helpers for the elderly.
aloud a short section of the text,
asking students to pay attention to
They can play games, sing songs, and even put on
your reading accuracy and to how performances. Seeing young children helps older
you emphasize the key words.
Explain that fluency is about people feel young again!
reading for meaning at a
comfortable rate. Invite partners
to practice expressive reading
using their favorite sentences.

T298 UNIT 4 • WEEK 5

myView
DOWNLOAD
Digital

“Volunteering Helps Everyone,” continued

Families can work together to keep their yards and

neighborhood clean, which instills pride in their
community. And families can also help neighbors THINK ALOUD Analyze
who cannot care for their own homes. When you Persuasive Text This paragraph has
facts, which state something that is
volunteer as a family, you grow closer because you true. One fact is in the second
sentence. It says that many
are doing something meaningful together. community services “do not have
enough staff members to do all the
work.” This detail helps support the
main argument that people should
Many community services rely on volunteers to volunteer in their community. The
author is giving facts and supporting
help out. Libraries, sporting events, and animal details to help persuade readers.

shelters do not have enough staff members to do

all the work. Most volunteers can choose their own ELL Access
To help prepare students for the
hours and stop by when they can to help out, oral reading of “Volunteering Helps
making it really convenient. Everyone,” read aloud this short
summary:
Volunteering helps everyone,
One of the great parts of volunteering is that you including volunteers. Older kids
can help at fairs and parades.
can choose where you volunteer. When you find Children can entertain the elderly.
something you are passionate about, it is easy and Families can work together to keep
the neighborhood clean. Libraries,
fun to put in the time. You can learn good skills to sporting events, and animal
shelters need volunteers. The
put to use in a job later, too. argument is that volunteering
helps a community and people
who live there.
Volunteering in the community helps the
community grow and thrive, keeps it safe, and FLEXIBLE OPTION
makes others feel good about where they live. It’s a INTERACTIVE
win-win for everyone. Trade Book Read Aloud
• Conduct an interactive read aloud
of a full-length trade book.
• Choose a book from the Read
Aloud Trade Book Library or the
school or classroom library.
• Select an INTERACTIVE Read
WRAP-UP Aloud Lesson Plan Guide and
Student Response available on
SavvasRealize.com.
Argument
• Preview the book you select for
Details Evidence Work with students to identify the main appropriateness for your
argument, supporting details, and evidence students.
in “Volunteering Helps Everyone.”

Kids Can Be Big Helpers T299

WEEK 5 LESSON 1
READING WORKSHOP GENRE & THEME

Persuasive Text
LEARNING GOAL
I can learn about making a
Minilesson
difference by reading a
persuasive text. FOCUS ON STRATEGIES The author of a persuasive text uses facts and
details to get readers to think or act a certain way.
OBJECTIVE
Recognize characteristics of Remind students that they have already read biographies. Tell them that
persuasive text, including skilled readers make connections between genres.
distinguishing facts from opinion.
• A biography often has facts and details. How do authors of persuasive
texts use facts and details?
LANGUAGE OF • A persuasive text contains the author’s opinions about the topic. Does
THE GENRE a biography have the author’s opinion? Explain.
After discussing the genre and
anchor chart, remind students to Explain that opinions are beliefs and feelings. This makes them different
use words related to persuasive
text in their discussions. from facts. Readers distinguish facts from opinions in persuasive text. They
• author’s viewpoint
look for clue words such as the best, the worst, and I believe to recognize
• fact
opinions.
• opinion
MODEL AND PRACTICE Model comparing authors’ purposes in writing a
biography and a persuasive text. In Kent’s Idea, we read about a problem
FLEXIBLE OPTION that the character wanted to solve. Kent wanted to do more and came up
ANCHOR CHARTS with a solution. He had a good reason because he always completed his
• Display a blank poster-sized lessons early. Persuasive text is often about a problem. The author sees a
anchor chart in the classroom. problem and wants to persuade others to help solve it. The author uses
• Review the genre throughout facts and details to convince readers to think or act in a certain way.
the week by having students
work with you to add to the Have students use this process to compare a persuasive text to a text in
class anchor chart. another genre.
• Have students suggest facts
and opinions to look for.
• Have them add specific text
titles as they read new texts.
ELL Targeted Support Express Opinions Have students practice
expressing opinions in persuasive language.

Ask students to try to convince you why they should have no

homework for the rest of the year. Provide an opinion statement and
sentence frames for reasons: Our class should not have homework.
One reason is _____. Another reason is _____. EMERGING/DEVELOPING

T300 UNIT 4 • WEEK 5

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies to identify persuasive text. Notice and Assess Can students
identify persuasive text?
OPTION 1 TURN, TALK, AND SHARESHARE Have students work with
Decide
a partner to complete the Turn and Talk activity on p. 414 of the
Student Interactive. Circulate to discover if students can successfully • If students struggle, revisit
compare and contrast biographies and persuasive text. instruction about persuasive text in
Small Group on pp. T306–T307.
OPTION 2 Use Independent Text Have students create a T-chart
• If students show understanding,
listing the characteristics of a biography and a persuasive text.
extend instruction about
persuasive text in Small Group
on pp. T306–T307.

STUDENT INTERACTIVE, pp. 414–415

GENRE: PERSUASIVE TEXT READING WORKSHOP

My
I can learn about making a difference
Learning
by reading a persuasive text.
Goal

Persuasive Text
Persuasive text uses facts and opinions to get
readers to think or act a certain way.

Jan for Class President

If I’m elected class president, I’ll make
recess longer. We need a longer recess
because students spend a lot of time
sitting. We need to move more! I believe
having fun outside helps us think better.
We’ll get better grades. Vote for me if
you agree!
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

TURNandTALK Talk with a partner.

T
Describe how biographies and persuasive text are
alike. Then tell how they are different.

414 415

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T301
WEEK 5 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Academic Vocabulary
LEARNING GOAL
I can develop knowledge about
Oral Language
language to make connections
between reading and writing.
Minilesson
OBJECTIVE FOCUS ON STRATEGIES Remind students that oral language is talking. We
Respond using newly acquired talk to express knowledge, ideas, and feelings.
vocabulary as appropriate.
Remind students of the academic vocabulary for the unit: discuss, connect,
responsible, equal, and improve.
ELL Access
• Listen to the way others speak about a text, and then compare that to
Academic Language Proficiency
Help students build academic the words the author uses in the text itself.
language proficiency by providing • Practice using academic vocabulary when speaking.
frequent and varied opportunities
for them to speak using academic • Pay attention to the way a spoken word sounds and to how you can
vocabulary words in context. use that word appropriately in a conversation.
Use academic vocabulary in your
questions and prompt students to
include it in their responses. For MODEL AND PRACTICE Call on a volunteer to have a brief conversation with
example, ask: Can we improve our you. Using words from the unit, express an opinion or ask a question and
school when we work together?
Can we make things better? Provide
prompt the student to respond. Say: We are having a conversation. We are
sentence frames for students to using oral language.
respond verbally: We can improve
our school. We can ____. Organize students into pairs or small groups and allow time for them to
discuss favorite topics or interesting information they learned during
the week.

Handwriting
OBJECTIVE
Develop handwriting by accurately
Letters V and W
forming all cursive letters using
appropriate strokes when FOCUS Display cursive letters V and W.
connecting letters.
MODEL Model writing cursive letters V and W. Work with students to explain
how to form the cursive letters using appropriate strokes.

T302 UNIT 4 • WEEK 5

 myView
Digital
DOWNLOAD READING BRIDGE

ASSESS UNDERSTANDING WEEKLY STANDARDS

PRACTICE
Apply To assess student progress on
Academic Vocabulary, use the
Weekly Standards Practice online
TURN AND TALK
TALK Have students complete the activity on p. 437 at SavvasRealize.com
of the Student Interactive.

STUDENT INTERACTIVE, p. 437

VOCABULARY READING-WRITING BRIDGE

I can develop knowledge about My

language to make connections Learning
between reading and writing. Goal

Academic Vocabulary
You have learned many different words during this
unit. Choose six new words you learned that could
help you answer the Essential Question: Why is it
important to connect with other people? Write them
in the blanks below.
Accept any words that have come up in this unit’s academic
vocabulary lessons or discussions.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

TURNandTALK Tell your partner why you chose

T
the words you did. Then use the words to answer the
Essential Question.

437

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PRACTICE Have students complete Handwriting p. 207 from the Resource Name

Download Center for additional practice writing cursive letters V and W. Handwriting
Cursive Letters V, W
Look at the uppercase cursive V in the box. What kinds of strokes are
used? Where do you start an uppercase cursive V? How do you finish it?

MY TURN Trace the cursive letters.

V V___V___V___V___V___V_______

MY TURN Write uppercase cursive letter V.

________________________________
Look at the uppercase cursive W in the box. What kinds of strokes are
used? Where do you start an uppercase cursive W? What do you do
next? How do you finish it?

W W___W___W___W___W___W_______

MY TURN Write uppercase cursive letter W.

________________________________
Grade 2 • Unit 4 • Week 5 207
© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04_HW.indd 207 19/04/18 11:50 AM

Handwriting p. 207

Kids Can Be Big Helpers T303

WEEK 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Matching Texts to Learning TMR TMR TMR TMR Teacher Managed Resource

To select other texts that match your instructional focus and your groups’ instructional range,
use the Leveled Reader Search functionality at SavvasRealize.com.

Helping Your
Community Show-and-Tell
Lee Choon-Yi • Art by Dongjun Lee
Flags

TMR TMR
Mary Clendenning Genge LEVEL I LEVEL J Sheri Doyle
LEVEL J
LVR_G2_LJ_U4_9781486906154.indd 1 2017-07-07 12:40 PM
LVR_G2_LI_U4_9781486906635.indd 1 2017-07-17 1:22 PM LVR_G2_LJ_U4_9781486906925.indd 1 2017-08-22 12:18 PM

Genre Expository Text Genre Narrative Genre Informational Text

Text Elements Text Elements Text Elements

• Table of Contents • Complex letter-sound • Some ideas new to most
• Multisyllable words relationships readers
• Many lines of print per page • Many lines of print per page
Text Structure
• Compare and Contrast Text Structure Text Structure
• Chronological • Description

Guided Reading Instruction Prompts

To support the instruction in this week’s minilessons, use these prompts.

Identify Persuasive Text Develop Vocabulary Understand Persuasive

Text
• Is the text trying to get you to • W
 ould you use context, a
think or act a certain way? dictionary, or a glossary to find • H
 ow do you know this is a
• Does it have facts and opinions? the definition of the word ___? persuasive text?
• D
 id the author change your mind • H
 ow can you find the correct • W
 hat is the author’s main
about something? pronunciation of the word ___? argument?
• W
 hy would the author need to • W
 hat evidence does the author
use this particular word? use to support one of his or her
reasons?

T304 UNIT 4 • WEEK 5

 myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP

TMR TMR TMR TMR Teacher Managed Resource

Let’s Talk
Rosina Thompson

TMR TMR
LEVEL K LEVEL L LEVEL M
LVR_G2_LK_U4_9781486906772.indd 1 2017-07-11 10:07 AM

Genre Expository Text Genre Narrative Nonfiction Genre Informational Text

Text Elements Text Elements Text Elements

• Longer, more complex • Some new vocabulary • Most content carried by text
sentences explained in the text • M
 ultisyllable words that are
• Varied organization • Challenging multisyllable challenging to decode
words
Text Structure Text Structure
• Description Text Structure • Compare and Contrast
• Description

Leveled Reader
Teacher’s Guide
For full lesson plans for these
and other Leveled Readers, go
Monitor Comprehension Compare Texts to SavvasRealize.com.
• W
 hat is one way you can • W
 hat connections can you make
monitor your comprehension to other books? Sharks
by Susan Hughes

about something in the text you

Guided Reading Level I

• W
 hat facts and opinions did the
DRA Level 16
Lexile Measure 450L
Word Count 414

do not understand? author use to support the main Text

Characteristics
Text Structure
• Description
Text Features
• Photographs
• Diagrams

ELL Access Video

Build Background Use the interactive video in the Sharks digital leveled reader to engage students,

• H
 ow did you use your argument?
to support language development, to activate prior knowledge, and to build
background for the text.

Preview the Text

Say: This book is about different types of sharks, including where they live, and what and
Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

background knowledge to make

Preview the Genre
Hold up the book for students and say: Sharks is an example of informational
text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be
scary or interesting?

an inference about the text?

Preview Vocabulary
fin (p. 2) gills (p. 9)
hunter (p. 5) endangered (p. 16)
cartilage (p. 6)

As students whisper-read the book on their own, observe their reading

Observe and behaviors, and monitor their fluency and comprehension.

Word Work
Monitor

• W
 hat visual cues helped you
If students have trouble identifying main ideas from the text...
then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word
might be.

better understand something in

If students are able to read smoothly within a paragraph...
then praise them for their good reading and ask them what they do as they come
to the end of a sentence.

the text? See Possible Teaching Points in

© Copyright 2020 1

the Leveled Reader Teacher’s

Guide.

Kids Can Be Big Helpers T305

WEEK 5 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T301 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY PERSUASIVE TEXT IDENTIFY PERSUASIVE TEXT
Teaching Point The purpose of a persuasive Use Lesson 36, pp. T217–T222, in the myFocus
text is to get readers to think or act a certain Intervention Teacher’s Guide to instruct students
way. The author of a persuasive text gives an on the characteristics of persuasive text.
opinion and uses facts to support the opinion.
LEVEL C • READ

ELL Targeted Support Lesson 36 Genre: Informational and Persuasive Texts

DIRECTIONS Follow along as your teacher reads “Farm to Table” and “Fun Fruit
Use visual and contextual support to help Salad.” Think about what the author wants you to know.

students develop vocabulary related to facts and Farm to Table

opinions. Display an image of a brown dog, and 1 Each person in the United States eats about
273 pounds of fruit each year! Add to that the
415 pounds of vegetables we eat! Where do all
then write: The dog is brown. I do not like dogs. these fruits and vegetables come from? You may
answer, a farm! But where is that farm? It could
be a few miles away. Or, it could be across an
Help students echo-read each sentence. Then ocean. Let’s look at two different ways fruits and
vegetables make it from the farm to your table.

identify the first sentence as a fact and the 2

Farmers’ Markets
Your local farmers’ market is filled with fresh

second sentence as an opinion. EMERGING produce. It is fresh because it traveled only a few
miles to reach you. You could eat an apple that
was picked earlier that day! When you buy produce
from a farmers’ market, you help your local farmer.
Have students read each sentence aloud. Ask: Of course, you miss out on fruits and vegetables
that are not in season. Also, you may live in a place

What color is the dog? How do I feel about where some produce cannot grow.
Supermarkets
dogs? Then identify which sentence is an opinion 3 Walk through your local supermarket. You’ll
see lots of different fruits and vegetables. Many
supermarkets buy their produce from large
and which is a fact. DEVELOPING suppliers. The produce may travel by truck, train, or
even a ship to reach your supermarket. This means
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

that it was likely picked days or even weeks before.

Ask partners to identify and explain each Of course, your supermarket may have fruits and
vegetables that won’t grow in your area. If you live
where it is cold, then some fruits, such as oranges,
sentence. Then have them discuss other facts 4
must travel from warmer places.
Fruits and vegetables are tasty and good for
and opinions they could write about the image. you. Ask a few questions to find out where they
come from!

EXPANDING
Reading Informational Text T • 217

Have individuals copy each sentence and

complete these sentences to explain which is RDG20_TG_LevC_MF_Int_L36.indd Page 217 9/13/17 12:23 PM f-0258 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_C/XXXXXXXXXX/Layout/Interior_Files ...

an opinion and which is a fact: This is a fact

because _____. This is an opinion because _____. On-Level and Advanced
Then ask them to write one more opinion and
one more fact about the image. BRIDGING INQUIRY
For additional support, see the online Question and Investigate Have students use
Language Awareness Handbook. the infographic on pp. 408–409 in the Student
Interactive to generate questions about ways they
can get involved in their community and then
choose one question to investigate. Throughout the
week, have students conduct research about the
question. See Extension Activities pp. 242–246 in
the Resource Download Center.

T306 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
VIDEO GAME DOWNLOAD

Independent/Collaborative
3 students/3–4 minutes
Conferring per conference Independent Reading
IDENTIFY PERSUASIVE TEXT Students can
• read a self-selected trade book.
Talk About Independent Reading Ask students
to explain how they know the book they are • read and listen to a previously read Leveled
reading is a persuasive text. Reader or eText.
• continue reading their Book Club text.
Possible Conference Prompts
• What makes this text a persuasive text?
• What do you think is the author’s purpose for Centers
writing?
• How is the author trying to persuade you to See the myView Literacy Stations in the
feel or act? Resource Download Center.
Possible Teaching Point The author of a
persuasive text uses facts and evidence to get
readers to think or act in a certain way. Literacy Activities
Students can
• write about their reading in a reading
notebook.
Leveled Readers • retell a text to a partner.
• play the myView games.
IDENTIFY THEME
• For suggested titles, see Sharks
by Susan Hughes

Matching Texts to Learning,

Guided Reading Level I

B O O K CLUB
DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T304–T305. Text

Characteristics

Build Background
Text Structure
• Description

ELL Access Video

Text Features
• Photographs
• Diagrams

Use the interactive video in the Sharks digital leveled reader to engage students,
to support language development, to activate prior knowledge, and to build
background for the text.

• For instructional support on

Preview the Text

See Book Club, pp. T506–T509, for

Say: This book is about different types of sharks, including where they live, and what and
Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

Preview the Genre

Hold up the book for students and say: Sharks is an example of informational

determining the theme of a

text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be

• ideas for facilitating Book Club.

scary or interesting?

Preview Vocabulary
fin (p. 2) gills (p. 9)
hunter (p. 5) endangered (p. 16)

text, see the Leveled Reader

cartilage (p. 6)

As students whisper-read the book on their own, observe their reading

Observe and behaviors, and monitor their fluency and comprehension.
Monitor

• suggested texts to support the unit theme and

If students have trouble identifying main ideas from the text...
then have them use the pictures and diagrams to guide their understanding.

Teacher’s Guide.
If students stop at unknown words...
then have them read to the end of the sentence and predict what the word
might be.

If students are able to read smoothly within a paragraph...

Spotlight Genre.
then praise them for their good reading and ask them what they do as they come
to the end of a sentence.

© Copyright 2020 1

• support for group’s collaboration.

• facilitating use of a trade book.

Whole Group
Share Bring the class back together as a whole group. Invite one or two students
to share some observations about persuasive texts using examples from a real text.
Reinforce with students the reading strategies the students used.
Kids Can Be Big Helpers T307
WEEK 5 LESSON 2
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode words using knowledge of
Phonics: Decode and Write Words with
syllable division patterns such as
VCCV, VCV, and VCCCV. Syllable Pattern VCCV
Identify and read high-frequency
words. Minilesson
FOCUS Remind students that words are made up of syllables and that each
ADDITIONAL syllable in a word has only one vowel sound.
PRACTICE
For additional student practice MODEL AND PRACTICE Point to and name the first word on p. 411 in the
with syllable pattern VCCV, use
Phonics p. 191 from the Resource Student Interactive: expert. Have students say the word with you. Say: I can
Download Center. hear two vowel sounds in the word expert, so I know it has two syllables. I
can see the VCCV vowel pattern in the word. I will break this word into
syllables by splitting it between the two consonants, x and p. Write ex pert.
FOUNDATIONAL SKILLS
Name Say the word in syllables. Have students say it with you. Then blend the
Phonics
Syllable Pattern VCCV syllables to read the word.
The vowels (V) in the alphabet are a, e, i, o, u and sometimes y. The
consonants (C) are all the other letters. The syllable pattern VCCV
appears in words such as Anna and hidden.

MY
TURN Write a word with a VCCV pattern that matches
the picture on the left.

1.

lettuce
APPLY My TURN Have students divide each VCCV word on p. 411 in the
___________________

2.
Student Interactive. Tell them to write the syllables in the boxes next to each
kitten
___________________ word. Then have them blend the syllables to read the words.
3.

mittens
___________________

ELL Targeted Support

Read the words below. Use the words to write two sentences of your
own. Write the sentences on the back of this paper.
Language Structures Provide practice dividing
words into syllables.
rotten puppet

Grade 2, Unit 4, Week 5 191

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04W05_PH.indd 191 19/04/18 11:38 AM

Say the word rabbit and have students repeat it after you. Ask how many
Phonics p.191
syllables they hear when they say the word. Then write rabbit. Say that the
pattern with the vowel a, two consonants b and b, and vowel i is a clue that
the word breaks into syllables between the two consonants. Draw a line
between b and b. Ask students to draw a picture of a rabbit and label it with
the word written in syllables and as one word. EMERGING

Write: rabbit, dentist, and sandal. Say the words and have students repeat
them after you. Point out that words spelled with a vowel, two consonants,
and a vowel usually are divided into syllables between the two consonants.
To demonstrate, draw a line between b and b in rabbit. Repeat with dentist
and sandal. Then ask partners to divide the following words into syllables:
muffin, bandit, sudden, lumber, hornet. DEVELOPING

Ask students to find words with the VCCV spelling pattern in their texts and
list the words, drawing a line between the syllables. Then ask partners to
check each other’s work. EXPANDING

T308 UNIT 4 • WEEK 5

 myView
DOWNLOAD GAME
Digital

FORMATIVE ASSESSMENT OPTIONS

HIGH-FREQUENCY WORDS
Apply QUICK CHECK Create a chart with each letter
Notice and Assess Are students of a high-frequency word inside
Have students use these strategies a box. Then ask students to
able to identify and write words with
for decoding words with syllable say each word and repeat the
the VCCV syllable pattern?
pattern VCCV. letters after you. Ask volunteers
Decide to use the words in sentences.
OPTION 1 Have students review
• If students struggle, revisit
the words on SI p. 411 and identify horse
instruction for Syllable Patterns in
the syllables in each word.
Small Group on pp. T328–T329.
OPTION 2 Independent Activity problem
• If students show understanding,
Have students use letter tiles to extend instruction for Syllable
make the following words: happen, Patterns in Small Group on complete
hunger, blanket, napkin. Then have pp. T328–T329.
them write the words and draw a
line to show the syllable breaks.

STUDENT INTERACTIVE, p. 411

FOUNDATIONAL SKILLS

Syllable Pattern VCCV

MY TURN Write the syllables of each word in
the boxes next to it. Then read the word.

1. expert ex pert

2. invent in vent

3. object ob ject

4. plastic plas tic

5. publish pub lish

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

6. perfect per fect

7. garden gar den

8. custom cus tom

411

Kids Can Be Big Helpers T309

RDG20_SE02_NA_U04W05_2RW.indd Page 411 12/9/19 11:21 AM f-0222 /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade2_2/0134908813/Layout/Interior_Files/Uni ...
WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

Introduce the Text

Preview Vocabulary
• Introduce the words on p. 416 in the Student Interactive and define them as
needed.
Kids Can Be Big
Helpers   volunteers: people who do jobs without getting paid
  skill: something a person does well
OBJECTIVES
Establish purpose for reading   organizing: planning so things run smoothly
assigned and self-selected texts.
  participate: take part; join
Generate questions about text
before, during, and after reading to   shelter: a home for a short time
deepen understanding and gain
information. • Knowing these words will help you figure out the main argument, the facts,
and the opinions in Kids Can Be Big Helpers. As you read, highlight the
Recognize characteristics of
persuasive text, including stating vocabulary words when you see them in the text. Ask yourself what they tell
what the author is trying to you about ways children can help their community.
persuade the reader to think or do.

Read
Shared Read Plan
Discuss the First Read Strategies. Prompt students to establish that the purpose
First Read Read the text.
Pause to discuss the First for reading this selection might be to find out how to improve a community.
Read notes with students.
Close Read Use the Close
Read notes to guide your FIRST READ STRATEGIES
instruction for Lessons 3 and 4.
READ Remind students to look through the text to learn what the author wants to persuade
readers to believe.
LOOK Encourage students to look at the headings to learn what each section of text is
about.
ASK Have students ask questions as they read to clarify what ideas are most important.
TALK Direct students to talk about what they read to help them summarize the text.

Students may read independently, in pairs, or as a class. Use the First Read
notes to help them connect with the text and guide their understanding.

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ELL Targeted Support Prereading Tell students that using a ELL Access
graphic organizer to learn new vocabulary can help them Background Knowledge
Students make meaning not only from
understand the text. the words they learn but also from their
prior knowledge. Encourage students
Display a concept web with volunteers in the middle. Help students to share personal knowledge or texts
brainstorm words that come to mind when they think of volunteers. they have read about the many ways
people volunteer.
Fill in the web as they make suggestions. Then repeat with a web for
the remaining vocabulary words: skill, organizing, participate, and
shelter. EMERGING/DEVELOPING

Have partners read the definition of each vocabulary word in the

margins. Then distribute concept webs and direct partners to
brainstorm ideas and complete a web for each vocabulary
word. EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 416–417

Genre Persuasive Text

Kids Can Be Big Helpers

Preview Vocabulary
Look for these words as you read Kids Can Be Big Helpers.

volunteers skill organizing participate shelter

First Read
Read to learn what the author wants to persuade you
to believe.

Look at the headings to learn more.

Ask what ideas are most important.

Talk to summarize the text.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

by Kenneth Braswell

Meet the Author

Kenneth Braswell has written two books for children. He
feels that helping out in his community is very important.
AUDIO
Some of the ideas in this text came from his own son, who
Audio with
is in second grade. Highlighting

ANNOTATE

416 417

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12:09 PM 417
Kids Can Be Big Helpers 25/01/20 11:06 AM
T311
WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
First Read 1 There are more than 320 million
Understand people living in the United States. How
Read Persuasive can so many people get along? One
THINK ALOUD Since this is the first Text way is by helping each other. Every
paragraph in the text, I think the author will Underline words day, millions of Americans help other
probably tell me about the main idea or topic. that tell what
I know this is a persuasive text, so I should Americans. Many of these helpers are
the author wants
have an idea about his argument after I read
to persuade
students. Kids can be big helpers.
this page. The text mentions that “millions of
Americans help other Americans.” I think the the reader to
author might make an argument that I should believe.
help other people. The text mentions that
“millions of Americans help other Americans”
every day. I think this might be the topic. I
wonder if the text will tell me how people
help.

Close Read

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Understand Persuasive Text
Explain that persuasive texts use facts or
opinions to get readers to think or act a
certain way. You can often find the main
argument, or the main idea, in the first
paragraph of the text.
Have students scan paragraph 1 to find and
underline the words that tell what the author
wants to persuade the reader to believe. See
student page for possible responses.
Ask students if they can make a prediction
about one way the text may suggest that
people can help each other. Have students 418
support their responses with evidence from
p. 418.
Possible Response: I see two girls writing in RDG20_SE02_NA_U04W05_3RW.indd Page 418 12/9/19 9:37 AM f-0222 /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade2_2/0134908813/Layout/Interior_Files/Uni ...

a notebook on p. 418. I think they are helping Possible Teaching Point

each other with homework or other
schoolwork. I think the text will talk about Read Like a Writer | Author’s Craft
helping others at school.
Word Choice To help students develop a clear understanding of why it is
DOK 2 important for authors of persuasive text to carefully choose their words,
direct them to sentence 5. Discuss with students how the author’s word
OBJECTIVE choice in this sentence helps convince readers to think or act a certain way.
For example, ask whether the author’s use of students makes them feel
Recognize characteristics of persuasive
text, including stating what the author is more connected to the text. For more information on instruction in Author’s
trying to persuade the reader to think Craft, see pp. T336–T337.
or do.

T312 UNIT 4 • WEEK 5

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First Read
Look
THINK ALOUD I need to keep my
eyes open for headings to learn more about
the topic. I know that headings are text
features that tell me what a section of text
will be about. I see some short text at the
beginning of paragraph 2, and it says
“Helping Others at Home and at School.”
Now I know what I am going to learn about.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Helping Others at Home and

at School
2 You see people being helpful every day.
At home, family members carry groceries
or help do the dishes. At school, students
help teachers clean up. Students help
classmates with school work.

419

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Foundational Skills Extension

Syllable Pattern VCCV
Help students find the word on p. 419 that has the syllable pattern VCCV. Direct
students to the word members. Have students read the word aloud. Help
students understand that with this pattern, the first vowel in the word has a
short sound. Emphasize the short e sound in members.

Kids Can Be Big Helpers T313

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Helping Others in the

Community
Talk 3 You see people helping in your
THINK ALOUD Let me see if I can
community, too. Some people help
summarize this paragraph by retelling the as part of their jobs, such as police
information in a few sentences. The text talks volunteers people officers. Some helpers are volunteers.
about people who help the community. Some who do jobs without
of these people are paid, and some are getting paid
A volunteer is someone who is not paid
volunteers, who are not paid. That seems to to do a job. Volunteers help to make
be a good summary. their communities better places to live.
Volunteers make a difference.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

420

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Possible Teaching Point

Read Like a Writer | Author’s Craft
Text Structure Explain that in a persuasive text, authors can use different
text structures to support their argument. One way to support an argument
is to give examples. Point out the author’s use of examples on p. 420.
Explain that volunteers and police officers are examples of people who
help in a community. For more information on instruction in Author’s Craft,
see pp. T336–T337.

T314 UNIT 4 • WEEK 5

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CLOSE READ
Volunteering and helping others makes
4

people feel good. Grown-ups volunteer. Monitor

First Read
Young people can volunteer, too. Comprehension
One way
Look
Everyone should volunteer. Keep reading
to monitor THINK ALOUD There is a new kind
to find out why.
comprehension is of text feature on this page. It is a text box.
The heading of the text box says “Some Jobs
to look for pictures
Volunteers Can Do,” which tells me that the
that help you box lists some jobs for volunteers.
understand the I remember that volunteers are people
text. Reread the list who help others and don’t get paid.
of jobs volunteers
can do. Highlight
the job that is
shown in the
picture.

Close Read
Monitor Comprehension
Tell students that one way to monitor
comprehension, or think about what you just
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Some Jobs Volunteers Can Do read, is to look for graphic features, or

pictures, that help you understand the text.
• Read to young children Have students reread the text box on
• Raise money for special causes page 421 that lists jobs volunteers can do.
Then have them study the picture, paying
• Clean up litter in outdoor areas attention to labels and details in the
• Collect books or clothing for people who photograph. Ask students to describe in their
need them own words what the people are doing in the
picture. Then have students connect the
• Visit a senior center to brighten the day of picture to the text box to complete the Close
an older person Read activity. See student page for
possible responses.

DOK 2

421
OBJECTIVES
Monitor comprehension and make
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adjustments such as re-reading, using
background knowledge, checking for visual
CROSS-CURRICULAR PERSPECTIVES Social Studies cues, and asking questions when
understanding breaks down.
The benefits of giving are numerous. According to studies, kids who volunteer do
better in school. They begin to understand the importance of good citizenship and Discuss the author’s use of print and graphic
responsibility. Giving to charity or helping others builds confidence and self-worth features to achieve specific purposes.
in the giver. Kids have many options for community service. They can donate food
to someone less fortunate, visit grandparents at a senior center, or hold a balloon
raffle and give the proceeds to an animal shelter. Have students connect this
information to pp. 420–421 of the Student Interactive, as well as to the infographic
on pp. 408–409.

Kids Can Be Big Helpers T315

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Understand Reason 1

Look Persuasive Helping Others Makes

Text Good Citizens
THINK ALOUD I see a new type of Underline one
heading on this page. It is a hand with the
5 Helping others is an important way
reason the
number 1 on it. It is next to the word Reason. author gives in
to be a good citizen. Good citizens pay
Putting them together, I see that this is attention to issues, or problems, in their
the paragraph
actually a different kind of heading that says
“Reason 1.” It tells me that the author is to convince you community. For example, some people
about to give a reason why kids can be big that kids should might not have enough food to eat. Or
helpers. help others. maybe children don’t have a place to
play outside. Different communities have
special problems. Volunteers can work
together to help in a variety of ways.

Close Read
Understand Persuasive Text
Have students read the Close Read note.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Explain that a reason answers the question
why? Students should look for information in
the text that answers the question: Why
should kids help others? Explain that the
reason will tell why helping others is a good
thing to do. Have students complete the
Close Read activity. See student page for
possible responses.

Remind students that the text feature at the

top of the page says “Reason 1.” The text
following the text feature gives a reason why
students should help others. Students
should look for a sentence that sums up or
says the same thing as the heading of the
section. 422
DOK 2
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OBJECTIVE Possible Teaching Point

Recognize characteristics of persuasive
text, including stating what the author is Academic Vocabulary | Oral Language
trying to persuade the reader to think or do.
Use the Academic Vocabulary lesson on pp. T302–T303 in the Reading-
Writing Workshop Bridge to review oral language. Have students use the
Academic Vocabulary word improve to talk about ways in which they can
help their community. Ask: What can you do to help improve your
community? Provide students with the sentence frame: “I can improve my
community by .” Have students talk in pairs and use the text to answer
the question.

T316 UNIT 4 • WEEK 5

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When people volunteer, they learn to

6

be responsible. They take action and try

First Read
to fix problems. Being responsible also
Ask
means being trustworthy.
THINK ALOUD As I read, I ask
myself questions to better understand the
text. I read that volunteering helps people
People Who Are Responsible . . . learn to be responsible. Why does
volunteering teach kids to be responsible? I
• Show up on time. read that to be responsible, you need to
show up on time and do what you say you
• Do what they say they are going to do.
will do. I think that as a volunteer, you must
• Stay until the job is finished. have to show up at a certain time. You have a
project to do and you have to keep going
until it is finished.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

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Possible Teaching Point

Read Like a Writer | Author’s Craft
Word Choice Explain that the author tries to convince the reader that
volunteering will help kids become more responsible. Point out that the
writer chooses specific words that tell the reader that being responsible is
a good thing. Ask: What words does the writer choose to describe what it
means to be responsible? How does that persuade you that it is good to
volunteer? (Words like take action, fix problems, and trustworthy are all
positive words. I want to be someone people can trust.) For more
information on instruction in Author’s Craft, see pp. T336–T337.

Kids Can Be Big Helpers T317

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Monitor Reason 2

Comprehension Helping Others Teaches
Ask Reread the text. Useful Skills
THINK ALOUD As I read, I need to Highlight the first
7 When people volunteer and help
ask what ideas in the text are the most problem students
important. The heading tells me that this others, they learn new skills. One
in the example
section talks about the skills that volunteers important skill is problem solving.
need to solve.
are taught when they help others. I wonder
Then highlight Volunteers often work to solve problems.
what skills are needed to raise money for an
animal shelter. I will read to find out. how they solve it. Here’s an example: A group of students
wants to raise money for the local
skill something a
person does well animal shelter. The first problem is how
to raise money. The students come up
with the idea of having a pet fair. Then
comes the next problem: figuring out
how to put the whole event together!

Close Read
Monitor Comprehension
Tell students that one way to monitor

© Pearson Education, Inc., or its affiliates. All rights reserved.

comprehension, or make sure you
understand what you just read, is to reread
parts of the text you did not understand.

Have students reread paragraph 7. Ask them

to look for and highlight the word problem
where it appears in the text. Then have
students look for words that indicate time
order such as first and next to label each
problem. Have students complete the Close
Read activity. See student page for
possible responses. Point out that the
author does not directly say that the solution
is to have a pet fair. Instead, students should
recognize that the students want to have a 424
pet fair to raise money. This would solve the
first problem.
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DOK 2
ELL Targeted Support Organizing Information Have students use a
OBJECTIVE graphic organizer to demonstrate their understanding of the argument and
Monitor comprehension and make reasons in a persuasive text.
adjustments such as re-reading, using Review the meaning of the words claim, support, and reasons. Help students
background knowledge, checking for visual complete these sentence frames about the text: The author’s claim is .
cues, and asking questions when One reason for the claim is . EMERGING/DEVELOPING
understanding breaks down.
Have students review the meanings of claim, support, and reasons. Then have
them create a T-chart. In the first column, have them list each heading from
the text. In the second column, have them write one example or reason given
to support the claim. Students should use their graphic organizer to explain to
a partner why kids should help others. Remind students to speak in complete
sentences to summarize the author’s argument. EXPANDING/BRIDGING

T318 UNIT 4 • WEEK 5

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CLOSE READ
First, the students ask for help from
8

other students and from parents. Some

First Read
helpers make homemade dog treats.
Talk
Other helpers make cat toys. Other
helpers make posters. They also send THINK ALOUD As I read, I talk with
a partner to try to summarize, or retell, what I
messages on social media. Talking to learn. On this page, I learn about the steps
organizing planning
people, organizing things, and working so things run
the kids take to have a pet fair. I retell only
with others are all important skills! smoothly the most important ideas. Students get help
from others to make pet treats and toys to
sell at the pet fair. They also let others know
that the pet fair is happening.

Pet Treats Pet Toys

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Pet Costumes
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Possible Teaching Point

Read Like a Writer | Author’s Craft
Visuals Explain that illustrations can add meaning to a text. Point out that
the illustration shows something not mentioned in the text (pet costumes).
Ask: How do you think the pet costumes relate to the other ideas in the
text? (They are probably sold at the pet fair.) For more information on
instruction in Author’s Craft, see pp. T336–T337.

Kids Can Be Big Helpers T319

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Understand Reason 3

Look Persuasive Helping Others Is

Text Good for People
THINK ALOUD As I read, I keep Underline a
looking for headings to learn more about the
9 Believe it or not, helping others is good
reason the
main argument. The heading on this page author gives
for your health. Experts say that helping
says “Reason 3: Helping Others is Good for others makes people happier. They feel
in the text for
People.” As I read, I’ll look for information
that fits with this heading. I’ll look for ways helping people. good about themselves. Happy people
that helping others can be good for me. who feel good about themselves are
usually healthier. Volunteering can also
make you more successful. According to
one expert, students who volunteer do
better in school.

Close Read
Understand Persuasive Text
Remind students that reasons answer the
question why? Have students read the Close
Read note. Explain that students should

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

look for an answer to the question: Why
should I help people? Explain that students
should look for information that tells them
why helping people is good. Have students
complete the Close Read activity. See
student page for possible responses.

Explain that the author gives more than one

reason why helping others is good. Ask:
Which reason do you think is the best?
Which convinces you that you should help
people? Support your answer with evidence
from the text.

Possible response: I think the reason about

doing better in school is most convincing. 426
The author tells me the information comes
from an expert so I believe it is true.
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Possible Teaching Point

OBJECTIVE
Read Like A Writer | Author’s Craft
Recognize characteristics of persuasive
text, including stating what the author is Word Choice Remind students that writers choose specific words to
trying to persuade the reader to think or do. help convince the reader that their argument is true. Have students circle
specific words on p. 426 that are positive. Explain that positive words
describe ideas or things that make the reader feel good or happy. (happier,
healthier, successful) Explain that using these words helps the writer
convince the reader that helping people is good. For more information on
instruction in Author’s Craft, see pp. T336–T337.

T320 UNIT 4 • WEEK 5

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First Read
Read
THINK ALOUD After I read the
heading telling me that helping others can be
fun, I want to read more. The author says you
can volunteer to do things you like to do. You
can do them with your friends or make new
friends. This makes me think about helping
the community with my friends, and I realize
how much fun that would be!

Reason 4
Helping Others Is Fun!
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

10 Another good reason to help others is

because it can be fun. You can volunteer
to do things you enjoy. You can work
with friends. People often make new
friends when they volunteer. Think how
nice it would be to help someone and
laugh with a friend all at the same time.

427

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Possible Teaching Point

Academic Vocabulary | Oral Language
Use the Academic Vocabulary lesson on pp. T302–T303 in the Reading-
Writing Workshop Bridge to review oral language. Have students use
the Academic Vocabulary word connect to discuss the ideas on p. 427.
Ask: How can volunteering help you connect with others? Have students
discuss their answers with a partner. Have students use academic
vocabulary words including the word connect in their responses.

Kids Can Be Big Helpers T321

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Ways to Help Others

Vocabulary in 11 One way to help others is to participate
Context
Talk Underline words
in a drive. In a penny drive, students
ask classmates and parents to donate,
THINK ALOUD This paragraph has a in the text
lot of information about a penny drive. I will that help you
or give, pennies. They collect lots of
summarize the most important information. In understand what pennies. Over time, those pennies add
a penny drive, students ask people to donate up. Then the money is donated to
donate means.
pennies. After enough pennies are given,
students have enough money to donate people who need help. A penny drive is
to others.
participate take
a great way to learn about money while
part; join helping others.

Close Read
Vocabulary in Context
Remind students they can use words and
ideas near an unfamiliar word to help them
understand its meaning.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Explain that students should first decide on
the part of speech of the unknown word. Is it
a verb, or action? Is it a noun? Does it
describe something? Point out that the word
donate describes something that people do.
It is an action. Ask: In the text, who donates?
(classmates and parents) What do they
donate? (pennies) Have students underline
words in the text that help them understand
the meaning of donate. See student page
for possible response.

DOK 2
428
OBJECTIVE
Use context within and beyond a sentence
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words. Possible Teaching Point

Read Like A Writer | Author’s Craft
Text Structure When describing steps in a process, authors use words
that tell about time order. They describe what happens first, next, and last.
Have students circle words on p. 428 that tell about time order. (over time,
then) Explain that these words help the reader understand exactly how a
penny drive works. For more information on instruction in Author’s Craft,
see pp. T336–T337.

T322 UNIT 4 • WEEK 5

 myView REALIZE AUDIO ANNOTATE
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First Read
Read
THINK ALOUD When I read a
persuasive text, I always try to identify what
the author is trying to persuade me to think or
do. In paragraph 12, the author is describing
what a shelter is and what volunteers can do
to help there. I will pay attention when I read
so I understand the description the author
gives. I want to learn how the author wants
me to help at a shelter.

CLOSE READ
12 Many families volunteer in places
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

such as shelters. A shelter is a place shelter a home for a

short time
where people live and receive help
while they are looking for another
home. Volunteers help by preparing and
serving food. Volunteers might also talk
and play games with people who need a
friend.

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CROSS-CURRICULAR PERSPECTIVES Social Studies

There are different types of shelters that welcome volunteers. One type of shelter
is a place where people live and get help while they look for another home. These
shelters need food, donations, volunteer servers, or even those who can help build
housing. Animal shelters provide a safe place for animals who need a home.
Animal shelters need donations for food and supplies, and sometimes need
volunteers to walk dogs. Have students connect this information to p. 429 of the
Student Interactive, as well as to the infographic on pp. 408–409.

Kids Can Be Big Helpers T323

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

You can also help your community

First Read 13

in small ways every day. Be a good

example to others. Don’t litter. Clean up
Ask
after yourself. Be courteous to workers
THINK ALOUD When I think about such as waiters and store clerks.
what ideas are most important in paragraph
13, I ask myself: What is the author trying to All of these actions are part
persuade me to do? How do I know that is of being a good citizen.
what the author means?

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

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Possible Teaching Point

Language & Conventions | Reflexive Pronouns
Use the Language & Conventions lesson on p. T469 in the Reading-Writing
Workshop Bridge to review reflexive pronouns. Remind students that a
reflexive pronoun ends in –self or –selves. It refers back to the subject
of the sentence. Ask students to identify a reflexive pronoun on p. 430.
(yourself) Explain that this reflexive pronoun refers to the subject you.

T324 UNIT 4 • WEEK 5

 myView REALIZE AUDIO ANNOTATE
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CLOSE READ
Start Helping! First Read
14 There are many ways kids can be big Monitor
Comprehension
helpers. You can help out at home or
Highlight
Look
at school. You can volunteer in your
something in the THINK ALOUD I know this is the
community. Helping others can happen text that you don’t last page of text, so I think the heading will
almost anywhere. There are many good understand. Think help summarize the author’s main argument.
reasons to help other people. Not only is about a question I see that the heading on this page is “Start
Helping!” It is written as though the author is
it good for them, it’s good for you, too. you could ask talking directly to me. The heading tells me to
about it. take what I have learned and start helping the
15 Find a way to help
people in my life.
someone today—
and every day!

Close Read
Monitor Comprehension
Tell students that one way to monitor
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

comprehension is to ask questions about

text that you did not understand.
Have students scan paragraph 14. Ask them
to find and highlight something in the text
they do not understand. See student page
for possible response.
Explain that they might highlight an idea they
do not completely understand or an idea
they need more information about. To help
students write a question, ask: Why did you
choose to highlight the text that you did?
What do you still want to know?
Possible Response: I highlighted “You can
volunteer in your community” because I’m not
431 quite sure how I can do this in my community.
A question I could ask is “Where is one place
I can volunteer in my community?”
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Possible Teaching Point DOK 2

Read Like a Writer | Author’s Craft OBJECTIVE

Author’s Purpose Remind students that in persuasive writing, the Monitor comprehension and make
author’s purpose is to convince the reader of something. Ask: What is the adjustments such as re-reading, using
author trying to convince you to do? (volunteer) Explain that by talking background knowledge, checking for visual
to the reader directly and using the pronoun you, the author connects cues, and asking questions when
with the reader. For more information on instruction in Author’s Craft, see understanding breaks down.
pp. T336–T337.

Kids Can Be Big Helpers T325

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

Respond and Analyze

My View
Use these suggestions to prompt students’ initial responses to reading Kids
Can Be Big Helpers.
Kids Can Be Big
Helpers • Discuss What are some ways you help out at home? at school? in your
community?
OBJECTIVES • Illustrate Draw a picture of yourself helping someone. It can show
Use print or digital resources something you have done before or something you would like to do.
to determine meaning and
pronunciation of unknown
words.
Write brief comments on literary
or informational texts that
Develop Vocabulary
demonstrate an understanding of
the text. Minilesson
Respond using newly acquired
vocabulary as appropriate. FOCUS ON STRATEGIES Tell students that when they encounter a new word,
Recognize characteristics and they might not know how to pronounce it. Remind them that a dictionary
structures of informational text,
can tell them both the meaning of the word and how to pronounce it.
including features and graphics to
locate and gain information. MODEL AND PRACTICE Model filling out the chart on p. 432 in the Student
Interactive using the word volunteers:
• As I read, I watch for words that are new to me. If the text does not tell
me the meaning, I’ll look up the word in a dictionary.
• On page 420, I see the word volunteers. This word is new to me. I see
in the margin that the word means “people who do jobs without getting
paid.” I’m going to write that in the chart. I want to check the dictionary
to make sure I can pronounce volunteers correctly. I see that the word
is pronounced VOLL-un-TEERZ.

ELL Targeted Support Vocabulary Help students use a dictionary to

learn how to pronounce words.

Write volunteers. Ask students to name the first letter of the word. Remind
them that words in a dictionary are arranged in alphabetical order. Help
students find the word volunteer in a dictionary. Then have them read the
meaning of the word, study the pronunciation guide, and say the word
aloud. EMERGING/DEVELOPING

T326 UNIT 4 • WEEK 5

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for developing vocabulary.
correctly pronounce new words?
OPTION 1 My TURN Have students use newly acquired
Decide
vocabulary to complete p. 432 of the Student Interactive. Circulate to
make sure students use a dictionary to determine correct • If students struggle, revisit
pronunciations. instruction for developing vocabulary
in Small Group on pp. T330–T331.
OPTION 2 Use Independent Text Have students find and list
• If students show understanding,
unfamiliar words from their independent-reading texts. Then have
extend instruction for developing
them look up each word in a dictionary to determine what it means
vocabulary in Small Group on
and how to pronounce it.
pp. T330–T331.

Check for Understanding M y TURN Have students complete p. 433 of the Student
Interactive.

STUDENT INTERACTIVE, pp. 432–433

VOCABULARY COMPREHENSION READING WORKSHOP

Develop Vocabulary Check for Understanding

MY TURN Use the definitions from the Close MY TURN Look back at the text to answer the
Read notes to write what each word means. Use a questions. Write the answers.
print or digital dictionary to determine, or figure out,
how to pronounce, or say, the words. DOK 2 1. What is the author of this persuasive text trying to
convince readers to do?
Word Meaning Possible response: that kids can and should volunteer in their
communities
volunteers people who do jobs without getting paid

skill something a person does well

2. Why do you think the author used section headings in
DOK 2 this text?
Possible response: to help readers understand what each
organizing planning so things run smoothly
section is mainly about
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

participate take part; join

DOK 3 3. Do you agree with the author’s argument? Why or

shelter a home for a short time why not?
Possible response: I agree with the author that kids should
volunteer. I like the way it feels when I help other people.

432 433

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T327
WEEK 5 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T309 to determine small group instruction.

Teacher-Led Options
Word Work Strategy Group Intervention Activity
SYLLABLE PATTERN VCCV SYLLABLE PATTERN VCCV
Write expect and read it aloud, stressing the Use Lesson 10, pp. T75–T78, in the myFocus
vowel sounds. Say: I can hear two vowel sounds Intervention Teacher’s Guide for instruction on
in expect, so I know it has two syllables. I see the syllable patterns.
VCCV pattern in the word. I can break the
syllables between the two consonants, x and p. LEVEL C • MODEL AND TEACH

Lesson 10 Syllable Patterns

Say the word in syllables. Then have students
INTRODUCE Remember that some words can be broken into smaller parts OBJECTIVES:
blend the syllables to say the word. Repeat using called syllables. You already learned how to divide some words into syllables.
Today we will learn how to divide words that contain some common syllable
• Understand the
concept of syllable
patterns. patterns.

the words: uncover, dismiss, and trumpet. Ask: MODEL Read aloud “Apple Pie” from Student Page S75.
• Recognize the closed,
open, and VCe
syllable types.

What other words do you know with the VCCV Apple Pie
• Recognize syllable
pattern C + le.
• Recognize syllable

syllable pattern? (Possible answers: basket, Sam saw a hot apple pie on the table. Sam pattern VCCCV.
• Recognize that an
loved apple pie. He wanted to gobble it up. But r-controlled syllable

reptile, sister, conduct, napkin). he had to control himself. The pie was for his
uncle. Sam’s parents were having a party for
has a vowel plus r.
• Demonstrate
and apply spelling
Uncle Jim later. It was going to be a complete knowledge by spelling

Refer students to pp. 410–411 of the Student surprise!

So, Sam left the apple pie on the table. He
one-syllable and
multisyllabic words.

Interactive. Have them read the pages together, didn’t take a bite. He ate an apple from the fruit
bowl instead.

identify words with the syllable pattern VCCV, TEACH Reread the passage with students. Point out hot in sentence 1. Let’s say
this word: hot. Hot has one syllable that ends in a consonant. Syllables that end

and identify the syllables in each word. in a consonant usually have a short vowel sound. Hot has a short o sound. Point
out going (sentence 7) and say it with students. Going has two syllables. The first
syllable ends in a vowel. A syllable that ends in a vowel usually has a long vowel
sound. The first syllable of going has a long o sound. Point out bite (sentence 9)
and have students say it. Bite has one syllable that is made up of a vowel, a

ELL Targeted Support consonant, and a final e, which is silent. The vowel that comes before the final e
has a long vowel sound. Bite has a long i sound.
Point out table (sentence 8) and control (sentence 4). Let’s say these words:
Help students talk about syllable patterns. Write: table, control. Table has the consonant b followed by the letters le. Control has a
vowel (o) followed by three consonants (n, t, and r) and another vowel (o).

subject, garden, plastic, and invent. Read each Point out later in sentence 6. Let’s say this word: later. Later has a vowel + r.
The letter r changes the sound of the vowel e. Together the letters make the
sound /er/.
word with students and have them tell where the Help students identify other passage words with the patterns described above.

syllables divide, or break. EMERGING

Have students look through some books to Phonics, Morphology, and Spelling T • 75

find words with the syllable pattern VCCV.

Have them write the words and read them RDG20_TG_LevC_MF_Int_L10.indd 75 14/10/17 7:56 AM

aloud. DEVELOPING/EXPANDING
Assess 2-4
Challenge students to find words with the Fluency students
syllable pattern VCCV in a decodable reader.
Have them write each word and use it in an oral ACCURACY
sentence. BRIDGING Have students read a passage to a partner,
paying close attention to accuracy.
For additional support, see the online
Language Awareness Handbook. ORAL READING RATE AND ACCURACY
Use pp. 115–120 in Unit 4, Week 5 Cold Reads
to assess students. Have partners practice
reading the passage. Use the Fluency Progress
Chart to track student progress.

T328 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
ASSESSMENT DOWNLOAD

Independent/Collaborative Decodable Reader

Chester, the Decodable

Word Work Activity

Reader
Traffic Horse 23
Written by Gil Rivera

o
BUILD WORDS WITH LETTER TILES c
Have a group of students work
together with letter tiles to practice t
Syllable Pattern VCCV
basket plastic
better reptiles
Chester summer

making words with the syllable pattern

costume traffic

p happy
Linda
windows
winter
Chester is a traffic horse.
Linda is his partner.

VCCV. Have them write each word

High-Frequency Words
They work the streets of the city.
complete problem

h
horse sometimes
once their

they create on a note card. people work

177 178

Students can also play the letter tile game in the

RDG20_ANC02_RDR23_ChestertheTrafficHorse.indd 177 10/21/17 10:37 PM RDG20_ANC02_RDR23_ChestertheTrafficHorse.indd 178 10/24/17 11:24 PM

myView games on SavvasRealize.com.

Decodable Reader
Students can read the decodable reader, Chester,
the Traffic Horse to practice reading words with the If there is a traffic problem, Chester Once the street was blocked when

VCCV syllable pattern and high-frequency words.

and Linda will make it better. a basket of plastic reptiles fell
Sometimes traffic comes to a on the street.
complete stop.

Before reading, display this week’s high-frequency 179 180

words: horse, problem, and complete. Say: When RDG20_ANC02_RDR23_ChestertheTrafficHorse.indd 179 10/21/17 10:37 PM RDG20_ANC02_RDR23_ChestertheTrafficHorse.indd 180 10/21/17 10:36 PM

you see these words in a text, you will know how

to read them.
Have partners take turns reading and listening
carefully as they use letter-sound relationships to
decode. Have them read the reader twice,
switching readers after each page.
A man in a rabbit costume was a In winter, Chester and Linda try to
problem once. keep the snow off of their coats as
Cars stopped to get a better look. they work.

High-Frequency Words 181 182

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Have students record how many times in one

day they see, hear, or use this week’s high-
frequency words: horse, problem, and
complete. Have them share their findings.

Centers
In summer, getting too hot can be Sometimes people yell, “Thank you!”
a problem. out of their car windows.

See the myView Literacy Stations in the Chester, the traffic horse, and Linda
are happy to do their jobs.

Resource Download Center. 183 184

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Kids Can Be Big Helpers T329

WEEK 5 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T327 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
DEVELOP VOCABULARY DEVELOP VOCABULARY
Teaching Point Remember that when you see Read pp. 50–51 in the myFocus
a word that you don’t know in a text, you can Reader with students. Use the
use a dictionary to learn both the meaning of the teaching support online at
word and how to pronounce it. SavvasRealize.com to provide
additional insight for students.
ELL Targeted Support
Provide instructional support for
Help students use the pronunciation guide in a
decoding, comprehension, word
dictionary to correctly pronounce vocabulary
study, and Academic Vocabulary.
they hear in class.
Have students practice using an online dictionary
to look up the weekly vocabulary words. Ask
them to use the meaning of each word aloud. Assess 2-4
Help them use the pronunciation guide and say Fluency students
each word aloud with correct pronunciation.
EMERGING/DEVELOPING ACCURACY
Have pairs take turns reading a passage, being
Have partners write a list of three words they
careful not to skip any words.
heard in class today that were unfamiliar or that
they have yet to master. Then have them work ORAL READING RATE AND ACCURACY
together to use the pronunciation guide in a Use pp. 115–120 in Unit 4, Week 5, Cold Reads,
dictionary to help them correctly pronounce the to assess students. Have partners practice
words. EXPANDING/BRIDGING reading the passage. Use the Fluency Progress
Chart to track student progress.
For additional support, see the online
Language Awareness Handbook.

EXPERT’S VIEW Sharon Vaughn, University of Texas at Austin

“abilities
Even one minute of targeted instruction has value. You are going to have students whose reading
are below grade-level expectations. The challenge is how to support those students. One way to
do that is to realize the value of one-minute lessons. For example, you could pull two or three students
for one minute of practice in reading high-frequency words both in isolation and in context. There is a big
”
payoff for just that one minute per day.
See SavvasRealize.com for more professional development on research-based best practices.

T330 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE VIDEO
SMALL GROUP
Digital
GAME DOWNLOAD ASSESSMENT

Independent/Collaborative
3 students / 3-4 minutes
Conferring per conference
Independent Reading
DEVELOP VOCABULARY Students can
Talk About Independent Reading Ask students • reread and listen to Kids Can Be Big Helpers or
to share a few new words they found in their the myFocus Reader (pp. 50–51).
independent-reading texts and tell how they • read a self-selected trade book or their Book
figured out their pronunciations. Club text.
• partner-read a text, asking each other questions
Possible Conference Prompts about the book.
• What new or unfamiliar words did you find in
the text? What do they mean?
• How did you figure out how to pronounce
Centers
those words? See the myView Literacy Stations in the
Possible Teaching Point Informational texts Resource Download Center.
often include a lot of new vocabulary words that
you might not know how to say. Remember to
use a dictionary to make sure you know how to Literacy Activities
pronounce every word you read.
Students can
• independently complete the graphic organizer on
Student Interactive p. 432.
Leveled Readers • work with a partner to discuss and answer the
questions on Student Interactive p. 433.
DEVELOP VOCABULARY • play the myView games.
• complete p. 197 in the Resource Download Center.
• For suggested titles, see Sharks

Matching Texts to Learning,

by Susan Hughes

Guided Reading Level I

DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T304–T305.
SUPPORT PARTNER READING
Text Structure Text Features
Text • Description • Photographs
Characteristics • Diagrams

ELL Access Video

Build Background Use the interactive video in the Sharks digital leveled reader to engage students,
to support language development, to activate prior knowledge, and to build

• For instructional support on

background for the text.

Keep partner discussions on

Preview the Text
Say: This book is about different types of sharks, including where they live, and what and
Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

Preview the Genre

using a dictionary to find

Hold up the book for students and say: Sharks is an example of informational

track by giving students a list of

text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be
scary or interesting?

Preview Vocabulary
fin (p. 2) gills (p. 9)

pronunciations of unfamiliar
hunter (p. 5) endangered (p. 16)

suggested conversation prompts.

cartilage (p. 6)

As students whisper-read the book on their own, observe their reading

Observe and behaviors, and monitor their fluency and comprehension.
Monitor
If students have trouble identifying main ideas from the text...

words, see the Leveled

then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word

See the Small Group Guide for

might be.

If students are able to read smoothly within a paragraph...

then praise them for their good reading and ask them what they do as they come

Reader Teacher’s Guide.

to the end of a sentence.

© Copyright 2020 1
additional support and resources
to target your students’ specific
instructional needs.

Whole Group
Share Bring the class back together as a whole group. Invite one or two students
to share some new vocabulary words they learned from their reading, what the
words mean, and how to pronounce them correctly.
Kids Can Be Big Helpers T331
 WEEK 5 LESSON 3
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode words using knowledge
Phonics: Syllable Pattern VCCV
of syllable division patterns such
as VCCV, VCV, and VCCCV. FOCUS Show students Sound-Spelling Card 147 with the syllable pattern VCCV.
Identify and read high-frequency Hold up the card and ask students to say the word basket and identify the letters
words. that have the VCCV spelling pattern: a s k e. Ask them to explain where the word
should be divided into syllables: bas/ket.

MODEL AND PRACTICE Tell students they are going to write words with the
VC/CV VCCV syllable pattern. Write: subject. As you model, point to the vowel-
bas/ket consonant-consonant-vowel spelling pattern. I want to divide the word subject
into syllables. I see that this word has a VCCV pattern. That tells me subject will
be divided between the consonants b and j. Have students say the two syllables
and then blend the syllables to say the word. Ask students to write subject,
happen, and contest, putting a slash between the two syllables in each word.

Have partners each make four word cards, dividing the 8 words below into two
groups so that each student copies 4 of the words. Then have students cut their
cards to divide the words into syllables between the consonants. Ask partners to
147 basket
exchange cards with the syllables and put them face down on a desk or table.
The game is to see which partner can be the first to put the syllables back
Sound-Spelling Card 147
RDG20_ANC_SSC_107_149_Frnt.indd 147 7/16/17 1:07 PM

together to make the words. They should check each other’s work.

absent hornet velvet bandit

lumber signal hammer campus

T332 UNIT 4 • WEEK 5

 myView
DOWNLOAD
Digital

High-Frequency Words
Minilesson
FOCUS ON STRATEGIES Remind students that they will read more fluently if
they quickly recognize words they see often in their reading.

MODEL AND PRACTICE Say each high-frequency word. Ask students to

read the words on p. 412 in the Student Interactive. Read numbered
sentence 1 and ask students which word makes sense in the sentence.
Have students write the word.

APPLY My TURN Ask students to complete sentences 2 and 3 with a partner.

TURN, TALK, AND SHARESHARE Ask partners to take turns answering the
questions at the bottom of the page.

STUDENT INTERACTIVE, p. 412

HIGH-FREQUENCY WORDS | DECODABLE TEXT

My Words to Know
MY TURN Read the words in the box. Then identify
and write the word that completes each sentence.

horse problem complete

1. Rena likes to ride her horse through the

woods.

2. Curt had a hard time with the math problem .

3. Taki wanted to complete all his

homework before dinner.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

TURNandTALK Work with a partner. Take turns

T
answering these questions. Use the My Words to Know
words in your answers.

1. Would you like to have a horse? Why or why not?

2. Name a problem you wish you could solve.

3. What chores do you need to complete each day?

412

Kids Can Be Big Helpers T333

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WEEK 5 LESSON 3
READING WORKSHOP CLOSE READ

Understand Persuasive Text

Minilesson
FOCUS ON STRATEGIES A persuasive text is a type of informational text in
Kids Can Be Big
which an author tries to convince, or persuade, readers to think or do
Helpers something. The author’s purpose is to convince readers to agree with the
argument, or main idea, of the text. Authors use reasons, examples, and
OBJECTIVE evidence to support their arguments.
Recognize characteristics of • Look for details that tell you the author’s argument.
persuasive text, including stating
what the author is trying to • Pay attention to the reasons, examples, and evidence the author uses
persuade the reader to think or do. to support the argument and convince readers.
• Ask yourself whether the author’s argument and supporting reasons,
ACADEMIC examples, and evidence are persuasive.
VOCABULARY
Integrate Offer students oral
MODEL AND PRACTICE Use the Close Read note on p. 418 of the Student
practice using the unit Academic Interactive to model using annotations to understand persuasive text.
Vocabulary words to talk about
persuasive text. Give students When I read a persuasive text, the first thing I do is look for details that tell
sentence starters, such as: me the author’s argument. Authors usually state the argument at the
• I want to discuss why the beginning of the text, so I’ll start with paragraph 1. Most of the sentences
author of a persuasive are facts, which is normal for an informational text. The last sentence in the
text _____.
paragraph stands out: “Kids can be big helpers.” This sounds like an
• The author of a persuasive text
opinion. I think this is the argument. I’m going to underline this sentence
might try to persuade you to be
responsible about _____. and write it in the Main Argument section of the chart.

ELL Access Have students look for reasons the author uses to support his argument.
After they read, ask students what
the author’s opinions are about
community service. Ask questions
such as: How does the author
think kids can help the
community? Is community service
ELL Targeted Support Responding Tell students that responding to
a good thing? questions and requests about a persuasive text is a good way to check that
they understand what they are reading.

Ask: What does it mean to help a community? Please find four pictures that
support the author’s argument by showing kids helping a community.
EMERGING/DEVELOPING

Ask: What does it mean to help a community? Please find two pictures that
support the author’s argument by showing kids being big helpers.
EXPANDING/BRIDGING

T334 UNIT 4 • WEEK 5

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for understanding persuasive text.
understand persuasive text?
OPTION 1 My TURN Have students annotate the text using the
Decide
other Close Read notes for Understand Persuasive Text and then
use the text evidence from their annotations to complete the chart • If students struggle, revisit
on p. 434. instruction for understanding
persuasive text in Small Group
OPTION 2 Use Independent Text Have students mark places in on pp. T338–T339.
one of their independent-reading texts where they notice the author
• If students show understanding,
making an argument to try to persuade readers. Then ask them to
extend instruction for understanding
underline the reasons, examples, and evidence the author uses to
persuasive text in Small Group on
support the argument.
pp. T338–T339.

STUDENT INTERACTIVE, p. 434

CLOSE READ

Understand Persuasive Text

A writer uses persuasive text to try to convince readers to
think or act a certain way. The argument is the main idea.
It is what the author wants readers to think or do. The
author supports the argument with reasons, evidence, and
examples.

MY TURN
Go to the Close Read notes. Underline the
reasons the author uses to support his argument. Use what
you underlined and other text evidence to complete the chart.

Main Argument

Kids can be big helpers.

Reason 1 Reason 2 Reason 3 Reason 4

Helping When people Helping It can be

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

others is a help others, others is fun to help

way to be a they learn good for others.
good citizen. new skills. your health.

434

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Kids Can Be Big Helpers T335
WEEK 5 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Read Like a Writer,

Write for a Reader
OBJECTIVE
Recognize characteristics of
Word Choice
persuasive text, including
stating what the author is trying
to persuade the reader to think
Minilesson
or do.
FOCUS ON STRATEGIES Authors write persuasive text to convince you to
think or do something.
ELL Access • When you read a persuasive text, ask yourself, “What does the author
Word Choice want me to do or think?”
Tell students that, when writing, it
is important to choose precise • Pay attention to specific words the author uses. How do they affect
words to describe things with you? Is the author able to change your mind or your behavior?
increasing specificity and detail.
Say: When a prompt asks you for MODEL AND PRACTICE Read p. 426 of Kids Can Be Big Helpers aloud. The
your opinion, think carefully about author wants me to believe that helping others is good for people. He
appropriate vocabulary and how
best to explain your ideas and provides details and arguments to convince me. The phrases good for your
thoughts. To help students health, happier, healthier, more successful, and do better in school are
practice writing with increasing pretty convincing. I think I agree with the author. Helping others can also
specificity and detail, have them
compose a brief description of help me.
their favorite animal, giving two
reasons for their choice. Continue reading. Help students identify persuasive arguments and word
Encourage them to use precise choice in the text.
words to convey their opinion and
reasons.

Handwriting
OBJECTIVE
Develop handwriting by accurately
Letters X and I
forming all cursive letters using
appropriate strokes when FOCUS Display cursive letters X and I.
connecting letters.
MODEL Model writing letters X and I in cursive. Guide students in understanding
how to form the cursive letters using appropriate strokes.

T336 UNIT 4 • WEEK 5

 myView
Digital
DOWNLOAD READING BRIDGE

ASSESS UNDERSTANDING
Writing Workshop
Apply
As students develop
persuasive texts during Writing
My TURN Have students complete the activity on p. 438 of the Student
Workshop, remind them that
Interactive.
their purpose is to convince.
Prompt them to choose their
STUDENT INTERACTIVE, p. 438
words and arguments carefully
so readers will want to think or
AUTHOR’S CRAFT do what they are suggesting.

Read Like a Writer, Write for a Reader

Authors choose words to persuade readers to think or act a
certain way.

What It Makes Me Think or

Author’s Words
Want to Do
“You can volunteer to do These words make
things you enjoy. You can
me think that
work with friends. People
often make new friends volunteering is fun and
when they volunteer. it is something I’d like
Think how nice it would
to do.
be to help someone and
laugh with a friend all at
the same time.”

MY TURN Write three or

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

four sentences to persuade readers Choose a topic

of something. It could be why you you feel strongly
should get a pet, why your bedtime about.
should be later, or why people
should not litter. Choose your
words carefully.

438

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PRACTICE Have students complete Handwriting p. 208 from the Resource Name

Download Center for additional practice writing cursive letters X and I. Handwriting
Cursive Letters X, I
Look at the uppercase cursive X in the box. What kinds of strokes are
used? Where do you start an uppercase cursive X? How do you finish it?

MY TURN Trace the cursive letters.

X X___X___X___X___X___X______

MY TURN Write uppercase cursive letter X.

________________________________
Look at the uppercase cursive I in the box. What kinds of strokes are
used? Where do you start an uppercase cursive I? What do you do next?
How do you finish it?

I I___I___I___I___I___I______

MY TURN Write uppercase cursive letter I.

________________________________
Grade 2 • Unit 4 • Week 5 208
© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04_HW.indd 208 19/04/18 11:50 AM

Handwriting p. 208

Kids Can Be Big Helpers T337

WEEK 5 LESSON 3
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T335 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
UNDERSTAND PERSUASIVE TEXT UNDERSTAND PERSUASIVE TEXT
Teaching Point Have you ever tried to Use Lesson 38, pp. T229–T234, in the myFocus
persuade people to do something for you? How Intervention Teacher’s Guide for instruction on
did you try to convince them? What reasons or understanding persuasive text by recognizing
evidence did you give? These are the questions text structure.
that authors of persuasive texts ask themselves LEVEL C • READ

as they craft their arguments and decide which Lesson 38 Recognize Text Structure

reasons, examples, and evidence to include DIRECTIONS Read “The Wonderful Water Cycle.”

in the text. As you read, focus on the opinion The Wonderful Water Cycle
language the author uses to try to convince 1 Do you know that most scientists believe that
the amount of water on Earth has remained
readers of his argument. Have students look constant since the beginning of time? The reason
is the water cycle.
In the water cycle, water goes from the oceans
back at Kids Can Be Big Helpers and review the
2
to the air. Then it falls on the land. Water on the
land runs back into the oceans. From there, it goes
author’s opinion language. 3
into the air again.
This cycle never ends. Think of it as recycling
Earth’s water. The same water gets reused. Just
think—some day, you might drink the water a

ELL Targeted Support dinosaur walked through ages ago.

Where Water Is

Help students use opinion language to tell how 4 Most of the water on Earth is in the oceans.
They cover almost three-fourths of Earth’s surface.
There is also water in rivers and lakes.
they feel about the author’s main argument in 5 Some water is in ice. Some water is in the air.
For example, clouds and fog are made of water.
Kids Can Be Big Helpers. 6
Some water in air you can’t see.
Both ice and fog are forms of water, but they
look different. Changes in air temperatures and

Have students choose one picture from the

conditions cause water to take a different form.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

text in which kids are helping others. Ask yes/

no questions to introduce them to opinion
language, such as: Do you think this is a good
way to help others? Do these people look
happy? EMERGING Reading Informational Text T • 229

Ask students to develop opinions about the

author’s main argument. Do they agree or
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disagree with the author? Direct them to use Assess 2-4

opinion language to tell a partner their opinion. Fluency students
DEVELOPING/EXPANDING
ACCURACY
For additional support, see the online Help students choose a short passage and read
Language Awareness Handbook. it with accuracy.

ORAL READING RATE AND ACCURACY

Use pp. 115–120 in Unit 4, Week 5 Cold Reads
to assess students. Have partners practice
reading the passage. Use the Fluency Progress
Chart to track student progress.

T338 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
VIDEO GAME DOWNLOAD

Independent/Collaborative
3 students / 3-4 minutes
Conferring per conference
Independent Reading
UNDERSTAND PERSUASIVE TEXT Students can
Talk About Independent Reading Ask students • reread and listen to Kids Can Be Big Helpers
to share with you some of the arguments they or reread Chester the Traffic Horse.
identified in their independent-reading texts. • read a self-selected trade book or their Book
Club text.
Possible Conference Prompts
• partner-read a text, asking each other
• What kind of opinion language does the
questions about the book.
author use?
• What is the author’s argument or main idea?
• What reasons, examples, and evidence does Centers
the author use to support the argument?
See the myView Literacy Stations in the
Possible Teaching Point When readers read Resource Download Center.
persuasive text, they think about whether the
author’s argument is convincing. They might ask
themselves questions such as Does that example Literacy Activities
support the argument? Do those reasons make
sense? Is the author persuading me? Students can
• complete the graphic organizer on Student
Interactive p. 434.
• play the myView games.
Leveled Readers
• with a partner, choose a passage from the text
UNDERSTAND PERSUASIVE TEXT and take turns reading the passage with accuracy.
• For suggested titles, see Sharks

Matching Texts to
by Susan Hughes

Guided Reading Level I

DRA Level 16

SUPPORT PARTNER
Lexile Measure 450L
Word Count 414

Learning, pp. T304–T305. Text

Text Structure Text Features

READING
• Description • Photographs
Characteristics • Diagrams

ELL Access Video

Build Background Use the interactive video in the Sharks digital leveled reader to engage students,
to support language development, to activate prior knowledge, and to build

• For instructional support

background for the text.

Preview the Text

Say: This book is about different types of sharks, including where they live, and what and

Encourage partners to practice

Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

Preview the Genre

on how persuasive text is

Hold up the book for students and say: Sharks is an example of informational
text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be

asking and answering questions

scary or interesting?

Preview Vocabulary
fin (p. 2) gills (p. 9)

different from other

hunter (p. 5) endangered (p. 16)
cartilage (p. 6)

about the texts they read together.

As students whisper-read the book on their own, observe their reading
Observe and behaviors, and monitor their fluency and comprehension.
Monitor
If students have trouble identifying main ideas from the text...

informational text, see the

then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word
might be.

See the Small Group Guide for

If students are able to read smoothly within a paragraph...
then praise them for their good reading and ask them what they do as they come

Leveled Reader Teacher’s

to the end of a sentence.

additional support and resources

© Copyright 2020 1

Guide.
for Partner Reading.

Whole Group
Share Bring the class back together as a whole group. Invite one or two students
to share arguments they identified in their independent-reading texts and the
reasons, examples, and evidence the author used to support the argument.
Kids Can Be Big Helpers T339
WEEK 5 LESSON 4
FOUNDATIONAL SKILLS
READING WORKSHOP

Decodable Text
OBJECTIVES
Use text evidence to support an
Read Kent’s Idea
appropriate response.
FOCUS Have students turn to p. 413 in the Student Interactive. Say: We are
Retell and paraphrase texts in
ways that maintain meaning and going to read a story today about a boy who thinks of a clever solution to a
logical order. problem.

READ Pair students for reading. One student begins. Students read the entire
ELL Language Transfer story, switching readers for each paragraph. Partners reread the story. This time
Cognates Point out the Spanish
the other student begins.
cognates in Kent’s Idea:
• lessons : lecciones Discuss ways to check understanding of the story. Students can ask questions,
• problem : problema summarize, and reread to confirm understanding.
• idea : idea

T340 UNIT 4 • WEEK 5

 myView REALIZE AUDIO ANNOTATE
Digital READER

Reread Kent’s Idea

FOCUS ON COMPREHENSION Remind students that rereading a story helps
them understand the story and remember important details. Ask students
what the story Kent’s Idea is about.

Point to and read the first question under the story. Have students answer
the question, and then read aloud the section of the story that contains the
answer to the question. Continue with question 2.

RETELL Have students work with a partner to retell Kent’s Idea to each other.

STUDENT INTERACTIVE, p. 413

FOUNDATIONAL SKILLS

Kent’s Idea
At school, Kent always completed his lessons
before other students completed their lessons. For
him, this was a problem. He wanted more to do.
Then he had a splendid idea. “Can I read to the
first graders?” he asked. His teacher said yes.
Now Kent reads chapter books to the first
graders every week. They love him!

1. What was Kent’s problem? He wanted more to do.

2. How did he solve his problem? He asked to read to

the first graders.

3. Divide these words into syllables and read them.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

lessons les/sons splendid splen/did

problem prob/lem chapter chap/ter

413

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Kids Can Be Big Helpers T341

WEEK 5 LESSON 4
READING WORKSHOP CLOSE READ

Monitor Comprehension
Minilesson
FOCUS ON STRATEGIES Readers pause to monitor their comprehension, or
think about whether they understand what they just read. When they realize
Kids Can Be Big
Helpers that their understanding has broken down, they make adjustments and
apply comprehension strategies, such as the following:
OBJECTIVE • Go back and reread any text you did not understand.
Monitor comprehension and
make adjustments such as
• Use what you already know to understand the text.
re-reading, using background • Check for visual cues by looking at the illustrations and photos to help
knowledge, checking for visual
cues, and asking questions when you understand the text better.
understanding breaks down.
• As you read, ask questions about text you do not understand.

Encourage students to try one strategy. If it does not help them understand
ACADEMIC
the text, they should try another strategy.
VOCABULARY
Integrate Offer students oral
practice using the unit Academic MODEL AND PRACTICE Use the Close Read note on SI p. 424 to model
Vocabulary words to talk about how to annotate the text to monitor comprehension Say: On page 424, I
monitoring comprehension. Ask: didn’t understand how the students raised money for an animal shelter. I will
• In what ways can you improve write that in the first column of the chart. I will reread the text to check my
your understanding of a text?
comprehension. Then, I realized that the text stated how the students raised
• How can you connect the ideas
money right after the sentence that stated the problem. Now I will write in
in a text to the ideas in an
illustration or photo? the second column of the chart that I reread the text to understand.
Remind students that one way to help others is a “drive.” Ask: Who
remembers what a drive is? Tell students to look back at SI p. 428 to reread
the text, use visual cues, and ask questions to help with understanding.

ELL Targeted Support Visual Support Help students talk about

visuals that can help them monitor comprehension. Guide students to use
the photos on p. 425 to understand what a pet fair is.

Help students complete sentence frames, such as: The photos show three
items for pets: ____, ____, and ____. The students are going to ____ those
three things to raise money for the ____. These photos tell me that a pet fair
is ____. EMERGING/DEVELOPING

Ask: What do you see in each photo? What are the students going to do
with the things in those photos? Why? How can you use the photos to
explain what a pet fair is? EXPANDING/BRIDGING

T342 UNIT 4 • WEEK 5

 FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for monitoring comprehension.
monitor their comprehension?
OPTION 1 My TURN Have students complete the chart on p. 435
Decide
of the Student Interactive. Circulate to see whether students are able
to make the necessary adjustments to understand the text better. • If students struggle, revisit
instruction for monitoring
OPTION 2 Use Independent Text Have students make a T-chart comprehension in Small Group on
listing what they do not understand about one of their independent- pp. T344–T345.
reading texts. Then have them add the strategies they used to
• If students show understanding,
monitor their comprehension.
extend instruction for monitoring
comprehension in Small Group on
pp. T344–T345.

STUDENT INTERACTIVE, p. 435

READING WORKSHOP

Monitor Comprehension
As you read, stop to monitor comprehension, or think
about whether you understand what you just read. If
you do not understand something, you may need to
make adjustments to understand more. You can:
• Reread parts of the text you did not understand.
• Use background knowledge (what you already know).
• Check for visual cues in the illustrations or photos.
• Ask questions about what you don’t understand.

MY TURN Go back to the Close Read notes and

follow the instructions to highlight the text. Then use
what you highlighted to complete the chart.

Parts of the Text

Strategy I Used to Understand
I Did Not Understand
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Possible response: I didn’t Possible response: I reread

understand how the students the pages.
raised money for an animal
shelter.

Possible response: I’m not Possible response: I used

sure how I can volunteer in background knowledge.
my community. My sister volunteers at an
animal shelter.

435

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Kids Can Be Big Helpers T343
WEEK 5 LESSON 4
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T343 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
MONITOR COMPREHENSION MONITOR COMPREHENSION
Teaching Point Sometimes you use what Use Lesson 32, pp. T189–T194, in the myFocus
you already know, or background knowledge, Intervention Teacher’s Guide for instruction on
to understand what you read. Have students monitoring comprehension.
discuss how their background knowledge helped
them understand Kids Can Be Big Helpers. LEVEL C • READ

Lesson 32 Monitor Comprehension

ELL Targeted Support DIRECTIONS Read the following story.

Have students discuss what they have learned The Year of the Horse
1 After Kate had soccer practice, her mom
from the texts about helping others. Display explained the family’s weekend plans. “We’re
going to New York City today to see Grandma
images of people doing simple tasks to prompt 2
Chin! We will stay at her apartment overnight.”
Kate groaned. “But wait, I can’t go. Tara
invited me to sleep over tonight.”
discussion. Encourage students to seek 3 “You can do that another time. This visit is
special,” said Kate’s mom. “It’s Chinese New
clarification of spoken language as needed. Year, and you haven’t seen your grandmother
for a long time.”
4 Although Kate knew she looked Chinese,
she didn’t feel Chinese. Her dad was born in
Help students discuss what each person is doing China and moved to New York City with his
parents when he was just a baby. But Kate
in the images. If students have difficulty never knew her father. He had died a month
before she was born. Kate’s mom was born in
the States and spoke only English. Grandma
understanding spoken language, provide 5
Chin spoke almost no English.
Kate thought about the long weekend
sentence frames to help them seek clarification: I ahead. She sighed all the way through the train
ride into the city.
6 “Okay, let’s go!” Kate’s mom said when
do not understand the word _____. Can you help the train pulled into the station. “I’m glad we
brought your winter coat. I’m not sure whether
me understand what _____ means? EMERGING it’s going to snow, but it certainly looks like it.”
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Kate and her mom walked several blocks to

the Golden Unicorn restaurant. The sky was
gray, and so was Kate’s mood. It was going to
Have students explain why each person is doing be a l-o-o-o-o-ng weekend.

what they are doing in the images. If students

have difficulty understanding spoken language,
encourage them to seek clarification. Reading Literature T • 189

DEVELOPING
Have students write sentences about the images
RDG20_TG_LevC_MF_Int_L32.indd 189 14/09/17 9:49 AM

and read them to a partner. If the student does not Assess 2-4
Fluency students
understand a spoken thought or idea, tell him or
her to seek clarification. EXPANDING/BRIDGING ACCURACY
For additional support, see the online Help students choose a short passage and read
Language Awareness Handbook. it smoothly and accurately.

ORAL READING RATE AND ACCURACY

Use pp. 115–120 in Unit 4, Week 5 Cold Reads,
to assess students. Have partners practice
reading the passage. Use the Fluency Progress
Chart to track student progress.

T344 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE VIDEO
SMALL GROUP
Digital
GAME DOWNLOAD ASSESSMENT

Independent/Collaborative
3 students / 3-4 minutes
Conferring per conference Independent Reading
MONITOR COMPREHENSION Students can
Talk About Independent Reading Ask students • reread or listen to a text they read.
to look at the T-chart they made and share some • read a trade book or their Book Club text.
of the strategies they used. • practice fluent reading with a partner.
Possible Conference Prompts
• How did you monitor your comprehension?
Centers
• How did monitoring your comprehension help
you understand the text? See the myView Literacy Stations in the Resource
Download Center.
Possible Teaching Point Remember to check
in with yourself as you read to monitor your
comprehension. Ask yourself, “Did I understand
Literacy Activities
that part?” or “Do I know what that means?”
This will help you make sure you understand Students can
everything you read. • complete the graphic organizer on
Student Interactive p. 435.
• write about their book on notebook paper.

Leveled Readers • play the myView games.

• with a partner, choose a passage from the text
MONITOR COMPREHENSION and take turns reading it with accuracy.
• For suggested titles, see Sharks

Matching Texts to Learning,

by Susan Hughes

SUPPORT INDEPENDENT READING

Guided Reading Level I
DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T304–T305. Text

Characteristics
Text Structure
• Description

ELL Access Video

Text Features
• Photographs
• Diagrams

Remember to build students’

Build Background Use the interactive video in the Sharks digital leveled reader to engage students,
to support language development, to activate prior knowledge, and to build

• For instructional support on confidence. As you listen to

background for the text.

Preview the Text

Say: This book is about different types of sharks, including where they live, and what and
Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

Preview the Genre

monitoring comprehension, students read, point out aspects

Hold up the book for students and say: Sharks is an example of informational
text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be
scary or interesting?

Preview Vocabulary
fin (p. 2) gills (p. 9)

see the Leveled Reader of reading that the student has

hunter (p. 5) endangered (p. 16)
cartilage (p. 6)

As students whisper-read the book on their own, observe their reading

Observe and behaviors, and monitor their fluency and comprehension.
Monitor

performed well.
If students have trouble identifying main ideas from the text...

Teacher’s Guide.
then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word
might be.

If students are able to read smoothly within a paragraph...

then praise them for their good reading and ask them what they do as they come
to the end of a sentence.

© Copyright 2020 1 See the Small Group Guide for

additional support and resources
to target your students’ specific
instructional needs.

Whole Group
Share Bring the class back together as a whole group. Invite one or two students
to share what they learned today about monitoring comprehension.

Kids Can Be Big Helpers T345

WEEK 5 LESSON 5
FOUNDATIONAL SKILLS
READING WORKSHOP

Decodable Text
OBJECTIVES
Demonstrate and apply phonetic
Revisit Kent’s Idea
knowledge.
FOCUS Have students turn to p. 413 in the Student Interactive. Say: We are
Decode words using knowledge of
syllable division patterns such as going to revisit a story today about a boy who thinks of a solution to a problem.
VCCV, VCV, and VCCCV. In this story we will read words with the VCCV vowel pattern.
Identify and read high-frequency
words. READ Call students’ attention to the word always in the first sentence. Read
the word aloud. Say: I can hear two vowel sounds in always, and I can see the
ADDITIONAL VCCV vowel pattern. Where do you think the syllables should break in the word
PRACTICE always? Have students supply the answer “between I and w” and then read the
For additional practice with word again. Continue with the word lessons in the same sentence.
high-frequency words, have
students complete My Words to Have students point to and say the word problem. Remind students that this
Know, p. 197 in the Resource
Download Center.
is one of their My Words to Know for this week. Then have students tell where
the word should be broken into syllables. Have students supply the answer
“between b and l” and then read the word again.
FOUNDATIONAL SKILLS
Name

My Words to Know
Practice the words below. Pick a word to complete each sentence. Write
the word in the blank. Reread the sentence.

horse problem complete

MY TURN
horse
1. The ___________________ I was riding stopped for a drink.

problem with the hose.

2. There seemed to be a ___________________

complete our riding lesson, but the horse was

3. We needed to ___________________
still thirsty.

Use the words from the box to answer the questions below. Write the
words on the lines.

horse
1. What is a large animal with four legs? ___________________

problem
2. What is something that needs to be fixed? ___________________

complete
3. What does it mean to finish something? ___________________

Grade 2, Unit 4, Week 5 197

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04W05_HFW.indd 197 12/9/17 3:01 PM

My Words to Know, p. 197

T346 UNIT 4 • WEEK 5

 REALIZE AUDIO ANNOTATE
myView READER
Digital
GAME DOWNLOAD

Fluency
Reread Kent’s Idea PROSODY
Display Kent’s Idea and
FOCUS ON PHONICS AND FLUENCY Remind students that all of the work model reading aloud the first
they are doing to learn how the sounds of the language are spelled and to
paragraph, asking students to
read fluently is about reading for meaning. Summarize the story Kent’s Idea.
pay attention to your accuracy
Remind students that they practiced decoding words with the VCCV syllable and to how you emphasize the
pattern. Ask them to apply this knowledge by completing the activity in key words.
question 3.
Remind students that
Then read and write the words horse, problem, and complete. Have students fluency is about reading for
identify and read the high-frequency word that appears in the story. meaning and expression at
a comfortable rate. Invite
PRACTICE Have partners reread the text with accuracy, expression, and partners to practice accurate
appropriate oral reading rate. reading using their favorite
sentences from the text.
STUDENT INTERACTIVE, p. 413

FOUNDATIONAL SKILLS

Kent’s Idea
At school, Kent always completed his lessons
before other students completed their lessons. For
him, this was a problem. He wanted more to do.
Then he had a splendid idea. “Can I read to the
first graders?” he asked. His teacher said yes.
Now Kent reads chapter books to the first
graders every week. They love him!

1. What was Kent’s problem? He wanted more to do.

2. How did he solve his problem? He asked to read to

the first graders.

3. Divide these words into syllables and read them.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

lessons les/sons splendid splen/did

problem prob/lem chapter chap/ter

413

RDG21_SE02_INT_U04W05_2RW.indd 413 30/01/20 12:09 PM

Kids Can Be Big Helpers T347

WEEK 5 LESSON 5
READING WORKSHOP COMPARE TEXTS

Reflect and Share

Talk About It
Minilesson
Kids Can Be Big
Helpers FOCUS ON STRATEGIES Remind students what it means to make personal
connections. Then tell students that during a discussion, it is important to
OBJECTIVES listen actively and to take turns speaking.
Listen actively, ask relevant
questions to clarify information, • Before making a comment, make sure others are finished speaking.
and answer questions using multi- Listening actively means not interrupting.
word responses.
• When it is your turn to speak, make your point and then let others
Describe personal connections to
a variety of sources. respond.
• If you accidentally interrupt someone who is speaking, apologize, and
then let the person finish.
ACADEMIC
VOCABULARY MODEL AND PRACTICE Model taking turns during discussion using the Talk
Integrate Offer students oral About It prompt on p. 436 in the Student Interactive. My discussion partner
practice using the unit Academic is telling me that she read a magazine article about helping out at animal
Vocabulary words to reflect on the
text and make connections to shelters. She says the article made her want to volunteer with animals. I
other texts, the unit theme, and think about one time I brought food to an animal shelter, and I really want to
the Essential Question. Ask: talk about it. I start to interrupt her. Then I realize I need to let her finish
• How does volunteering in your before I can make my point. I stop and say, “I’m sorry. I didn’t mean to
community help you connect
with other people? interrupt. Please finish what you were saying.” Have students use this model
to practice taking turns during discussion.

ELL Targeted Support Share Information Have students practice

making and sharing personal connections to texts by rereading the
infographic “Look What We Can Do!”
Give students sentence starters to help them make personal connections to
the infographic, such as: One thing in the infographic that I can do is ____.
One thing in the infographic that I would like to do is ____. An idea I got
from the infographic is ____. Tell students to share their responses with a
partner. Remind them to take turns talking. EMERGING/DEVELOPING

T348 UNIT 4 • WEEK 5

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students take
Have students use the strategies for taking turns during discussions.
turns during discussions?
OPTION 1 Have students use the Talk About It prompt on p. 436 to
Decide
describe their personal connections to Kids Can Be Big Helpers.
• If students struggle, revisit instruction
Remind them to take turns talking during the discussion.
on discussion rules in Small Group on
OPTION 2 Use Independent Text Have students describe some of pp. T350–T351.
the personal connections they made to the texts they read this week.
• If students show understanding,
Remind them to take turns talking during the discussion.
extend instruction on discussion rules
in Small Group on pp. T350–T351.

WEEKLY QUESTION Have students use evidence from the texts they have read this week to
respond to the Weekly Question. Have them write their response on a separate sheet of paper
or discuss in small groups.

STUDENT INTERACTIVE, p. 436

RESPOND TO TEXT

Reflect and Share

Talk About It
Discuss the texts you’ve read
that tell how children can make
a difference in a community.
What ideas have the texts given
you? Describe your personal
connection to these texts, or what they mean to you.

Take Turns
It’s important to take turns in a discussion. Sometimes
you might feel like you have something really
important to say, but you need to wait until the person
talking has finished.
• Make your point and then give
others a chance to respond.
I’m sorry. I didn’t
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

• If you interrupt someone mean to interrupt.

by accident, say you’re Please finish what
sorry and let them finish. you were saying.

Weekly Question

How can you get involved to improve your

community?

436

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Kids Can Be Big Helpers T349
WEEK 5 LESSON 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T349 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
COMPARE TEXTS COMPARE TEXTS
Teaching Point When you discuss a topic, Reread pp. 50–51 in the
compare multiple texts to add interest to the myFocus Reader with
discussion. Help students compare “Look What students. Use the teaching
We Can Do!” and Kids Can Be Big Helpers. support online at
SavvasRealize.com
ELL Targeted Support to engage students in a
Tell students that to become better writers, they conversation that
will explain ideas with increasing specificity and demonstrates how the texts
detail. Model: If I say, “I want a blue sweater with they have read this week
white buttons,” I have given clear, exact details. support their understanding of ways kids can
Have students write sentences about how help their community and encourages them to
children can help other children. use the Academic Vocabulary words.
Write: Children can help ____ children. Have
students copy the sentence and add a detail.
EMERGING
Write: Children can help children with _____. On-Level and Advanced
They also can _____. Have students copy the
sentences and add details by filling in the blanks. INQUIRY
DEVELOPING Organize Information and Communicate
Students should organize their findings on
Ask: How can you help other children? Instruct
community service into an effective format to
students to write their answers, using at least
share with others.
one specific detail. EXPANDING
Ask students to write several sentences that Critical Thinking Talk with students about their
explain how they can help others. Tell them to findings and the process they used.
include details that add specificity to their See Extension Activities pp. 242–246 in the
explanations. Then have students exchange Resource Download Center.
explanations and suggest ways to increase the
specificity of the writing. BRIDGING

For additional support, see the online

Language Awareness Handbook.

T350 UNIT 4 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
VIDEO GAME DOWNLOAD

Independent/Collaborative
3 students / 3-4 minutes
Conferring per conference Independent Reading
COMPARE TEXTS Students can
Talk About Independent Reading Ask students • reread and/or listen to the infographic on
to share some of the connections they made pp. 408–409 of the Student Interactive with a
between Kids Can Be Big Helpers and one of partner.
their independent-reading texts. • read a self-selected text.

Possible Conference Prompts • reread and/or listen to their Leveled Reader.

• What connections did you make between Kids
Can Be Big Helpers and another text you read Centers
this week?
• What did Kids Can Be Big Helpers and another See the myView Literacy Stations in the
text you read this week teach you about how Resource Download Center.
kids can improve a community?

Possible Teaching Point A good way to talk

Literacy Activities
about multiple texts is to remember connections
you have made across texts. Students can
• write in their reading notebook in response to the
Weekly Question.
• research other ways to improve a community.
Leveled Readers • play the myView games.
COMPARE TEXTS • complete p. 246 in the Resource Download Center.
• For suggested titles, see Sharks

Matching Texts to
by Susan Hughes

B O O K CLUB
Guided Reading Level I
DRA Level 16
Lexile Measure 450L
Word Count 414

Learning, pp. T304–T305. Text

Characteristics
Text Structure
• Description

ELL Access Video

Text Features
• Photographs
• Diagrams

Build Background Use the interactive video in the Sharks digital leveled reader to engage students,
to support language development, to activate prior knowledge, and to build

• For instructional support See Book Club, pp. T506–T509, for

background for the text.

Preview the Text

Say: This book is about different types of sharks, including where they live, and what and
Launch the Book
how they eat. Ask students if they already know anything about sharks. Say: Let’s
read Sharks to find out more about these amazing creatures.

Preview the Genre

on making connections
Hold up the book for students and say: Sharks is an example of informational

• guidelines for facilitating Book Club groups.

text, which means it tells about a real person, place, or thing. Display the cover for
students. Ask: Based on this image, can you predict if this book will show sharks to be
scary or interesting?

Preview Vocabulary
fin (p. 2) gills (p. 9)

across texts, see the

hunter (p. 5) endangered (p. 16)
cartilage (p. 6)

• talking points to share with students.

As students whisper-read the book on their own, observe their reading
Observe and behaviors, and monitor their fluency and comprehension.
Monitor
If students have trouble identifying main ideas from the text...

Leveled Reader Teacher’s

then have them use the pictures and diagrams to guide their understanding.

If students stop at unknown words...

then have them read to the end of the sentence and predict what the word
might be.

• collaboration prompts and conversation starters.

If students are able to read smoothly within a paragraph...
then praise them for their good reading and ask them what they do as they come

Guide.
to the end of a sentence.

© Copyright 2020 1

• suggestions for incorporating the Discussion Chart.

• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together as a whole group. Invite one or two students
to share a few of the connections they made across texts.

Kids Can Be Big Helpers T351

WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• edit for adjectives, adverbs, and spelling Introduce and
1 Prewriting
• prepare a final draft of a personal narrative for Immerse
2 Drafting Develop Elements
publishing
• complete an assessment on personal narrative 3 Drafting Develop Structure

4 Revising and Editing Writer’s Craft

Publish, Celebrate,
5 Publishing and Assess

Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min.
Edit for Adjectives and Edit for Spelling T462 Prepare for Celebration
Adverbs T458 T466

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing Independent Writing
30—40 min. and Conferences T459 and Conferences T463 and Conferences T467

SHARE BACK FOCUS

5—10 min.
Using Adjectives and Spelling Challenges T463 Revisions T467
Adverbs T459

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling Review and
Words with Syllable
Knowledge T460 More Practice T468
5—10 min. Pattern VCCV T464
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Reflexive Pronouns T469
Review: Pronouns T461
Language: Reflexive
Pronouns T465

T454 UNIT 4 • WEEK 5

 myView
Digital
DOWNLOAD
PERSONAL NARRATIVE

Mentor STACK
These criteria may be helpful in selecting texts to teach editing conventions:
• There are many examples of adjectives and adverbs.
• A mix of easy and difficult words can be targeted as spelling examples.

FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Celebration T470 Assessment T474 5—10 min.
Apply Capitalization
Capitalization

INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing Assessment T474–T475
Writing and Writing and
and Conferences T471 30—40 min. Conferences Conferences

SHARE BACK FOCUS

Reflections on the 5—10 min.
Punctuate Dialogue
Process T471 Dialogue Punctuation

FLEXIBLE OPTION • Spelling Assess

• Spelling Spiral See the online See the Small
Understanding T476
Review T472 Language Professional Deve
lopment
Group Guide
FLEXIBLE OPTION Small Group for additional
Awareness
• Language & • Language &
Handbook for
GUIDE writing support.
Conventions Practice Conventions Standards additional writing
A roadmap to take
small groups from
good to great!

Reflexive Pronouns Practice T477 support.

T473
LIT20_ANC02_SGG_CV1.indd 1 29/08/19 4:11 PM

T455
WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS

Conferences Mentor STACK

During this time, assess for understanding of how to edit for adjectives,
adverbs, and spelling and how to reflect on one’s narrative writing skills.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Edit For Adjectives and Adverbs EMERGING
If students need • Use modeled writing to add
additional support, Then use a stack text to identify vivid,
adjectives and adverbs.
interesting adjectives and adverbs.
• Learn key phrases in your students’
home languages.
If students show Then ask: How can you use adjectives
• Model drawing so students
understanding, and adverbs to make your writing more
know it is an acceptable form of
interesting? communication.
Edit for Spelling DEVELOPING
If students need Then ask: Which words do you have • Ask questions about vivid adjectives
additional support, trouble spelling? Have students copy the and adverbs to add.
correct spellings on flashcards or in their • Help students create a picture
writer’s notebooks. dictionary for words that frequently
appear in personal narratives.
If students show Then have students continue to check their
• Ask questions to learn students’
understanding, drafts for correct spelling. opinions of personal narratives.

Prepare for Celebration EXPANDING

If students need Then ask: Which skill did you feel most • Guide students in editing for
additional support, successful about using in your personal adjectives and adverbs.
narrative? • Guide students in using a dictionary
to check spelling.
If students show Then ask: Which skill did you feel least
• Invite students to describe their
understanding, successful about using in your personal
personal narrative writing experience.
narrative?
BRIDGING
• Have students discuss how to
add adjectives and adverbs to a
sentence.
• Guide students in using a print or
on-line dictionary to check spelling.
• Ask students to describe their
strengths and weaknesses in
personal narrative writing.
Reading-Writing Workshop Bridge

While conferring with students, refer back to the Bridge

minilessons on word choice and reflexive pronouns.

T456 UNIT 4 • WEEK 5

myView
Digital
DOWNLOAD
PERSONAL NARRATIVE

ELL Minilesson Support

See the Language
Awareness Handbook
Week 5: Publish, Celebrate, Assess for additional writing
During this week, ELLs will benefit from additional writing support that support.
expands their awareness of how authors write with adjectives, adverbs,
and correct spelling.

Use this note for the minilesson on pp. T458–T459. Use this note for the minilesson on pp. T462–T463.

ELL Targeted Support ELL Targeted Support

EDIT FOR ADJECTIVES AND ADVERBS EDIT FOR SPELLING
Help students add specificity and detail to Give students practice with spelling familiar
descriptions. Show students a sentence with English words with increasing accuracy.
an unmodified noun and an unmodified action Have students draw pictures of the event in
verb. their personal narratives. Help them correctly
Work with students to decide on one or more spell labels for their drawings. Then ask them to
adjectives and adverbs that could be added to see if their written personal narratives use any
make the sentence more specific. EMERGING of these words. EMERGING
Have small groups of students decide Use a word wall to display a list of familiar,
on adjectives and adverbs that could be common hard-to-spell words. Have students
modifiers to make the sentence more specific. check their written personal narratives for any of
DEVELOPING these words. DEVELOPING
Have student pairs rewrite the sentence using Have students copy common hard-to-spell
adjectives and adverbs that add specificity and words in their writing notebooks and check their
detail. EXPANDING drafts for any of these words. EXPANDING
Have individual students rewrite the sentence Have student pairs help each other edit their
using adjectives and adverbs and then rewrite it drafts for spelling. BRIDGING
with different adjectives and adverbs that would
change the meaning. BRIDGING

Kids Can Be Big Helpers T457

 WEEK 5 LESSON 1
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS
FAST TRACK

Edit for Adjectives and Adverbs

OBJECTIVES Minilesson Mentor STACK
Edit drafts using standard English
conventions, including adjectives,
adverbs, and articles. TEACHING POINT Authors edit their writing to make sure they have used
adjectives, articles, and adverbs correctly. While revising, they also add
Edit drafts using standard English
conventions, including adverbs adjectives and adverbs to make their writing more interesting.
that convey time and adverbs that
convey place. MODEL AND PRACTICE Have a stack text ready to show students. Say:
Authors use adjectives and adverbs to make their writing more interesting.

STUDENT INTERACTIVE, p. 441 • Adjectives describe the nouns in a sentence. For example, a strong girl.
PERSONAL NARRATIVE WRITING WORKSHOP
Strong describes the girl.
• The articles a, an, and the describe nouns, too.
I can use elements of narrative My
nonfiction to write a personal Learning
narrative. Goal

Edit for Adjectives and Adverbs • Adverbs describe verbs that show action in a sentence. For example,
the girl quickly walks away. Quickly describes how the girl is walking.
Authors edit their writing to check that they
have used adjectives, including articles, and
adverbs correctly.

MY TURN Edit this draft. Read it once to Adverbs often end in -ly, but sometimes they do not.
look for ways you can add adjectives and adverbs
to make the writing more interesting. Read it
again to look for mistakes in the use of adjectives, • Adverbs are also words that describe how, when, where, why, and how
including articles, and adverbs. Possible answers are shown.

an
much. For example, he went to bed already. Already describes when
Our class went on a trip to a awesome pumpkin
yesterday
farm. There were hundreds of pumpkins! I could hard
^
hardly
something happened.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

decide which one to pick. So I picked two. First, I

a round
chose the tall, oval pumpkin. Then I chose a small one.
scary
I’m going to paint a face on each one.
^
tomorrow
^
^
Read aloud the stack text, and pause to identify adjectives, articles, and
adverbs. Then direct students to p. 441 in the Student Interactive. Say:
MY TURN Edit your personal narrative for
adjectives, including articles, and adverbs.
When authors edit their writing, they check to see whether they have used
441
a, an, and the correctly. Sometimes they add adjectives to modify nouns
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and adverbs to modify verbs.

Have students work in pairs to edit the paragraph on p. 441.

T458 UNIT 4 • WEEK 5

 PERSONAL NARRATIVE

Independent Writing
FOCUS ON ADJECTIVES, ADVERBS, AND ARTICLES Students should spend
time editing their personal narratives for adjectives, articles, and adverbs.
• If students cannot find places to add adjectives and adverbs, have
them work with a partner.

WRITING SUPPORT

• Modeled Do a Think Aloud to model how to add interest to a

sentence by adding adverbs and adjectives.
• Shared Ask students questions about a sentence to help them
improve.

• Guided Provide explicit instruction on how to choose a correct

article or adverb for a sentence.
Intervention Refer to the Small Group Guide for support.

See the Conference Prompts on p. T456.

Share Back
Ask several students to read a sentence to which they added an adjective
or adverb.

Kids Can Be Big Helpers T459

WEEK 5 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable

Pattern VCCV
FLEXIBLE OPTION
OBJECTIVES LESSON 1
Spell one-syllable and multisyllabic
words with closed syllables; open
syllables; VCe syllables; vowel Assess Prior Knowledge
teams, including digraphs and
diphthongs; r-controlled syllables; Read each sentence aloud. Then repeat the spelling word. Give students
and final stable syllables. time to write the word. Repeat the word or the sentence if students ask.
Alphabetize a series of words and Spelling Sentences
use a dictionary or glossary to
find words. 1. Did you enter the reading contest?
2. The doctor gave me a shot today.
3. A magnet holds the cabinet door closed.
SPELLING WORDS 4. The velvet fabric is beautiful.
bandit contest 5. We solved the problem.
dentist doctor 6. My sister is younger than I am.
harvest hornet 7. We will harvest beans from our garden.
magnet signal 8. The dentist checked my teeth.
sister velvet
9. Did you complete your homework?
HIGH-FREQUENCY WORDS 10. The sting of a hornet is painful.
problem complete 11. A red light is a signal to stop.
12. I played a bandit in the community play.

ELL Targeted Support

Sound-Letter Relationships Help students learn how Explain that even though a word might have two syllables, it
sounds and letters of the English language are related. is still one word. Underline each syllable in each word. Have
Display these words: bandit, hornet, sister, and velvet. students write the words. DEVELOPING
Say each word and have students repeat and write it.
EMERGING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
 Assess Prior
Knowledge LESSON 2 LESSON 3 LESSON 4 LESSON 5

Teach Spell Words Review and More Spiral Review:  Assess

with Syllable Pattern Practice Spell Words Spell Words with Understanding
VCCV with Syllable Pattern Prefixes un-, re-,
VCCV pre-, dis-

T460 UNIT 4 • WEEK 5

 WRITING BRIDGE

Language & Conventions

Spiral Review
FLEXIBLE OPTION

LESSON 1 OBJECTIVE
Edit drafts using standard English
conventions, including pronouns,
Spiral Review: Pronouns including subjective, objective,
and possessive cases.
FOCUS Review pronouns with students.

MODEL AND PRACTICE Remind students that the subject of a sentence

is who or what is doing the action or being. The object of a sentence is
who or what the action is done to. Write this sentence on the board: Mike
threw the ball. Read the sentence aloud. Mike is the one acting; Mike
is the subject. The thing Mike throws is the ball. The ball is the object.
Underneath the sentence, write this sentence: He threw it. He replaces
Mike, so he is a subject pronoun. It replaces the ball, so it is an object
pronoun. Underneath the two sentences, write Mike threw his ball. Read
this sentence aloud. His shows that Mike possesses, or owns, the ball. His
is a possessive pronoun.

APPLY Have pairs revise the following sentences by identifying and revising
the incorrect pronouns: The strawberries are ready to be picked. Me love
them very much, and so does my sister. My aunt says her will help we
pick them.

ELL Targeted Support

Pronoun Agreement Help students edit their writing for students to write the sentence with pronouns. Help them
pronoun agreement. review the sentence for pronoun agreement, editing their
writing as needed. EMERGING
Have four students come forward. Ask two students to hand
books to the other two students. Say: (Student’s name) Repeat the Emerging activity. Then have students write two
and (student’s name) give books to (student’s name) and additional sentences with pronouns, editing their writing for
(student’s name). Have the students echo your words. Guide pronoun agreement. DEVELOPING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
Pronouns
LESSON 2 LESSON 3 LESSON 4 LESSON 5

Oral Language: Teach Reflexive Practice Reflexive Standards Practice

Reflexive Pronouns Pronouns Pronouns

Kids Can Be Big Helpers T461

WEEK 5 LESSON 2
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS
FAST TRACK

Edit for Spelling

OBJECTIVE Minilesson
Edit drafts using standard English
conventions, including correct
spelling of words with grade- TEACHING POINT When authors edit their work, they check to make sure
appropriate orthographic patterns they have spelled words correctly.
and rules and high-frequency words.
MODEL AND PRACTICE Direct students to p. 442 in the Student Interactive.
Say: Authors check to see that they’ve spelled words correctly. When you
STUDENT INTERACTIVE, p. 442
edit your writing, you will check the spelling of your words. Here are a few
PERSONAL NARRATIVE
tips you can use.
Edit for Spelling
Authors use spelling patterns and rules as they edit to make • Break up longer words into their smaller parts. For example, many
sure they have spelled words correctly. Here are some tips for
spelling words correctly:
words have -er on the end—helper, worker, eater. Think about the
• Think about the base word, or main part, of long words.
For example, helper has the word help in it.
• Some common words, such as people and because, are
smaller part help, work, eat—and make sure it is spelled correctly.
hard to spell. You will have to learn them.
• You can add endings to word parts to make other words. • Some common words, such as people and because, are hard to spell.
MY TURN Edit this draft to fix mistakes in spelling. You will have to memorize the spelling. You can write a list of common
Last month, my class wanted to help peeple in our
decided
people
words in your writing notebook and refer to that list as you edit.
community. So we decidid to have a food drive. We had a
contest Everybody
contst to see who could collect the most food. Everbody
• If you are unsure how to spell a word, try looking up the word in a print
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

teacher
brought in something. Our teecher was very proud of us!

or online dictionary.
MY TURN Edit your personal narrative for the
correct spelling of words.
Have student pairs read the directions and complete the editing exercise
on p. 442.
442

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Possible Teaching Point Writing Process

Publishing | Share Writing
In Writing Workshop, students work through the steps of the Writing
Process at their own pace until it is time to publish their writing.
Help students share their exhibit successfully by sharing these tips. As
students share their work, they should
• speak loudly and clearly
• talk about how the drawing they chose adds to their personal
narrative writing

T462 UNIT 4 • WEEK 5

 PERSONAL NARRATIVE

Independent Writing
FOCUS ON SPELLING
• Have students edit their personal narratives, checking for correct
spelling.

WRITING SUPPORT

• Modeled Do a Think Aloud to model how to break up a word

and spell its smaller parts.
• Shared Use shared writing to help students practice spelling
common hard-to-spell words.

• Guided Write a misspelled word. Guide students in finding its

correct spelling in the dictionary.
Intervention Refer to the Small Group Guide for support.

See the Conference Prompts on p. T456.

Share Back
Have students share examples of spelling errors they had to correct as they
edited their personal narratives.

Kids Can Be Big Helpers T463

WEEK 5 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable

Pattern VCCV
OBJECTIVES LESSON 2
Spell one-syllable and multisyllabic
words with closed syllables; open
syllables; VCe syllables; vowel Teach
teams, including digraphs and
diphthongs; r-controlled syllables; FOCUS VCCV words contain two vowels separated by consonants, and the
and final stable syllables. syllables break between the consonants. The first syllable often has a short
Alphabetize a series of words and vowel, such as in doc/tor. Tell students they will spell multisyllabic VCCV
use a dictionary or glossary to words with closed syllables.
find words.
MODEL AND PRACTICE Read the spelling words aloud. Use the word bandit
to model alphabetizing.
SPELLING WORDS Then have students identify
SPELLING READING-WRITING BRIDGE
the next word.
bandit contest Spell Words with Syllable Pattern VCCV
dentist doctor
APPLY My TURN Have
MY TURN A dictionary has guide words that tell the
students complete Student first and last words on each page. Write the Spelling Word
harvest hornet
Interactive p. 439 to spell you would find on a dictionary page with each pair of
magnet signal guide words.
multisyllabic words with 1. hit-hump hornet
sister velvet Spelling
closed syllables. Use Words
2. vase-vest velvet magnet
HIGH-FREQUENCY WORDS the leveled supports on Write the rest of the Spelling Words and the hornet

problem complete p. T460 for ELLs. My Words to Know words in alphabetical bandit
order. To help you write the words in ABC signal
order, say the alphabet to yourself. If two velvet
words start with the same letter, look at the
dentist
second and third letters. Hint: complete comes
doctor
before contest because m comes before n.
sister
1. bandit 6. harvest harvest
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

contest
2. complete 7. magnet
My Words
3. contest 8. problem to Know

problem
4. dentist 9. signal
complete

5. doctor 10. sister

439

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LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Spell Words
LESSON 1 with Syllable Pattern LESSON 3 LESSON 4 LESSON 5
VCCV
 Assess Prior Review and More Spiral Review:  Assess
Knowledge Practice Spell Words Spell Words with Understanding
with Syllable Pattern Prefixes un-, re-,
VCCV pre-, dis-

T464 UNIT 4 • WEEK 5

 WRITING BRIDGE

Language & Conventions

Reflexive Pronouns
FLEXIBLE OPTION

LESSON 2 OBJECTIVES
Edit drafts using standard English
conventions, including pronouns,
Oral Language: Reflexive Pronouns including subjective, objective,
and possessive cases.
FOCUS Tell students that a reflexive pronoun refers to the subject of a
Correctly use reflexive pronouns.
sentence. Reflexive pronouns end in -self or -selves. For example, myself
refers to I, as in I see myself in the mirror. Themselves refers to they, as in
They see themselves in the mirror.

MODEL AND PRACTICE Write the following sentence frame on the board:
They took care of the class pet ___. Tell students you are going to complete
the sentence with the correct reflexive pronoun. Explain that the subject
of the sentence is they, and the reflexive pronoun that refers to they is
themselves. Then complete and reread the sentence: They took care of the
class pet themselves.

Help students complete the following sentence frame with the appropriate
reflexive pronoun: Nick painted the picture ___.
APPLY Have partners write a sentence that uses the reflexive pronoun
yourself. Ask students to share their sentence with another pair and identify
what subject yourself refers to.

FLEXIBLE OPTION

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION
Oral Language:
LESSON 1 Reflexive Pronouns LESSON 3 LESSON 4 LESSON 5

Spiral Review: Teach Reflexive Practice Reflexive Standards Practice

Pronouns Pronouns Pronouns

Kids Can Be Big Helpers T465

WEEK 5 LESSON 3
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS

Prepare for Celebration

OBJECTIVE Minilesson
Publish and share writing.
TEACHING POINT Writers revise and edit their personal narratives. They
prepare for celebration by revising their work one final time.

MODEL AND PRACTICE Say: During this unit, you wrote a narrative about a
real event from your life. You became the main character of your story. You
explained a problem and how you resolved it. Today, you will make sure
your personal narrative is ready to share by checking that

• your personal narrative has a plot and is structured with a beginning,

middle, and end—introducing your problem in the beginning and
resolving it by the end
• you told your experience with inner details of thoughts and feelings and
outer details of what you saw, heard, felt, smelled, and tasted
• you provided a strong conclusion that summed up what you think, what
you learned, or how you felt about the experience
• you used correct forms of adverbs to show time and place
• you added adjectives and included articles correctly to make
descriptions more precise and interesting
• you used correct grammar and capitalization

Student groups should reread one another’s work and suggest edits.
Remind them that their narratives should be interesting to readers.

Possible Teaching Point

Spelling | My Words to Know

Tell students that each week they memorize commonly used words that
don’t follow regular spelling patterns. These words are called My Words
to Know. List the Unit 4 My Words to Know on the board:
• sometimes • family
• young • color
• talk • questions
• being • problem
• above • complete
If students have used words from the My Words to Know list in their
writing, they should make sure the spelling is correct.

T466 UNIT 4 • WEEK 5

 PERSONAL NARRATIVE

Independent Writing
FOCUS ON REVISIONS
• Have students make revisions to their personal narratives and then
reread them to catch any last changes they want to make.

WRITING SUPPORT

• Modeled Do a Think Aloud to model how to edit for the

structure of a personal narrative.
• Shared Prompt students to identify inner and outer details in
their personal narratives.
• Guided Use a stack text to show students grammar, usage,
and mechanics conventions so they can avoid errors.
Intervention Refer to the Small Group Guide for support.

See the Conference Prompts on p. T456.

Share Back
Call on several students to discuss how they readied their personal
narratives for celebration.

Kids Can Be Big Helpers T467

WEEK 5 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable

Pattern VCCV
FLEXIBLE OPTION
OBJECTIVES LESSON 3
Spell one-syllable and multisyllabic
words with closed syllables; open
syllables; VCe syllables; vowel Review and More Practice
teams, including digraphs and
diphthongs; r-controlled syllables; FOCUS In VCCV words, the syllables break Name

and final stable syllables. between the consonants. The first syllable Spelling
Spell Words with Syllable Pattern VCCV

Alphabetize a series of words and often has a short vowel. These spelling words all have two consonants in the middle. Carefully
say each sound to yourself to help you spell the words.

use a dictionary or glossary to Spelling Words

find words. MODEL AND PRACTICE Write and read aloud

magnet hornet bandit signal velvet

dentist doctor sister harvest contest

sister. I hear two syllables. The i in the MY

TURN Find the spelling word that best completes each

first syllable is short. That means it is in a

sentence. Circle the word. Then write it on the line. Use what you know
about syllable patterns to spell correctly.

closed syllable. A closed syllable ends with

magnet
1. The _______________________ held up the papers. magnet hornet

SPELLING WORDS hornet

2. The _______________________ stung my hand. magnet hornet

a consonant. Now I know to divide sister bandit

3. The police got the _______________________ quickly. bandit harvest

bandit contest between the s and the t. Draw a line to velvet

4. Our _______________________ clothes were soft. dentist velvet

dentist doctor show the syllable break. Point out the dentist
5. Connor went to visit the _______________________. dentist velvet

sister
VCCV pattern. Repeat this activity with
6. She is my oldest _______________________. doctor sister

harvest hornet Grade 2, Unit 4, Week 5 213

other spelling words.

© Pearson Education, Inc., or its affiliates. All rights reserved.

magnet signal RDG20_OSR02_U04W05_SP.indd 213 1/24/18 1:58 PM

sister velvet APPLY Have students complete Spelling

p. 213 from the Resource Download Center.
HIGH-FREQUENCY WORDS
problem complete

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
Review and More
LESSON 1 LESSON 2 Practice Spell Words
LESSON 4 LESSON 5
with Syllable Pattern
 Assess Prior Teach Spell Words Spiral Review:  Assess
VCCV
Knowledge with Syllable Pattern Spell Words with Understanding
VCCV Prefixes un-, re-,
pre-, dis-

T468 UNIT 4 • WEEK 5

 myView
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WRITING BRIDGE

Language & Conventions

Reflexive Pronouns
LESSON 3 OBJECTIVES
Edit drafts using standard English
conventions, including pronouns,
Teach Reflexive Pronouns including subjective, objective,
and possessive cases.
FOCUS Remind students that a reflexive pronoun is one that refers to the
Correctly use reflexive pronouns.
subject, as in Assad walked to the park by himself.

MODEL AND PRACTICE To reinforce the instruction, write the following

sentence frames on the board: She laughs at ___ all the time. We laugh at
___ all the time. Help students complete each sentence using a reflexive
pronoun.

Then ask partners to complete the following sentence with a reflexive

pronoun: I will make ___ a piece of toast. Have students explain their
choice.

ELL Targeted Support

Language Structures Display these sentences: I bought it subject. Circle both words and emphasize that both refer
for myself. She saw herself in the mirror. You should make the to the same person. Repeat with the remaining sentences.
sandwich yourself. Then use the following activities to help EMERGING
students learn new language structures involving reflexive Have partners engage in classroom interactions by reading
pronouns. each sentence and circling the subject and the reflexive
During classroom instruction, read the first sentence with pronoun. Ask them to identify which is which. DEVELOPING
students. Help them identify the reflexive pronoun and the

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Reflexive
LESSON 1 LESSON 2 Pronouns LESSON 4 LESSON 5

Spiral Review: Oral Language: Practice Reflexive Standards Practice

Pronouns Reflexive Pronouns Pronouns

Kids Can Be Big Helpers T469

WEEK 5 LESSON 4
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS

Celebration
OBJECTIVE Minilesson
Publish and share writing.
TEACHING POINT Publishing and sharing personal narratives are ways to
celebrate hard work.

MODEL AND PRACTICE Tell students that they will celebrate their personal
narratives with a classroom exhibit. Call on students to suggest a name for
the celebration, such as “About Me” or “Let Me Tell You Something.”

Have students work in groups to display their typed or legibly handwritten

narratives on a board or table. Have students choose their best drawings to
accompany their texts. When students are ready, have the class visit each
exhibit to read the text.

Prompt students to introduce their work by stating what they learned from
their experience. Help them by posing the following questions.

• What do you remember most about this experience?

• How would other people in your narrative describe this experience?
• Would you want this to happen again? Explain.

Possible Teaching Point

Language & Conventions | Reflexive Pronouns

Remind students that reflexive pronouns end in -self or -selves. Ask
students to read their drafts quietly to themselves. At each reflexive
pronoun, have students stop and check that it refers correctly to the
subject.

T470 UNIT 4 • WEEK 5

 PERSONAL NARRATIVE

Independent Writing
FOCUS ON THE WRITING PROCESS
• In their writer’s notebooks, students should reflect on the celebration
and on the process of writing their personal narratives.

WRITING SUPPORT

• Modeled Do a Think Aloud to model how to reflect on the

process of writing a personal narrative.
• Shared Ask questions to help students discuss their work.
Transcribe their answers.
• Guided Ask students questions to help them reflect on the
writing process in their writer’s notebooks.
Intervention Refer to the Small Group Guide for support.

See the Conference Prompts on p. T456.

Share Back
Invite students to recall interesting incidents, details, and writing styles in
one another’s work.

Kids Can Be Big Helpers T471

WEEK 5 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVES LESSON 4
Spell words with prefixes,
including un-, re-, and dis-, and
inflectional endings, including -s, Spiral Review
-es, -ed, -ing, -er, and -est.
FOCUS ON STRATEGIES Review the previous spelling rules for the prefixes
Identify and read high-frequency
words.
un-, re-, pre-, and dis-.

MODEL AND PRACTICE Read the following words and have students spell
them. Then ask them to help you determine and underline the prefix in
each: unfair, refill, dislike, and preschool. (unfair, refill, dislike, preschool)
SPELLING WORDS
APPLY Have students work in pairs to underline the prefix in each of the
bandit contest
following words: unlock, rerun, discover, and preview. (unlock, rerun,
dentist doctor
discover, preview)
harvest hornet
magnet signal
sister velvet

HIGH-FREQUENCY WORDS
problem complete

Writing Workshop
As students proofread
their writing, remind them
to check the spelling of
words with the prefixes
un-, re-, pre-, and dis-.

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Spell Words with LESSON 5
Prefixes un-, re-,
 Assess Prior Teach Spell Words Review and More  Assess
pre-, dis-
Knowledge with Syllable Pattern Practice Spell Words Understanding
VCCV with Syllable Pattern
VCCV

T472 UNIT 4 • WEEK 5

 WRITING BRIDGE

Language & Conventions

Reflexive Pronouns
LESSON 4 OBJECTIVES
Edit drafts using standard English
conventions, including pronouns,
Practice Reflexive Pronouns including subjective, objective,
and possessive cases.
APPLY My TURN Have
LANGUAGE AND CONVENTIONS Correctly use reflexive pronouns.
students complete the
practice activity on Student Reflexive Pronouns
Interactive p. 440 to edit A reflexive pronoun refers back to the subject of the

for reflexive pronouns. Use sentence. Reflexive pronouns end in -self or -selves. Writing Workshop
the leveled supports on I see myself in the mirror. They see themselves in the mirror.
As students begin drafts
p. T469 for ELLs. Reflexive Pronouns
during Writing Workshop,
myself refers to I ourselves refers to we
remind them to use
yourself refers to you yourselves refers to you
reflexive pronouns
himself refers to he or a noun themselves refers to they
herself refers to she or a noun correctly. Have students
itself refers to it or a noun
trade drafts with a partner
to check that reflexive
MY TURN Write the correct reflexive pronouns to
complete this story. pronouns have been used
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

correctly.
I made breakfast myself today. When Dad came into
the kitchen, I said, “You can help yourself .” We ate by
ourselves because Mom was still asleep. After breakfast,
Dad cleaned up by himself . Later we all went for a
walk and saw children playing ball. They were really
enjoying themselves !

440

RDG20_SE02_NA_U04W05_5RWB.indd Page 440 12/9/19 11:20 AM f-0222 /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade2_2/0134908813/Layout/Interior_Files/Uni ...

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Practice Reflexive
LESSON 1 LESSON 2 LESSON 3 Pronouns LESSON 5

Spiral Review: Oral Language: Teach Reflexive Standards Practice

Pronouns Reflexive Pronouns Pronouns

Kids Can Be Big Helpers T473

 WEEK 5 LESSON 5
WRITING WORKSHOP PUBLISH, CELEBRATE, ASSESS
FAST TRACK

Assessment
OBJECTIVES Minilesson
Edit drafts using standard English
conventions. TEACHING POINT Tell students that they will be assessed on their personal
Write narratives that recount narrative writing skills. Point out that the checklist in the Student Interactive
an event or short sequence of will help them review their understanding of
events, include details to describe
actions, thoughts, and feelings, • the structure and organization of a personal narrative
use temporal words to signal
event order, and provide closure.
• the elements of writer’s craft
• English language conventions

STUDENT INTERACTIVE, p. 443 MODEL AND PRACTICE Direct students to the checklist on p. 443. Explain
WRITING WORKSHOP that they practiced certain skills when writing their personal narratives and
Assessment that they will be given an assessment on these skills.
In this unit, you learned to write a personal
narrative. Rate how well you understand each skill.
Review any skill you mark “No.” Say: The checklist will help you review the skills you’ve learned. Read each
1. How to generate ideas for a
YES NO
statement and mark “yes” if you understand the skill. Mark “no” if you do
personal narrative
2. How to plan a personal narrative YES NO not understand the skill or are even unsure about it. Your honest answers
3. How to write a setting
4. How to develop a sequence of
YES NO
will show you what you need to review. This will prepare you for the
assessment.
events with a problem and a YES NO
resolution
5. How to add details YES NO

6. How to write a conclusion YES NO Read over the checklist. Prompt students to ask for clarification if they do
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

7. How to proofread and edit for: YES NO

• capitalization and commas
• pronouns
not understand what some of the words mean.
Direct students to complete the checklist.
• compound subjects and
predicates
• adjectives and adverbs
• spelling

443

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Assessment
Have students complete the assessment on p. T475, or assess students’
published writing with the accompanying rubric.

T474 UNIT 4 • WEEK 5

myView
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DOWNLOAD ASSESSMENT PERSONAL NARRATIVE

Writing Assessment
WEEK 5 • LESSON 5 OPTION

Personal Narrative
Provide students the assessment prompt below. The prompt may be displayed for
students to respond to on a separate sheet of paper. Alternatively, you may print the
prompt from SavvasRealize.com.

PROMPT Think about a person who has positively inspired you. Write a personal
narrative about a special time when you did something with that person.

Be sure to

• include a clear beginning, middle, and end.

• tell what you were thinking and feeling.
• use words that indicate time.
• use correct spelling, punctuation, and grammar.

4-Point Personal Narrative Writing Rubric

Language and
Score Focus Organization Development Conventions
Vocabulary

Narrative is Narrative has a Narrative effectively Narrative has concrete Narrative correctly
clearly focused well-developed uses details and sensory language and uses grammar,
4 around one structure with a description; author precise vocabulary that spelling, capitalization,
personal event. beginning, middle, sums up experience in is used correctly. and punctuation.
and end. conclusion.

Narrative is Narrative is mostly Narrative adequately Narrative has adequate Narrative has a few
mostly focused structured into a uses details and sensory language and conventions errors but
around one beginning, middle, and description; author vocabulary that mostly is is coherent.
3 personal event. end. Some events adequately sums up used correctly.
seem confusing, out of experience in
order, or unrelated. conclusion.

Narrative is Events are difficult to Narrative includes only Language in the narrative Narrative has some
somewhat follow. Some structural a few details and is not concrete or conventions errors
2 focused but may elements are descriptions; author’s sensory; words are that affect clarity.
occasionally lose undeveloped or conclusion does not sometimes used
focus. missing. sum up the experience. incorrectly.
Narrative is Narrative has little or no Narrative includes few Language is vague, Narrative has many
unfocused, apparent structure. or no descriptions of unclear, or confusing. conventions errors,
1 disordered, or author’s experience; which make it difficult
incomplete. conclusion is weak or to understand.
missing.

0 Narrative does not demonstrate skills in narrative writing traits.

Kids Can Be Big Helpers T475

WEEK 5 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable

Pattern VCCV
OBJECTIVES LESSON 5
Spell one-syllable and multisyllabic
words with closed syllables; open
syllables; VCe syllables; vowel Assess Understanding
teams, including digraphs and
diphthongs; r-controlled syllables; Read each sentence aloud. Then repeat the spelling word. Give students
and final stable syllables. time to write the word. Repeat the word or the sentence if students ask.
Alphabetize a series of words and Spelling Sentences
use a dictionary or glossary to
find words. 1. I won the spelling contest.
2. The doctor told me to stay in bed for a few days.
3. There is a magnet on the refrigerator.
SPELLING WORDS 4. Your velvet dress is so soft.
5. Let me help you solve the math problem.
bandit contest
dentist doctor 6. Sayid’s older sister helped him fix his bike.
harvest hornet 7. It is time to harvest the corn from the fields.
magnet signal 8. My dentist said my teeth are healthy.
sister velvet
9. It took a long time to complete the puzzle.
HIGH-FREQUENCY WORDS 10. Naomi was stung by a hornet yesterday.
problem complete 11. The coach gave the signal to start the game.
12. The bandit rode off on his horse.

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
 Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding

 Assess Prior Teach Spell Words Review and More Spiral Review:
Knowledge with Syllable Pattern Practice Spell Words Spell Words with
VCCV with Syllable Pattern Prefixes un-, re-,
VCCV pre-, dis-

T476 UNIT 4 • WEEK 5

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WRITING BRIDGE

Language & Conventions

Reflexive Pronouns
FLEXIBLE OPTION

LESSON 5 OBJECTIVES
Edit drafts using standard English
conventions, including pronouns,
Standards Practice including subjective, objective,
and possessive cases.
Display the following sentence and then Name
Correctly use reflexive pronouns.
have students respond independently. Language and Conventions
Reflexive Pronouns
A pronoun takes the place of a noun (person, place, or thing) in a

I was afraid to walk to Tom’s house by sentence. A reflexive pronoun refers to the subject of the sentence and
ends in -self or -selves.

myself. each sentence.

MY TURN Circle the reflexive pronoun that best completes

herself
1. She looked at _________________________ in the mirror.

What subject does the reflexive pronoun herself himself

ourselves
refer to?
2. We learned to tie our shoes by _________________________.

myself ourselves

themselves
3. They picked up the trash all by _________________________.

A house themselves myself

himself
4. He found _________________________ a new jersey to wear.

B Tom’s yourself himself

myself
5. I enjoyed _________________________ at the park today.

C walk myself herself

yourself
6. Help _________________________ to the snacks.

D I Grade 2, Unit 4, Week 5

myself yourself

219
© Pearson Education, Inc., or its affiliates. All rights reserved.

APPLY Have students complete

RDG20_OSR02_U04W05_LC.indd 219 12/9/17 3:03 PM

Language & Conventions, p. 219 from

the Resource Download Center.

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
Standards Practice
LESSON 1 LESSON 2 LESSON 3 LESSON 4

Spiral Review: Oral Language: Teach Reflexive Practice Reflexive

Pronouns Reflexive Pronouns Pronouns Pronouns

Kids Can Be Big Helpers T477

WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Weekly Overview
This week, students will publish and celebrate their writing.
WEEK WRITING PROCESS FLEXIBLE PATH
They may also be assessed on what they have learned
Introduce and
1 Prewriting
about opinion writing. Students will Immerse

• edit their writing for the correct capitalization of book titles 2 Drafting Develop Elements

3 Drafting Develop Structure

• edit their writing for conjunctions
4 Revising and Editing Writer’s Craft
• present their book reviews to the class
Publish, Celebrate,
5 Publishing
• review what they have learned about writing a book review and Assess

Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min. Edit for Capitalization of Edit for Conjunctions Prepare for Celebration
Book Titles WW42 WW43 WW44

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing Independent Writing
30—40 min. and Conferences WW42 and Conferences WW43 and Conferences WW44

SHARE BACK FOCUS

Capitalization of Book Use Conjunctions to Revise Book Reviews
5—10 min. Titles WW42 Connect Reasons and WW44
Opinions WW43

WW38 OPINION WRITING UNIT • WEEK 5

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BOOK REVIEW

Mentor STACK
These criteria may be helpful in selecting book review texts to reinforce the skills of using capital
letters in book titles and using conjunctions.
• book reviews that are strong examples of opinion writing with reasons closely connected to opinions
• texts that include conjunctions

FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES

See the online See the Small

Celebration WW45 Assessment WW46 Group Guide
Language
Awareness for additional
Handbook writing support.
for additional
writing support.
Independent Writing Assessment
and Conferences WW45 WW46–WW47

Celebration WW45 Assessment

WW46–WW47

WW39
WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Conferences Mentor STACK

During this time, assess for understanding of capitalization of book titles,
and using conjunctions to connect reasons and opinions. Determine
where students may need extra support. Have stacks and minilessons
available to reference during conferences.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Edit for Capitalization of Book Titles EMERGING
If students need Then show and explain the • Model revising a sentence involving
additional support, capitalization of book titles using stack a reason so that it now includes the
texts or books in your classroom library. word because.
• Use books from your classroom
If students show Then ask: What rules did you follow when library to provide models of
understanding, deciding which words in this title to capitalization in book titles.
capitalize?
DEVELOPING
Edit for Conjunctions
• Have students point out conjunctions
If students need Then point out the use of because in in stack texts and their own book
additional support, a stack text. Discuss how it connects the reviews to demonstrate how to
reason and the opinion. connect reasons to opinions.
• Do a Think Aloud to decide how to
If students show Then have students edit their own book capitalize a book title.
understanding, reviews to include conjunctions. • Have students tell what they enjoyed
most about opinion writing in their
Prepare for Celebration book reviews.
If students need Then ask: Which skill do you feel most EXPANDING
additional support, confident using in your book review?
• Have students tell how they know
If students show Then ask: What would you do differently which words in book titles should be
capitalized.
understanding, when writing another book review?
• Ask students to find examples of
conjunctions and and because in a
stack text. Have them then tell how
the conjunctions are used.
• Use guided writing to help students
reflect on their opinion writing skills
in their book reviews.

BRIDGING

• Challenge students to work with

partners to create an anchor chart to
remind themselves and others how
to capitalize book titles.
• Have students practice reading
their book reviews fluently and with
expression.

WW40 OPINION WRITING UNIT • WEEK 5

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BOOK REVIEW

ELL Minilesson Support

See the Language
Awareness Handbook
Week 5: Publish, Celebrate, Assess for additional writing
During this week, your ELLs will benefit from additional writing support support.
that helps them focus on capitalization of book titles and using
conjunctions to connect reasons to opinions. These targeted supports
help students build confidence when sharing their book reviews.

Use this note for the minilesson on p. WW43. Use this note for the minilesson on p. WW44.

ELL Targeted Support ELL Targeted Support

EDIT FOR CONJUNCTIONS PREPARE FOR CELEBRATION
As students focus on the sentences in their Help students practice giving feedback to
book reviews, they should note on how to use writers by using positive comments and helpful
the conjunctions and and because to connect suggestions.
reasons and opinions. Read a volunteer’s book review aloud. Post
Point to the words and and because in several sentence starters to model and
sentences written on a chart or the board. guide feedback. I like the way you ____. You
Read the sentences together. Help students did a good job when ____. You could also
use those sentences as models for their own ____. EMERGING
writing. EMERGING Read a volunteer’s book review aloud. Ask
Work together to connect a reason to an opinion for comments that point out something that
using and or because. Have students read the is well written. Discuss how the comments
resulting sentences aloud. DEVELOPING show the listener is paying attention and gives
the writer information about what worked
Have students find sentences in stack
well. DEVELOPING
texts that contain the conjunction because.
Determine if it helps connect the reason to the Have partners give feedback on each other’s
opinion. EXPANDING book review. Listen in and compliment
comments that were positive and
Have students create sentence frames that can
helpful. EXPANDING
be used to connect reasons to an opinion. Have
students exchange frames and complete the Invite writers to share their book reviews with
sentences. BRIDGING partners. Have writers share comments that
were very helpful and why those comments
were helpful. BRIDGING

WW41
 WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS
FAST TRACK

Edit for Capitalization of Book Titles

OBJECTIVE Minilesson Mentor STACK
Edit writing for proper
capitalization of book titles.
TEACHING POINT Before publishing their book reviews, writers check to see
that the titles of the books they are reviewing are capitalized correctly. The
STUDENT INTERACTIVE 2.2, p. 693 first and last words in a book title should be capitalized. Important words
WRITING WORKSHOP
(nouns, pronouns, verbs, adjectives, and adverbs) should also be capitalized.
My
I can write a book review. Learning
Goal

Edit for Capitalization MODEL AND PRACTICE Tell students that authors double-check that they
of Book Titles
Book titles follow special rules for capitalization.
have capitalized the correct words in the book titles of the books they are
Always capitalize the first and last word in a book title.
Capitalize all the important words. reviewing. Point out examples of correct capitalization of titles using stack
MY TURN Write the titles of three of your books. Write the title of a book on the chart or the board using all lowercase
favorite books. Circle the capital letters.

letters. Say: Here is the title of the book I am reviewing. I need to check to
make sure I capitalize the correct words in the title. Review the rules for
capitalizing book titles as you work together to decide which words should be
Copyright © Savvas Learning Company LLC. All Rights Reserved.

capitalized. Repeat the process with several titles the students suggest.
MY TURN Edit your book review for the correct use
After discussing the titles, have students turn to p. 693 in Student
of capital letters.

Interactive 2.2. Talk together about what they need to do to complete the
693 activity. Remind them that they may use books from your classroom library
RDG21_SE02_INT_W05_OW.indd 693 31/01/20 11:38 AM if they need help thinking of book titles. Ask partners to check each other’s
titles and discuss the rules they used.
Writing Support
• Modeled Use books from
the classroom library or
stack texts to model how
to determine which words
Independent Writing
in a book title should be
capitalized. After the minilesson, students should edit their book reviews to correctly
• Shared Without using any capitalize the book titles. Students who have a strong understanding of
capital letters, write several
book titles on a chart or capitalizing book titles should continue to make revisions to their book
the board. Discuss with reviews. If students need extra support, remind them to go word by word,
students which words
should be capitalized
checking for capitalization rules that apply. See the Conference Prompts
and why. on p. WW40 for more suggestions.
• Guided Provide specific
support for capitalization
using book titles in
students’ book reviews.

Intervention Refer to
Share Back
the Small Group Guide
for support. Have students write the title of the book they are reviewing on the board.
Invite others to tell what rules were used to determine which words should
be capitalized.

WW42 OPINION WRITING UNIT • WEEK 5

 BOOK REVIEW
FAST TRACK

Edit for Conjunctions

Minilesson Mentor STACK OBJECTIVES
Use conjunctions properly.
TEACHING POINT Authors of book reviews check to make certain readers Edit drafts with adult assistance
using standard English
will understand why they liked or did not like the books they reviewed.
conventions, including usage of
They often help readers by using conjunctions to connect the reasons to conjunctions.
the opinion. Conjunctions such as and and because join words or parts of
sentences together.
STUDENT INTERACTIVE 2.2, p. 694
MODEL AND PRACTICE Read part of a book review from the stack that BOOK REVIEW

contains conjunctions. Point out the conjunctions and discuss what they Edit for Conjunctions
connect. Write: I like this book very much. It is full of maps. Say: I wrote that A conjunction is a word that joins together words and parts
of sentences. And and because are conjunctions.

the book is full of maps, but the reader may not understand that having a MY TURN Write the conjunction that makes sense

lot of maps is one reason I liked the book. How could I use a conjunction in each sentence.

because
to help connect the reason to the opinion? Guide students to craft a new One reason I like this book is
it is about snakes.

sentence using because. They might make the sentence even stronger by The book has photos and charts
to help you learn more.

adding and. Write: I like this book because it is full of maps, and I love maps. The snake photos are great because
they have labels.

Direct students to the activity on p. 694 in Student Interactive 2.2. Remind

Copyright © Savvas Learning Company LLC. All Rights Reserved.

MY TURN Edit your book review for conjunctions.

students that conjunctions have many uses and that one of the uses
may be to help readers connect a reason to the opinion. If students need
extra support, work together to complete a model and discuss what the
conjunctions join. 694

RDG21_SE02_INT_W05_OW.indd 694 31/01/20 11:38 AM

Writing Support
Independent Writing • Modeled Do a Think Aloud
to model how to use a
Students should spend independent writing time editing their book reviews conjunction to link a reason
to the opinion.
for conjunctions that link the reasons to the opinion. If students have difficulty
• Shared Point out a
linking the reasons to the opinion, encourage them to draw a line from the conjunction in a sentence.
first word of each reason to the opinion the reason supports. Students Ask students to tell how
working confidently may add additional reasons linked to their opinions. See the conjunction is used and
what it joins.
the Conference Prompts on p. WW40 for additional suggestions.
• Guided Look for places in
students’ book reviews that
could benefit from the use
of a conjunction. Provide
focused instruction to
Share Back create the new sentence.

Intervention Refer to
Call on students to read aloud a sentence that includes a conjunction. the Small Group Guide
Prompt students to tell what the conjunction joins. Remind students that for support.
editing is one of the most important steps in writing because it helps
readers clearly understand the opinions.

WW43
WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Prepare for Celebration

OBJECTIVES Minilesson
Edit drafts using standard
English conventions including
capitalization and conjunctions. TEACHING POINT Authors revise and edit their book reviews to make
certain they include all the elements of a well-written opinion. Strong book
Edit drafts to include both simple
and compound sentences. reviews use both simple and compound sentences, link reasons to the
opinion clearly, and use capitalization correctly.

MODEL AND PRACTICE Say: You have worked hard writing book reviews
that state your opinions about books you have read. We are almost ready to
celebrate your efforts. Now is the time to check your writing to be certain it
is ready to share.

Review with students what they have learned about opinion writing. Invite
students to put what they have learned in their own words. As you write
each of their statements, ask students to look through their opinion books
and find examples of each of the items.

Reread each statement. Ask if there are any questions about the items
listed. Display the statements as students move to independent writing.
Writing Support
• Modeled Do a Think Aloud
to model how to practice
reading a book review
aloud. Focus on reading Independent Writing
clearly with enthusiasm.
• Shared Help students look Have students revise and edit their book reviews. Students needing support
for common grammar and should review the list of statements the class created. Encourage students
punctuation errors in their
book reviews. who are ready to practice reading their book reviews aloud quietly. See
• Guided Provide explicit Conference Prompts on p. WW40 for suggestions.
instruction on what
students should look for as
they revise and edit.
Intervention Refer to
the Small Group Guide Share Back
for support.
Invite students to share examples of changes they made to their book
reviews. Reinforce the value of revising and editing.

WW44 OPINION WRITING UNIT • WEEK 5

 BOOK REVIEW

Celebration
Minilesson OBJECTIVE
Publish and share book reviews.
TEACHING POINT When writers publish their work, they are excited and
pleased. They have worked hard and look forward to sharing their writing
with others. They may think back on what they did well and what they might
improve when they do more writing.

MODEL AND PRACTICE Tell students that the time has come to celebrate
and share the work they have done with the book reviews. You may want to
video record the book reviews. Model how to prepare for the presentation.
Do a Think Aloud before sharing, by stating what you need to remember
when speaking to a group. Say: I want to do my best when presenting my
book review. I need to stand still and look up from my paper from time
to time. I want to read clearly and with expression. I love this book and
want listeners to know that I’m excited for them to read it also. Model
reading aloud your book review. Provide time for students to practice Writing Support
reading their book reviews. Remind them to think about how they will read • Modeled Do a Think
with expression. Aloud as you reflect on the
experience of writing your
book review.
• Shared Ask questions to
help students to think more
deeply about what they did
Independent Writing well and the areas where
they want to improve their
Have students share their book reviews. Celebrate their efforts. writing.
When sharing is completed, invite students to reflect on the experience. • Guided Provide sentence
prompts to help them
reflect on their writing.

WW45
 WEEK 5
OPINION WRITING PUBLISH, CELEBRATE, AND ASSESS
FAST TRACK

Assessment
OBJECTIVE Minilesson
Compose book reviews in which
they introduce the book, state an TEACHING POINT Assessing writing helps students identify all that they
opinion, support the opinion with have learned and see where they may still need more practice.
reasons, and include a conclusion.
MODEL AND PRACTICE You will be assessed on what you have learned
about writing a book review. You will use all of the skills you have learned to
respond to a writing prompt. You will need to remember to

• introduce the book and state your opinion.

• supply reasons that are connected to and support your opinion.
• write a strong conclusion.
• capitalize words correctly.
STUDENT INTERACTIVE 2.2, p. 695

WRITING WORKSHOP
Have students turn to p. 695 in Student Interactive 2.2. Review the list as a
Assessment class to remind them what they have learned about expressing an opinion
Congratulations! You have learned how to write a
book review.
in a book review. Have students check each skill they have learned and
MY TURN Read the list. Put a check next to what
included in their book reviews. Remind students that they should look back
you can do.
at the book reviews they have written to find evidence that they understand
I can introduce the book I am writing about.
I can clearly state my opinion.
and have used that skill.
I can supply reasons that support my opinion.
I can write a strong conclusion.
I can correctly capitalize a book title.
I can use both simple and compound sentences in

Assessment
my writing.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

I can use conjunctions to connect the opinion and

reasons.

See the unit assessment on p. WW47 and tell students that they will be taking
a writing assessment. Explain that they should respond to the writing prompt
and use all they have learned in this unit. As another form of assessment, you
695
may score students’ writing using the rubric on p. WW47.
RDG21_SE02_INT_W05_OW.indd 695 31/01/20 11:38 AM

WW46 OPINION WRITING UNIT • WEEK 5

myView
Digital
DOWNLOAD ASSESSMENT WRITING ASSESSMENT

WRITING ASSESSMENT
Opinion Writing: Book Review
Provide students with the assessment prompt below. The prompt may be displayed for
students or printed from SavvasRealize.com.

Prompt Write an opinion piece about a book you enjoyed. Introduce the book and
state your opinion. Supply reasons to support your opinion. Use words that link or
connect the reasons to the opinion. Write a conclusion. Capitalize the book title
correctly. Use both simple and compound sentences.

4-Point Opinion Writing Rubric

Score Focus Organization Development Language and Conventions
Vocabulary
The opinion is Organization is clear The reasons closely The ideas are clearly The command of
clearly stated and and effective, creating connect to, and clearly conveyed using precise conventions is clearly
4 well supported. a sense of cohesion. support, the opinion. language. There is a shown.
good variety of simple
and complex sentences.

The opinion Organization is The reasons connect The ideas are adequately The command
is clear and generally clear, though to, and somewhat conveyed using more of conventions is
3 adequately some ideas are not well support, the opinion. general language. somewhat shown.
supported. connected. There are mostly simple
sentences.

The opinion Organization is The reasons somewhat The ideas are unevenly The command of
is stated and inconsistent and some connect to the opinion. conveyed using very conventions is weak
2 somewhat elements are missing. simple language. or uneven.
supported. There are only simple
sentences.

The opinion is Organization is poor or The reasons do not The ideas are conveyed There is very little
not clearly stated nonexistent. connect to the opinion in a vague or confusing use of correct
1 and not well or are missing. manner. Some sentences conventions.
supported. are incomplete.

0 Book review gets no credit if it does not demonstrate adequate command of opinion writing traits.

WW47
 TEXT COMPLEXITY CHARTS

TEXT COMPLEXITY

Recommended Placement
Kids Can Be Big Helpers
The Quantitative Measures place this text in the Grade 2–3 complexity band.
By Kenneth Braswell
The Qualitative Measures suggest that students might need additional
Genre: Persuasive Text support with
• Text Structure: Tracking ways to help and reasons to help in the text
• Knowledge Demands: Volunteering and communities
Before reading the selection, use the Reader and Task Considerations to
help you plan how to address various student populations.

Quantitative Measures
LEXILE: 550L Average Sentence Length: 8.341 Word Frequency: 3.579 Word Count: 684

Complexity Level Qualitative Measures

Author’s Purpose The author’s purpose is implied, and must be inferred from the text’s
different parts, which focus on ways people and kids can be helpers and on
reasons why being a helper is important. Students may need support to
understand that the author wants to show kids both how to be helpers and
Simple Very Complex why being a helper is important.

Text Structure The text has a clear, easy-to-understand descriptive structure, including a
section showing that kids can help others, a section telling reasons to help
others, and a section giving kids ideas for how to help. Headings, text
features, and photos are used to supplement understanding.
Simple Very Complex

Language Conventionality and Clarity The sentences are simple, and the vocabulary is mostly familiar and
contemporary. Students may need support understanding some academic
and domain-specific vocabulary, such as successful, community, participate,
volunteer, and reason.
Simple Very Complex

Knowledge Demands Subject matter includes some common, practical knowledge and some
discipline-specific content knowledge. Ideas presented are mostly simple,
such as ways to help people, but some ideas are more complicated, such as
how a community is like a family.
Simple Very Complex

Reader and Task Considerations

English Language Learners Intervention On Level /Advanced
Structure Help students create a Knowledge Demands Use a KWL Purpose Say: Listen to this statement:
T-chart to organize Reasons to Be a chart to determine what students It is important to help others. Give
Helper and Ways to Be a Helper. Then, know and want to know about reasons to support this statement.
use paragraph 2 to model how to fill in volunteering. Discuss their ideas and • Have students tell a partner their
the chart. Read the paragraph. Then questions as a class. You may also reasons.
ask: What is one way to be a helper? want to
Give sentence frames to help • Invite pairs to suggest their strongest
• have students research local reason, and list these on the board.
students answer, and model how to organizations that recruit volunteers
write these ideas in the chart. to help people. • Revisit the list after reading, to add
• I can be a helper by _______. reasons.
• have students make a poster of
• People are helpers when they _______. ways or reasons to be a volunteer.

GRADE 2, UNIT 4, WEEK 5

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