UNIT 4 WEEK 1

WEEK AT A GLANCE: RESOURCE OVERVIEW

Materials
READING WORKSHOP
WEEKLY LAUNCH: INFOGRAPHIC

People Who Were First Weekly Question

These Americans were the first to accomplish something Baseball legend Jackie How can others inspire
important. They inspired others to follow them. Robinson was the first us to reach a goal?
African American to play
Astronaut Ellen Ochoa Dr. Norman Shumway Major League Baseball.
was the first doctor in Before Robinson, African
MY TURN Do you
was the first Hispanic feel inspired when you read
American woman to fly the United States to Americans were not
about these people? Who is
in space. She spent about transplant a human allowed in the league.
a person from your country
40 days in space on four heart. His work helped Robinson became an All-Star.
who inspires you? Write your
different missions. many people live longer.
thoughts here.

Responses might include

people familiar to students,
such as family members or
celebrities.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Pilot Bessie Coleman was the first
African American woman to become
a pilot. She also had Native
American ancestors. Coleman put on
DECODABLE
one-woman air shows.
READER
236 237
243

INFOGRAPHIC READING EDITABLE

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“People Who Were First” ANCHOR CHART ANCHOR CHART

Biography Biography

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)
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• 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.

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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
sometimes clever discuss
mountains comet connect
young driven responsible
lemon equal
planet improve
proper
rapid
Develop Vocabulary river
shiver
allowed
tropic
challenge
determined
refused
accept

T16 UNIT 4 • WEEK 1

 myView REALIZE DOWNLOAD ASSESSMENT
Digital READER

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

Listening Comprehension Fiction Lesson Plan

WHY
InterACTIVE Read-Alouds
OBJECTIVES
Listen actively, ask relevant
Narrative Nonfiction: Biography • expose students to texts above their independent reading level.
• deepen students’ comprehension.
questions to clarify information, • enhance students’ overall language development.
and answer questions using Tell students you are going to read a biography called “Jackie Robinson:
multi-word responses. Opening the Doors.” Explain that students should listen actively, paying careful • provide an opportunity to model fluency and expressive reading.
• foster a love and enjoyment of reading.
Read grade-level text with fluency attention to why this person is amazing. Prompt them to ask questions to clarify
and comprehension. information and follow agreed-upon discussion rules. Then have students
Recognize and analyze literary recount key ideas and details from the read aloud. PLANNING Possible Teaching Points
elements within and across
increasingly complex traditional, • Select a text from the Read Aloud Trade Book Library or the school • Recount the Story
START-UP
contemporary, classical, and or classroom library. • Describe Characters,
diverse literary texts. Setting, Plot
READ-ALOUD ROUTINE • Identify the big idea of the story.
• Determine Theme
• Determine the Teaching Point.
Purpose Have students listen for elements of narrative nonfiction. • Write open-ended questions and modeled Think Alouds on sticky
• Make Connections
ELL Language Transfer notes and place in the book at the points where you plan to stop to • Determine Point of View
READ the whole passage aloud without stopping.
Cognates Point out the Spanish interact with students.
cognates in “Jackie Robinson: REREAD the text aloud a second time. This time model Think Aloud
Opening the Doors.”
strategies related to the genre and the subject of the biography. BEFORE READING
• athlete : atleta
• Show the cover of the book to introduce the title, author, illustrator, and genre.
• history : historia
• State the big idea or theme of the story.
• baseball : béisbol
• Point out interesting artwork or photos.
• Evoke prior knowledge and build essential background necessary for
FLUENCY Jackie Robinson: Opening the Doors understanding.
• Discuss key vocabulary essential for understanding.
After completing the Read Aloud
Routine, show students the story,
“Jackie Robinson: Opening the Jackie Robinson became one of the most well- DURING READING

READ ALOUD TRADE BOOK LIBRARY

Doors.” Read a short section of
the story aloud, and ask students known baseball players ever. He opened doors • You can choose to do a first reading so students get the gist of the story and
to pay attention to your prosody, apply Think Alouds and open-ended questioning for a deeper dive into the
or expression. Remind students for many other African American athletes who text.
that fluency is about reading for
meaning, not speed. Invite followed him. • Read with expression to draw in listeners.
partners to practice expressive • Ask questions to guide the discussion and draw attention to the teaching
reading using their favorite point.
sentences from the biography.
Robinson was born in 1919 in Georgia, the • Use Think Alouds to model strategies skilled readers use to monitor
youngest of five siblings. He was an athlete from comprehension and construct meaning from text.
• Help students make connections to their own experiences, texts they have
THINK ALOUD Analyze
Biography I notice that this reads like the start. He played baseball, basketball, and read or listened to in the past, or the world.
a story. It tells me about a real person,
Jackie Robinson. It gives facts about football and ran track at UCLA where he was the
AFTER READING
him. I think this is a biography. It is a
true story about a real person and first athlete to win letters in all four sports. • Summarize and allow students to share thoughts about the story.
important events in the person’s life.
• Support deeper conversation by revisiting the theme or big idea of the story.
Unfortunately, Robinson had to leave college before • Choose and assign a Student Response Form available on Realize.com

he graduated due to financial difficulties. He went

into the Army for two years. While there, he started
speaking out about civil rights.

T22 UNIT 4 • WEEK 1

INTERACTIVE READ ALOUD

READ ALOUD
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LESSON PLAN GUIDE

“Jackie Robinson: Opening
the Doors”

Mentor STACK
B OO K
Genre Narrative Nonfiction

CLUB
Writing Workshop T359
Says Wom
Who’t Be Doctoren Titles related to
n
Ca Story of Elizabeth Blackws?
Th
e ell Spotlight Genre and SCOUT
by Tanya Lee Stone
LITERACY
Theme: T510–T515
illustrated by Marjorie Priceman

STATIONS
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

AUDIO

Audio with
Highlighting

ANNOTATE

245

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SHARED READ
Who Says Women Can’t Be Doctors?
The Story of Elizabeth Blackwell

Assessment Options for the Week

• Daily Formative Assessment Options
• Progress Check-Ups
on SavvasRealize.com
• Cold Reads
on SavvasRealize.com

ASSESSMENT GUIDE

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T17
WEEK 1 LESSON 1
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode multisyllabic words with
Phonics: Decode Words with Closed
closed syllables.
Decode words using knowledge of
Syllables VC/V
syllable division patterns such as
VCCV, VCV, and VCCCV. Minilesson
Identify and read high-frequency
words. FOCUS Explain to students that words are made up of syllables. A syllable
is a word part with one vowel sound. A word can have one syllable like the
word rap, or it can have more than one syllable like the word rapid. Write
FOUNDATIONAL SKILLS and say rap, stressing the short /a/ vowel sound. Say: Rap has one vowel
EXTENSION sound, so it is one syllable. Point to the final p. Say: When a syllable ends
See pp. T38 and T46 for closed
syllable extension activities
with a consonant, it is called a closed syllable, and the vowel sound in the
students can use while reading the syllable is usually short. Say rap again and have students say it with you.
text in Lessons 2 and 3.
Say: Rapid has two vowel sounds, so it has two syllables. Say the word in
syllables, rap/id. Say: Rapid has the vowel a, the consonant p, and the
vowel i. As you say vowel, consonant, vowel, write VCV. Tell students that
when we see a multisyllabic word with this pattern, we often divide the
syllables after the consonant, VC/V. In rapid, the first syllable, rap, ends with
a consonant and is a closed syllable. The vowel sound is short. Say rapid
again, stressing the /a/ sound.

MODEL AND PRACTICE Point to and say the word pedal in the box on
p. 238 in the Student Interactive. Then say, I can hear two vowel sounds in
pedal and I can see the vowel, consonant, vowel pattern. I will break the
word into syllables after the consonant d. The first syllable, ped, is a closed
syllable. Have students draw a line after the d in pedal. Say the word in
syllables, ped/al. Then have students blend the syllables to say the word.

APPLY My TURN Have students read the other words in the box on p. 238 in
the Student Interactive. Then tell students to look for the VCV pattern in each
word and divide the words into two syllables.

TURN, TALK, AND SHARESHARE Have partners take turns reading the words in
the box on p. 238. Tell students to read each syllable of a word separately and
then blend the syllables to read the word.

T18 UNIT 4 • WEEK 1

 myView
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Digital

ELL Targeted Support Learning Strategies Create a two-column HIGH-FREQUENCY WORDS

chart with the words rob and robin. Have students identify the vowel Display the high-frequency
sounds and syllables. words sometimes, mountains,
and young.
Say: The word rob has one vowel sound. Point to the vowel and
repeat the word. Ask: How many syllables does the word rob have? • Point to and read each word.
Repeat with robin. EMERGING • Have students read and spell
sometimes.
Ask students to write VCV over the two vowels and the middle
consonant in robin. Have them draw a slash to show where the word • Repeat having students read
divides into syllables and say the word. DEVELOPING and spell the remaining
words.
Have partners break these words into syllables: model, metal,
• Have students choose a
vanish, and punish. Then have them use each word in a
word, say it, and use it in a
sentence. EXPANDING
sentence.

sometimes mountains

young
STUDENT INTERACTIVE, p. 238

PHONICS

Closed Syllables VC/V

A syllable is a word part that has just one vowel sound.
When a syllable ends with a consonant, it is called a
closed syllable. The vowel usually has a short sound.

rap The a has a short a sound.

Many words have more than one syllable. A two-syllable

word may have a vowel-consonant-vowel (VCV)
pattern. When you divide the word into syllables after
the consonant (VC / V), the vowel in the first syllable is
usually short.

rapid rap/id The a has a short a sound.

MY TURN Read, or decode, the VC / V words in

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the box. Divide the words into two syllables.

pedal limit robin punish

ped/al, lim/it, rob/in, pun/ish

TURNandTALK Take turns with a partner. For
T
each word in the box, read each syllable separately.
Then blend the syllables to read the word.

238

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T19
WEEK 1 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 1 Question: How can others
Interact with sources in meaningful
ways such as illustrating or writing. inspire us to reach a goal?
Have students follow along in their Student Interactive, pp. 236–237, as you read
aloud “People Who Were First.” Organize students into small groups and have
ACADEMIC
them share information about the people they read about. During the group
VOCABULARY
discussions, encourage students to ask questions to clear up any confusion
Language of Ideas Academic
language helps students access about the topic of the infographic.
ideas. After you discuss the
infographic, ask: Are the people Use the following questions to guide group discussions:
you read about responsible
people? How did Dr. Shumway • What does it mean to inspire someone or to be inspired?
improve people’s lives?
• How do people in the infographic inspire others?
• discuss  
• equal
• connect  
• improve
• What are their accomplishments?
• responsible • Do you think it was easy for them to accomplish what they did? Why or
Emphasize that these words will why not?
be important as students read and
write about the Essential Question. WEEKLY QUESTION Read the Week 1 Question: How can others inspire us to
reach a goal? Tell students that they learned about four people who reached
their goals and inspired others. Explain that they will learn about more people
who were an inspiration to others this week.

My TURN Have students write their thoughts as directed on p. 237 in the

Student Interactive. Call on volunteers to discuss their responses with the class.

T20 UNIT 4 • WEEK 1

 ELL Targeted Support Visual Support Use visual support to help students develop background
knowledge to better understand text. Tell students to listen closely as you read the infographic
aloud.

To help students develop background knowledge, point out details in the visuals, such as the space
shuttle, goggles, baseball, and glove. Ask students to name as many items as they can and tell who
would use each one. EMERGING
Help students develop background knowledge by having them identify details in each visual that
relate to the person’s occupation. Ask students to name as many details as they can and tell what
they know about each one. DEVELOPING
Help students develop background knowledge by having them describe the visuals in precise detail.
Tell them to include vocabulary in their descriptions. EXPANDING
Have students use the visuals to describe what they know about each occupation. For example,
have them tell where doctors work or why baseball players need a glove. BRIDGING

STUDENT INTERACTIVE, pp. 236–237

WEEKLY LAUNCH: INFOGRAPHIC

People Who Were First Weekly Question

These Americans were the first to accomplish something Baseball legend Jackie How can others inspire
important. They inspired others to follow them. Robinson was the first us to reach a goal?
African American to play
Astronaut Ellen Ochoa Dr. Norman Shumway Major League Baseball.
was the first doctor in Before Robinson, African
MY TURN Do you
was the first Hispanic feel inspired when you read
American woman to fly the United States to Americans were not
about these people? Who is
in space. She spent about transplant a human allowed in the league.
a person from your country
40 days in space on four heart. His work helped Robinson became an All-Star.
who inspires you? Write your
different missions. many people live longer.
thoughts here.

Responses might include

people familiar to students,
such as family members or
celebrities.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Pilot Bessie Coleman was the first

African American woman to become
a pilot. She also had Native
American ancestors. Coleman put on
one-woman air shows.

236 237

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell
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T21
WEEK 1 LESSON 1
READING WORKSHOP GENRE & THEME

Listening Comprehension
OBJECTIVES
Listen actively, ask relevant
Narrative Nonfiction: Biography
questions to clarify information,
and answer questions using Tell students you are going to read a biography called “Jackie Robinson:
multi-word responses. Opening the Doors.” Explain that students should listen actively, paying careful
Read grade-level text with fluency attention to why this person is amazing. Prompt them to ask questions to clarify
and comprehension. information and follow agreed-upon discussion rules. Then have students
Recognize and analyze literary recount key ideas and details from the read aloud.
elements within and across
increasingly complex traditional, START-UP
contemporary, classical, and
diverse literary texts. READ-ALOUD ROUTINE
Purpose Have students listen for elements of narrative nonfiction.
ELL Language Transfer
READ the whole passage aloud without stopping.
Cognates Point out the Spanish
cognates in “Jackie Robinson: REREAD the text aloud a second time. This time model Think Aloud
Opening the Doors.”
strategies related to the genre and the subject of the biography.
• athlete : atleta
• history : historia
• baseball : béisbol

FLUENCY Jackie Robinson: Opening the Doors

After completing the Read Aloud
Routine, show students the story,
“Jackie Robinson: Opening the Jackie Robinson became one of the most well-
Doors.” Read a short section of
the story aloud, and ask students known baseball players ever. He opened doors
to pay attention to your prosody,
or expression. Remind students for many other African American athletes who
that fluency is about reading for
meaning, not speed. Invite followed him.
partners to practice expressive
reading using their favorite
sentences from the biography.
Robinson was born in 1919 in Georgia, the
youngest of five siblings. He was an athlete from
THINK ALOUD Analyze
Biography I notice that this reads like the start. He played baseball, basketball, and
a story. It tells me about a real person,
Jackie Robinson. It gives facts about football and ran track at UCLA where he was the
him. I think this is a biography. It is a
true story about a real person and first athlete to win letters in all four sports.
important events in the person’s life.

Unfortunately, Robinson had to leave college before

he graduated due to financial difficulties. He went
into the Army for two years. While there, he started
speaking out about civil rights.

T22 UNIT 4 • WEEK 1

myView
DOWNLOAD
Digital

“Jackie Robinson: Opening the Doors,” continued

In 1947, he made history when he joined the THINK ALOUD Analyze

Brooklyn Dodgers as the first African American Biography As I read the second half
of the biography I’m noticing that the
player in Major League Baseball. events are described in chronological
order, or in the order that they
happened. Biography is a kind of
narrative nonfiction. It retells a true
Times were tough for Robinson. Many people did story with events in the order in which
they happened.
not think baseball should be integrated. But
Robinson and Branch Rickey, president of the
Dodgers, stood strong. They fought for Robinson’s
ELL ACCESS
right to play. To help prepare students for the
oral reading of “Jackie Robinson:
Opening the Doors,” read aloud
Robinson was a stand-out player. He received the this short summary:
National League Rookie of the Year award in 1947
Jackie Robinson was an athlete
and the National League Most Valuable Player who won awards in many sports
when he was in college. He
award in 1949. In 1955, he helped his team win the became famous when he joined
the Brooklyn Dodgers as the first
World Series. African American baseball player
in the major leagues. He fought for
civil rights while playing baseball
When he retired from baseball, Robinson worked in and afterward when he worked in
business. He is remembered for
business and became a leader in the Civil Rights breaking the color barrier in Major
Movement. He was inducted into the Baseball Hall League Baseball.

of Fame in 1962. Jackie Robinson died in 1972, but

he will always be remembered as the first African FLEXIBLE OPTION
American player to play for a Major League team. INTERACTIVE
Trade Book Read Aloud
• Conduct an interactive read aloud
of a full-length trade book.
WRAP-UP • Choose a book from the Read
Aloud Trade Book Library or the
school or classroom library.
• Select an INTERACTIVE Read
Use a circle web to help students Aloud Lesson Plan Guide and
identify the key events in the Student Response available on
biography of Jackie Robinson, SavvasRealize.com.
placing his name in the center oval.
• Preview the book you select for
appropriateness for your
students.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T23
WEEK 1 LESSON 1
READING WORKSHOP GENRE & THEME

SPOTLIGHT ON GENRE

Biography
LEARNING GOAL
I know about narrative nonfiction
Minilesson
and understand its elements.
FOCUS ON STRATEGIES Biography is a type of narrative nonfiction that tells
OBJECTIVE about a real person. The author of a biography is someone other than the
Recognize characteristics and person featured in the text. A biography is written to inform readers about a
structures of informational text, real person’s life. To determine if a text is a biography, ask yourself these
including organizational patterns
such as chronological order and questions:
cause and effect stated explicitly.
• Does the text include important events from the person’s life?
• Are the events written in chronological order, or in the order they
LANGUAGE OF happened?
THE GENRE • Does the text tell what influenced the person’s life?
After discussing the genre and
anchor chart, remind students to MODEL AND PRACTICE Model determining that a story is a biography. In
use words related to narrative
“Jackie Robinson: Opening the Doors,” the text tells us about Jackie
nonfiction in their discussions.
Robinson’s life as a child and a young athlete. We learn about his college
• biography
awards, life in the army, and joining a professional baseball team. Do we
• chronological
learn important events from his life? Yes, we do. We first learned that he
• influence
was the first African American to play baseball in the Major Leagues, that he
FLEXIBLE OPTION won National League awards, and that he was a leader in the Civil Rights
ANCHOR CHARTS Movement. “Jackie Robinson: Opening the Doors” is a biography.
• Display a blank poster-sized
anchor chart in the classroom.
• Draw a large circle in the center
of the chart and write Biography
inside. ELL Targeted Support Supporting Ideas Help students describe the
• Have students suggest life of a person they know or a famous person they know about.
characteristics of a biography.
Write these on lines coming out Prompt students to start their descriptions with information of the person’s
of the circle. birth or early years. Write words and phrases from their descriptions and
• Review the genre throughout the use these words to give examples of chronological events in the person’s
week by having students work life. Have students number the order of the events. EMERGING/DEVELOPING
with you to add examples of the
type of people who might be Ask students to think of a person they know well. Have them list important
featured in a biography.
events in that person’s life. Then have students share their lists and state
ELL Language Transfer the events in chronological order. EXPANDING/BRIDGING
Cognates Point out the Spanish
cognates related to biography:
• biography : biografía
• event : evento
• influence : influencia

T24 UNIT 4 • WEEK 1

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies to identify biography. Notice and Assess Can students
identify biography?
OPTION 1 TURN, TALK, AND SHARE SHARE Have students work with
Decide
a partner to complete the Turn, Talk, and Share activity on p. 242 in
the Student Interactive. Circulate to observe and discover if students • If students struggle, revisit
can identify the features of biography. instruction about biography in Small
Group on pp. T30–T31.
OPTION 2 Use Independent Text Have students use sticky notes
• If students show understanding,
to mark places in the text where they notice a feature of biography.
have them continue practicing the
Direct them to describe the feature on the sticky note.
strategies for biography in Small
Group on pp. T30–T31.

STUDENT INTERACTIVE, pp. 242—243

GENRE: NARRATIVE NONFICTION READING WORKSHOP

My
I know about narrative nonfiction
Learning
and understand its elements.
Goal

Spotlight on Genre

Biography
A biography is the true story of a real person’s life
written by someone else. It can be about a
person’s whole life or just a part of it. In a
biography, the author
• tells about events in chronological order, or the
order in which they happened.
• uses words such as once, at first, and finally to
talk about when events happened.
• often tells about the person’s achievements.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

TURNandTALK Tell a partner about a

T
text you have read. Look back at the features of
a biography. Discuss with your partner why the
text you read was or was not a biography. Take
notes on your discussion.

242 243

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell
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T25
WEEK 1 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Academic Vocabulary
LEARNING GOAL
I can use language to make
Related Words
connections between reading and
writing narrative nonfiction. Minilesson
OBJECTIVES
FOCUS ON STRATEGIES Words that are connected in some way are called
Identify the meaning of and use
words with affixes un-, re-, -ly, -er, related words. When a suffix is added to the end of a base word, the base
and -est (comparative and word and the word with a suffix are related. The suffixes -ion, -tion, and
superlative), and -ion/tion/sion. -sion all mean “the act of.” Because of that meaning, a word with one of
Respond using newly acquired these suffixes is related to the base word. For example, decision is related
vocabulary as appropriate.
to the base word decide because decision means “the act of deciding.” You
can identify the meanings of words with any of these suffixes by combining
ELL Access the meaning of the base word and the meaning of the suffix. You can use
To master academic language, the words when you know what they mean.
students must be able to
recognize the same word parts in
MODEL AND PRACTICE Model this strategy using the chart on SI p. 271.
related words. Display related • I see the word connection. I know that the base word connect means
words to give students practice in
identifying word parts that are the “to link or join together.” I also know that the suffix -ion means “the act
same. Have students share this of.” So I can identify the meaning of connection: “the act of connecting
information in cooperative learning or joining together.” Now I can use this word to say, for example, “I
interactions.
make a connection between texts.”
• Have students apply this strategy to the words revision, addition, and
conclusion.

Handwriting
OBJECTIVE
Develop handwriting by accurately
Write Words
forming all cursive letters using
appropriate strokes when FOCUS Accurately form all cursive letters when writing words.
connecting letters.
MODEL Remind students of the individual cursive letters they have learned. Tell
them that they can join their cursive letters to form words. Demonstrate how to
join letters by connecting the end of one letter to the beginning of the next letter.
Then have students try the technique, beginning with short words, such as in or
at. Have students practice with other small words.

T26 UNIT 4 • WEEK 1

 myView
Digital
DOWNLOAD READING BRIDGE

ASSESS UNDERSTANDING WEEKLY STANDARDS

PRACTICE
Apply To assess student progress on
Academic Vocabulary, use the
Weekly Standards Practice online
My TURN Have students complete the activity on p. 271 in the at Savvas.Realize.com
Student Interactive.

STUDENT INTERACTIVE, p. 271

VOCABULARY READING-WRITING BRIDGE

I can use language to make connections My

between reading and writing narrative Learning
nonfiction. Goal

Academic Vocabulary
When you add a suffix to a base word, the base word and
the word with a suffix are related. Learning related words
can help you grow your vocabulary.

The word discuss is a verb. When you add the suffix -ion to
discuss, the new, related word is discussion. The suffixes
-ion, -tion, and -sion all mean “the act of,” so discussion
means “the act of discussing.”

MY TURN Read each verb and the related word with

a suffix. Write what the new word means. Then use each
word with a suffix in a sentence.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Related Word What the New

Verb
with Suffix Word Means

connect connection the act of connecting

complete completion the act of completing

divide division the act of dividing

271

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PRACTICE Have students use Handwriting p. 199 in the Resource Download

Name
Center to practice writing cursive words correctly. Handwriting
Write Words
An important part of cursive writing is correctly joining letters in a word.
Look at the word wave below. As the letter w is finished, it goes right
into the beginning of the letter a. The letter a goes into the v, and the v
goes into the e. Trace the word.
wave
MY TURN Trace each word. Then write each word on your
own. Work carefully to make sure the letters are joined correctly.

exit ________________________
year ________________________
queen ________________________
guess ________________________
zoom ________________________
kick ________________________
very ________________________
Grade 2 • Unit 4 • Week 1 199
© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04_HW.indd 199 16/11/17 5:23 pm

Handwriting p. 199

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T27
WEEK 1
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 Who’s Together We

Give Thanks
Community Calling? Barbara Alpert

TMR
Mary Clendenning Genge LEVEL I Tisha Nelson
LEVEL J LEVEL K
LVR_G2_LI_U4_9781486906635.indd 1 2017-07-17 1:22 PM LVR_G2_LJ_U4_9781486906741.indd 1 2017-08-21 3:40 PM LVR_G2_LK_U4_9781486906598.indd 1 2017-08-21 3:43 PM

Genre Expository Text Genre Narrative Nonfiction Genre Narrative Nonfiction

Text Elements Text Elements Text Elements

• Table of Contents • Some ideas new to most • Longer, more complex
• Multisyllable words readers sentences

Text Structure • Many lines of print per page • Varied organization

• Compare and Contrast Text Structure Text Structure
• Description • Description

Guided Reading Instruction Prompts

Use these prompts to support the instruction in this week’s minilessons.

Identify Narrative Develop Vocabulary Identify Text Structure

Nonfiction
• A
 re there any illustrations that • W
 hat words give clues about
• W
 hat identifies this selection as help you understand what a the text structure the author
narrative nonfiction? word means? uses?
• D
 oes it tell about a real person, • W
 hat does the word ________ • W
 hat text structure does the
animal, place, or event? tell us about the subject of author use?
the text? • W
 hat graphic organizer can you
• W
 hy does this author use the use to keep track of the details
word _____? based on the text structure?

T28 UNIT 4 • WEEK 1

 myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP

TMR TMR TMR TMR Teacher Managed Resource

Franklin Delano Roosevelt:

A People’s Leader Strength in
Dear Diary Numbers
Glen Downey

TMR TMR
Dona Foucault
Art by Seema Virdi
LEVEL K Nancy Furstinger LEVEL L LEVEL M
LVR_G2_LM_U4_9781486906901.indd 1 2017-08-21 3:49 PM
LVR_G2_LL_U4_9781486906949.indd 1 2017-08-21 3:46 PM
LVR_G2_LK_U4_9781486906512.indd 1 2017-08-21 3:43 PM

Genre Realistic Fiction Genre Narrative Nonfiction Genre Narrative Nonfiction

Text Elements Text Elements Text Elements

• Longer, more complex • Table of Contents, Glossary, • Some new vocabulary
sentences and Index explained in the text
• V
 ariety of words used to • L
 onger sentences carry over • Most content carried by text
assign dialogue three lines Text Structure
Text Structure Text Structure • Description
• Chronological with Diary • Description
Entries

Leveled Reader
Teacher’s Guide
For full lesson plans for these
and other leveled readers, go
Ask and Answer Compare Texts online to SavvasRealize.com.
Questions
• W
 hat connections can you make Sharks

to other books you have read?

by Susan Hughes

• W
 hat questions did you have Guided Reading Level I
DRA Level 16
Lexile Measure 450L
Word Count 414

before reading the text? • A

 re both texts written in story form Text
Characteristics
Text Structure
• Description
Text Features
• Photographs
• Diagrams

ELL Access Video

• W
 hat questions did you have with facts about the subject?
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
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

while you were reading?

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
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

• W
 hat questions do you have
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.

now that you have finished the Word Work

Monitor
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.

text?
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.

See Possible Teaching Points in

© Copyright 2020 1

the Leveled Reader Teacher’s

Guide.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T29
WEEK 1 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T25 to determine small group instruction.

TMR TMR TMR TMR Teacher Managed Resource

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY NARRATIVE NONFICTION IDENTIFY NARRATIVE NONFICTION
Teaching Point Readers of narrative nonfiction Use Lesson 28, pp. T163–T168, in the myFocus
notice that the story retells something that is Intervention Teacher’s Guide to instruct students
true. It gives facts, and often events are told on the characteristics of narrative nonfiction.
in the order in which they happened. Look
back at “Jackie Robinson: Opening the Doors” LEVEL C • READ

Lesson 28 Genre: Fiction and Narrative Nonfiction

with students and discuss why it is narrative
TMR
DIRECTIONS Read the following texts. Note details that help you understand
nonfiction. the genre of each.

Lots of Choices
ELL Targeted Support 1 Jen walked across the street to her neighbor’s
house. She didn’t want to, but Mom had insisted.

Help students tell events in order. 2

What a great Saturday, Jen thought.
“Mrs. Tapp needs your help,” Mom said. “She’s
taking food to the shelter today.”
3 “Come in!” Mrs. Tapp called out when she saw
Ask students to tell you three things they did Jen at the door. Jen looked around. Pots, pans,
and bowls covered every surface. Mrs. Tapp stood

before they entered the classroom. Write their 4

in the middle holding a spoon.
“Thanks for helping,” she said. “It’s my turn to
cook for the shelter.”
responses and have students copy them. Then 5 “This is a lot of food!” Jen said. A quick look
showed three kinds of soup. She saw three stacks

ask pairs of students to cooperate and number

of sandwiches labeled peanut butter, cheese, and
ham. On another table Jen saw three huge bowls
each holding a different kind of salad.
the activities in the order they happened. 6 “Why are you making so many different things?”
Jen asked. “Wouldn’t it be easier to make one kind
of soup, sandwich, and salad?”
EMERGING 7 Mrs. Tapp seemed to ignore the question. “I’m
thinking of going to Chuck’s Diner tonight,” she
said. “Have you been?”
Ask students to describe the events in “Jackie 8
9
“Yes!” Jen said. “We go there all the time.”
“What’s on the menu?” Mrs. Tapp asked.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

“Lots of things! My favorite is mac and cheese.

Robinson: Opening the Doors.” Help small
10
But, sometimes I order spaghetti. They have ten
different kinds of ice cream!”

groups of students orally list the events in the 11 “Choosing is fun,” Mrs. Tapp said. “I think that
people at the shelter like to have choices, too, don’t
you?” Jen thought about this. Suddenly she told
order they occurred in his life. DEVELOPING 12
Mrs. Tapp that she would be right back.
Jen returned with paper and markers. “I’m
going to make menus,” she said. “That will make

Have students work in small groups to identify choosing even more fun!”

Reading Literature T • 163

three events that occurred in Jackie Robinson’s
life. Have groups write the events in order RDG20_TG_LevC_MF_Int_L28.indd 163 14/09/17 10:43 AM

and orally present the events to the class.

EXPANDING
On-Level and Advanced
Have students work with a partner to create
a timeline of the events in “Jackie Robinson: INQUIRY
Opening the Doors” and compare timelines with
Question and Investigate Have students use
different sets of partners. BRIDGING
the infographic on SI pp. 236–237 to generate
For additional support, see the online questions about people who are the first to do
Language Awareness Handbook. something important. Throughout the week, have
them investigate a person’s life to determine its
potential as narrative nonfiction. See Extension
Activities pp. 242–246 in the Resource Download
Center.

T30 UNIT 4 • WEEK 1

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
VIDEO GAME DOWNLOAD

Independent/Collaborative
3 students/3-4 minutes per
Conferring conference Independent Reading
IDENTIFY NARRATIVE NONFICTION Students can
Talk about Independent Reading Ask students • read a self-selected trade book.
to use their sticky notes to explain why the book • read and listen to a previously read leveled
they are reading is narrative nonfiction. reader or eText.

Possible Conference Prompts • begin reading their Book Club text.

• Could this be a retelling of a true story?
• How are the events in the text organized? Centers
• How did you use what you know about
narrative nonfiction to understand the text? See the myView Literacy Stations in the
Resource Download Center.
Possible Teaching Point Think about the
story elements of realistic fiction. Just like
realistic fiction, narrative nonfiction has story
elements, but they are based on a true story.
Literacy Activities
Students can
• write about their reading in a reading
notebook.
Leveled Readers • play the myView games.
• refer to the anchor chart on SI p. 243 and tell a
IDENTIFY NARRATIVE NONFICTION
partner about a person who could be the
• For suggested titles, see Sharks subject of a biography.
Matching Texts to Learning,
by Susan Hughes

Guided Reading Level I

DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T28–T29. 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

B O O K CLUB
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 the characteristics of
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)

narrative nonfiction, see the

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

See Book Club, pp. T510–T515, for

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...

Leveled Reader Teacher’s

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

If students stop at unknown words...

• ideas for launching Book Club.

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.

Guide.
• suggested texts to support the unit theme and
© Copyright 2020 1

Spotlight Genre.
• support for groups’ collaboration.
• facilitating use of the trade book John
Whole Group Chapman: Planter and Pioneer.

Share Bring the class back together in whole group. Invite one or two students to
share characteristics of narrative nonfiction from their texts. Reinforce with students
the reading strategies they used.
Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T31
WEEK 1 LESSON 2
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode and write multisyllabic
Phonics: Decode and Write Words with
words with closed syllables.
Decode words using knowledge of
Closed Syllables VC/V
syllable division patterns such as
VCCV, VCV, and VCCCV. Minilesson
Identify and read high-frequency
words. FOCUS Remind students that words are made up of syllables and that each
syllable in a word has only one vowel sound. A syllable that ends in a
consonant is called a closed syllable.
ELL Language Transfer
Cognates Point out the Spanish
cognates for words in this week’s
MODEL AND PRACTICE Point to wagon on SI p. 239 and have students say
phonics lesson on p. 239: the word with you. Say: I can hear two vowel sounds in wagon, so I know it
• lemon : limón has two syllables. I can see the VCV vowel pattern in the word. I will break
• visit : visitar this word into syllables by dividing it after the g. The first syllable, wag, is a
closed syllable. Write wag on, leaving a space between the syllables. Say
ADDITIONAL the word in syllables. Have students say it with you. Then blend the
PRACTICE syllables to read the word. Have students practice writing closed syllable
For additional student practice words with the VCV pattern, such as solid and cabin. Tell them to use a
with closed syllables VC/V, use slash between the syllables.
Phonics p. 187 from the Resource
Download Center.

APPLY My TURN Have students divide each VCV word on SI p. 239. Tell them
Name
FOUNDATIONAL SKILLS to write the syllables in the boxes and blend the syllables to read the words.
Phonics

ELL Targeted Support

Closed Syllables VC/V
A closed syllable ends with a consonant. A syllable that ends with a
consonant usually has a short vowel sound. Closed Syllables VC/V In some languages, the
MY TURN
Pick a word from the two choices next to each
sentence. Write the word on the line. Then read the sentences. writing systems do not clearly indicate short vowels. Speakers of Arabic and
planets
1. Earth is one of seven ___________________. planets planes
Hebrew languages may need extra help in finding the short vowel sounds
finish
2. Matt has to ___________________ his homework. fitness finish

cover
3. This book has a pretty ___________________. closet cover with the VC/V pattern.
camel
4. A ___________________ has humps on its back. camel camper

honest and never lie.

5. I try to be ___________________ honest oven Write: wagon, finish, and salad. Say the words aloud with students,
lizards live in the desert.
pointing to the VC/V pattern in each. Help students complete this sentence:
6. Snakes and ___________________ legends lizards

visit
7. We will ___________________ my grandmother soon. visit victim

robins
8. Look at the ___________________ flying by! ropes robins The letter a in wagon has the _(short)_ vowel sound because wagon has the
_(VCV)_ pattern. Repeat with the other words. EMERGING
closet
9. Put your clothes in the ___________________. closet closest

Grade 2, Unit 4, Week 1 187

Have pairs work together to break the words wagon, finish, and salad into
© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04W01_PH.indd 187 12/9/17 3:05 PM

Phonics p. 187 syllables by writing each word with a slash to show how it is divided. Then
ask students to blend each word. DEVELOPING

Have students work with a partner to make word cards for wagon, finish, and
salad. Then have them cut the cards apart to show how each word divides into
two syllables. Then have students mix up the cards and work together to form
the words from the syllables. Ask them to pronounce each word. EXPANDING

T32 UNIT 4 • WEEK 1

 myView
GAME DOWNLOAD
Digital

FORMATIVE ASSESSMENT OPTIONS

HIGH-FREQUENCY WORDS
Apply QUICK CHECK Display the high-frequency
Notice and Assess Are students words sometimes, mountains,
Have students use these strategies and young.
able to decode and write words with
for decoding multisyllabic words
the closed syllable VC/V pattern? • Ask students to read and spell
with closed syllables VC/V.
the words.
Decide
OPTION 1 Have students read the • Have students use the words
• If students struggle, revisit
words on pp. 238 and 239 chorally. in sentences.
instruction for Phonics in Small
Then have volunteers identify the • Have students identify which
Group on pp. T58–T59.
syllables in each word. word is a compound word.
• If students show understanding,
OPTION 2 Independent Activity (sometimes)
extend instruction for Phonics in
Have students use letter tiles to Small Group on pp. T58–T59.
show the syllable breaks in lizard, sometimes mountains
lemon, cabin, and topic.
young

STUDENT INTERACTIVE, p. 239

FOUNDATIONAL SKILLS

Closed Syllables VC/V

MY TURN Divide each VC / V word. Write the
syllables in the boxes next to the word. Blend the
syllables and read each word.

1. wagon wag on
2. finish fin ish
3. salad sal ad
4. habit hab it
5. closet clos et
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

6. lemon lem on
7. model mod el
8. visit vis it

239

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell
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T33
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

Introduce the Text

Preview Vocabulary
• Introduce the vocabulary words on p. 244 in the Student Interactive and
define them as needed.
Who Says Women
Can’t Be Doctors? allowed: told you could do or have something
challenge: something difficult that requires extra work
OBJECTIVES determined: showing strong purpose; unwilling to quit
Establish purpose for reading refused: did not do something
assigned and self-selected texts. accept: to take something that is offered; to see something as right or correct
Generate questions about text
before, during, and after reading to • These words will help you understand the characters in Who Says Women
deepen understanding and gain Can’t Be Doctors? As you read, highlight the words when you see them in
information. the text. Ask yourself what they tell you about the main character.

ELL Access
Prior Knowledge Read
Help students connect what they
already know about narrative Discuss the First Read Strategies. Prompt students to establish that the purpose
nonfiction to the text. Encourage
for reading this selection is for understanding and enjoyment.
students to share information
from narrative nonfiction that they
have read. FIRST READ STRATEGIES

READ Have students note what they learn about Elizabeth Blackwell as they read.
Shared Read Plan LOOK Remind students to look at the title and illustrations to help them understand what
First Read Read the text. they read.
Pause to discuss the First ASK Before reading, have students use the title and images to generate questions about
Read notes with students. the text that will help them deepen understanding and gain information.
Close Read Use the Close TALK Have partners discuss what they found most interesting.
Read notes to guide your
instruction for Lessons 3 and 4.
Students may read the text independently, in pairs, or as a whole class. Use the
First Read notes to help students connect with the text and guide their
understanding.

EXPERT’S VIEW P. David Pearson, Professor Emeritus of Instructional Science,

University of California, Berkeley

“text.AnButessential element of comprehension is to understand what the author wants you to learn from the
comprehension is more than just that. It is important for the reader to integrate the information
that is new from the text with what he or she already knows about the topic—reading from the known to
the new. This is how kids add new knowledge to the knowledge that they already have.
See SavvasRealize.com for more professional development on research-based best practices.
”
T34 UNIT 4 • WEEK 1
 myView REALIZE AUDIO ANNOTATE
Digital READER

ELL Targeted Support Preview Vocabulary Provide linguistic accommodations to

help students preview vocabulary.

Display the vocabulary words and their definitions. Help students read the glossary
aloud, and discuss the meaning of each word. Provide examples of how the words are
used. EMERGING

Display the vocabulary words and their definitions. Have students read the glossary.
Then have them create sentences to show how each word is used. DEVELOPING

Help students read the vocabulary words and definitions in the text margins. Then have
them write a sentence that shows the meaning of each word. EXPANDING

Have students find and read the vocabulary words and definitions in the text margins.
Then have them restate each definition in their own words and write a sentence that
demonstrates the meaning of each word. BRIDGING

STUDENT INTERACTIVE, pp. 244–245

Genre Narrative Nonfiction

Who Says Women Can’t Be Doctors?

Preview Vocabulary
Look for these words as you read Who Says Women Can’t
Be Doctors? The Story of Elizabeth Blackwell.

h o Says Women
W ’t Be Doctor
allowed challenge determined refused accept

First Read
ChaenStory of Elizabeth Blackwse?ll
Look at the title and the illustrations. T
by Tanya Lee Stone
Ask questions about the text before you read it illustrated by Marjorie Priceman

Read to learn about Elizabeth Blackwell.

Talk about what you found most interesting.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Meet the Author

Tanya Lee Stone is an award-winning
author of many books for children and
teens. She likes to write books that tell
the stories of people who are not well AUDIO

known. Audio with

Highlighting

ANNOTATE

244 245

RDG21_SE02_INT_U04W01_2RW.indd 244
Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell
25/01/20 10:50
RDG21_SE02_INT_U04W01_3RW.indd
AM 245 31/01/20 9:09 AM
T35
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
I’ll bet you’ve met plenty of doctors in
First Read 1

your life. And I’ll bet lots of them were

Look women.

THINK ALOUD The first thing I do 2 Well, you might find this hard to
allowed told you
when I’m about to read a text is look at the could do or have
believe, but there once was a time when
title and pictures. The title is Who Says something girls weren’t allowed to become doctors.
Women Can’t Be Doctors? The picture
shows a red cross on a building, so I know
it’s a hospital. A man at the door is keeping a
woman from going inside. The picture
connects to the title.
Since this is narrative nonfiction, I know that
there will be a story about why she isn’t
allowed to enter. If I read more, I will find out
about why women were not allowed to be
doctors.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

246

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CROSS-CURRICULAR PERSPECTIVES Social Studies

Before women were allowed to become doctors, many women helped the sick
and injured by working as nurses. Florence Nightingale was one such nurse. Her
wealthy parents did not want her to be a nurse since most nurses at the time
came from poor families. Florence was trained as a nurse in Germany then
worked in London hospitals. She is most famous for her work during the
Crimean War, where she organized a group of nurses to care for wounded
soldiers. This experience led her to fight for clean and improved conditions in
military hospitals. Later in life, Florence wrote a book that many use as an
introduction to nursing today.

T36 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

First Read
Read
THINK ALOUD I know more now
about why the woman was not allowed in the
building. The author tells me what life was
like for women in the 1830s. The author
included this information to let us know when
the story takes place. I think the main
character will be a woman who lived in the
1830s. The woman was not allowed in the
hospital because women weren’t allowed to
be doctors.

CLOSE READ
3 Back in the 1830s, there were lots of Close Read
things girls couldn’t be. Girls were only Identify Text
supposed to become wives and mothers. Structure Identify Text Structure
Or maybe teachers, or seamstresses. A biography is
Explain that authors organize information in
Copyright © Savvas Learning Company LLC. All Rights Reserved.

written in time,
a text to give clues about what is important.
4 Being a doctor was definitely not an or chronological, Biographies are written in time order, or
option. order. The chronological order, similar to a timeline
author starts format.
5 What do you think changed all that? when the Have students read paragraph 3 to
Or should I say . . . WHO? person is young. underline the words that tell when the
Underline the biography begins. See student page for
words that possible response.
tell when this Ask students to consider what the reader
biography can tell about the time period they identified.
Have them support their responses with
begins.
evidence from the text and pictures.
Possible Response: From the words “Back
247 in the 1830s” we can tell that the biography
takes place in the 1830s. The pictures show
people in old-fashioned clothes.
RDG21_SE02_INT_U04W01_3RW.indd 247 25/01/20 10:51 AM
DOK 2

ELL Targeted Support Contractions Check students’ understanding of OBJECTIVE

contractions used in the text.
Recognize characteristics and structures of
Point out the contraction couldn’t on p. 247. Explain that the word couldn’t is a informational text, including organizational
shortened form of the phrase could not. Model combining the two words and patterns such as chronological order and
placing the apostrophe in the correct location. EMERGING/DEVELOPING cause and effect stated explicitly.
Direct students to the phrase “was definitely not” on p. 247. Challenge
students to rewrite the phrase using a contraction (definitely wasn’t).
EXPANDING/BRIDGING

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T37
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Elizabeth Blackwell, that’s who. A tiny
First Read 6

wisp of a girl who wanted to explore

Ask around every corner and who never
challenge walked away from a challenge.
THINK ALOUD Before I read the text something difficult
on a page, I look at the pictures and ask that requires extra
work
questions about what they mean and what
they tell me about the story.
I see a picture of a girl. I wonder who she is.
Is she the main character?
The girl is in trouble! She’s hanging from a
tree and a chair is tipped over on the ground.
Why did she try to climb the tree?
Oh! I see a hat in the tree. I think she was
trying to get it. That’s brave! I wonder what
the girl is like. Is she someone who isn’t
afraid of anything?

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Foundational Skills Extension

Closed Syllables VC/V
Help students find words on p. 248 that have the closed syllable VC/V pattern.
Direct students to the word never. 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 never.

T38 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

CLOSE READ

Ask and
First Read
Answer
Questions Talk
Highlight any THINK ALOUD The author shows us
text that you can how the character acts rather than telling us
ask questions about the character. I read that the girl slept
about. What is on the hard floor just to toughen up. This
makes me think the girl is trying to be a
one question you strong person. I think these examples make
might ask about the story more interesting than if the author
the text you just told us the girl was strong and tough.
highlighted?
7 This was a girl who had once carried
her brother over her head until he
backed down from their fight.
8 A girl who tried sleeping on the hard
floor with no covers, just to toughen
herself up.
Close Read
9 A girl who climbed up to her roof and Ask and Answer Questions
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

stretched out as far as possible with a Explain that students should ask questions
spyglass to see what was happening on about what they read to help them
understand more about the story. Point out
the other side of town.
that questions start with words such as why,
who, when, or how. Write these words on the
board. Have students read paragraphs 7, 8,
and 9 and underline information in the text
that they want to know more about. See
student page for possible responses.
Then have students use a question word to
ask a question about the ideas on the page.
Model asking questions such as: “Who is the
girl the author is talking about?” “Why does
she sleep on the hard floor?”

249 DOK 2

OBJECTIVE
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Generate questions about text before,
Possible Teaching Point during, and after reading to deepen
understanding and gain information.
Read Like a Writer | Author’s Craft
Picture Walk Guide students through a picture walk. Have them make
predictions based on the cover of the book, including the title and
illustrations. Then have students examine the illustration on page 249 and
discuss the characters and setting. For more instruction on Author’s Craft,
see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T39
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

First Read
Look
THINK ALOUD Before I read the text
on this page, I look at the picture to learn
more. I see Elizabeth curled up and hiding on
the floor. It looks like she’s in a closet. I can
tell by her expression that she is sad. I think
the text will tell me about times when
Elizabeth was not always tough and strong.
I’ll keep reading to find out more.

10 But she hadn’t always wanted to be a

doctor. Actually, blood made her queasy.

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One time, her teacher used a bull’s eyeball to
show students how eyes work. Elizabeth was
repulsed.
11 And she hadn’t always wanted to help the
sick. She had no patience for being sick
herself. Whenever she felt ill, she simply went
outside for a walk. Once, when she was little,
she hid in a closet until she felt better. She
hated anyone fussing over her.

250

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Possible Teaching Point

Language & Conventions | Adjectives and Adverbs
Use the Language & Conventions lesson on p. T373 in the Reading-Writing
Workshop Bridge to review adjectives and adverbs. Point out the adjective
queasy on page 250 and read aloud the sentence that contains it. Ask:
Does queasy describe a person, a place, or a thing? Make sure students
understand that queasy is a word that describes Elizabeth when she saw
blood. Did Elizabeth feel comfortable seeing blood? Did she always want
to be a doctor?

T40 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

CLOSE READ
So why did she become the first woman
12

doctor? Because one person believed Identify Text

First Read
she could and told Elizabeth she was just Structure
Underline the
Read
the kind of smart, determined girl who
would change the world. words that tell THINK ALOUD I know that
why Elizabeth biographies often tell readers about the
13 That person was Mary Donaldson. Blackwell people who were important in the main
decided to subject’s life. I know that often, successful
When Elizabeth was twenty-four, she people have friends and teachers who inspire
went to visit her friend who was very ill. become a doctor. and encourage them. For Elizabeth, that
Mary told Elizabeth that she would have person was Mary Donaldson. She believed in
determined
Elizabeth and told her she should become a
much preferred being examined by a showing strong
doctor.
purpose; unwilling
woman. She urged Elizabeth to consider to quit
becoming a doctor.

Close Read
Identify Text Structure
Explain that when students want to answer
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the question why, they should look for the

reasons something happened. Explain that
Elizabeth did not always want to become a
doctor. There were certain events and people
in her life that caused her to make that
decision. Ask: What person caused Elizabeth
to want to become a doctor? What event
happened that caused Elizabeth to want to
become a doctor? Have students read
paragraph 13 and underline details in the
text that support their answers. See student
page for possible responses.

DOK 3

251 OBJECTIVE
Recognize characteristics and structures of
informational text, including chronological
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order and cause and effect stated explicitly.
ELL Targeted Support Adjectives Remind students that adjectives are
words that describe. Read aloud paragraph 12 and have students listen for
words that describe Elizabeth.
Guide students to identify the words kind and determined. Help them to use
the words in a sentence: Elizabeth was ______. EMERGING
Have students point to adjectives in the text that describe Elizabeth (smart,
determined). Have students brainstorm synonyms. Then have them use the
synonyms to write a sentence about Elizabeth. DEVELOPING/EXPANDING

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T41
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

First Read
Look
THINK ALOUD On this page, I see an
illustration of Elizabeth with no words.
Elizabeth looks like she is thinking about
something. I wonder what she’s thinking
about. On the last page, I learned that Mary
Donaldson urged Elizabeth to become a
doctor. I think Elizabeth is probably thinking
about Mary Donaldon’s words. Maybe
Elizabeth is deciding to become a doctor.

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CROSS-CURRICULAR PERSPECTIVES Social Studies

Clara Barton spent much of her life helping other people. As a young teacher,
she opened a free public school in New Jersey. Later, she moved to Washington,
D.C. to work in the U.S. Patent Office. During the Civil War, Clara was a nurse.
While traveling overseas, she learned about the International Red Cross and how
they helped wounded soldiers. Upon her return to the United States, she
established the American Red Cross in 1881. Since then, the American Red
Cross has provided many services to help people, including disaster relief and
emergency assistance.

T42 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

CLOSE READ
At first, Elizabeth could not believe her
14

ears. Even if a girl could be a doctor, why Vocabulary in

First Read
would she want to be one? Context
Underline the
Ask
15 But Mary’s idea gnawed at Elizabeth. words on this THINK ALOUD As I read, I ask
page that help questions to better understand Elizabeth and
16 A female doctor.
you know what her actions. I know that at first, Elizabeth
gnawed at didn’t want to become a doctor. But the text
also tells me she eventually became the first
means. woman doctor. I wonder what caused
Elizabeth to change her mind. Why did she
finally decide to become a doctor? I’ll keep
looking for answers to my questions as I
read.

17 Elizabeth thought about it the second

she got up in the morning. Close Read
18 She thought about it during sewing
circles. Vocabulary In Context
Have students read paragraphs 15, 16, and
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

17. Tell them to underline clues to help them

know what the word gnawed means. Point
out that Mary’s idea has a certain effect on
Elizabeth. Ask students to think about the
effect of Mary’s words on Elizabeth to help
them understand the meaning of the word
gnawed. See student page for possible
response.
DOK 2

Possible Response: I look at Elizabeth’s

response to Mary’s idea to help me
understand the meaning of gnawed. The
writer repeats the phrase thought about it on
253 the page. This tells me she thought about it a
lot. The idea kept bothering Elizabeth and
wouldn’t go away.
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OBJECTIVE
Possible Teaching Point Use context to confirm or self-correct
word recognition and understanding,
Read Like a Writer | Author’s Craft rereading as necessary.
Idioms Authors sometimes use figurative language to help create a picture
in our mind or provide dramatic effect. Display the following example from
paragraph 14: “At first, Elizabeth could not believe her ears.”
Discuss the meaning of the idiom, correcting any misconceptions that
students may have. Ask why the author might have chosen to use figurative
language. For more instruction on Author’s Craft, see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T43
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

First Read
Look
THINK ALOUD As I look at the
pictures, I can see that Elizabeth is getting
distracted by thoughts of becoming a doctor.
She thinks about it all the time. In the
illustration, she is trying to pour tea but she
misses the cup. This tells me she isn’t
thinking about what she’s doing. She’s
daydreaming about becoming a doctor.

19 She thought about it over tea.

20 She even dreamed about it at night.

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ELL Targeted Support Retelling Tell students that retelling a text can
help them remember what they read and check their understanding.
Have students use the illustrations to retell a section of the text. Provide oral
sentence frames: Elizabeth thinks a lot about becoming a . She sits with
a . She thinks about . She spills . EMERGING/DEVELOPING
Have students use the illustrations and text to retell several sections from the
selection. Encourage students to use a graphic organizer to jot down key
details in order. Then have students use their graphic organizer to write a
short retelling. EXPANDING/BRIDGING

T44 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

CLOSE READ
Finally, Elizabeth asked doctors and
21

friends. Some thought it was a good Ask and

First Read
idea, but didn’t think there was any way Answer
Questions Read
it could be done. Others said it wasn’t
right. Highlight any THINK ALOUD I’ve learned many
text on this page facts about Elizabeth’s life from the text.
that you can Elizabeth’s friend Mary supported her in
ask a question becoming a doctor, but almost everyone else
told her she couldn’t do it. They said women
about. couldn’t become doctors because they
weren’t smart enough and they were too

or such hard work

weak. From what I’ve read about Elizabeth, I

weak f .”
know that she was smart and strong. I think

too she will prove them wrong.

are
en
m
“ Wo

Close Read
22

Ask and Answer Questions

Good readers ask questions as they read to
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

help them understand purpose and meaning.

Remind students that question words include
who, what, where, when, why, and how.
Students can ask questions to find out the
reason something happened, or to find out
23

more about an event or character. Have

om
“W

students read paragraph 21 and highlight

en text on page 255 they can ask a question
a ren’t about. See student page for possible
smart enough.” responses. Then have students use a
question word from the list to ask a question
about the text.
Possible Response: I underlined “didn’t
think it could be done” because I want to
255 know: Why did people think women couldn’t
become doctors?
DOK 2
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Possible Teaching Point OBJECTIVE

Generate questions about text before,
Read Like a Writer | Text Features
during, and after reading to deepen
Text Features Point out the quotations in blue text on p. 255. Explain understanding and gain information.
that the quotations are connected to both the illustration and the text on
the page. Ask: Who said these words? (people who believed it was not
right for women to become doctors). Point out that the author separates
the quotations from the rest of the text to emphasize their importance. For
more instruction on Author’s Craft, see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T45
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Identify Text

Structure
HA HA
HA
Ask Underline the
THINK ALOUD Biographies tell us words that
about a subject’s viewpoints and ideas. I tell the reason
wonder how Elizabeth will react to people why Elizabeth
laughing at her. I ask myself if this will stop
became a
her from becoming a doctor.
teacher.

24 Some people actually laughed at her.

They thought she was joking! Elizabeth
Close Read didn’t see anything funny about a woman
becoming a doctor.
Identify Text Structure

Copyright © Savvas Learning Company LLC. All Rights Reserved.

25 Elizabeth thought it was a fine idea,
Help students identify the use of cause-and-
effect text structure. Explain that when
and her family supported her. She
students read about an event, they should worked as a teacher to earn money and
look for a reason why the event happened. applied to a handful of medical schools.
Have students read paragraph 25 and
underline the words that tell the reason why But they all sent back the same answer:
Elizabeth became a teacher. Ask: What
words do you see that tell about Elizabeth
becoming a teacher? NO.
Possible Response: The phrase “to earn
money” tells why she worked as a teacher.

DOK 2
256
OBJECTIVE
Recognize characteristics and structures of
informational text, including organizational RDG21_SE02_INT_U04W01_3RW.indd 256 25/01/20 10:51 AM

patterns such as chronological order and

cause and effect stated explicitly. Foundational Skills Extension
Closed Syllables VC/V
Help students find words on p. 256 that have the closed syllable VC/V pattern.
Direct students to the word family. Have students read the word aloud. Point
out that because the word follows the VC/V pattern, the first vowel sound is
short. Model the short /a/ sound and have students identify the short /a/ sound
in the word family.

T46 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

No women allowed. She tried other

26

schools. More letters arrived at her door.

First Read
One by one, the answer was always the
Talk
same.
THINK ALOUD I know that Elizabeth
27 Twenty-eight NOs in all. was determined, but she received so many
negative replies from medical schools. It’s
28 In different ways, the letters all said the NO interesting to hear about the response to
same thing: Elizabeth’s actions a long time ago, when I
NO know so many women go to medical school
NO
NO N
Women cannot be doctors. today. I know that biographies often tell
about a subject’s setbacks that finally led to
They should not be doctors.
NO O success. I think these letters were just

O NO
NO setbacks that inspired Elizabeth even more.
NO NO
NO
I’ll talk with a partner about how I think the
NNO negative responses could inspire Elizabeth.

NO NO
NO
NO NO
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NO
NO NO NO
NO NO NO NO
NONO

257

RDG21_SE02_INT_U04W01_3RW.indd 257 25/01/20 10:51 AM

Possible Teaching Point

Read Like a Writer | Author’s Craft
Adding Emphasis Point out the use of italics to add emphasis on p. 257.
Direct students to the words cannot and should not. Ask: Why do you
think the author decided to put cannot and should in italics? Explain that
writers use italics to emphasize a point, or to show that certain words
are important. The writer wanted to draw attention to the fact that people
believed women in general could not be doctors. For more instruction on
Author’s Craft, see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T47
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ

First Read Identify Text

ES
Look
THINK ALOUD As I’m reading, I
Structure
Underline the
words that
Y
realize that the author doesn’t tell me that tell the effect,
Elizabeth is happy to find out she has been or result, of
accepted into medical school. But I can tell
Elizabeth not
from the picture of her smiling and the large,
colorful text with the word “YES!” that she is giving up.
excited.

29 But Elizabeth didn’t believe in couldn’t

refused did not do or shouldn’t. She refused to give up. She
something
was as stubborn as a mule. Quite rightly!
Close Read 30 One day, an envelope arrived from a
college. She opened it and everything
Identify Text Structure changed. The answer was . . .
Help students identify cause-and-effect
relationships to understand why events
YES!

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happen. Explain that because Elizabeth did
not give up, something happened. Point out
the phrase “Quite rightly!” Explain that the 31 Elizabeth packed her bags for
author is saying Elizabeth was right to be Geneva Medical School in
stubborn. upstate New York.
Remind students that they can identify
characteristics of cause and effect
relationships. One characteristic they should
look for is an effect, or the result of an action,
feeling, or decision. Have students read
paragraph 30 and underline the words that
tell the effect, or result, of Elizabeth not
giving up. See student page for possible
responses. Ask: What words tell us the
result of Elizabeth not giving up? 258
Possible Response: “One day, an envelope
arrived from a college. She opened it and
everything changed. The answer was… RDG21_SE02_INT_U04W01_3RW.indd 258 25/01/20 10:52 AM

YES!” tell us that she succeeded. Possible Teaching Point

DOK 2
Read Like a Writer | Author’s Craft
Informal Language Direct students to the contractions couldn’t and
OBJECTIVE shouldn’t on p. 258. Ask students to write out each contraction (could
Recognize characteristics and structures of not, should not). Then have students consider the meaning of each word
informational text, including organizational in context. Explain that Elizabeth does not believe others who are telling
patterns such as chronological order and her she should not or cannot become a doctor. For more instruction on
cause and effect stated explicitly. Author’s Craft, see pp. T66–T67.

T48 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

First Read
Ask
THINK ALOUD As I read, I ask
questions and make predictions or guesses
about what will happen next. On this page, I
learn that Elizabeth thought at least the
students would be happy she was coming to
the school. But, the author tells me they were
not. I wonder what the students will do. How
will they act toward Elizabeth? How did she
get into the school if no one wanted her to be
there? As I read, I’ll look for answers to my
questions.

32 The townspeople were expecting her.

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33 As she walked down the street, some

pointed and stared. They whispered to
themselves that she must be wicked—or crazy.
34 Elizabeth thought that at least the students
wanted her there.
35 Except they didn’t.

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Possible Teaching Point

Academic Vocabulary | Related Words
Use the Academic Vocabulary lesson on pp. T26–T27 in the Reading-
Writing Workshop Bridge to review related words. Point out the word
expecting on p. 259 and identify the base word expect. Guide students to
form the related noun expectation by adding the ending –tion. Model using
the related word expectation in a sentence by asking the question: What
were the townspeople’s expectations about Elizabeth?

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T49
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
The teachers had let the students vote
First Read Ask and
36

on whether or not to allow Elizabeth to

Answer come. And the boys, figuring the school
Read Questions would never really accept a girl, said yes.
THINK ALOUD Getting into medical Highlight any They planned to turn the whole thing
school was an important life event for details that you
Elizabeth. I am thinking her determination into a big joke.
have questions
will help her. As I read paragraph 36, I think
about. 37 But the joke was on them!
about why the boys said yes to allowing
Elizabeth into their school. They only wanted
accept to take
Elizabeth to come to school so they could something that
make it into a joke. But, I read in paragraph is offered; to see
37 that the “joke was on them.” I think something as right
Elizabeth will prove that she belongs in or correct
medical school.

Close Read

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Ask and Answer Questions
Guide students to ask questions about the
text related to cause and effect. Write the
word why on the board. Explain that the
question word why asks about cause and
effect, or the reason something happens.
Have students read paragraph 36 and
underline ideas or events they would like to
learn more about. Then guide students to
write a question using the word why to ask
about cause and effect.
Possible Response: Why did the boys think
the school wouldn’t accept Elizabeth even if
they voted yes?
260
DOK 3

OBJECTIVE RDG20_SE02_NA_U04W01_3RW.indd Page 260 12/12/19 10:57 AM f-0309 /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade2_2/0134908813/Layout/Interior_Files/Uni ...

Generate questions about text before, Possible Teaching Point

during, and after reading to deepen
understanding and gain information. Read Like a Writer | Author’s Craft
Idioms Point out the use of the idiom “the joke was on them.” Explain
that the boys thought they were going to play a joke on Elizabeth. They
were going to accept her into the school but then laugh at her and make
it impossible for her to succeed. But, Elizabeth did not respond to their
teasing. Their joke backfired; it did not work. For more instruction on
Author’s Craft, see pp. T66–T67.

T50 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

Their raucous laughter turned to

38

silence as the ladylike Elizabeth took her

First Read
seat.
Talk
39 They wondered what kind of girl she THINK ALOUD As I read, I pay
was. attention to parts that are surprising or
interesting to me. I think it’s interesting that
40 The kind of girl who wouldn’t take the boys became silent as soon as Elizabeth
the bait. sat down. I’m surprised that they stopped
laughing. I wonder what changed their
behavior. I’ll look at the illustration and talk
with a partner about why I think the boys
changed their opinion, or what they thought
of Elizabeth.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

261

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Possible Teaching Point

Read Like a Writer | Author’s Craft
Figurative Language Write the following “The kind of girl who wouldn’t
take the bait.” Explain that when a person takes the bait, they are doing what
someone meant for them to do. The boys were hoping to get a reaction from
Elizabeth. They thought the teasing would upset Elizabeth, but she is calm and
does not react, which is not what the boys expected. For more instruction on
Author’s Craft, see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T51
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

First Read
Look
THINK ALOUD As I look at the
illustration, I pay attention to details that help
me learn more about Elizabeth. I think it must
be night, because it looks like the lamp is the
only light in the room. She is probably
studying late at night. I see little jars and
books in the room. These must be the things
Elizabeth is studying. It looks like Elizabeth is
working very hard.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

41 Some thought a girl wouldn’t be able to
keep up.
42 Except Elizabeth did keep up, often
studying past midnight.

262

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ELL Targeted Support Phrasal Verbs Tell students that some phrases
are expressions that mean something other than the meaning of the individual
words. Point out the phrasal verb keep up in both paragraphs on p. 262.
Explain that to “keep up” means to continue without giving up.
Provide sentence frames for students to use the phrasal verb in oral
sentences: I walked slow, and my mom said, “ !” I ran faster to
with the other runners. EMERGING/DEVELOPING
Have students make a list of scenarios where they have had to “keep up.”
Then have students write a sentence for each scenario. EXPANDING/BRIDGING

T52 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

CLOSE READ
Elizabeth proved she was as smart as
43

any boy. Ask and

First Read
Answer
44 And soon the boys wanted to know Questions Read
what Elizabeth thought about this or Highlight any THINK ALOUD When I read this page,
that. detail you can I understand the boys accept Elizabeth by
ask a question asking her what she thinks. The picture
45 It took the townspeople longer to supports this. The boys are standing around
about to
accept her. Some people are afraid of deepen your
Elizabeth asking her questions. But, I also
read that the townspeople haven’t accepted
anything new or different. understanding. Elizabeth yet. I see a townswoman and a girl
46 Not Elizabeth. standing away from Elizabeth as though they
are afraid of her. I notice that the way people
react and respond to Elizabeth is very
important to understanding her story.

Close Read
Ask and Answer Questions
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Remind students that they can ask questions

to understand why events happen, or to get
more information about an event or person.
Explain that students can ask questions
about a part that is confusing, or about an
idea or subject they are interested in. Have
students read paragraph 45. Ask them to
underline words and ideas that they would
like to know more about. See student page
for possible response.

DOK 2

OBJECTIVE
263
Generate questions about text before,
during, and after reading to deepen
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understanding and gain information.
Possible Teaching Point
Language & Conventions | Adjectives and Adverbs
Use the Language & Conventions lesson on p. T373 in the Reading-Writing
Workshop Bridge to review adjectives and adverbs. Help students
identify adjectives on p. 263. Remind students that adjectives give more
information about a noun. Ask: What adjective on p. 263 describes
Elizabeth? (smart) What adjectives describe the things some people are
afraid of? (new and different) Explain that these words help the reader
understand more about people and ideas in the text.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T53
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
On January 23, 1849, Elizabeth
First Read Identify Text
47

graduated . . . with the highest grades in

Structure the whole class!
Read Underline the
THINK ALOUD Elizabeth not only part of the 48 She had become the first woman
graduated from medical school, she text that tells doctor in America.
graduated with the highest grades of when Elizabeth
everyone in her class. Elizabeth was clearly 49 Although many people were proud,
became a doctor.
smart enough to become a doctor. Still, I others were angry. One doctor even
read that some people were angry about her
success. One doctor even said he hopes she
wrote, “I hope, for the honor of
“will be the last.” I think other people felt humanity, that [she] will be the last.”
threatened by Elizabeth becoming a doctor.
They didn’t want women to be able to do the
same things as men.

Close Read

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Identify Text Structure
Explain that in a biography, authors tell about
the order of events in a person’s life. They
often tell about events in the order they
happen. To do this, writers give specific
information such as dates and years to help
the reader create a timeline of events. Have
students read paragraph 47 and find the
date Elizabeth graduates from medical
school. Direct students to also find the date
in the illustration. See student page for
possible response.

DOK 1

264
OBJECTIVE
Recognize characteristics and structures of
informational text, including organizational RDG20_SE02_NA_U04W01_3RW.indd Page 264 12/9/19 11:06 AM f-0222 /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade2_2/0134908813/Layout/Interior_Files/Uni ...

patterns such as chronological order and

cause and effect stated explicitly. Possible Teaching Point
Read Like a Writer | Author’s Craft
Text Structure Point out the author’s use of compare and contrast text
structure on p. 264. Explain that authors can use compare and contrast
structure to point out differences, such as the different reactions people
had to Elizabeth becoming a doctor. Point to the words although and
others and explain that these words help introduce opposite opinions or
ideas. Have students contrast the two different opinions expressed on
p. 264. For more instruction on Author’s Craft, see pp. T66–T67.

T54 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

First Read
Ask
THINK ALOUD I know that
biographies tell us about a person’s
accomplishments. Biographies also tell
about the events and people in a person’s life
that helped them succeed. I will ask myself
these questions to deepen my understanding
of the text: What did Elizabeth accomplish?
What challenges did she overcome? How did
Elizabeth’s accomplishments help other
women? As I reread the text, I will answer
these questions.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

50 But as you know, she certainly was

NOT.
265

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Possible Teaching Point

Read Like a Writer | Author’s Craft
Point of View Point out how the writer addresses the reader directly on
p. 265 with the word you. Direct students to the phrase as you know. Explain
that by bringing the reader into the story, the writer makes a connection
between Elizabeth’s time and present day. Ask students to think about the
author’s statement in the last line of the text. Explain that students know that
Elizabeth was not the last woman doctor because many women today are
doctors. For more instruction on Author’s Craft, see pp. T66–T67.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T55
WEEK 1 LESSON 2
READING WORKSHOP SHARED READ

Respond and Analyze

My View
Use these suggestions to prompt students’ initial responses to reading Who
Says Women Can’t Be Doctors?
Who Says Women
Can’t Be Doctors? • Brainstorm What are some words that describe Elizabeth Blackwell?
• Write How did Elizabeth Blackwell change the world of medicine?
OBJECTIVES
Write brief comments on literary
or informational texts that
demonstrate an understanding
of the text.
Develop Vocabulary
Respond using newly acquired
vocabulary as appropriate.
Minilesson
Discuss the author’s use of print
and graphic features to achieve FOCUS ON STRATEGIES Explain that some related words have slight
specific purposes. differences in meaning known as shades of meaning. Understanding
shades of meaning helps build a strong vocabulary.
• Remind yourself of each word’s meaning.
• For each word, think of another word that has a similar but slightly
different meaning.

MODEL AND PRACTICE Model filling out the chart on p. 266.

• I see that the first word in the chart is stopped. I’m going to look at the
five vocabulary words and choose a similar word.
• I see on page 258 that refused means “did not do something.” The
meaning of the word stopped is “no longer did something.” These
meanings are similar, so I’m going to add refused to the chart.

TURN, TALK, AND SHARE SHARE Tell students to work with a partner to
complete the first column of the chart on p. 266 in the Student Interactive.

ELL Targeted Support Vocabulary Support students by guiding them

through words with shades of meaning.

Display the word walk and have students read it. Ask students to think of
another word for a way to move. List all the words. EMERGING/DEVELOPING

Display the words: walk, jog, and run. Have students read the words and
compare and contrast their meanings. EXPANDING/BRIDGING

T56 UNIT 4 • WEEK 1

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Read and Ask Can students identify
Have students use the strategies for developing vocabulary.
words with shades of meaning in Who Says
OPTION 1 TURN, TALK, AND SHARE
SHARE Have students respond Women Can’t Be Doctors?
using newly acquired vocabulary as they complete p. 266 of the
Decide
Student Interactive.
• If students struggle, revisit instruction
OPTION 2 Use Independent Text Have students find words with for developing vocabulary in Small Group
shades of meaning in their independent reading. Then have them list on pp. T60–T61.
the words in their reading notebooks.
• If students show understanding, extend
instruction for developing vocabulary in
Small Group on pp. T60–T61.

Check for Understanding M y TURN Have students complete p. 267 of the Student Interactive.

STUDENT INTERACTIVE pp. 266–267

VOCABULARY COMPREHENSION READING WORKSHOP

Develop Vocabulary Check for Understanding

TURNandTALK Words can have shades of
T MY TURN Look back at the text to answer the
meaning. Walk and run both tell ways to move, but questions. Write the answers.
they mean slightly different things. Work with a partner.
Look back in the Close Read notes to find a vocabulary DOK 2 1. What makes this text a biography?
word that has a similar meaning to each word in the It is the true story of a person’s life, written by someone else.
chart. Then work with your class to write the definition
of each vocabulary word.

allowed challenge determined refused accept

2. How do the illustrations help you understand the text?
DOK 2
Vocabulary Possible response: They show what kind of girl Elizabeth was
Word Meaning
Word and how other people reacted to her.
stopped refused did not do something

steady determined unwilling to give up 3. Someone who inspires you makes you work harder.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

DOK 1 Who inspired Elizabeth Blackwell to reach her goal of

becoming a doctor?
welcome accept take something that is
offered Possible response: Blackwell was inspired by her friend, who
let allowed told you could have or do first suggested she become a doctor. She was also inspired by
something everyone who told her she couldn’t be a doctor.
test challenge a task that requires extra
work

266 267

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T57
WEEK 1 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T33 to determine small group instruction.

Teacher-Led Options
Word Work Intervention Activity
Strategy Group
DECODE WORDS WITH CLOSED
DECODE WORDS WITH CLOSED SYLLABLES VC/V
SYLLABLES VC/V Use Lesson 11, pages T79–T80, in the
Write the word comet and read it aloud several myFocus Intervention Teacher’s Guide for
times, stressing the short vowel sounds. Say: instruction on syllable patterns.
The word comet has two vowel sounds, so it LEVEL C • MODEL AND TEACH

has two syllables. Have students tell you how Lesson 11 Syllable Patterns: Long Vowels in Open and
Closed Syllables
to break the word into syllables. Say each
INTRODUCE Remind students that they have learned some syllable patterns and OBJECTIVES:

syllable with students. Then have them blend the have used these patterns to divide words into syllables. Today we will learn to
recognize more syllable patterns in words, such as those in the words mean,
• Review vowel
teams in CVVC
words.
lion, and trainer.
syllables to say the word. Ask: What other words MODEL Display or share copies of “Leon and Ben” from Student Page S79 and
read it aloud.
• Recognize the V/V
syllable pattern.
• Recognize the

do you know that have syllables like comet? VV/CV syllable

pattern.
• Read open and closed
Leon and Ben syllables.

Leon told Ben that he was a lion trainer. Leon

Refer students to pp. 238 and 239 of the Student said it was easy to train a lion. “They like to eat
peanuts!” said Leon. Ben did not believe Leon, so
Interactive. Read the pages together to identify he did not react. Leon told a lot of tall tales, but he
was never mean.
words with the VC/V pattern. Have students tell
how to break each word into syllables.

ELL Targeted Support

TEACH Reread the passage with students. Point out the word mean in the last
Review the VC/V pattern. Display the words: hat, line. Listen to this word: mean. Say it with me: mean. Mean is spelled with the
vowel team ea. It has a long e sound.

pedal, and travel. Read each word with students Point out the word lion in the first line and read it aloud. Let’s say this word
together: lion. Lion has two syllables: li and on. We divide the word lion between
the two vowels in the middle: the i and the o. Explain that when a syllable ends
and have them tell how many vowel sounds they in a vowel sound and has only one vowel letter, it is called an open syllable.
Open syllables always have a long vowel sound. When a syllable has a short

hear in it.
vowel sound and ends in one or more consonant, it is called a closed syllable.
In the word lion, the syllable li- is open and the syllable -on is closed.

Point out the word peanuts and read it aloud with students. We divide the
word peanuts after the long vowel sound and before the consonant n. Write
Have students tell how many syllables each word peanuts on the board and point out the VV/CV pattern. Show students how
to divide the word into syllables by drawing a line after the a as you repeat the
word, emphasizing the long e sound. Guide students to recognize that the first
has and then draw a line to show each syllable in syllable has a vowel team and the second syllable is a closed syllable.
Phonics, Morphology, and Spelling T • 79

the two-syllable words. EMERGING/DEVELOPING

Challenge students to look through their books
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to find other words that can be divided into Fluency Assess 2–4
students
syllables using the VC/V pattern. Have them
write the words and draw a line between each PROSODY
syllable. EXPANDING/BRIDGING Have students practice reading a short passage
For additional support, see the online with expression.
Language Awareness Handbook. ORAL READING RATE AND ACCURACY
Use pp. 91–96 in Unit 4, Week 1 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T58 UNIT 4 • WEEK 1

 REALIZE
myView READER
AUDIO ANNOTATE
SMALL GROUP
Digital
GAME DOWNLOAD ASSESSMENT

Independent/Collaborative
Word Work Activity
BUILD WORDS WITH LETTER TILES o
c
Have students work together with letter
tiles to practice making words with the t
VC/V syllable pattern. Students can also p
play the letter tile game in the myView
games at SavvasRealize.com. h

Decodable Reader Decodable Reader

Students can read the decodable reader, Talent
Show, to practice reading words with the VC/V
syllable pattern and high-frequency words. Talent Show
Written by Tamara Albertson
Decodable
Reader
19

Before reading, display this week’s high-frequency

words: sometimes, mountains, young. Tell students they
will practice reading these words. Say: When you see
these words in a story, you will know how to read them.
Closed Syllables VC/V

Have students pair up to read and listen carefully as

closet model salad
level never talent
limit River vanish

to decode.TMR TMR
magic Robin

TMR
they use letter-sound relationships One TMR High-Frequency Words

every sometimes

student begins. Students read the entire story,

from there
have young
mountains

145

switching readers after each page. Partners reread the

story with the other student beginning this time.
RDG20_ANC02_RDR19_TalentShow.indd 145 10/21/17 10:35 PM

High-Frequency Words
Direct students to notice how often they say this
week’s high-frequency words: sometimes, mountains,
young. Ask them to use the words as many times as
they can in one day and record each time they used a
word on a note card.

Centers
See the myView Literacy Stations in the
Resource Download Center.
TMR TMR TMR TMR Teacher Managed Resource

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T59
WEEK 1 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T57 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
DEVELOP VOCABULARY DEVELOP VOCABULARY
Teaching Point Today we’re going to talk Read pp. 42–43 in the myFocus
about words with shades of meaning. When Reader with students. Use the
you see two words that have similar meanings, teaching support online at
pay close attention to how they are different. SavvasRealize.com to provide
Remember that even a slight difference between additional insight for students.
the meanings of two words is important. Look Provide instructional support for
back at p. 258 in Who Says Women Can’t Be decoding, comprehension, word
Doctors? to demonstrate with the words stopped study, and Academic Vocabulary.
and refused.

ELL Targeted Support

Remind students that words can have shades of
meaning, or similar but slightly different
meanings. Display the words stopped and Assess 2–4
Fluency students
refused. Have students echo-read the words
with you. Discuss the definition of each word.
PROSODY
Use sentence starters to help students determine Help students choose a short passage in an
when they would use each word: She ____ appropriate leveled reader. Ask partners to work
running. He ____ the extra piece of cake. Then together, practicing reading their passage until it
help them take notes on how the words differ in sounds like conversation. Remind them to use
meaning. EMERGING punctuation as a clue to the type of expression
Have pairs write a sentence using each word. to use for each sentence.
Ask them to review their sentences and take
ORAL READING RATE AND ACCURACY
notes on how the words differ in meaning.
Use pp. 91–96 in Unit 4, Week 1 Cold Reads to
DEVELOPING
assess students. Have partners practice reading
Have pairs use a dictionary to compare and the passage. Use the Fluency Progress Chart to
contrast the definitions of the words. Have them track student progress.
take notes on their findings. EXPANDING
Have pairs complete the Expanding activity.
Then have them use their notes to explain the
words’ shades of meaning. BRIDGING

For additional support, see the online

Language Awareness Handbook.

T60 UNIT 4 • WEEK 1

 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 Who Says Women Can’t Be
to share the words they found with shades of Doctors?
meaning. Ask them to share the strategies they • read a self-selected trade book or their Book Club text.
used to determine the meanings of these words. • partner-read a text, coaching each other as they
read the book.
Possible Conference Prompts
• What words with shades of meaning did you
find in the text? Centers
• How did you figure out the meanings?
See the myView Literacy Stations in the
• Why do you think the author chose those Resource Download Center.
words?

Possible Teaching Point Strong readers Literacy Activities

notice even slight differences between the
meanings of similar words. Students can
• work with a partner to discuss and answer the
questions on Student Interactive p. 267.
Leveled Readers • choose a passage from the story and take turns
reading it with a partner, making sure to use
DEVELOP VOCABULARY appropriate expression.
• For suggested titles, see • play the myView games.
Sharks

Matching Texts to Learning,

by Susan Hughes

Guided Reading Level I

DRA Level 16
Lexile Measure 450L
• complete p. 193 in the Resource Download Center.
Word Count 414

pp. T28–T29. Text

Characteristics
Text Structure
• Description

ELL Access Video

Text Features
• Photographs
• Diagrams

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

SUPPORT COLLABORATION
Build Background
to support language development, to activate prior knowledge, and to build

• For instructional support on

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

words with shades of Students will need to practice

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)

meaning, see the Leveled collaboration throughout the unit.

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

See Collaborative Conversations

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

Reader 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...

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

in the Resource Download Center.

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 in whole group. Invite students
to share some of the words with shades of meaning they found, and
celebrate what they learned.
Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T61
WEEK 1 LESSON 3
READING WORKSHOP FOUNDATIONAL SKILLS

Word Work
OBJECTIVES
Decode multisyllabic words with
Phonics: Closed Syllables VC/V
closed syllables. FOCUS Remind students that a syllable is a word part that has just one
Decode words using knowledge of vowel sound and that when a syllable ends with a consonant, it is called a
syllable division patterns such as
VCCV, VCV, and VCCCV.
closed syllable and has a short vowel sound.
Identify and read high-frequency
words.
Use Sound-Spelling Card 148 lemon to review the closed syllable VCV
pattern. Have students say lemon several times as you point to the vowel-
consonant-vowel pattern. Point out that lemon is a two-syllable word. Many
two-syllable words with the VCV spelling pattern are divided after the
VC/V consonant. The vowel sound is usually short.
lem/on
MODEL AND PRACTICE Model dividing a word into syllables. Write planet.
Say: A two-syllable word with the spelling pattern VCV is often divided after
the consonant. The first syllable usually has a short vowel sound. The word
planet is divided after the consonant n. Draw a vertical line between plan
and et to show the syllables in the word.
148 lemon
RDG20_ANC_SSC_107_149_Frnt.indd 148 7/16/17 1:07 PM
Write or display the following syllables that spell the words: topic, level,
Sound-Spelling Card 148 limit, and river. Have students work in pairs to put two syllables together to
make a word. Ask them to use each word in a sentence.

top ic lev el

lim it riv er

APPLY Have students practice by writing the following words and drawing a
vertical line to divide them into syllables: camel, radish, body, and travel. Have
students explain to partners why they divided the words where they did.

T62 UNIT 4 • WEEK 1

 myView
DOWNLOAD
Digital

High-Frequency Words
Minilesson
FOCUS ON STRATEGIES Remind students what high-frequency words are,
and review this week’s words.

MODEL AND PRACTICE Write: sometimes. This is the word sometimes. It is

a compound word formed from the words some and times. Have students
say and spell the word. Repeat with the remaining high-frequency words.

APPLY My TURN Have students identify, read, and write the words on
SI p. 240.
TURN, TALK, AND SHARE
SHARE Demonstrate using appropriate strokes to form
and connect cursive letters. Then have partners take turns writing the words in
cursive.

STUDENT INTERACTIVE, p. 240

HIGH-FREQUENCY WORDS | DECODABLE TEXT

My Words to Know
MY TURN
Some words are used often. These words
are called high-frequency words. You will have to remember
these words. Often, you can’t sound them out. Read the
words in the box. Identify and underline the words in the
paragraph.

sometimes mountains young

When Rick was young, he lived near mountains.

Sometimes he climbed to the top of the highest peak.
The view was amazing!

TURNandTALK Work with a partner. Decide which

T
word from the box goes with each clue. Form the letters
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

correctly as you write each word. Use connecting strokes to

connect the letters.

1. the opposite of old �����

2. very tall, steep hills ���������

3. not all the time s��������

240

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T63
WEEK 1 LESSON 3
READING WORKSHOP CLOSE READ

Identify Text Structure

Minilesson
FOCUS ON STRATEGIES Authors organize information in a text to make it
Who Says Women easy to read. The way a text is organized is called text structure.
Can’t Be Doctors?
• One text structure authors use in biographies and other informational
texts is cause and effect.
OBJECTIVE
• To identify a cause-and-effect text structure, look for clue words, such
Recognize characteristics and
structures of informational text, as because, then, and so. Then connect each cause to an effect by
including organizational patterns asking yourself what happened and why it happened.
such as chronological order and
cause and effect stated explicitly.
MODEL AND PRACTICE Use the Close Read note on p. 251 of the Student
Interactive to model how to annotate the text to help identify a cause-and-
effect text structure. Say: On page 251, I see the sentences “Mary told
ACADEMIC
Elizabeth that she would have much preferred being examined by a woman.
VOCABULARY
She urged Elizabeth to consider becoming a doctor.” I’m going to underline
Integrate Offer students oral
practice using the unit Academic these sentences because they explain why Elizabeth decided to become a
Vocabulary words to talk about doctor. In the chart on page 268, I’ll read the effect, or what happened:
causes and effects. Give students Elizabeth decided to become a doctor. Then I’ll write the cause, or why it
sentence starters, such as:
happened: Mary urged Elizabeth to become a doctor. This event indicates
• The woman responsible for
urging Elizabeth to become a that the text structure of this section is cause and effect. Help students fill in
doctor was ____. the first row of the chart. Then have them use the process you modeled to
• Elizabeth helped improve the identify a cause-and-effect text structure in another section of the text.
world of medicine by ____.

ELL Access
Discuss with students the purpose
of understanding causes and ELL Targeted Support Take Notes Have students take and use notes
effects. Students might benefit about the structure of paragraphs 12–13 in the selection.
from using a graphic organizer to
list causes and effects they identify Have students work in pairs to complete these sentences: Elizabeth
in the text. Guide students by
deciding to become a doctor is what happened, or the ____. Mary urging
asking them questions such as:
What was the effect of Elizabeth’s Elizabeth to consider becoming a doctor is why that happened, or the ____.
hard work at medical school? and The text structure of paragraphs 12–13 is ____. EMERGING/DEVELOPING
What caused Elizabeth to change
her mind about becoming a Ask students to write notes about what they learned about Elizabeth from
doctor? paragraphs 12–13. Then help them connect what they learned to the cause-
and-effect structure of the paragraphs. EXPANDING

T64 UNIT 4 • WEEK 1

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies for identifying text structure. Notice and Assess Can students
identify text structure?
OPTION 1 My TURN Have students annotate the text using the
Decide
other Close Read notes for Identify Text Structure and then use their
annotations to complete the chart on p. 268 in the Student • If students struggle, revisit
Interactive. instruction for identifying text
structure in Small Group on
OPTION 2 Use Independent Text Have students use sticky notes pp. T68–T69.
to mark places in the text where they notice cause-and-effect
• If students show understanding,
structure. Direct them to write on the sticky note what happens and
extend instruction for identifying text
why it happens.
structure in Small Group on
pp. T68–T69.

STUDENT INTERACTIVE, p. 268

CLOSE READ

Identify Text Structure

Information in a text can be organized in many ways. In a
cause-and-effect structure, a writer shows how one thing (a
cause) leads to another (an effect).
You can recognize an effect by asking “What happens?”
You can recognize a cause by asking “Why does it happen?”

MY TURN
Go to the Close Read notes on Text
Structure. Underline evidence related to cause and effect.
Use what you underline to complete the chart.

Cause: Why did it Effect: What happened?

happen?
Mary urged Elizabeth to Elizabeth decided to
become a doctor. become a doctor.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Elizabeth needed to earn Elizabeth became a

money to apply to teacher.
medical school.

Elizabeth refused to She finally got into a

give up. medical school.

268

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T65
WEEK 1 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Read Like a Writer,

Write for a Reader
OBJECTIVES
Identify, use, and explain the
Literal and Figurative Language
meaning of antonyms, synonyms,
idioms, and homographs in
context. Minilesson
Discuss the use of descriptive,
literal, and figurative language. FOCUS ON STRATEGIES Authors use literal language, or language that
means exactly what it says. Authors also use figurative language, or
language that gives words a meaning beyond their usual, everyday
ELL Access
definitions. Figurative language expresses ideas in imaginative ways. An
Figurative Language Tell
students that authors will idiom is one type of figurative language. It is a common saying that has a
sometimes use words that do figurative meaning.
not match the words’ regular
meanings. Explain how this is
used to emphasize a feeling
MODEL AND PRACTICE Use this sentence to model identifying and
about the subject. Connect this explaining idioms: I will keep an eye on the dog so he doesn't run away.
to an idiom about feeling I don't think this means that the speaker will put his or her actual eye on the
nervous: butterflies in my
dog. In this sentence, keep an eye on is an idiom that means “watch.” Have
stomach. Discuss the meaning
of the idiom. Then have students students identify and explain the idiom in the sentence Camp is so much
work in peer groups to discuss fun that time flies! Offer support as needed.
how this idiom effectively
conveys the idea of feeling
nervous.

Handwriting
OBJECTIVE
Develop handwriting by accurately
Letters A and O
forming all cursive letters using
appropriate strokes when FOCUS Display cursive letters A and O.
connecting letters.
MODEL Model sitting upright in a chair with both feet flat on the floor. Tell
students that their pencil will lift off their paper twice when they write uppercase
A. First they will make the diagonal downstroke to the left. Next, they will lift their
pencil, move it to the top of that stroke, and pull down to the right. Then they will
lift their pencil to draw a line that connects the first two. Model writing the letter.
For the uppercase O, remind students that they do not lift their pencil off the
paper. They start at a point at the top of O and draw a circle.
T66 UNIT 4 • WEEK 1
 myView
Digital
DOWNLOAD READING BRIDGE

ASSESS UNDERSTANDING
Writing Workshop
Apply Brainstorm idioms with
students to include in their
TURN, TALK, AND SHARESHARE Have students complete the activity
Writing Workshop texts. If
on p. 272 in the Student Interactive.
they need prompting, suggest
a few, such as “couch
STUDENT INTERACTIVE, p. 272
potato,” “piece of cake,”
AUTHOR’S CRAFT
“feeling blue,” and “pulling my
leg.” Have students choose
Read Like a Writer, Write for a Reader an idiom and draw a picture
Often authors use words to mean exactly what they say, or
to show its literal meaning.
literal language. But sometimes they use words that do not
have their regular meaning, or figurative language. One Then have them draw a
kind of very common figurative language is called an idiom.
picture to show its figurative
Author’s Words What the Words Mean meaning and/or use it in a
“. . . girls weren’t allowed Girls could not be doctors.
sentence. Help students find
to become doctors.
Mary’s idea gnawed at
(literal)
Elizabeth kept thinking
ways to incorporate idioms
Elizabeth.” about the idea. (figurative) into their writing.

T
TURNandTALK With your teacher’s help, identify
whether each sentence uses literal or figurative language.
Discuss the difference.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

She worked as a teacher to earn money. literal

At first Elizabeth could not believe her ears. figurative

Underline the idiom in this sentence. Explain what it means.

She was the kind of girl who wouldn’t take the bait.
wouldn’t argue when others tried to make her angry

Write a sentence with figurative language. Write another

with the idiom make up my mind.

272

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PRACTICE Have students use Handwriting p. 200 in the Resource Download

Center to practice writing cursive letters A and O. Name

Handwriting
Cursive Letters A, O
Look at the uppercase cursive A in the box. What kinds of strokes are
used? Where do you start an uppercase cursive A? How do you finish it?

MY TURN Trace the cursive letters.

A A___A___A___A___A___A_____

MY TURN Write uppercase cursive letter A.

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

O O___O___O___O___O___O______

MY TURN Write uppercase cursive letter O.

________________________________
Grade 2 • Unit 4 • Week 1 200
© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR02_U04_HW.indd 200 23/04/18 8:51 AM

Handwriting p. 200

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T67
WEEK 1 LESSON 3
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T65 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY TEXT STRUCTURE IDENTIFY TEXT STRUCTURE
Teaching Point Today, we have talked about Use Lesson 38, pp. T229–T234, in the myFocus
text structure, which is the way the information in Intervention Teacher’s Guide for instruction on
a text is organized. One structure we discussed identifying text structure.
is cause and effect. As you read, look for an
effect by asking, “What happened?” Then LEVEL C • READ

Lesson 38 Recognize Text Structure

look for the cause by asking, “Why did that
DIRECTIONS Read “The Wonderful Water Cycle.”
happen?” Look back at Who Says Women Can’t
Be Doctors? with students and discuss the text The Wonderful Water Cycle
1 Do you know that most scientists believe that
structure. the amount of water on Earth has remained
constant since the beginning of time? The reason
is the water cycle.
2 In the water cycle, water goes from the oceans

ELL Targeted Support to the air. Then it falls on the land. Water on the
land runs back into the oceans. From there, it goes
into the air again.

Have students discuss the text structure in Who 3 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
Says Women Can’t Be Doctors? by asking for dinosaur walked through ages ago.

information and answering the questions they

Where Water Is
4 Most of the water on Earth is in the oceans.
They cover almost three-fourths of Earth’s surface.
pose. 5
There is also water in rivers and lakes.
Some water is in ice. Some water is in the air.
For example, clouds and fog are made of water.
Help students ask and answer yes/no questions 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
about the text structure, such as: Does Elizabeth conditions cause water to take a different form.

become a doctor? Did Mary want her to become

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

a doctor? EMERGING
Help students use a limited number of high-
frequency words and concrete vocabulary terms
to ask and answer questions about the text Reading Informational Text T • 229

structure. DEVELOPING
Help students use some abstract and content-
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Assess 2–4
based vocabulary terms to ask and answer Fluency students
questions about the text structure. EXPANDING
Have pairs take turns asking and answering PROSODY
questions about the text structure using a variety Have student pairs practice reading a short
of abstract and content-based vocabulary terms. passage smoothly and with proper expression.
BRIDGING
ORAL READING RATE AND ACCURACY
For additional support, see the online Use pp. 91–96 in Unit 4, Week 1 Cold Reads to
Language Awareness Handbook. assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T68 UNIT 4 • WEEK 1

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

Independent/Collaborative
3 students/ 3-4 minutes
Conferring per conference Independent Reading
IDENTIFY TEXT STRUCTURE Students can
Talk About Independent Reading Have students • reread or listen to Who Says Women Can’t Be Doctors?
share some instances of cause-and-effect text • read a self-selected trade book or their Book Club text.
structure they identified in their independent • partner-read a text, coaching each other about the
reading. text structure as they read.

Possible Conference Prompts

• What is one effect in the text? Centers
• What is the cause of this effect? See the myView Literacy Stations in the
Possible Teaching Point Identifying causes Resource Download Center.
and effects in a text helps readers understand how
one thing leads to another.
Literacy Activities
Students can
• work with a partner to complete the chart on
Leveled Readers
Student Interactive p. 268.
• choose a passage from the story and take
IDENTIFY TEXT STRUCTURE
turns reading it with a partner, making sure to
• For suggested titles, see Sharks
use appropriate expression.
Matching Texts to Learning,
by Susan Hughes

Guided Reading Level I

• play the myView games at

DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T28–T29. Text Structure Text Features

SavvasRealize.com.
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.

• complete p. 209 in the Resource

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

recognizing details that give

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

Download Center.
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)

clues about text structure,

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

see the Leveled Reader

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.

SUPPORT INDEPENDENT
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.

Teacher’s Guide.
READING
© Copyright 2020 1

Help students set goals for their

reading. Tell them they should
track progress toward their goals.
See the Small Group Guide for
additional support and resources
for independent reading.

Whole Group
Share Bring the class back together as a whole group. Invite one or
two students to share some examples of cause and effect from their
texts. Reinforce with students the reading strategies they used.
Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T69
WEEK 1 LESSON 4
FOUNDATIONAL SKILLS
READING WORKSHOP

Decodable Text
OBJECTIVES
Use text evidence to support an
Read Helen’s Story
appropriate response.
FOCUS Have students turn to p. 241 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 young girl who finds out that she can be
logical order. good at sports.

READ Pair students for reading. Remind them to use commas, periods, and
exclamation marks to express meaning when they read aloud. A period indicates
the end of a complete thought, a comma shows when to pause, and an
exclamation mark shows strong feeling. Listen carefully to students’ expression
as they read. One student begins. Students read the entire story, switching
readers for each paragraph. Partners reread the story. This time the other
student begins.

T70 UNIT 4 • WEEK 1

 myView REALIZE AUDIO ANNOTATE
Digital READER

Reread Helen’s Story

FOCUS ON COMPREHENSION Say: We read about a girl named Helen. We
now know things about Helen that we didn’t know before we read the story.
Reread the story aloud with students.

Ask: What is Helen’s problem at the beginning of this story? Have students
read aloud the sentence that tells Helen’s problem. Read question 1. Have
students answer the question and read aloud the section of the story that
contains the answer. Repeat the process for question 2.

RETELL Have partners reread and retell Helen’s Story.

STUDENT INTERACTIVE, p. 241

FOUNDATIONAL SKILLS

Helen’s Story
Helen was never good at sports. Then her dad
took her to the pool in the park. “They can teach you
to swim here,” he told Helen.
Now she’s a star on the swim team! She wins
medals!
Sometimes Helen hears a young child say, “I’m
not good at sports.”
Helen says, “Try swimming!”

1. How did Helen’s dad help her?

He took her to the pool so she could learn to swim.

2. How does Helen try to help others?

If they say they aren’t good at sports, she tells them to try
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

swimming.

3. Draw a line between the syllables in these words. Read

the words. Then underline them in the story.
never nev/er medals med/als

241

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T71
WEEK 1 LESSON 4
READING WORKSHOP CLOSE READ

Ask and Answer Questions

OBJECTIVE
Generate questions about text
Minilesson
before, during, and after reading to
deepen understanding and gain FOCUS ON STRATEGIES Readers deepen their thinking about a text by
information. asking questions before, during, and after reading.
• Think about questions you had before you started reading, and write
ACADEMIC them down.
VOCABULARY • As you read the text, highlight or underline details that you can ask
Integrate Offer students oral questions about. Look for details that answer your questions.
practice using the Academic
Vocabulary words to answer • After you finish reading the text, write down any questions you
questions. Ask:
still have.
• Why did the townspeople
discuss Elizabeth when she
arrived in upstate New York for MODEL AND PRACTICE Use the Close Read note on p. 255 of the Student
medical school? Interactive to model how to annotate the text to ask and answer questions.
• How did Elizabeth show the • As I read, I’m going to highlight parts of the text that I have questions
boys at medical school that her
skills were equal to theirs? about. In paragraph 21, I see that when Elizabeth asked people what
they thought about her becoming a doctor, some “didn’t think there
was any way it could be done” and others “said it wasn’t right.” I
wonder why people thought that. I’m going to write my question: Why
did others think it would be hard for Elizabeth to become a doctor?
• Next, I’m going to look for an answer to my question as I continue
reading.
Have students help you find answers in paragraphs 22–23.

ELL Targeted Support Practice Speaking Help students give

information.
Have students study the cover of the text on SI p. 244. Ask: Before you
read the text, what did you think it would be about? Have students turn the
pages of the text. Then ask: After reading the text, what would you like to
learn more about? EMERGING/DEVELOPING
Have students reread p. 249. Then have them work in small groups, taking
turns asking one another questions about the text and giving information in
their answers. EXPANDING

T72 UNIT 4 • WEEK 1

 FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies for asking and answering questions. Notice and Assess Can students
generate questions about text before,
OPTION 1 My TURN Have students annotate the text using the during, and after reading?
other Close Read notes for Ask and Answer Questions, and then use
Decide
the text evidence from their annotations to complete the chart on
p. 269. • If students struggle, review
instruction for asking and answering
OPTION 2 Use Independent Text Have students use sticky notes to questions in Small Group on
mark places where they may have questions about the text and write pp. T74–T75.
their questions on the sticky notes.
• If students show understanding,
extend instruction for asking and
answering questions in Small Group
on pp. T74–T75.

STUDENT INTERACTIVE, p. 269

READING WORKSHOP

Ask and Answer Questions

When you generate, or ask, questions before, during,
and after reading, you deepen your understanding.

MY TURN Write a question you had before

reading. Go back to the Close Read notes and
highlight text. Write a question about a detail you
highlighted. Then write a question you still have after
reading. Possible responses:

Before Reading
Question: Who was Elizabeth Answer: She was the first
Blackwell? Why is she woman doctor in the U.S.
important?

During Reading
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Question: Why did others Answer: Many people

think it would be hard for thought women were weaker
Elizabeth to become a doctor? and not as smart as men.

After Reading
Question: Did Elizabeth Answer: I can do research
Blackwell have many to find the answer.
patients?

269

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T73
WEEK 1 LESSON 4
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T73 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
ASK AND ANSWER QUESTIONS ASK AND ANSWER QUESTIONS
Teaching Point Today, we talked about how Use Lesson 31, pages T183–T188, in
to ask questions about a text before, during, the myFocus Intervention Teacher’s Guide for
and after reading to make sure you understand instruction on applying reading strategies.
everything you read. Skilled readers ask
questions and then look for details in the text LEVEL C • READ

to answer those questions. Look back at Who Lesson 31 Apply Reading Strategies

DIRECTIONS Read the story “A Trip to the Library.”

Says Women Can’t Be Doctors? with students
and discuss the questions they still have. Help A Trip to the Library
Sam hopped into the car and said, “Let’s go!”
them find details in the text that answer their
1
2 Mom was taking him and his sisters to City
Library. Grandpa was coming, too. Sam could not
questions. wait! He had been to the library at school many
times. He often went there to take out books or use
a computer. But Sam had never been to the big
library downtown.

ELL Targeted Support 3 City Library was huge. It had three floors. The
children’s room was on Floor 3. One side of the
room was filled with books. The other side was for
Help students share information about Who story time. Kids were sitting on a rug. A nice lady
was reading a book to them. It was a funny story
about a cat named Pete.
Says Women Can’t Be Doctors? in cooperative 4 Sam’s little sister wanted to hear the story, so
she and Mom sat down. Sam’s big sister went to
learning groups. Encourage interaction among find some books about trains. Sam stayed with
Grandpa.
Grandpa and Sam walked down to Floor 2. That
students.
5
was where the computers were. There were rows
and rows of them! Grandpa wanted to look up
news about some baseball games. He wanted to
Have students orally complete these sentences: find out the scores of the games. Grandpa typed
quickly, then grinned as he saw that his favorite
teams had won.
This text is about ____. The genre of the text is
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

____. The text structure is ____. EMERGING

Have partners ask and answer questions about
the text. Offer them some ideas, such as: What is
this text about? DEVELOPING/EXPANDING Reading Literature T • 183

Have groups write questions and answers about

the text and its structure. BRIDGING
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Assess 2–4
For additional support, see the online Fluency students
Language Awareness Handbook.
PROSODY
Have partners choral-read a short passage
smoothly.

ORAL READING RATE AND ACCURACY

Use pp. 91–96 in Unit 4, Week 1 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T74 UNIT 4 • WEEK 1

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

Independent/Collaborative
3 students/ 3-4 minutes
Conferring per conference Independent Reading
ASK AND ANSWER QUESTIONS Students can
Talk About Independent Reading Ask students • read a self-selected trade book.
to share some of the questions they wrote down • read and listen to a previously read leveled
while reading their independent text. reader or eText.

Possible Conference Prompts • begin reading their Book Club text.

• What questions did you write as you read?
• What answers did you find as you kept Centers
reading?
See the myView Literacy Stations in the Resource
Possible Teaching Point Readers can learn a Download Center.
lot about the topic of a text by asking questions
before, during, and after they read it.
Literacy Activities
Students can
Leveled Readers • complete the graphic organizer on Student
Interactive p. 269.
ASK AND ANSWER QUESTIONS
• write about their book in their reading notebook.
• For suggested titles, see Sharks
• play the myView games.
Matching Texts to Learning,
by Susan Hughes

Guided Reading Level I

DRA Level 16
Lexile Measure 450L

• with a partner, take turns reading a text with

Word Count 414

pp. T28–T29. Text

Characteristics
Text Structure
• Description
Text Features
• Photographs
• Diagrams

appropriate expression.
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.

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

asking and answering

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)

questions while reading, see SUPPORT INDEPENDENT READING

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

the Leveled Reader Teacher’s

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

As you listen to readers, look for

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

Guide.
to the end of a sentence.

© Copyright 2020 1
opportunities to tell them what
they are doing well.
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 some of the questions they generated while reading.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T75
WEEK 1 LESSON 5
FOUNDATIONAL SKILLS
READING WORKSHOP

Decodable Text
OBJECTIVES
Demonstrate and apply phonetic
Revisit Helen’s Story
knowledge.
FOCUS Have students turn to p. 241 in the Student Interactive. Say: We are
Decode multisyllabic words with
closed syllables. going to revisit a story today about a young girl who finds out that she can be
good at sports. In this story, we will read words with the CVC syllable pattern.
Decode words using knowledge of
syllable division patterns such as Watch for words with this pattern as we read.
VCCV, VCV, and VCCCV.
Identify and read high-frequency READ Call students’ attention to the words Helen and never in the first sentence
words. in the story. Read the word Helen aloud. Say: I hear two vowel sounds in the
word Helen so I know it has two syllables. I see the VCV pattern in the word.
Where would we break this word into syllables? Have students supply the
ADDITIONAL answer, after the l, and then read the word in syllables, Hel/en. Have students
PRACTICE underline the word. Repeat for the word never.
For additional practice with
high-frequency words, have
students complete My Words to
Know, p. 193 in the Resource
Download Center.

FOUNDATIONAL SKILLS
Name

My Words to Know
Some words you must remember and practice. This week’s words to
learn are in the box below. Read each word to yourself. Then write each
word on a line to complete the sentence.

sometimes mountains young

MY TURN
Sometimes Rita misses the bus by mistake.
1. ___________________

young
2. Her family says she is too ___________________ to play soccer.

mountains near Rita’s house.

3. There are many large ___________________

Read the clues on the left. Match the clues to a word on the right. Draw
a line to match the clue to the word.

1. a tall piece of land or giant hill young

2. the opposite of old sometimes

3. not very often, seldom mountain

Grade 2, Unit 4, Week 1 193

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

RDG20_OSR02_U04W01_HFW.indd 193 12/9/17 3:01 PM

My Words to Know, p. 193

T76 UNIT 4 • WEEK 1

 REALIZE AUDIO ANNOTATE
myView READER
Digital
GAME DOWNLOAD

Fluency
Reread Helen’s Story PROSODY
Display Helen’s Story. Read
FOCUS ON PHONICS AND FLUENCY Remind students that learning the way aloud the first paragraph of
that words are pronounced and learning to read fluently help us read for
the text, asking students to
meaning. Ask students to summarize the story.
pay attention to your reading
Remind students that they learned how to decode words with multiple accuracy and how you read.
syllables. Challenge them to use this knowledge by completing the activity in Explain that fluency is about
question 3. reading for meaning, not
speed. Tell students that this
Then write the words sometimes, mountains, and young and read them week they will read a text
together. Have students identify and read the high-frequency word in the story. called Who Says Women Can’t
PRACTICE Have partners reread Helen’s Story. As students read aloud, Be Doctors? When it is time
monitor to ensure that they are applying phonetic knowledge, including to read, they should practice
decoding multisyllabic words with closed syllables and reading the reading for meaning.
research-based high-frequency word.
STUDENT INTERACTIVE, p. 241

FOUNDATIONAL SKILLS

Helen’s Story
Helen was never good at sports. Then her dad
took her to the pool in the park. “They can teach you
to swim here,” he told Helen.
Now she’s a star on the swim team! She wins
medals!
Sometimes Helen hears a young child say, “I’m
not good at sports.”
Helen says, “Try swimming!”

1. How did Helen’s dad help her?

He took her to the pool so she could learn to swim.

2. How does Helen try to help others?

If they say they aren’t good at sports, she tells them to try
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

swimming.

3. Draw a line between the syllables in these words. Read

the words. Then underline them in the story.
never nev/er medals med/als

241

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T77
WEEK 1 LESSON 5
READING WORKSHOP COMPARE TEXTS

Reflect and Share

OBJECTIVE
Listen actively, ask relevant
Talk About It
questions to clarify information,
and answer questions using Minilesson
multi-word responses.

FOCUS ON STRATEGIES Tell students to take turns speaking, because a

good discussion involves both give and take. When they are not speaking,
ACADEMIC they should be listening.
VOCABULARY • Before sharing your opinion, make sure others have finished speaking.
Integrate Offer students oral
practice using the unit Academic
• When it is your turn to speak, state your opinion clearly and share your
Vocabulary words to reflect on the reasons, including any supporting evidence from the text.
text and make connections to
other texts, the unit theme, and MODEL AND PRACTICE Model sharing opinions using the Talk About It
the Essential Question. Ask:
prompt on p. 270 in the Student Interactive.
• How did Elizabeth improve
women’s job choices in the • Before I share my opinion with the group, I think about what I want to
1800s?
say and make sure I have text evidence to support it. When I am ready
• How is Elizabeth’s story an to speak, I make sure to wait my turn.
example of why it is worthwhile
to connect with other people? • I state my opinion clearly and include my evidence. I say: My opinion is
that people are motivated by someone saying they can do something.
Then I give an example from the text that supports my opinion.
• After I finish, I listen carefully as others share their opinions.

ELL Targeted Support Express Opinions Help students express their

opinions about Who Says Women Can’t Be Doctors?

Help students express their ideas through short phrases: I think ____. I think
this because ____. EMERGING
Have students complete the sentences above in writing and read them
aloud. Then have them complete this sentence orally: One detail from the
text that supports this is ____. DEVELOPING
Have students use the three sentences above to discuss their opinions with
a partner. EXPANDING
Write: In my opinion, I think this because, and For example. Place students
in groups of three or four and have them use these phrases as they discuss
their opinions. BRIDGING

T78 UNIT 4 • WEEK 1

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies for sharing opinions. Notice and Assess Can students
share opinions?
OPTION 1 Use the Shared Read Have students use evidence
Decide
from Who Says Women Can’t Be Doctors? and other texts to
discuss their opinions of how others inspire us to reach a goal. • If students struggle, revisit
instruction for sharing opinions in
OPTION 2 Use Independent Text Students should use evidence Small Group on pp. T80–T81.
from their self-selected independent-reading texts to discuss their
• If students show understanding,
opinions of how others inspire us to reach a goal.
extend instruction for sharing opinions
in Small Group on pp. T80–T81.

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

STUDENT INTERACTIVE, p. 270

RESPOND TO TEXT

Reflect and Share

Talk About It
Do you think people are motivated
by someone saying that they can
do something or that they
cannot? Use examples from the
texts to support your response.

Sharing Opinions
When sharing your opinion, ask politely whether you may
speak. State your position, and then listen to what others
have to say. You might change your mind, and that’s okay!

• State your opinion clearly and give your reasons.

• Listen to the opinions of others with an open mind.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Use these sentence starters

I think that . . .
to help you share opinions.
because . . .
Now you share your ideas. You made a very
good point about . . .

Weekly Question

How can others inspire us to reach a goal?

270

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Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T79
WEEK 1 LESSON 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T79 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
COMPARE TEXTS COMPARE TEXTS
Teaching Point When readers look for text Reread pp. 42–43 in the myFocus
evidence to support an opinion, they often look Reader with students. Use the
in more than one text. Skilled readers often teaching support online at
read multiple texts about the same topic so that SavvasRealize.com to engage
they learn a lot of information about that topic. students in a conversation that
Then they compare all the pieces of information demonstrates how the texts they
they learned and decide which pieces to use to have read this week support their
support their opinion. Have students compare understanding of how others can
the infographic “People Who Were First” to Who inspire us to reach a goal and
Says Women Can’t Be Doctors? encourage them to use the Academic
Vocabulary words.
ELL Targeted Support
Use the Talk About It prompt to help students
form an opinion. Then help students acquire
basic vocabulary as they find examples that
support their opinions. On-Level and Advanced
Guide students to complete these sentences:
INQUIRY
One supporting example in the infographic is
Organize Information and Communicate Help
____. One supporting example in Who Says
students organize their findings on how others can
Women Can’t Be Doctors? is ____. EMERGING
inspire us to reach a goal into a format to share.
Have students work with a partner to identify
examples in the infographic and Who Says Critical Thinking Talk with students about
Women Can’t Be Doctors? to support their what they learned and the process they used.
opinions. DEVELOPING/EXPANDING See Extension Activities pp. 242–246 in the
Have students work in small groups to state their Resource Download Center.
opinions and then identify examples to support
their opinions. Prompt them with questions such
as: What text evidence is the best support for
your opinion? What supporting evidence is in
both texts? BRIDGING

For additional support, see the online

Language Awareness Handbook.

T80 UNIT 4 • WEEK 1

 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 the infographic “People Who Were First”
to compare Who Says Women Can’t Be Doctors? with a partner.
with one of their independent reading texts. • read a self-selected text.

Possible Conference Prompt • reread and/or listen to their leveled reader.

• What did Who Says Women Can’t Be Doctors?
and another text you read this week teach
Centers
you about how others can inspire us?
See the myView Literacy Stations in the Resource
Possible Teaching Point By making
Download Center.
connections across texts, readers can use
evidence from multiple texts to support their
ideas and opinions.
Literacy Activities
Students can
Leveled Readers • write about the comparisons they make between
texts in a reading notebook.
COMPARE TEXTS • name other people who inspire them based on
• For suggested titles, see the infographic.
Sharks

Matching Texts to Learning, • play the myView games at SavvasRealize.com.

by Susan Hughes

Guided Reading Level I

DRA Level 16
Lexile Measure 450L
Word Count 414

pp. T28–T29. Text

Characteristics
Text Structure
• Description

ELL Access Video

Text Features
• Photographs
• Diagrams
• complete p. 242 in the Resource Download Center.
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
background for the text.

• For instructional support 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

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

recognizing theme, see the

students. Ask: Based on this image, can you predict if this book will show sharks to be
scary or interesting?

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

Leveled Reader Teacher’s

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

If students stop at unknown words...

Guide.
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...

See Book Club, pp. T510–T515, for

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

• talking points to share with students.

• collaboration prompts and conversation starters.
• suggestions for incorporating the Discussion Chart.
• alternate texts to support the unit theme and
Spotlight Genre.

Whole Group
Share Bring the class back together in whole group. Invite one or two students to
share some of the comparisons and connections they made across texts.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T81
WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• understand the characteristics of a personal Introduce and
1 Prewriting
narrative Immerse
2 Drafting Develop Elements
• read personal narrative texts to see how authors
3 Drafting Develop Structure
write in this genre
4 Revising and Editing Writer’s Craft
• choose a topic and create a plan for writing
Publish, Celebrate,
a personal narrative 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
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min.
Personal Narratives T362 Personal Narratives: Personal Narratives:
Character T366 Setting and Plot T370

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing Independent Writing
30—40 min. and Conferences T363 and Conferences T367 and Conferences T371

SHARE BACK FOCUS

5—10 min.
Characteristics of Personal Characters in Personal Setting and Plot T371
Narratives T363 Narratives T367

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling Review and
Words with Closed
Knowledge T364 More Practice T372
5—10 min. Syllables VC/V T368
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Adjectives and Adverbs
Review: Adverbs T365
Language: Adjectives T373
and Adverbs T369

T358 UNIT 4 • WEEK 1

 myView
Digital
DOWNLOAD
PERSONAL NARRATIVE

Mentor STACK
• Goal! by Mina Javaherbin Use the following criteria to add to your personal
• Canoe Days by Gary Paulsen narrative stack:
• Papa And Me by Arthur Dorros • Text length is approximately the same as the students’ personal
narrative should be.
• Imani’s Moon by JaNay Brown-Wood
• Events are structured with a beginning, middle, and end.
• Personal narratives include details about setting along with
other details that engage readers in the genre.

Preview these selections for appropriateness for your students. Selections are subject to availability.

FAST TRACK FAST TRACK

LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Generate Ideas T374 Plan Your Personal 5—10 min.
First-Person First-Person
Narrative T378 Narration Examples

INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing Writing Club and
Writing and Writing and
and Conferences T375 Conferences T378–T379 30—40 min. Conferences Conferences

SHARE BACK FOCUS

Ideas for Personal Share Plans T378 5—10 min.
Diary Entry Diary Entry
Narratives T375

FLEXIBLE OPTION • Spelling Assess

• Spelling Spiral See the online See the Small
Understanding T380
Review T376 Language Professional Deve
lopment
Group Guide
FLEXIBLE OPTION
Awareness Small Group for additional
• Language & • Language &
Handbook for
GUIDE writing support.
Conventions Practice Conventions Standards additional
A roadmap to take
small groups from
good to great!

Adjectives and Adverbs Practice T381 writing support.

T377
LIT20_ANC02_SGG_CV1.indd 1 29/08/19 4:11 PM

T359
WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Conferences Mentor STACK

During this time, assess for understanding of the personal narrative
genre as well as how to generate ideas from real life to plan a personal
narrative. Have stack books and minilessons available.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Genre Immersion Lessons EMERGING
If students need Then read a stack text together, • Read a personal narrative together,
additional support, identifying its narrator, plot, and setting. supplying words in students’ home
languages if necessary.
If students show Then have students consider interesting • Allow students to share a memory in
understanding, details about character, plot, and setting their home language.
that they might put into their work. • Use modeled writing to help students
plan their personal narratives.
Generate Ideas
If students need DEVELOPING
Then ask: What is one of your best
additional support, memories that you could write about? • Use a K-W-L organizer to discuss a
stack text.
If students show Then ask: What stands out the most • Do a Think Aloud using a graphic
understanding, about some memory you could put into organizer.
your work? • Use shared writing to transcribe
details about a topic.
Plan a Personal Narrative
EXPANDING
If students need Then ask: Which topic do you feel most
additional support, comfortable writing about? • Ask students to discuss the
character, setting, and plot of a
If students show Then ask: What are some details that personal narrative.
understanding, you can include in your narrative • Use real-life experiences to generate
to convey your thoughts and emotions? topic ideas.
• Use guided writing to help students
plan their personal narratives.

BRIDGING
• Use texts from the stack to compare
and contrast personal narratives.
• Have students use a graphic
organizer to organize their ideas.
• Ask students questions to help them
plan their personal narratives.

Reading-Writing Workshop Bridge

While conferring with students, refer back to the Bridge minilessons on literal and
figurative language, especially idioms and adjectives and adverbs.

T360 UNIT 4 • WEEK 1

myView
Digital
DOWNLOAD
PERSONAL NARRATIVE

ELL Minilesson Support

See the online Language
Week 1: Introduce and Immerse Awareness Handbook
for additional writing
During the immersion week, ELLs will benefit from additional writing support.
support that expands their awareness of how authors write about real
events. These targeted supports were chosen to help students better
understand the writing mode and planning process.

Use this note for the minilesson on pp. T362–T363. Use this note for the minilesson on pp. T370–T371.

ELL Targeted Support ELL Targeted Support

PERSONAL NARRATIVES PERSONAL NARRATIVES: SETTING
Help students collaborate with their peers to AND PLOT
explore the features of personal narratives. Help students support one another in reading
Read aloud a stack text. Ask leading questions stack texts.
about the author’s experience, and point out Read a stack text aloud, discussing details
features of a personal narrative. EMERGING about plot and setting. Ask students where
Have pairs of students read a personal narrative the story takes place and what happens in the
together and ask each other questions to beginning, middle, and end. EMERGING
confirm comprehension of events at the Have groups of students read a stack text
beginning, middle, and end of the author’s together, and then have them draw pictures
experience. DEVELOPING that show the setting and incidents in the plot.
Have groups read a personal narrative and find DEVELOPING
genre features such as first-person pronouns, Have pairs of students read a stack text and
a setting, and events at the beginning, middle, then work together to tell the plot and details
and end of the narrative. EXPANDING about the setting. EXPANDING
Have pairs read a personal narrative and Give students a stack text and ask them to list
describe to each other features such as its major plot points in order. Have partners
first-person pronouns, the setting, a sequence share lists and explain how the setting affects
of events, and details that make the narrative each plot point. BRIDGING
interesting. BRIDGING

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T361
 WEEK 1 LESSON 1
WRITING WORKSHOP INTRODUCE AND IMMERSE
FAST TRACK

Personal Narratives
OBJECTIVE Minilesson Mentor STACK
Write narratives that recount an
event or short sequence of events,
include details to describe actions, TEACHING POINT Authors tell about real events when they write personal
thoughts, and feelings, use narratives. A personal narrative has a beginning, middle, and end. Authors
temporal words to signal event include details to make the events come alive.
order, and provide closure.
MODEL AND PRACTICE Choose a stack text with obvious features of a
personal narrative. Say: This is a personal narrative. It is a type of nonfiction
STUDENT INTERACTIVE, p. 275
writing. In a personal narrative, the author writes about a true event in his or
her life. The author narrates the true event, using words such as I and me. A
PERSONAL NARRATIVE WRITING WORKSHOP

My
I can use elements of narrative

personal narrative is a story with a beginning, middle, and end. The ending
Learning
nonfiction to write a personal narrative. Goal

Personal Narrative often sums up the author’s experience. The author includes interesting
In a personal narrative, an author tells about a real
event in his or her life. The author, or narrator, is the
person telling about the event and uses words like I and
details that help tell the events.
me. Personal narratives have a beginning, middle, and
end and include details that make the events come alive.
Read the stack text to students, pointing out personal pronouns, the
My Trip to the Grand Canyon

One hot, sunny day last summer, my structure of the narrative, and some interesting details.
family traveled to the Grand Canyon. At first
I was excited, but as we walked toward the
canyon rim, I stopped. It was so deep! I didn’t
want to get any closer. Then my little brother Then direct students to p. 275 of the Student Interactive. Read the
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

passed me. I thought, “Okay, I can do this.” I

slowly walked up to the canyon rim and
stopped again, but not because I was scared.
introductory paragraph, and repeat the routine as you read the essay to
The canyon was amazing! The colorful rock
layers and forms stretched for miles. I had
students, pointing out the title, the essay’s structure, use of I and me, and
interesting details such as the colorful rocks that the author saw. Say: The
never seen anything so beautiful. By the end
of my day at the Grand Canyon, I knew that
I want to be a geologist when I grow up.

ending sums up the author’s experience. He or she made a personal

275
discovery on that trip.
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To review, ask students to retell what happened in the beginning, middle,

and end of the essay.

T362 UNIT 4 • WEEK 1

 PERSONAL NARRATIVE

Independent Writing Mentor STACK

FOCUS ON CHARACTERISTICS OF PERSONAL NARRATIVES During

independent writing time, students may continue to explore personal
narratives from the stack, taking notes in their writer’s notebooks.
• Encourage students to use their reading as inspiration for their own
narratives.

WRITING SUPPORT

• Modeled Choose a stack text. Do a Think Aloud to model how

to locate characteristics of a personal narrative.
• Shared Read a personal narrative from a stack text with
students. Prompt them to identify what happens in the
beginning, middle, and end of the narrative.
• Guided Provide explicit instruction on how to understand the
structure of a personal narrative.
Intervention Refer to the Small Group Guide for support.

• Students may also begin thinking about topics for personal narratives.

See the Conference Prompts on p. T360.

Share Back
Have several students share a memorable detail an author included in the
personal narratives they have read.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T363
WEEK 1 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Closed

Syllables VC/V
FLEXIBLE OPTION
OBJECTIVE 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.

Spelling Sentences
1. She sliced a lemon for her water.
SPELLING WORDS
2. He began to shiver in the cold.
lemon rapid
3. They chose a planet to study for science class.
shiver comet
4. I found a clever way to solve the math problem.
planet driven
clever tropic 5. They plan to take a river tour when they are on vacation.
river proper 6. He made rapid progress learning English.
7. She saw a comet in the night sky.
HIGH-FREQUENCY WORDS
sometimes young
8. He was driven home by his father.
9. They studied the tropic region of their country.
10. We need to get the proper papers for the contest.
11. She sometimes goes for a walk after dinner.
12. The young boy rode his bicycle.

ELL Targeted Support

Spelling Patterns Review with students the VC/V spelling with more spelling words to help students recognize the
pattern. spelling pattern. EMERGING
Write comet on the board. Have students identify each letter Have partners read a paragraph in their book and identify
as a vowel or a consonant. Say the word aloud, emphasizing closed syllable VC/V words. Have them employ the spelling
the short o sound. Draw a line to show the syllables. Repeat pattern by writing the words on the board. DEVELOPING

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 Closed Syllables Practice Spell Words Spell Words with Understanding
VC/V with Closed Syllables Vowel Teams oo,
VC/V ue, ew, ui

T364 UNIT 4 • WEEK 1

 WRITING BRIDGE

Language & Conventions

Spiral Review
FLEXIBLE OPTION

LESSON 1 OBJECTIVE
Edit drafts using standard English
conventions, including adverbs
Spiral Review: Adverbs that convey time and adverbs that
convey place.
FOCUS Review with students that adverbs tell about things that happen.
Adverbs tell how, when, or where something happens.

MODEL AND PRACTICE Display this sentence frame: The girl played the tuba
____. Insert the word loudly. Have students read the complete sentence
aloud. Ask: What is the adverb? (loudly) How do you know? Then invite
volunteers to suggest other adverbs to use in the frame and write these
sentences on the board.

APPLY Have partners create sentences of their own with adverbs. Ask them
to underline the adverb in each sentence.

ELL Targeted Support

Language Structures During classroom instruction, remind ask them to describe the surroundings of someone who
students that an adverb can tell how something happens, walks outside. Then label each adverb with the question it
when something happens, or where something happens. answers: How? When? or Where? EMERGING/DEVELOPING
Display and read these sentences: I walk quickly. I walk early. Direct partners to identify the adverb in each sentence and
I walk outside. Ask students to act out the first sentence by say whether it tells how, when, or where. Then have students
walking slowly and then walking quickly. Then ask them to use each word in a new sentence. EXPANDING/BRIDGING
describe what time of day it is if someone walks early. Finally,

FLEXIBLE OPTION

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

Oral Language: Teach Adjectives and Practice Adjectives Standards Practice

Adjectives and Adverbs and Adverbs
Adverbs

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T365
WEEK 1 LESSON 2
WRITING WORKSHOP INTRODUCE AND IMMERSE

Personal Narratives: Character

OBJECTIVE Minilesson Mentor STACK
Write narratives that recount an
event or short sequence of events,
include details to describe actions, TEACHING POINT The characters in a personal narrative are real people.
thoughts, and feelings, use The author narrates a true event in which he or she was the primary
temporal words to signal event character, and therefore uses personal pronouns such as I and me. He or
order, and provide closure.
she also includes other real people.
MODEL AND PRACTICE Choose a personal narrative from the stack. Say:
We are going to read this personal narrative to understand how authors
write about characters in personal narratives. Read the selection. Say: The
author narrates the true story. He or she is the main character. He or she
uses I and me to identify himself or herself. Reread the text aloud together.
Have students identify the characters, and discuss how the author writes
about them.
Direct students to p. 275 in the Student Interactive. Remind students that
this personal narrative will use the words I and me. As you read aloud, point
out we near the beginning. Ask: Who else is on this trip with the author? The
author took a trip with his or her family. The author writes about a little
brother. The author, obviously, is older than this brother. This little brother
passes the author on their walk. He helps the author get past some fears.
These are the other real characters in the true story.
For more practice, choose another stack text to read together. Have
students identify the characters in the stories. Discuss how the author
writes about these characters.

Possible Teaching Point Writing Process

Prewriting | Mapping
A three-column chart with the headings Beginning, Middle, and End can
help students generate and organize ideas for their personal narratives.
Have students
• write a topic sentence about an event at the top of the web
• list who the characters are and where the setting takes place in the
first box
• describe how the characters feel during the event in the middle box
• write a supporting detail about what is learned from the event in the
last box

T366 UNIT 4 • WEEK 1

 PERSONAL NARRATIVE

Independent Writing Mentor STACK

FOCUS ON CHARACTER
• Students may continue to read personal narratives from the stack with
a focus on characters.

WRITING SUPPORT

• Modeled Do a Think Aloud to model locating the characters in

a personal narrative.
• Shared with students. Ask questions to help them identify
characters.
• Guided Provide explicit instruction on how to locate characters
in a personal narrative.
Intervention Refer to the Small Group Guide for support.

• Students may also use their writer’s notebooks to begin to brainstorm

topics for a personal narrative.

See the Conference Prompts on p. T360.

Share Back
Have several volunteers talk about some of the real characters they have
read about.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T367
WEEK 1 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Closed

Syllables VC/V
OBJECTIVE 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 Say: To spell a two-syllable word with the VC/V pattern, you need a
and final stable syllables. vowel after the closed syllable.

MODEL AND PRACTICE Write and say lemon. The e in lemon is short. I use
my knowledge of syllable patterns to spell a closed syllable, lem, and a
SPELLING WORDS second syllable that begins with a vowel: o, n, lemon. Say river. Have
lemon rapid students demonstrate
shiver comet spelling knowledge by
SPELLING READING-WRITING BRIDGE

planet driven
identifying the short i sound
and using their knowledge Spell Words with Closed Syllables VC/V
clever tropic
of closed syllable division When you divide a word into syllables after the consonant
river proper
patterns to spell the word. (VC / V), the vowel in the first syllable is usually short.

MY TURN Write the word that belongs in each group.

HIGH-FREQUENCY WORDS
APPLY My TURN
sometimes young 1. lake, stream river Spelling
Have students complete Words
2. Earth, Mars planet lemon
Student Interactive p. 273 shiver
3. cold, shake shiver
to practice spelling words planet
4. fast, quick rapid clever
with closed syllables VC/V. river
5. lime, orange lemon
Use the leveled supports rapid
6. smart, quick-thinking clever
on p. T364 for ELLs. comet
7. sky, light comet driven
tropic
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

8. correct, right proper

proper
9. passenger, car driven
My Words
to Know
10. hot, jungle tropic
sometimes
11. always, never sometimes
young
12. baby, child young

273

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LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Spell Words
LESSON 1 with Closed Syllables LESSON 3 LESSON 4 LESSON 5
VC/V
 Assess Prior Review and More Spiral Review:  Assess
Knowledge Practice Spell Words Spell Words with Understanding
with Closed Syllables Vowel Teams oo,
VC/V ue, ew, ui

T368 UNIT 4 • WEEK 1

 WRITING BRIDGE

Language & Conventions

Adjectives and Adverbs
FLEXIBLE OPTION

LESSON 2 OBJECTIVE
Edit drafts using standard
English conventions, including
Oral Language: Adjectives and Adverbs adjectives, adverbs, and articles.

FOCUS Answer any questions students have about adjectives and adverbs.
Then explain to the class what adjectives and adverbs are: Adjectives
describe nouns and adverbs describe actions (verbs), adjectives, and other
adverbs. Say: Both adjectives and adverbs are describing words.

MODEL AND PRACTICE Display this sentence: The big, red balloon floated
away. Read the sentence aloud. This sentence is about a balloon. Balloon
is a noun. Which words tell me what the balloon looks like? Big and red.
Underline big, red. Big and red are adjectives because they describe the
noun, balloon. What does the balloon do? It floats. Floats is a verb. Which
word tells me how or where the balloon floated? Away. It floated away.
Circle away. Away is an adverb because it describes the verb floats.

APPLY Have groups of students discuss their day, using as many

adjectives and adverbs as they can. After a student has shared a sentence,
prompt the other group members to identify the adjectives and/or adverbs.

FLEXIBLE OPTION

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION
Oral Language:
LESSON 1 Adjectives and LESSON 3 LESSON 4 LESSON 5
Adverbs
Spiral Review: Teach Adjectives and Practice Adjectives Standards Practice
Adverbs Adverbs and Adverbs

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T369
WEEK 1 LESSON 3
WRITING WORKSHOP INTRODUCE AND IMMERSE

Personal Narratives: Setting

and Plot
OBJECTIVE Minilesson Mentor STACK
Write narratives that recount an
event or short sequence of events,
include details to describe actions, TEACHING POINT Authors structure true events with a plot. Generally, the
thoughts, and feelings, use plot centers on what happens to an author and how he or she reflects on or
temporal words to signal event learns from the event. Personal narratives also include details about setting.
order, and provide closure.
MODEL AND PRACTICE Choose a stack text to read to students. Say:
Authors include details about real settings in their personal narratives.
Personal narratives also contain a plot—what happens to the author over
the course of the story and what the author takes away from it. The author
structures the plot by writing a beginning, middle, and end to the story. As
you read the text, point out details of the setting and the beginning, middle,
and end of the plot.

Return to p. 275 in the Student Interactive. Read the essay. Say: For the
setting, this true story takes place at the Grand Canyon on a hot day. Point
out details, such as the canyon’s beautiful, colorful rocks.

Point out the plot structure. The author structures the plot by writing a
beginning, middle, and end to the story. In the beginning, the author goes
on a family vacation to the Grand Canyon. In the middle, the author is
excited and almost scared to get too close to the canyon until the little
brother passes the author by. The author decides to get closer and
experiences a beautiful sight. In the ending, the author states what he
or she learned—the author wants to be a geologist, a person who
studies rocks.

Possible Teaching Point

Spelling | Words with Closed Syllables VC/V

Remind students that the first syllable in a word with the closed syllable
VC/V pattern has a short vowel sound, and the second syllable begins
with a vowel. Provide examples as needed (limit, ticket, second ). As
students proofread their narratives, have them check the spellings of
words with the closed syllable VC/V pattern.

T370 UNIT 4 • WEEK 1

 PERSONAL NARRATIVE

Independent Writing Mentor STACK

FOCUS ON SETTING AND PLOT

• Students should continue to read personal narratives from the stack,
focusing on setting and plot.

WRITING SUPPORT

• Modeled Do a Think Aloud to model identifying the setting and

plot of a personal narrative.
• Shared Ask students to read a personal narrative aloud. Help
them list details about plot and setting.
• Guided Provide explicit instruction on how to locate details
about setting and plot in a personal narrative.
Intervention Refer to the Small Group Guide for support.

• Students who are ready may start to write their own personal
narratives.

See the Conference Prompts on p. T360.

Share Back
Have several students summarize the basic setting and plot from texts they
have read.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T371
WEEK 1 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Closed

Syllables VC/V
FLEXIBLE OPTION
OBJECTIVE 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 Review the VC/V syllable pattern. Name

and final stable syllables. Remind students that in a two-syllable, or Spelling

Spell Words with Closed Syllables VC/V

multisyllabic, VC/V word, the first syllable When you divide a word into syllables after the consonant (VC/V), the
vowel in the first syllable is usually short.

has a short vowel sound and is closed. lemon shiver

Spelling Words

planet clever river

The second syllable begins with a vowel.

SPELLING WORDS
rapid comet driven tropic proper

Tell students they can use their knowledge MY

TURN Fill in the blank with the correct spelling word from
the box above. Use what you know about syllable patterns to check

of syllable division patterns to spell these

your spelling.

lemon rapid 1. The boat floated down the river .

shiver comet multisyllabic words. 2. She felt a shiver when the wind blew.

3. All of us live on the planet Earth together.

planet driven
MODEL AND PRACTICE Say each of the 4. Oliver is very clever at solving problems.

clever tropic following words aloud. Have students

5. He walked at a rapid pace down the hallway.

6. Her grandparents were driven home by their friends.

river proper identify the closed syllable and spell

Grade 2, Unit 4, Week 1 209

the word correctly: wagon, robin, never,

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

HIGH-FREQUENCY WORDS
and topic.
RDG20_OSR02_U04W01_SP.indd 209 12/9/17 3:06 PM

sometimes young
APPLY Have students complete Spelling p. 209 from
the Resource Download Center.

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
Review and More
LESSON 1 LESSON 2 Practice Spell Words
LESSON 4 LESSON 5
with Closed Syllables
 Assess Prior Teach Spell Words Spiral Review:  Assess
VC/V
Knowledge with Closed Syllables Spell Words with Understanding
VC/V Vowel Teams oo,
ue, ew, ui

T372 UNIT 4 • WEEK 1

 myView
Digital
DOWNLOAD
WRITING BRIDGE

Language & Conventions

Adjectives and Adverbs
LESSON 3 OBJECTIVE
Edit drafts using standard English
conventions, including adjectives,
Teach Adjectives and Adverbs adverbs, and articles.

FOCUS Explain that adjectives describe people, places, and things. They
can tell about size, shape, color, and other characteristics. Adverbs
describe actions. They tell where, when, and how things happen.

MODEL AND PRACTICE Write several nouns and verbs on the board.
Underline one of the nouns, for example chair. I am going to think of a word
that describes a chair. Chair is a noun, so I need to think of an adjective.
How about brown? A brown chair. Rickety is a good adjective. I can write
the rickety, brown chair. Can you think of other adjectives to describe a
chair?

Ask students to identify another noun on the board and help you think
of adjectives to describe it. Repeat the activity, calling out a verb on the
board. Ask students to help you think of adverbs to describe it.

ELL Targeted Support

Descriptive Writing Review adjectives and adverbs with Have partners read a paragraph in a favorite book and
students. Explain how including adjectives and adverbs in identify the adjectives and adverbs. Prompt them to rewrite
their writing can help students describe things in specific one sentence, either adding or changing an adjective or
detail. Choose a classroom object and help students create adverb to describe something in greater detail. DEVELOPING
a list of adjectives to describe it. Point out that adjectives
can tell about color, size, shape, and other characteristics.
EMERGING

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Adjectives and
LESSON 1 LESSON 2 Adverbs LESSON 4 LESSON 5

Spiral Review: Oral Language: Practice Adjectives Standards Practice

Adverbs Adjectives and and Adverbs
Adverbs

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T373
WEEK 1 LESSON 4
WRITING WORKSHOP INTRODUCE AND IMMERSE
FAST TRACK

Generate Ideas
OBJECTIVES Minilesson Mentor STACK
Plan a first draft by generating
ideas for writing such as drawing
or brainstorming. TEACHING POINT Before writing a personal narrative, an author
Write narratives that recount an
brainstorms possible topics based on interesting events from real life.
event or short sequence of events, Authors consider special experiences that stand out to them, especially
include details to describe actions, funny, sad, or scary times.
thoughts, and feelings, use
temporal words to signal event MODEL AND PRACTICE Read aloud a personal narrative from the stack.
order, and provide closure.
Ask: What experience or event does this author describe? What happens in
the beginning, middle, and end? What are some interesting details? How
STUDENT INTERACTIVE, p. 276 does the author feel about the event?
PERSONAL NARRATIVE
Direct students to p. 276 in the Student Interactive. Before writing a
Generate Ideas
An author generates, or thinks of ideas, before beginning
personal narrative, authors brainstorm, or think of ideas. They think about
to write. For a personal narrative, an author considers
events from his or her life that might be interesting to tell. real experiences that happened to them, especially funny, sad, or scary
Examples include a special time or an experience that was
funny, sad, or scary. ones. Think about some special times from your life. Then list three topic
MY TURN Think of special times in your life. List
three possible topics for your personal narrative. ideas based on those experiences.
Use this
Topics checklist to help
you decide which
topic to use.
Have students write topic ideas. Call on a few students to share their ideas.
Then point out the checklist on p. 276. Ask yourself some questions to help
narrow down a topic:
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

This event is a real experience from my life.

• Is the event a real experience from life?
It focuses on one event.
It has a clear beginning, middle, and end.
• Does the topic idea focus on one event?
I can include interesting details to make the story
come alive. • Does the event have a beginning, middle, and end?
276

• Can you include interesting details to make the story come alive?
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Have students spend a few minutes narrowing down their topics.

Possible Teaching Point

Language & Conventions | Adjectives and Adverbs

Help students recall the differences between adjectives and adverbs.
• Adjectives describe people, places, and things.
• Adverbs tell where, when, and how things happen.
As students write their narratives, have them check that they are using
adjectives and adverbs correctly in their sentences.

T374 UNIT 4 • WEEK 1

 PERSONAL NARRATIVE

Independent Writing
FOCUS ON MEMORABLE EXPERIENCES Have students continue to recall
memorable experiences and write topic ideas.
• If students need additional support, ask what a parent would say if
asked, “What is an event my child will always remember?”

WRITING SUPPORT

• Modeled Do a Think Aloud to model how to brainstorm a topic

for a personal narrative.
• Shared Use shared writing to help students list details about a
potential topic.
• Guided Provide explicit instruction on how to use the checklist
to narrow down a topic.
Intervention Refer to the Small Group Guide for support.

• If students have a topic, have them begin writing.

See the Conference Prompts on p. T360.

Share Back
Ask students to share how they chose a topic for a personal narrative.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T375
WEEK 1 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVES LESSON 4
Identify and read high-frequency
words.
Spell one-syllable and multisyllabic
Spiral Review
words with closed syllables; open FOCUS Have students review the rules for spelling words with vowel teams
syllables; VCe syllables; vowel
teams, including digraphs and
oo, ue, ew, and ui.
diphthongs; r-controlled syllables;
and final stable syllables. MODEL AND PRACTICE Read the following words and have students spell
them: goose, cue, drew, and cruise.

APPLY Have pairs work together to write another word that contains the
SPELLING WORDS vowel teams oo, ue, ew, and ui.

lemon rapid
shiver comet
planet driven
clever tropic
river proper

HIGH-FREQUENCY WORDS
sometimes young

Writing Workshop
As students proofread
their writing, remind them
to check the spellings of
words with vowel teams
oo, ue, ew, and ui.

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Spell Words with LESSON 5
Vowel Teams oo,
 Assess Prior Teach Spell Words Review and More  Assess Prior
ue, ew, ui
Knowledge with Closed Syllables Practice Spell Words Understanding
VC/V with Closed Syllables
VC/V

T376 UNIT 4 • WEEK 1

 WRITING BRIDGE

Language & Conventions

Adjectives and Adverbs
LESSON 4 OBJECTIVE
Edit drafts using standard
English conventions, including
Practice Adjectives and Adverbs adjectives, adverbs, and articles.

APPLY My TURN Have

LANGUAGE AND CONVENTIONS
students complete the
practice activity p. 274 in Adjectives and Adverbs Writing Workshop
the Student Interactive to Adjectives describe persons, places, and things. That
edit drafts using adjectives means they describe nouns. The words a, an, and the are Tell students to pay
special adjectives called articles. Use a before a word with
and adverbs. Use the a consonant and an before a word with a vowel sound.
attention to adjectives and
leveled supports on A big green bug landed on an empty table.
adverbs during Writing
p. T373 for ELLs. Adverbs describe actions. That means they describe
Workshop. Remind
verbs. They can describe adjectives and other adverbs them to use a before an
too. Adverbs tell how, where, or when.
adjective that begins with
We played happily outside today.
a consonant and an before
MY TURN Edit this draft. Cross out the an adjective that begins
incorrect adjectives and adverbs. Write the correct
words above. with a vowel sound.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

badly
I was coughing bad, so I went to see my doctor.
an
I had to wait in a office chair for a few minutes. I
nice carefully
have a nicely doctor. She checked my throat careful.
an
Then she gave my mother a awful lot of papers. I
feel much better now!

274

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LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Practice Adjectives
LESSON 1 LESSON 2 LESSON 3 and Adverbs LESSON 5

Spiral Review: Oral Language: Teach Adjectives and Standards Practice

Adverbs Adjectives and Adverbs
Adverbs

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T377
 WEEK 1 LESSON 5
WRITING WORKSHOP INTRODUCE AND IMMERSE
FAST TRACK

Plan a Personal Narrative

OBJECTIVES Minilesson Mentor STACK
Listen actively, ask relevant
questions to clarify information, TEACHING POINT Authors plan their personal narratives by organizing ideas.
and answer questions using
multi-word responses. MODEL AND PRACTICE Read aloud a personal narrative from the stack.
Write narratives that recount Point out its beginning, middle, and end. Ask students to tell details
an event or short sequence of from each part of the narrative. Direct students to p. 277 in the Student
events, include details to describe Interactive.
actions, thoughts, and feelings,
use temporal words to signal Say: Authors plan what they will write in their personal narratives. They
event order, and provide closure.
select a topic and then organize the details they will write about. They use a
plan to help them.
STUDENT INTERACTIVE, p. 277
Explain the spaces on the chart on p. 277. Remind students that the
WRITING WORKSHOP

personal narrative you just read has a beginning, middle, and end—and
Plan a Personal Narrative
Authors organize their ideas to plan what they will write. that they will plan topic details in that order too.
MY TURN Decide on a topic for a personal
Have students select a topic and then fill in the chart. As they work, ask
narrative. Use the organizer to plan it. Then share your
ideas in Writing Club. Listen for feedback.

Topic
questions to help them sequence events.
When and where it happened

Beginning Details

WRITING CLUB
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Middle Details

End Details
Place students into Writing Club groups. See p. T379 for details on how to
run Writing Club. See the Conference Prompts on p. T360.
277

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Share Back
Have several students share their topic idea and then share some details
about the beginning, middle, or end of their experience.

T378 UNIT 4 • WEEK 1

 PERSONAL NARRATIVE

WRITING CLUB

What’s Happening This Week? In this week’s Writing Club, students

will share topic ideas for their personal narratives.

As students are in new Writing Club groups, they should spend the first 5-10
minutes discussing the following:
• How to help one another develop ideas
• How to ask questions that require multi-word responses
• How to take turns during discussion

What Are We Sharing? Students should take turns sharing topic ideas
for their personal narratives. Students should ask questions to help one another
include interesting details about plot, characters, and setting.

How Do We Get Started? Conversation Starters

• What happened before/after ________?
• How did you feel about that event?
• I am not sure _______ belongs in that section.
• You might want to include more details about ______.
• I’m not sure what ______ means.

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T379
WEEK 1 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Closed

Syllables VC/V
OBJECTIVE 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.

Spelling Sentences
1. We need to buy a lemon at the store.
SPELLING WORDS
2. She began to shiver when she got out of the pool.
lemon rapid
3. Jupiter is the largest planet in our solar system.
shiver comet
4. Pandas are very clever animals.
planet driven
clever tropic 5. Is there a river near your house?
river proper 6. There is a rapid increase in the population.
7. You need the proper tools to do this work.
HIGH-FREQUENCY WORDS
sometimes young 8. A comet is made of ice and dust.
9. Have you ever driven a sports car?
10. They live in a tropic region.
11. Sometimes it is better to walk instead of drive.
12. She liked to play on the swings when she was young.

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 Closed Syllables Practice Spell Words Spell Words with
VC/V with Closed Syllables Vowel Teams oo,
VC/V ue, ew, ui

T380 UNIT 4 • WEEK 1

 myView
Digital
DOWNLOAD
WRITING BRIDGE

Language & Conventions

Adjectives and Adverbs
FLEXIBLE OPTION

LESSON 5 OBJECTIVE
Edit drafts using standard
English conventions, including
Standards Practice adjectives, adverbs, and articles.

Display the following sentence and Name

guide students to complete the question. Language and Conventions

Adjectives and Adverbs
An adverb gives details about a verb. Many adverbs end in -ly. Adverbs

We can play inside. often describe when or where things happen (for example, quickly,
often, there). An adjective describes a noun. Many adjectives describe
color, number, size, or feelings (for example, blue, three, large,
and grumpy).

Which word in the sentence is an adverb? MY

TURN Circle the adverb in each sentence and put an “X”
through each adjective in each sentence.

1. Aunt Judy walked quickly to class.

A play 2. The little squirrel ate acorns.

3. Dan and Mira cheerfully washed the dirty dishes.

B inside 4. The three friends ate apples sometimes.

Possible responses:
Fill in each blank below with an adjective or an adverb.

C we windy
1. We set out for home on a ___________________ night.

carefully over the stones.

2. We stepped ___________________

D can quietly
3. I tried to whisper ___________________.

warm jacket.
4. I was wearing a ___________________

APPLY Have students complete

Language & Conventions p. 215 from
Grade 2, Unit 4, Week 1 215
© Pearson Education, Inc., or its affiliates. All rights reserved.

the Resource Download Center.

RDG20_OSR02_U04W01_LC.indd 215 12/9/17 3:03 PM

FLEXIBLE OPTION

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

Spiral Review: Oral Language: Teach Adjectives and Practice Adjectives

Adverbs Adjectives and Adverbs and Adverbs
Adverbs

Who Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell T381
WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Weekly Overview
Students will be introduced to book reviews. They will
WEEK WRITING PROCESS FLEXIBLE PATH
• explore opinion writing through the genre of book review Introduce and
1 Prewriting Immerse
• identify topics, opinions, and reasons
2 Drafting Develop Elements
• generate ideas and plan their own book review 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
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min. Book Review WW2 Book Review: Book Review:

Opinions WW3 Reasons WW4

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing Independent Writing
30—40 min. and Conferences WW2 and Conferences WW3 and Conferences WW4

SHARE BACK FOCUS

5—10 min. Common Features of Book Titles and Reasons WW4
Book Reviews WW2 Opinions WW3

WW1a OPINION WRITING UNIT • WEEK 1

 myView
Digital
DOWNLOAD
BOOK REVIEW

Mentor STACK
You may choose to print or project Use the following criteria to add to your book review stack:
examples of book reviews from • The book being reviewed within the book review is appropriate
• Stone Soup periodical magazine for students.
• School Library Journal periodical • The opinion is clearly stated.
magazine • The opinion is supported with strong reasons.
• Publisher’s Weekly periodical magazine

Preview these selections for appropriateness for your students.

FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES

See the online See the Small

Brainstorm Ideas WW5 Plan Your Book Review Group Guide
Language
WW6 Awareness for additional
Handbook writing support.
for additional
writing support.
Independent Writing Writing Club and
and Conferences WW5 Conferences WW6–WW7

Book Review Ideas WW5 Making a Plan WW6

WW1b
WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Conferences Mentor STACK

During this time, assess for understanding of the elements of opinion
writing within a book review to gauge students’ ability to brainstorm and
plan their own book review. Have stacks and minilessons available to
reference during conferences.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Book Review EMERGING
If students need Then show a stack text that students • Read book reviews with a simple
additional support, are familiar with. Ask: What does the sentence structure.
writer think about the book? How do you • Create a sentence frame such
know? as One reason I liked this book is
because ___.
If students show Then ask students to tell different opinions • Explain that reasons tell why.
understanding, people might have about the book being
reviewed. DEVELOPING
Brainstorm Ideas • Use stack books students have
heard before. Ask students to tell
If students need Then ask about some of the students’ which words gave clues to tell if the
additional support, writer enjoyed the book.
favorite types of books. Provide examples
• Model language used to identify a
of several options within that preferred
reason. Use words such as because
genre. and since.
If students show Then ask students to investigate other • Have students help create a word
understanding, books by that same author or other books bank of useful words to describe a
book.
on a related topic.
EXPANDING
Plan Your Book Review
• Have students restate the opinion
If students need Then have students practice stating and at least one reason found in
additional support, several book reviews.
their opinion and one reason aloud.
• Discuss how their own opinion is
If students show Then ask: Which reason is most important similar to, or different from, the
understanding, to you? Why? opinion in one of the reviews.
• Discuss additional reasons the writer
might have given to explain what
they enjoyed about a book.

BRIDGING
• Ask students to work with partners to
plan their book reviews and generate
additional reasons.
• Have students identify the opinion
and reasons in a new book review.
• Have students make a word bank
of specific words that help state
opinions and reasons.

WW1c OPINION WRITING UNIT • WEEK 1

myView
myVIEW
Digital
DIGITAL
DOWNLOAD
DOCUMENT
INTERACTIVE
BOOK REVIEW

ELL Minilesson Support

See the Language
Awareness Handbook
Week 1: Introduce and Immerse for additional writing
During the week, your ELLs will benefit from additional support that support.
increases their ability to understand published book reviews and plan
their own book review.

Use this note for the minilesson on p. WW2. Use this note for the minilesson on p. WW5.

ELL Targeted Support ELL Targeted Support

BOOK REVIEW BRAINSTORM IDEAS
Use the stack texts to help students identify the Students may need support generating words
opinion and reasons in a book review. to identify reasons that explain why they
enjoyed a book.
Work individually with students to identify the
opinion and reasons. Have them repeat or Display several of the group’s favorite books.
retell the opinion and reasons using a simple Help students generate adjectives that describe
sentence frame such as She likes the book ___ each book and put those words on sticky notes
because ___. EMERGING to place on each book cover. Model using those
descriptive words in a sentence frame such as
Ask students to restate the opinion and a
We like this book because it is____. EMERGING
reason from the stack text with a sentence that
includes the word because or since. Have students choose two books on similar
DEVELOPING topics or of the same genre. Think aloud as
you compare the two and select a favorite.
Have several students talk together about their
Model different ways to identify your choice and
favorite books on a similar topic. EXPANDING
reasons, such as I like ___ better because it is
Have students create a short audio commercial ____. DEVELOPING
advertisement for a favorite book. BRIDGING
Have students talk with a partner and state
their preferences or opinions about several
books. Remind students that they do not
need to have the same opinion or the same
reasons. EXPANDING
Have students talk together about books they
have enjoyed. Then ask students to restate their
partner’s opinion of one of the books to the
larger group. BRIDGING

WW1
 WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE
FAST TRACK

Book Review
OBJECTIVE Minilesson Mentor STACK
Identify characteristics of opinion
writing within a book review. TEACHING POINT An opinion tells what a person feels, thinks, or believes.
A book review gives an opinion on a book the writer has read. A book
review is one type of opinion writing. A book review includes
• an introduction that tells the title of the book and states an opinion.
• reasons that support and connect to the opinion.
• a conclusion that restates the opinion in a different way.

MODEL AND PRACTICE Tell students that they will be learning about
opinion writing in book reviews and then writing a book review of their own.
STUDENT INTERACTIVE 2.2, p. 681 Introduce opinion writing in book reviews by selecting a text from the stack.
WRITING WORKSHOP Read the title aloud. Ask students: How do you know this is a book review
I can write a book review.
My
Learning
Goal
and not a book? Ask students to raise their hands as soon as they can tell
Book Review
if the writer enjoyed the book or not. As you read, pause to reinforce the
An opinion tells what you think about something.
In a book review, the author tells readers about
opinion and reasons.
a book and states an opinion about the book.

After reading, tell students: The writer gives an opinion about the book.
The author gives supporting reasons that help
readers know if the book is one they might like
to read.
What words does the author use to do that? Ask for specific examples of
a clear opinion from within the text. Writers need to give reasons for the
opinions. What are some of the reasons given in this text? Help students
identify the reasons that support the opinion.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Have students turn to p. 681 in Student Interactive 2.2. Review the parts of
a book review: the clear introduction that gives the title of the book and an
opinion, the supporting reasons, and a solid conclusion.
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RDG21_SE02_INT_W01_OW.indd 681 31/01/20 11:35 AM

Writing Support Independent Writing Mentor STACK

• Modeled Choose a stack
text. Do a Think Aloud to After the immersion lesson, students can continue reading stack texts
identify what book is being if they need more time to develop their understanding of opinion writing
reviewed and what the
author’s opinion is. within a book review. If students demonstrate understanding, they can
• Shared With students’ input, begin jotting down possible book titles for their own book review. See the
make a list of reasons given Conference Prompts for suggestions.
in one of the stack texts.
• Guided Use a stack text to
provide explicit instruction
on the elements of opinion
writing within a book review.
Share Back
Intervention Refer to Call on students to tell an element one can find in a well-written book
the Small Group Guide
for support. review. Ask students to site an example from one of the stack texts to
demonstrate understanding. Correct any misconceptions as they arise.

WW2 OPINION WRITING UNIT • WEEK 1

 BOOK REVIEW

Book Review: Opinions

Minilesson Mentor STACK OBJECTIVE
Identify elements of book reviews.
TEACHING POINT A book review includes an introduction that gives the
title of the book and a clearly stated opinion. A book review also includes
reasons that support and connect to the opinion. A strong conclusion in a
book review should restate the opinion in a new way.

MODEL AND PRACTICE Select a text from the stack and read it aloud to
the class. Ask students to tell why the text is an example of a book review.
Encourage and model the use of the terms introduction, title, opinion,
reasons, support, and conclusion.

When you have finished reading, remind students that an opinion is a

person’s thoughts or feelings about a topic and that not everyone will have Writing Support
the same opinion. Explain that even people who share the same opinion • Modeled Read a stack text
about a book may have different reasons to support that opinion. aloud and
Writing do a Think Aloud
Support
to point out the opinion and
Use similar questions to prompt discussion: reasons given.
• Shared Prompt students
• Which words in the text let you know that this is an opinion? to identify the opinion and
supporting reasons from one
• What reasons were given to support the opinion? of the texts from the stack.
• Guided Use the stack
• Which reason did you think was the strongest? texts to provide explicit
instruction on identifying
• Did the review make you want to read this book? Why or why not? the elements of opinion
writing in book reviews.
• What question might you ask the person who wrote this review? Intervention Refer to
the Small Group Guide
for support.

Independent Writing Mentor STACK

As students begin their independent writing time, invite them to continue

studying the stack texts if they need more time to learn about the elements
found in book reviews. If some students are ready to write, they can use
this time to write ideas about how they could introduce the book they are
reviewing and what the opinion will be. See the Conference Prompts.

Share Back
Ask students to share the title of the books being reviewed and opinions
from either stack texts or the book reviews they are starting to write. Ask
listeners to restate the writer’s opinion. Remind students to use their own
words in their restatements.

WW3
WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE

Book Review: Reasons

OBJECTIVE Minilesson Mentor STACK
Retell the important details in
book reviews.
TEACHING POINT Well-written book reviews provide not just an opinion
about the book, but solid reasons that support and explain the opinion. A
clearly stated reason will help the reader understand, and perhaps even
agree with, the opinion that is presented. A strong, positive review may
make other people want to read the book.
MODEL AND PRACTICE Read aloud from a text in the stack. Ask: How
could you restate the opinion in your own words? Write the opinion on a
chart or the board. Ask: How would you restate one of the reasons in your
own words? Write that reason on the chart as well. Have students tell you if
the reason is a good connection to and support for the opinion. Draw a thin
Writing Support line connecting the reason and the opinion if the group thinks the reason is
• Modeled Read a stack text only somewhat strong and a bolder line if they think the reason is stronger
aloud and do a Think Aloud
to retell the topic, opinion,
and a better connection. Continue with other reasons given in the text, and
and at least one supporting have the class evaluate the strength of each reason. Read another stack
reason. text aloud. Invite students to suggest the strongest reason given and the
• Shared Have students weakest. Encourage them to explain their thinking.
choose a stack text,
determine if the writer
enjoyed the book, and retell
several reasons given in the
review.
• Guided Have students retell Independent Writing Mentor STACK
several reasons given in one
of the stack texts, providing If students need additional support before moving to writing independently,
explicit instruction and
support as needed. have them review the stack texts to see how writers include reasons to
support their opinions. If students show understanding, have them begin
Intervention Refer to writing reasons to support their opinions in their book reviews. See the
the Small Group Guide
for support. Conference Prompts for suggestions.

Share Back
Invite students to share a reason from their book review that they think is
very strong. Model how to offer feedback on the reason that may help the
writer strengthen the reason even more.

WW4 OPINION WRITING UNIT • WEEK 1

 BOOK REVIEW

Brainstorm Ideas
Minilesson Mentor STACK OBJECTIVE
Plan a book review by selecting a
book, an opinion, and reasons.
TEACHING POINT Writers often brainstorm ideas before finalizing what they
will write. Writers of opinion pieces and book reviews may generate many
reasons and then choose only the strongest, most convincing, reasons to STUDENT INTERACTIVE 2.2, p. 682
include in the final book review. BOOK REVIEW

Brainstorm Ideas
MODEL AND PRACTICE Show several book review examples from the An author of a book review chooses what book to write

stack. Help students recall the opinions and reasons in each review. Say:
about and decides if other people should read the book.
Then an author thinks about why the book is a favorite
and what parts of the book are examples of that
We have read many books. When writing a book review, we must first reason.

decide on a book to review. I’m going to choose one of my favorite books. MY TURN Think of a book you have enjoyed. Write
the title. Write two reasons why you think other people will

Explain that the writer of a book review usually wants other people to read
like it too. What parts of the book are examples of each
reason? Write what you could tell readers.

that book. Say: I want to think about why I really liked this book and what Book Title:

parts of the book will help me explain that or be examples of that reason. Readers will enjoy this
book because:
Readers will enjoy this
book because:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Have students turn to p. 682 in Student Interactive 2.2. Explain that they Tell readers about: Tell readers about:

will use this page to help them develop possible ideas for their book
reviews. You may want to model completing the page using one of your
favorite books.
682

RDG21_SE02_INT_W01_OW.indd 682 31/01/20 11:35 AM

Writing Support
Independent Writing Mentor STACK
• Modeled Use a Think Aloud
to model brainstorming
Students should determine a book to review and work on writing their book ideas for a book review.
reviews. If students have difficulty, they should review one of the book
• Shared Once students
reviews in the stack and identify what they might use as models. If students have brainstormed several
are comfortable with their opinions, they should continue developing their titles, have them select
a book and tell a partner
book reviews. See Conference Prompts for suggestions. one reason that book was
chosen.
• Guided Provide explicit
support as needed to help
students stay focused on
Share Back choosing one book. You
might give them several
choices from within their
Invite students to share the titles, opinions, and one of the reasons they favorite genres or topics.
have brainstormed. Ask them to explain why they made those choices. Intervention Refer to
Point out that it is natural for different readers to have varying opinions the Small Group Guide
about books. for support.

WW5
 WEEK 1
WRITING WORKSHOP INTRODUCE AND IMMERSE
FAST TRACK

Plan Your Book Review

OBJECTIVES Minilesson
Listen actively, ask questions, and
provide useful feedback. TEACHING POINT A book review focuses on an opinion about one book.
Plan the elements for writing a
Strong reasons and examples from the book can encourage people to want
book review. to read the book. A good conclusion reminds the reader of the title of the
book and what the writer’s opinion was.
MODEL AND PRACTICE Remind students that all the writers of the book
STUDENT INTERACTIVE 2.2, p. 683 reviews in the stack made plans before beginning to write. When writing a
WRITING WORKSHOP book review, writers need to first decide what book will be the topic of the
Plan Your Book Review review.
Authors need to plan their book reviews to be certain
everything important is included.
Direct students to p. 683 in Student Interactive 2.2. Model selecting a title
MY TURN
and writing in the graphic organizer. Think aloud as you state several ways
Develop ideas for your book review.
List ideas you might want to include.

What is the book? you might word your opinion about the book. Say: I could say that this is
one of my favorite animal stories. Maybe I might say that people who love
What is my opinion of the book?
animal stories as much as I do will love reading this book. Ask for more
suggestions. When you are finished, talk about the suggestions students
made and how the suggestions were helpful to you as you planned your
Copyright © Savvas Learning Company LLC. All Rights Reserved.

What reasons will support my opinion?

book review. Follow the same process for the remaining parts of the graphic
organizer.
Why will readers enjoy this book?

Ask students to complete the page and talk about their decisions with a
683 partner. Circulate around the room and comment on positive examples of
RDG21_SE02_INT_W01_OW.indd 683 31/01/20 11:35 AM collaboration.

Writing Support
• Modeled Conduct a Think
Aloud to model how to plan
a book review.
WRITING CLUB
• Shared Ask questions Place students in Writing Club groups. See p. WW7 for details on how to
to help students think
about how they might facilitate Writing Club.
get someone interested
in reading a book they
enjoyed themselves.
• Guided Provide support
and instruction as needed Share Back
to ensure that all elements
of the book review are
covered in the planning. Invite students to share with the class the books they have selected and
their opinions. Encourage them to tell how comments from others were
Intervention Refer to
the Small Group Guide helpful in making their choices. Ask for specific examples of changes or
for support. additions they made based on suggestions from others. Remind students
that giving and receiving feedback is an important part of successful writing.

WW6 OPINION WRITING UNIT • WEEK 1

 BOOK REVIEW

WRITING CLUB

What’s Happening This Week? In this week’s Writing Club, students

will share their planning for their book reviews.

As students are in new Writing Club groups, they should spend the first 5–10
minutes discussing the following:
• How to listen actively to the speaker
• How to give a helpful suggestion
• How to make certain everyone contributes

What Are We Sharing? Students should share the topics, opinions, and
reasons they are planning to use in their book review. Students who are familiar
with the books may give helpful feedback by suggesting what they enjoyed
about each book. This conversation will help the writer begin to evaluate the
reasons he or she might include in the book reviews.

How Do We Get Started? Conversation Starters

Use these prompts to help students begin the discussions in their Writing Clubs.
• Why did you choose that book?
• What would be important to tell someone who has never read that book?
• What else did you like or not like about that book?

WW7
 TEXT COMPLEXITY CHARTS

TEXT COMPLEXITY

Recommended Placement
Who Says Women
The Quantitative Measures place this text in the Grade 2–3 complexity band.
Can’t Be Doctors? The
The Qualitative Measures suggest that students might need additional
Story of Elizabeth
support with
Blackwell
• Language: Figurative language
By Tanya Lee Stone
• Knowledge Demands: Women’s changing roles and rights in society
Genre: Narrative
Before reading the selection, use the Reader and Task Considerations to
Nonfiction
help you plan how to address various student populations.

Quantitative Measures
LEXILE: 580L Average Sentence Length: 9.225 Word Frequency: 3.743 Word Count: 821

Complexity Level Qualitative Measures

Author’s Purpose This nonfiction narrative biography has an easily identified purpose of telling
the story of a significant historical figure but also includes themes of
persistence in the face of obstacles and gender equality.

Simple Very Complex

Text Structure The narrative is chronological and clear. Words and phrases relating to time
and sequence (such as first, finally, and in the 1830s) help the illustrations
directly support and assist readers in interpreting the text.

Simple Very Complex

Language Conventionality and Clarity Sentence constructions include fairly complex sentences, sentence
fragments, and sentences containing quoted material. The tone is engaging
and conversational, with some use of figurative language. The narrator
addresses the reader in a familiar, storytelling fashion (I’ll bet you’ve met
Simple Very Complex plenty of doctors …), which may confuse readers.

Knowledge Demands The narrative includes themes of varying levels of complexity. Familiarity
with historical cultural gender norms and women’s struggle for equality will
help students interpret the author’s message about Blackwell.

Simple Very Complex

Reader and Task Considerations

English Language Learners Intervention On Level /Advanced
Language Preview some of the Knowledge Demands Have Purpose Say: This is a nonfiction
figurative language in the narrative by students anticipate the content of the narrative—a story of a real person’s
discussing these examples: narrative, using a T-chart. In one life, or biography. When you read the
• a “handful” (a small amount) column have students list the jobs title, what do you think the author’s
women can do today. In the other purpose for writing this narrative
• as stubborn as a mule (very column, have them name jobs they might be?
stubborn) think women could do 200 years ago. • Have students share their
• take the bait (be lured into doing Have students Think-Pair-Share predictions about the author’s
something embarrassing or wrong) ideas they have about the chart. Ask purpose.
Have students give examples of each them to say how the chart relates to • Tell students to think as they read
figure of speech, as they are able. the book. about whether their predictions
were correct or incorrect.

GRADE 2, UNIT 4, WEEK 1

MV20_TC02_U4W1_WomenCantBeDoctors.indd 19 17/07/19 6:36 AM

R2