Weeks 3 and 4
Teaching Options
Develop Comprehension
Develop Fluency Read aloud from pages 1 to 8 to model how to use the ellipses to signal the beginning of the sentence, or the first thought, to the following page that completes the sentence and idea. Have children use partner reading to practice reading expressively. Remind them to use pauses and inflection to show suspense at the ellipsis points and to complete the sentence on the following page. Expand Oral Language/Conversation Talk About Ways to Help Have children talk about the 10 ways to help our world. Ask: Which things save energy? Which things provide good exercise? Which things help plants? Have children use evidence from the text or pictures to support their responses. Write and Respond to Reading Write an Opinion Have children choose from the 10 ways in the book the one they think is the most important way to help the world. Then ask children to draw a picture and write why it’s the most important way to help. Have children use the text to support their reasons. (Opinion) Write a Description Have children select an illustration from the book that shows something that either helps or harms the world. Ask children to write a description of that illustration. (Informative/Explanatory) ML Bridge Support ELL vocabulary development by reviewing these words relating to the environment: reduce, reuse, pollution. For example, look at page 26 together and ask: How can you reuse old boxes or cans? Invite a child to respond using the word reuse in the sentence. Repeat using other words and inviting children’s responses.
Thinking Within the Text Remind children that features of informational texts, such as captions, can help readers better understand the information. Ask: • What information do you learn from the caption about trash? • Why is writing on both sides of the paper a good way to help the world? Thinking Beyond the Text Talk with children about how the 10 things that help the world are related to each other. Help children understand that the final two pages of the book tie together all the ideas and images on the preceding pages. Thinking About the Text Cover the main text and review the pictures and captions. Ask: • Look at the caption on pages 6 – 7. What is the caption shaped like? • Look at the caption on page 18. Why do you think the caption is shaped like a tree? Focus on Foundational Skills Phonics and Word-Solving Strategies Context Clues Remind children that context clues can help them read and understand new words. Context clues can come from both the pictures and the text that surround the unknown word. • Read the main text on pages 6–7. I try . . . to turn off the tap when I brush my teeth. Say: I want to know what tap means . I can see the sink and the faucet in the picture on page 7. Since the text says to turn off the tap , and I know I can turn the faucet off when I’m at on the sink. Tap must be another name for a faucet. • Continue with cuts down from the caption on page 31.
Grade 2 I Teacher’s Guide 63
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