Reading Series 2 Pacing Guide Luna Moth

Day 1 Time Whole Group (floor) Materials

Foundational Skills Instruction Luna Moth Foundational Skills Guide (Day 1) 25 Post Foundational Skills Purpose Statements • Pocket chart

• Foundational Skills Purpose Statements

Identifying Open Syllables in Multisyllabic Words - Single Long Vowels: /ā/, a; /ē/, e; /ī/, I; /ō/, o; /ū/ and /ōō/, u

• Open Syllable Checklist• Teacher wipe-off board & marker for demonstration purposes

Vowel Pattern Sort 2 • Large wipe-off board or easel paper to create Vowel Pattern Sort 2 chart• Teacher wipe-off board & marker for demonstration purposes• Teacher and student copies of Open, Closed, and Silent e Syllable Checklists• Luna Moth Vowel Pattern Sort 2 Master Chart (Reading Series 2, Part 5 spiralp. 25– mark page with sticky note for easy reference)• Appropriate writing utensil

High-Frequency Puzzle Words • Wipe-off board and marker- New Words: eats, every, four, fully, grow, uses- Review Words: are, day, eat, for, from, have, into, like, new, of, one,

or, she, to, twoPractice Reading a Word • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Luna Moth Foundational Skills Guide (Day 1)

10 Phoneme-Grapheme Mapping: Tiger Word Strategy • Teacher and student copies of Tiger Word Strategy sheet• “My Spelling Journal 3” p. 1 for teacher and students • Teacher and student pencils• Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Lion Word Strategy • Teacher and student copies of Lion Word Strategy sheet• “My Spelling Journal 3” p. 2 for teacher and students • Teacher and student pencils• Teacher and student red pencils or markers

Close Reading Instruction Luna Moth Close Reading Guide (Day 1) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 1 Close Reading Purpose Statements Explore Book Cover Infer Topic Record What You Know Conduct a Text Feature Tour

• Teacher and student copies of the book Luna Moth• Blank sheet of paper for each student• Student pencils

Place Bookmarks • Teacher and student copies of the book Luna Moth• Teacher and student Annotation Bookmarks

Reading Time Luna Moth

15 Begin Individual Reading (While students practice reading the book’s daily page range, pull a small group and read with them.)

• Teacher and student copies of the book Luna Moth• Teacher and student Annotation Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Luna Moth Close Reading Guide (Day 1)

25 Use Text Features and Annotations Ask Text-Dependent Questions What Does the Text Inspire You to Do? Examine How the Text Works

• Teacher and student copies of the book Luna Moth• Teacher and student sticky notes• Annotation Anchor chart• Appropriate writing utensils• Large wipe-off board or easel paper to create Sequence Organizer

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 3 and 4. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

1

Day 2 Time Whole Group (floor) Materials Foundational Skills Instruction Luna Moth Foundational Skills Guide (Day 2) 15 Vowel Pattern Sort 2 • Vowel Pattern Sort 2 chart started on Day 1

• Teacher wipe-off board & marker for demonstration purposes • Teacher and student copies of Open, Closed, and Silent e Syllable Checklists • Luna Moth Vowel Pattern Sort 2 Master Chart • Appropriate writing utensil

Practice Reading a Word • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Luna Moth Foundational Skills Guide (Day 2) 15 Phoneme-Grapheme Mapping

Sentence Dictation • “My Spelling Journal 3” p. 3 for teacher and students • Teacher and student pencils • Teacher wipe-off board & marker for demonstration purposes

Phoneme-Grapheme Mapping: Tiger Word Strategy • Teacher and student copies of Tiger Word Strategy sheet • “My Spelling Journal 3” p. 4 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Turtle Word Strategy • Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” p. 5 for teacher and students • Teacher and student pencils

Close Reading Instruction Luna Moth Close Reading Guide (Day 2) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 2 Close Reading Purpose Statements Place Bookmarks • Teacher and student copies of the book Luna Moth

• Teacher and student Annotation Bookmarks Reading Time Luna Moth 20 Continue Individual Reading

(While students practice reading the book’s daily page range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the book Luna Moth • Teacher and student Annotation Bookmarks • Teacher and student sticky notes • Teacher and student pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Luna Moth Close Reading Guide (Day 2) 20 Use Text Features and Annotation

Ask Text-Dependent Questions What Does the Text Inspire You to Do? Examine How the Text Works

• Teacher and student copies of the book Luna Moth • Teacher and student copies of the book Amazing Snakes! • Sequence Organizer started on Day 1 • Annotation chart started on Day 1 • Appropriate writing utensils

Foundational Skills Instruction, continued Luna Moth Foundational Skills Guide (Day 2) 5 Connecting Spelling to Meaning • Large wipe-off board or easel paper to create Connecting Spelling to

Meaning charts • Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 3 and 4. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

2

Day 3 Time Whole Group (floor) Materials Foundational Skills Instruction Luna Moth Foundational Skills Guide (Day 3) 20 Vowel Pattern Sort 2 • Vowel Pattern Sort 2 chart started on Days 1 & 2

• Teacher wipe-off board & marker for demonstration purposes • Teacher and student copies of Open, Closed, and Silent e Syllable Checklists • Luna Moth Vowel Pattern Sort 2 Master Chart • Appropriate writing utensil

Practice Reading a Word • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Luna Moth Foundational Skills Guide (Day 3)

15 Phoneme-Grapheme Mapping Sentence Dictation

• “My Spelling Journal 3” p. 6 for teacher and students • Teacher and student pencils • Teacher wipe-off board & marker for demonstration purposes

Phoneme-Grapheme Mapping: Lion Word Strategy • Teacher and student copies of Lion Word Strategy sheet • “My Spelling Journal 3” p. 7 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Luna Moth Close Reading Guide (Day 3) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 3 Close Reading Purpose Statements Place Bookmarks • Teacher and student copies of the book Luna Moth

• Teacher and student Annotation Bookmarks Reading Time Luna Moth 20 Continue Individual Reading

(While students practice reading the day’s first page range, pull a small group and read with them.)

• Teacher and student copies of the book Luna Moth • Teacher and student Annotation Bookmarks • Teacher and student sticky notes • Teacher and student pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Luna Moth Close Reading Guide (Day 3) 20 Use Text Features and Annotation

Ask Text-Dependent Questions What Does the Text Inspire You to Do? Examine How the Text Works

• Teacher and student copies of the book Luna Moth • Appropriate writing utensils • Sequence Organizer started on Days 1 & 2 • Annotation chart started on Days 1 & 2 • Retell Word Cards: first, next, then, finally • Print or online resources about Luna moths

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 3 and 4. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

3

Day 4 Time Whole Group (tables/desks) Materials Close Reading Instruction Luna Moth Close Reading Guide (Day 4) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 4 Close Reading Purpose Statements Reading Time Luna Moth 20 Have students partner read or conduct a choral reread • Teacher and student copies of the book Luna Moth Writing Time Luna Moth Close Reading Guide (Day 4) 25 Discuss and Write What You Learned • Teacher and student copies of Luna Moth

• “My Writing Journal” • Record What You Know papers from Day 1 • Teacher and student pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Luna Moth Close Reading Guide (Day 4) 30 Explore Text Structure: Caption a Life Cycle Diagram • Sequence Organizer from Days 1, 2 & 3

• Large wipe-off board or easel paper to create life cycle diagram • Appropriate writing utensil

Time Workshop Materials 40 Progress Monitoring Assessments

While you are progress monitoring, students can complete their writing activities and/or create a story matrix for Luna Moth and any other book they have read as an independent activity. See the Story Matrix Model Lesson.

• Luna Moth Foundational Skills Guide (Post-Reading) • Book-by-Book Progress Monitoring Assessment Student Response Records and/or copies of the oral reading fluency assessment materials • Paper • Student pencils, crayons, and/or markers

4

Reading Series 2 Pacing Guide

“Good Bats!” Poem

Day 1 Time Whole Group (tables/desks) Materials Close Reading Instruction “Good Bats!” Poem Close Reading Guide (Day 1) 15 Post Close Reading Purpose Statements • Pocket chart

• Day 1 Close Reading Purpose Statements Explore the Title and Illustrations Record an Opinion Conduct a Teacher Read Record What the Poem Is About

• Teacher and student copies of the booklet “Good Bats!” Poem • Blank sheet of paper for each student • Teacher and student pencils

Time Whole Group (floor) Materials Foundational Skills Instruction “Good Bats!” Poem Foundational Skills Guide (Day 1) 30

Post Foundational Skills Purpose Statement • Pocket chart • Foundational Skills Purpose Statement

Introduce Target Letter-Sound Correspondence - The Long /ī/ Sound Spelled igh

• Teacher wipe-off board & marker for demonstration purposes

Listen, Sort, Read • Pocket chart • “Good Bats!” Poem Listen, Sort, Read Cards:

- Picture Header Cards: itch, ice cream - Word Cards: dip, flip, flit, insects, trick, zip, flight, high, might, night, right, sight

High-Frequency Puzzle Words • Wipe-off board and marker - Review Words: because, by, come, for, from, good, here, of, other, out, over, said, their, there, they, to, use, what, you

Practice Reading Words • Wipe-off board and marker

Time Whole Group (tables/desks) Materials

Reading Time “Good Bats!” Poem

15 Begin Individual Reading (While students practice reading the poem’s daily stanzas, pull a small group and read with them.)

• Teacher and student copies of the booklet “Good Bats!” Poem

Time Whole Group (floor) Materials Close Reading Instruction, continued “Good Bats!” Poem Close Reading Guide (Day 1) 20 Examine What the Text Says

Examine How the Text Works Examine What the Text Says Examine How the Text Works

• Teacher and student copies of the booklet “Good Bats!” Poem

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 2 and 3. Use at least one assessment every

week for every student. When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions. Otherwise, they should be engaging in Literacy Workstations.

5

Day 2 Time Whole Group (floor) Materials Foundational Skills Instruction “Good Bats!” Poem Foundational Skills Guide (Day 2) 10 Practice Reading a Word • Wipe-off board and marker

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued “Good Bats!” Poem Foundational Skills Guide (Day 2) 15 Phoneme-Grapheme Mapping

Sentence Dictation • “My Spelling Journal 3” p. 8 for teacher and students • Teacher and student pencils • Teacher wipe-off board & marker for demonstration purposes

Close Reading Instruction “Good Bats!” Poem Close Reading Guide (Day 2) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 2 Close Reading Purpose Statements Reading Time “Good Bats!” Poem 20 Continue Individual Reading

(While students practice reading the day’s stanza range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the booklet “Good Bats!” Poem

Time Whole Group (floor) Materials Close Reading Instruction, continued “Good Bats!” Poem Close Reading Guide (Day 2) 20 Examine What the Text Says

Examine How the Text Works Examine What the Text Says Examine How the Text Works Explore What the Text Means

• Teacher and student copies of the booklet “Good Bats!” Poem • Large wipe-off board or easel paper to create Claim and Evidence chart • Record What the Poem Is About notes from Day 1

Foundational Skills Instruction, continued “Good Bats!” Poem Foundational Skills Guide (Day 2) 10 Connecting Spelling to Meaning • Large wipe-off board or easel paper to create Connecting Spelling to

Meaning charts • Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 2 and 3. Use at least one assessment every

week for every student. When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions. Otherwise, they should be engaging in Literacy Workstations.

6

Day 3 Time Whole Group (tables/desks) Materials Reading Time “Good Bats!” Poem

20 Have students partner read or conduct a choral reread • Teacher and student copies of the booklet “Good Bats!” Poem Take Action: What Does the Text Inspire You to Do? “Good Bats!” Poem Close Reading Guide (Day 3) 30 Post Close Reading Purpose Statements • Pocket chart

• Day 3 Close Reading Purpose Statements Examine Phrases for Meaning Construct a Pyramid Attribute Poem Engage in a Poetry Performance

• Student index cards • Student pencils • Large wipe-off board or easel paper to create Pyramid Attribute Poem

Writing Time “Good Bats!” Poem Close Reading Guide (Day 3) 30 Discuss and Write Your Opinion • Record an Opinion papers from Day 1

• Claim and Evidence chart from Day 2 • “My Writing Journal” • Teacher and student pencils

Time Workshop Materials 40

Progress Monitoring Assessments While you are progress monitoring, students can complete their writing activities and/or create a story matrix for “Good Bats!” Poem and any other book they have read as an independent activity. See the Story Matrix Model Lesson.

• “Good Bats!” Poem Foundational Skills Guide (Post-Reading) • Book-by-Book Progress Monitoring Assessment Student Response Records and/or copies of the oral reading fluency assessment materials • Paper • Student pencils, crayons, and/or markers

7

Reading Series 2 Pacing Guide

Queen Bee Needs to Be Free Prepare Yourself Have the Metacognitive Icon Cards on hand throughout instruction. Day 1 Time Whole Group (floor) Materials Foundational Skills Instruction Queen Bee Needs to Be Free Foundational Skills Guide (Day 1) 15 Post Foundational Skills Purpose Statement • Pocket chart

• Foundational Skills Purpose Statement Reading igh, ild, ind, old, and ost • Wipe-off board and marker High-Frequency Puzzle Words • Wipe-off board and marker

- New Words: living, only - Review Words: are, around, because, been, by, could, day, days, every, for, four, from, full, good, into, lived, make, more, new, now, of, once, one, or, put, said, she, their, there, they, time, to, two, was, were, what, would, you

Practice Reading Words • Wipe-off board and marker

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 1) 15 Phoneme-Grapheme Mapping: Tiger or

Camel Word Strategy • Teacher and student copies of Tiger Word Strategy sheet • Teacher and student copies of Camel Word Strategy sheet • “My Spelling Journal 3” pp. 9 & 10 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Lion Word Strategy

• Teacher and student copies of Lion Word Strategy sheet • “My Spelling Journal 3” p. 11 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Rabbit Word Strategy

• Teacher and student copies of Rabbit Word Strategy sheet • “My Spelling Journal 3” p. 12 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Queen Bee Needs to Be Free Close Reading Guide (Day 1) 10 Explore Book Cover • Teacher and student copies of the book Queen Bee Needs to Be Free

Post Close Reading Purpose Statements • Pocket chart • Day 1 Close Reading Purpose Statements

Place Bookmarks • Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Setup Bookmarks

Reading Time Queen Bee Needs to Be Free

15 Begin Individual Reading (While students practice reading the book’s daily page range, pull a small group and read with them.)

• Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Setup Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 1) 15 Examine What the Text Says

Examine How the Text Works What Does the Text Inspire You to Do?

• Teacher and student copies of the book Queen Bee Needs to Be Free • Research materials • Large wipe-off board or easel paper to record scientific facts • Appropriate writing utensil

Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 1)

10 Connecting Spelling to Meaning • Large wipe-off board or easel paper to create Connecting Spelling to Meaning chart • Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Have students answer questions from the story grammar bookmarks. For students who need support arriving at a general

understanding of what they have read or providing evidence, use the key details questions for “Examine What the Text Says.” • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions, or to the questions on their Story Grammar Bookmarks. Otherwise, they should be engaging in Literacy Workstations.

8

Day 2 Time Whole Group (floor) Materials Foundational Skills Instruction Queen Bee Needs to Be Free Foundational Skills Guide (Day 2) 10 Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 2) 15 Phoneme-Grapheme Mapping: Turtle Word Strategy • Teacher and student copies of Turtle Word Strategy sheet

• “My Spelling Journal 3” p. 13 for teacher and students • Teacher and student pencils

Phoneme-Grapheme Mapping: Tiger or Camel Word Strategy

• Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” p. 14 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet • “My Spelling Journal 3” pp. 15 & 16 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Queen Bee Needs to Be Free Close Reading Guide (Day 2) 5 Generate a Summary

Post Close Reading Purpose Statements • Pocket chart • Day 2 Close Reading Purpose Statements

Place Bookmarks • Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Setup Bookmarks

Reading Time Queen Bee Needs to Be Free 20 Continue Individual Reading

(While students practice reading the book’s daily page range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Setup Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 2) 20 Examine What the Text Says

Explore How the Text Works What Does the text Inspire You to Do?

• Teacher and student copies of the book Queen Bee Needs to Be Free • Research materials • List of scientific facts started on Day 1 • Appropriate writing utensil

Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 2) 10 Connecting Spelling to Meaning • Connecting Spelling to Meaning charts started on Day 1

• Large wipe-off board or easel paper to create new Connecting Spelling to Meaning charts • Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Have students answer questions from the story grammar bookmarks. For students who need support arriving at a general

understanding of what they have read or providing evidence, use the key details questions for “Examine What the Text Says.” • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions, or to the questions on their Story Grammar Bookmarks. Otherwise, they should be engaging in Literacy Workstations.

9

Day 3 Time Whole Group (floor) Materials Foundational Skills Instruction Queen Bee Needs to Be Free Foundational Skills Guide (Day 3) 15 Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 3) 20 Phoneme-Grapheme Mapping: Tiger or Camel Word

Strategy • Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” pp. 17 & 18 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet • “My Spelling Journal 3” p. 19 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Turtle Word Strategy • Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” p. 20 for teacher and students • Teacher and student pencils

Close Reading Instruction Queen Bee Needs to Be Free Close Reading Guide (Day 3) 5 Generate a Summary

Post Close Reading Purpose Statements • Pocket chart • Day 3 Close Reading Purpose Statements

Place Bookmarks • Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Initiating Event Bookmarks

Reading Time Queen Bee Needs to Be Free 20 Continue Individual Reading

(While students practice reading the day’s page range, pull a small group and read with them.)

• Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Initiating Event Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 3) 10 Examine What the Text Says

Examine Nuances in Word Meaning What Does the Text Inspire You to Do?

• Teacher and student copies of the book Queen Bee Needs to Be Free • Large wipe-off board or easel paper to create Nuances in Word Meaning chart • Research materials • List of scientific facts started on Days 1 & 2 • Appropriate writing utensils

Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 3) 10 Connecting Spelling to Meaning, continued • Connecting Spelling to Meaning charts started on Days 1 & 2

• Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Have students answer questions from the story grammar bookmarks. For students who need support arriving at a general

understanding of what they have read or providing evidence, use the key details questions for “Examine What the Text Says.” • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions, or to the questions on their Story Grammar Bookmarks. Otherwise, they should be engaging in Literacy Workstations.

10

Day 4 Time Whole Group (floor) Materials Foundational Skills Instruction Queen Bee Needs to Be Free Foundational Skills Guide (Day 4) 5 Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 4) 15 Phoneme-Grapheme Mapping: Tiger or Camel Word

Strategy • Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” pp. 21 & 22 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Phoneme-Grapheme Mapping: Turtle Word Strategy • Teacher and student copies of Turtle Word Strategy sheet • “My Spelling Journal 3” p. 23 for teacher and students • Teacher and student pencils

Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet • “My Spelling Journal 3” p. 24 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Queen Bee Needs to Be Free Close Reading Guide (Day 4) 5 Generate a Summary

Post Close Reading Purpose Statements • Pocket chart • Day 4 Close Reading Purpose Statements

Place Bookmarks • Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Initiating Event Bookmarks

Reading Time Queen Bee Needs to Be Free 15 Continue Individual Reading

(While students practice reading the day’s first page range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Initiating Event Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 4) 10 Examine What the Text Says

Explore What the Text Means • Teacher and student copies of the book Queen Bee Needs to Be Free • Feeling Word Synonym Card: happy • Shades of Meaning Synonyms chart

Time Whole Group (tables/desks) Materials Reading Time Queen Bee Needs to Be Free 10 Continue Individual Reading

(While students practice reading the day’s second page range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the book Queen Bee Needs to Be Free • Teacher and student Resolution Bookmarks

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 4) 15 Examine What the Text Says

Explore What the Text Means What Does the Text Inspire You to Do?

• Teacher and student copies of the book Queen Bee Needs to Be Free • Research materials • List of scientific facts from on Days 1–3 • Appropriate writing utensil

Foundational Skills Instruction, continued Queen Bee Needs to Be Free Foundational Skills Guide (Day 4) 5 Connecting Spelling to Meaning, continued • Connecting Spelling to Meaning charts from Days 1–3

• Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Have students answer questions from the story grammar bookmarks. For students who need support arriving at a general

understanding of what they have read or providing evidence, use the key details questions for “Examine What the Text Says.” • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the “Examine What the Text Says” questions, or to the questions on their Story Grammar Bookmarks. Otherwise, they should be engaging in Literacy Workstations.

11

Day 5 Time Whole Group (tables/desks) Materials Reading Time Queen Bee Needs to Be Free 20 Have students partner read or conduct a choral reread • Teacher and student copies of the book Queen Bee Needs to Be Free

Time Whole Group (floor) Materials Close Reading Instruction, continued Queen Bee Needs to Be Free Close Reading Guide (Day 5) 30 Post Close Reading Purpose Statements • Pocket chart

• Day 5 Close Reading Purpose Statements Conduct a Recount • Large wipe-off board or easel paper to create Recount Organizer chart

• Retell Word Cards: first, next, then, after that, finally, but, so, because, wanted, realized, decided, setup, initiating event, reaction, plan, attempts, resolution • Appropriate writing utensils

Time Whole Group (tables/desks) Materials Writing Time Queen Bee Needs to Be Free Close Reading Guide (Day 5) 30 Write an Informational Paragraph • List of scientific facts from on Days 1–4

• Index cards • Pocket chart • “My Writing Journal” • Teacher and student pencils

Time Workshop Materials 40

Progress Monitoring Assessments While you are progress monitoring, students can complete their writing activities and/or create a story matrix for Queen Bee Needs to Be Free and any other book they have read as an independent activity. See the Story Matrix Model Lesson.

• Queen Bee Needs to Be Free Foundational Skills Guide (Post-Reading) • Book-by-Book Progress Monitoring Assessment Student Response Records and/or copies of the oral reading fluency assessment materials • Paper • Student pencils, crayons, and/or markers

12

Reading Series 2 Pacing Guide Dog Agility

Day 1 Time Whole Group (floor) Materials Foundational Skills Instruction Dog Agility Foundational Skills Guide (Day 1) 20

Post Foundational Skills Purpose Statement • Pocket chart • Foundational Skills Purpose Statement

Introduce Target Letter-Sound Correspondence - Soft c and g; Consonant /j/ Sound Spelled g, ge, dge; Consonant /s/ Sound Spelled c

• Wipe-off board and marker

C and G Pronunciation Rules • C and G Pronunciation Rules Blackline Master Listen, Sort, Read • Pocket chart

• Dog Agility Listen, Sort, Read Cards: - Picture Header Cards: cent, cup, gold, giraffe - Spelling Header Cards: c, c, g, g, dge, ge - Word Cards: face, nice, fence, mice, cup, cop, can, cute, got, game, go, gum, gym, gem, digit, gentle, bridge, fudge, badge, wedge, page, rage, stage, wage

High-Frequency Puzzle Words • Wipe-off board and marker - New Words: any, often, through - Review Words: are, be, by, do, down, for, go, good, have, how, like, looks, of, or, out, their, they, to, which, who

Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Dog Agility Foundational Skills Guide (Day 1) 15 Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet

• “My Spelling Journal 3” p. 25 for teacher and students • Teacher and student pencils and red pencils or markers

Listen, Sort, Read • Pocket chart • Dog Agility Listen, Sort, Read Cards:

- Picture Header Cards: cent, cup, gold, giraffe - Spelling Header Cards: c, c, g, g, dge, ge

- Word Cards: balance, succeed (2), obstacle, course, dog, good, agility, challenge, intelligent

Close Reading Instruction Dog Agility Close Reading Guide (Day 1)

15 Post Close Reading Purpose Statements • Pocket chart • Day 1 Close Reading Purpose Statements

Explore Book Cover Infer Topic Record What You Know Conduct a Text Feature Tour

• Teacher and student copies of the book Dog Agility • Blank sheet of paper for each student • Student pencils

Place Bookmarks • Teacher and student copies of the book Dog Agility • Teacher and student Annotation Bookmarks

Reading Time Dog Agility

15 Begin Individual Reading (While students read the book’s page range, pull a small group and read with them.)

• Teacher and student copies of the book Dog Agility • Teacher and student Annotation Bookmarks • Teacher and student sticky notes and pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Dog Agility Close Reading Guide (Day 1) 15 Use Text Features and Annotation

Ask Text-Dependent Questions Examine How the Text Works What Does the Text Inspire You to Do?

• Teacher and student copies of the book Dog Agility • Annotation Anchor chart • Appropriate writing utensils • Large wipe-off board or easel paper to create Main Idea and Details chart

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

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Day 2 Time Whole Group (floor) Materials Foundational Skills Instruction Dog Agility Foundational Skills Guide (Day 2) 15 Listen, Sort, Read • Pocket chart

• Dog Agility Listen, Sort, Read Cards: - Picture Header Cards: cent, cup, gold, giraffe - Spelling Header Cards: c, c, g, g, dge, ge

- Word Cards: center, bridge, budge, dodge, hinge Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Dog Agility Foundational Skills Guide (Day 2) 20 Phoneme-Grapheme Mapping

Sentence Dictation • “My Spelling Journal 3” p. 26 for teacher and students • Teacher and student pencils • Teacher wipe-off board & marker for demonstration purposes

Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet • “My Spelling Journal 3” p. 27 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Dog Agility Close Reading Guide (Day 2) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 2 Close Reading Purpose Statements Place Bookmarks • Teacher and student copies of the book Dog Agility

• Teacher and student Annotation Bookmarks Reading Time Dog Agility 20 Continue Individual Reading

(While students practice reading the book’s daily page range, pull two small groups for 10 minutes each and read with them.)

• Teacher and student copies of the book Dog Agility • Teacher and student Annotation Bookmarks • Teacher and student sticky notes • Teacher and student pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Dog Agility Close Reading Guide (Day 2) 20 Use Text Features and Annotation

Ask text-Dependent Questions Examine How the Text Works What Does the Text Inspire You to Do?

• Teacher and student copies of the book Dog Agility • Annotation Anchor chart started on Day 1 • Appropriate writing utensils • Large wipe-off board or easel paper to create Topic and Subtopic Flowchart

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

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Day 3 Time Whole Group (floor) Materials Foundational Skills Instruction Dog Agility Foundational Skills Guide (Day 3) 15 Listen, Sort, Read • Pocket chart

• Dog Agility Listen, Sort, Read Cards: - Picture Header Cards: cent, cup, gold, giraffe - Spelling Header Cards: c, c, g, g, dge, ge

- Word Cards: excellent, judge Practice Reading Words • Teacher wipe-off board & marker for demonstration purposes

Time Whole Group (tables/desks) Materials Foundational Skills Instruction, continued Dog Agility Foundational Skills Guide (Day 3) 15 Phoneme-Grapheme Mapping: Rabbit Word Strategy • Teacher and student copies of Rabbit Word Strategy sheet

• “My Spelling Journal 3” p. 28 for teacher and students • Teacher and student pencils • Teacher and student red pencils or markers

Close Reading Instruction Dog Agility Close Reading Guide (Day 3) 5 Post Close Reading Purpose Statements • Pocket chart

• Day 3 Close Reading Purpose Statements Place Bookmarks • Teacher and student copies of the book Dog Agility

• Teacher and student Annotation Bookmarks Reading Time Dog Agility 20 Continue Individual Reading

(While students practice reading the day’s page range, pull a small group and read with them.)

• Teacher and student copies of the book Dog Agility • Teacher and student Annotation Bookmarks • Teacher and student sticky notes • Teacher and student pencils

Time Whole Group (floor) Materials Close Reading Instruction, continued Dog Agility Close Reading Guide (Day 3) 15 Use Text Features and Annotation

Ask Text-Dependent Questions Examine How the Text Works What the Text Means

• Teacher and student copies of the book Dog Agility • Annotation Anchor chart started on Days 1 & 2 • Appropriate writing utensils • Large wipe-off board or easel paper to create Main Idea and Details chart

Foundational Skills Instruction, continued Dog Agility Foundational Skills Guide (Day 3) 10 Connecting Spelling to Meaning • Large wipe-off board or easel paper to create Connecting Spelling to

Meaning chart • Appropriate writing utensil

Time Workshop Materials 40 • Listen to individual students read and provide feedback. Encourage them to use the reading strategies they have learned when

they encounter words they do not know. • Use the activities from this book’s Differentiated Instruction section as needed. You may reproduce the necessary worksheets

from the Reading Series 2 Blackline Masters spiral. • Progress monitor and/or deliver oral reading fluency assessments to students on Days 4 and 5. Use at least one assessment every

week for every student.

When not in small group, students can generate written responses to answer the Text-Dependent Questions. Otherwise, they should be engaging in Literacy Workstations.

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Day 4 Time Whole Group (tables/desks) Materials Close Reading Instruction Dog Agility Close Reading Guide (Day 4) 10 Post Close Reading Purpose Statements • Pocket chart

• Day 4 Close Reading Purpose Statements Reading Time Dog Agility 30 Have students partner read or conduct a choral reread • Teacher and student copies of the book Dog Agility Writing Time Dog Agility Close Reading Guide (Day 4) 40 Discuss and Write What You Learned

Write Your Opinion • Teacher and student copies of the book Dog Agility • Record What You Know papers from Day 1 • Main Ideas and Details charts from Days 1 & 3 • Topic and Subtopic Flowchart from Day 2 • Wipe-off board and marker • “My Writing Journal” • Teacher and student pencils

Time Workshop Materials 40 Progress Monitoring Assessments

While you are progress monitoring, students can complete their writing activities and/or create a story matrix for Dog Agility and any other book they have read as an independent activity. See the Story Matrix Model Lesson.

• Dog Agility Foundational Skills Guide (Post-Reading) • Book-by-Book Progress Monitoring Assessment Student Response Records and/or copies of the oral reading fluency assessment materials • Paper • Student pencils, crayons, and/or markers

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