Bundle 3 Grade 2 Language Arts - East Allen County Schools...-The True Story of the Three Little Pigs by Jon Scieszka -The Three Little Wolves and the Pig Bad Big by Michele Higgins

EAST ALLEN COUNTY SCHOOLS

Bundle 3

Grade 2

Language Arts

Big Idea: Connections Story Elements

Enduring Understandings Essential Questions We write with our readers in mind. Paying attention to characters, setting, and plot will help us make connections to the story. Readers use clues in their reading to understand the meaning of new words. Comparing literature teaches us how stories are alike and different.

How are reading and writing connected? How do the characters, setting, and plot help us understand the story? What can readers do to find the meaning of new words in a story? What connections can we make when comparing stories?

CC/Learning Targets Core Vocabulary Links to Technology RI.4 2.2.5 RL.5 RL.6 RL.9 2.3.1 2.3.2

RF.3 b,c, e, f 2.1.2 W.3 W.5 L.1 b, f L.2 a, c, d L.3 a

L.4 a, e L.5 a, b 2.6.1 2.6.6 2.6.8 SL.2 SL.4 SL.6

facts point of view

Read Me Stories (app)

MeeGenius! Kids' Books (app) Interactive Touch Books (app) Scholastic Storia (app) Bluster (app) Build a Word Express (app) ABC Magnetic Alphabet (app) A+ Spelling Test (app) Spelling Test (app) PopWords! App

Bundle Performance Task(s) After listening to an original fairytale (Cinderella, Little Red Riding Hood, etc.) read aloud, the students will determine the different points of view of the main characters. They will develop a different ending to the fairytale and orally present the story summary. Read aloud another version of the same fairytale. Using a double bubble map(NUA strategy), Venn diagram, or graphic organizer, students will compare and contrast the characters, settings, and plots in both fairytales. Students will write a personal narrative that includes them as the main character, and develops the setting and plot. The students will use the writing process to create a story that is clear to the reader and uses complete sentences. They will then share the favorite part of their story with the entire class or small groups of students. As an extension, students will create posters of a main character in the fairy tale incorporating the personality traits taught through Character Counts. The characters may demonstrate a positive or negative example of the traits.

Grade 2 LA Bundle 3

Quarter 2 Oct-Nov

Recommended Read-Alouds G2 - Bundle 3

Big Idea: Connections Title Author Relates to…

If You Were an Antonym Michael Dahl Antonyms

Stop and Go, Yes and No Brian Cleary Antonyms

The Greatest Gymnast of All Stuart Murphy Antonyms

Code Blue – Calling all Capitals Pamela Hall Capitalization

Chrysanthemum Kevin Henkes Context Clues

Mufaro’s Beautiful Daughter John Steptoe Context Clues

Once a Mouse… Marcia Brown Create Different Endings

Stephanie’s Ponytail Robert Munsch Create Different Endings

The Giant Jam Sandwich John Vernon Lord Create Different Endings

Aunt Flossie’s Hats Elizabeth Howard Narratives Connections

Going Home Cynthia Rylant Narratives

Rapunzel Paul O. Zelinsky Paraphrasing

Rumpelstiltskin Paul O. Zelinsky Paraphrasing

Knuffle Bunny Mo Willems Plot, Setting, Characters

Root Beer and Banana Sarah Sullivan Plot, Setting, Characters Retelling Possessive Nouns

Saturdays and Teacakes Lester L. Laminack Plot, Setting, Characters Possessive Nouns

The Rough Faced Girl Rafe Martin Point of View

The Egyptian Cinderella Shirley Climo Point of View

Reading Workshop G2 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning RI.4 (2.2.9)

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

-Strategies that Work pp. 140-141 -Creating Young Writers pp. 118 -Mufaro’s Beautiful Daughter by John Steptoe -Chrysanthemum by Kevin Henkes -Teaching Vocabulary -Vocabulary Lessons- Scroll to Bottom -Context Clues -Create a Jeopardy Game -Anita Archer Videos and Resources -Homophones App Reading Wonders – Unit 2 -(WK 3) pp. T200-T201, T230-T231 -(WK 4) pp. T292-T293, T322-T323

-Wonders Assessments -Strategies that Work pp. 148-149 -Anecdotal Records from Guided Reading

-Cloze Activities -Guess the Covered Word

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas

- Strategies that Work pp. 82-84, 181-182 - Comprehending and Fluency pp. 48 - The Important Book by Margaret Wise Brown - Hansel and Gretel by Rika Lesser - The Boy on Fairfield Street by Kathleen Krull - Starfall- Online Stories - Finding the Main Idea- SmartBoard - Comprehension Activities - Summarizing 2 Reading Wonders – Unit 2 -(WK 3) pp. T218-T219, R/W Workshop A Prairie Guard Dog pp. 134-141 -(WK 3) pp. T231A-T231L, Anthology Turtle, Turtle, Watch Out! pp. 164- 183

- Wonders Assessments - Strategies that Work pp. 84-85 - Thinking Map/Graphic Organizer - One-Sentence Summary - Oral/Written Summary - Book Talk

Reading Workshop G2 - Bundle 3

-(WK 3) pp. T256-T257 -(WK 4) pp. T310-T311, R/W Workshop Eagles and Eaglets pp. 150-157 -(WK 4) pp. T323A-T323J, Anthology Baby Bears pp. 186-203

RL.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. • Describe the elements of the beginning, middle (identify climax or problem), and end.

-Teaching for Comprehension and Fluency pp, 354-366 -The True Story of the Three Little Pigs by Jon Scieszka -The Three Little Wolves and the Pig Bad Big by Michele Higgins -Story Elements- 1 -Story Elements- 2 -Setting Activities -Plot Reading Wonders – Unit 2 -(WK 2) pp. T126-T127, R/W Workshop The Boy Who Cried Wolf pp. 118-125 -(WK 2) pp. T139A-T139N, Anthology Wolf! Wolf! pp. 136-159

-Reading Response Notebook -Story Sequence

RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

-Teaching for Comprehension and Fluency pp, 290f-291f, 366 -The Continuum of Literacy Learning pp. 176-178 -The Rough Faced Girl by Rafe Martin -The Egyptian Cinderella by Shirley Climo -Cinderella by Joseph Jacobs -Character Point of View- Two Bad Ants -Point of View Activities -Character Organizers -Comparing Fairy Tale Characters

-Circle Map (NUA) -Double Bubble Character Trait Map -Reader’s Theater

Reading Workshop G2 - Bundle 3

RL.9 (2.3.3)

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

-The Three Little Pigs by Patricia Seibert -The Three Little Javelinas by Jon Scieszka -The True Story of the Three Little Pigs by Jon Scieszka -The Three Little Wolves and the Pig Bad Big by Michele Higgins -The Three Pigs by David Wiesner -Comprehension Activities -True Story of the Three Little Pigs Activities -Compare/Contrast

-Interactive Graphic Organizer Reading Wonders – Unit 2 -(WK 2) pp. T139A-T139N, Anthology Wolf! Wolf! pp. 135-159 -(WK 2) pp. T145A-T145B, Anthology Cinderella and Friends pp. 160-163 -(WK 2) pp. T150-T151

-Thinking Map/Graphic Organizer -Double Bubble Character Trait Map -Venn Diagram

2.3.1 Compare plots, settings, and characters presented by different authors.

-Wee Can Write pp. 14, 24, 64 -Comprehending and Fluency pp. 243, 355-366 -Saturdays and Teacakes by Lester L. Laminack -Root Beer and Banana by Sarah Sullivan -Knuffle Bunny by Mo Willems -Compare and Contrast Organizers -Comparing Story Elements -Character, Setting, Plot 2 -Character Analysis -Compare/Contrast Reading Wonders – Unit 4 -(WK 3) pp. T212-T213, R/W Workshop Happy New Year! pp. 290-295 -(WK 3) pp. T225A-T225P, Anthology Dear Primo pp. 336-365 -(WK 3) pp. T242-T243

-Wonders Assessments -Thinking Map/Graphic Organizer -Oral/Written Summary

Reading Workshop G2 - Bundle 3

2.3.2 Create different endings to stories and identify the problem and the impact of the different ending.

-Once a Mouse… by Marcia Brown -Stephanie’s Ponytail by Robert Munsch -The Giant Jam Sandwich by John Vernon Lord -Students Create Story Endings -Great Endings- The Relatives Came -Re-inventing Stories

-Dramatization -Think-Pair-Share

RF.3 (2.1.3)

Know and apply grade-level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

-Wee Can Write pp. 25 -Prompting Guide 1 pp. 11-15 -Continuum of Literacy Learning K-8 pp. 209 -Phonics Lessons pp. 331-334 -Word Matters pp. 98-99 -Teaching Phonics & Word Study in the Intermediate Grades pp. 167-189 -Brain Busters- Word Games -Long Vowels -Look Out Below- making words -Making Words -Prefix and Suffix Lessons- Scroll to Bottom -Phonics Activities -Long Vowel Jeopardy -Blending Syllables -KinderCards App -8 Great Word Patterns App Segmentation -Phonics Awareness- 1st Grade (app) Vowel sounds -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) (Short ‘a’) -ABC Phonics Short Vowel Words (app) (Long ‘a’ and ‘o’)

-Wonders Assessments -Phonics Lessons: Teaching Resources pp. 88-89 -Anecdotal Records from Guided Reading

Reading Workshop G2 - Bundle 3

Decoding

-MELS Phonics CVC (app) (Short ‘a’ and ‘e’)

-ABC Magic Reading 3 (app) (Blending and Segmenting) Reading Wonders – Unit 3 (common vowel teams) -(WK 1) pp. T12-T14, T28-T29, T40-T41, T68-T69 Reading Wonders – Unit 3 (two-syllable words with long vowels) -(WK 2) pp. T121, T133, T143, T152, T162 Reading Wonders – Unit 3 (inconsistent but common spelling-sound) -(WK 1) pp. T12, T30 -(WK 2) p. T122 Reading Wonders – Unit 3 (irregularly spelled words) -(WK 1) p. T15 -(WK 2) p. T107

2.1.2 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

-Phonics Lessons pp. 103-106, 445-448 -Continuum of Literacy Learning K-8 pp. 368-371 -Spelling Patterns -Phonics Genius- Word List (app) -Reading Wonders (All Units)

-Phonics Lessons: Teaching Resources pp. 39-42, 116-119 -Buddy Study Spelling

Reading Workshop G2 - Bundle 3

Correlating CC/Learning Targets Teacher Notes

RI.6 RI.10 2.2.2 2.2.10 2.2.11 RL.1 RL.2 RL.3

RL.7 RL.10 2.3.5 RF.3 a RF.4 a-c 2.1.1

- IDOE Resources - Students will use effective keyboarding movements for efficient use of the computer.

Teacher Notes

Writing Workshop G2 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (2.5.1) (2.5.6)

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Write for different purposes/audiences

-Units of Study for Teaching Writing: Book 3 -Continuum of Literacy Learning K-8 pp. 122 -6 + 1 Traits of Writing pp. 159 -Wilfrid Gordon McDonald Partridge by Mem Fox -Aunt Flossie’s Hats by Elizabeth Howard -Going Home by Cynthia Rylant -Listen to the Rain by Bill Martin Jr. -Feathers for Lunch by Lois Ehlert -The Napping House by Audrey Wood -When I Get Old With You by Angela Johnson -The Leaving Morning by Angela Johnson -Amelia Bedelia (series) by Peggy Parish -Writing Tips -Create Your Own Flip Book -Anchor Papers Reading Wonders – Unit 3 -(WK 2) pp. T114-T115, T128, T140, T146, R/W Workshop Readers to…Writers pp. 208-209

-Units of Study for Teaching Writing: Assessment Checklist -Units of Study for Teaching Writing: Assessment Rubric -Creating Young Writers pp. 204-226 -Narrative Writing Sample - Descriptive Writing Sample - District Writing Prompt -Writing Conference

W.5 (2.4.1) (2.4.2) (2.4.3) (2.4.6) (2.4.7) (2.4.8)

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Create a list of ideas for writing

Organize related ideas together to maintain a consistent focus

-Units of Study for Teaching Writing: Book 3 -Units of Study for Teaching Writing: Book 5 -Creating Young Writers pp. 82-85, 98-99, 106-107 -6 + 1 Traits of Writing pp. 88, 95-98,117-133 -Continuum of Literacy Learning K-8 pp. 126-127 -Creating Young Writers pp. 77-82, 92-94,107,143-150 -Launching the Writer’s Workshop: Primary Grades pp. 11-18, 25-30, 43-52 -Lucy Calkins e-docs Unit 8 Writing Adaptations of Familiar Fairy Tales and Folk Tales, and Perhaps Writing Original Fantasy Stories as Well pp. 89-102

-Units of Study for Teaching Writing: Assessment Checklist -Units of Study for Teaching Writing: Assessment Rubric -6+1 Traits of Writing pp. 69-70,103-104, 208-209 -6+1 Traits of Writing pp. 139-140 (2.4.7) -6+1 Traits of Writing pp. 243-245 (2.4.8) -Thinking Map/Graphic Organize

Writing Workshop G2 - Bundle 3

Find ideas for writing stories and descriptions in pictures or books

Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail

-Do Like Kyla by Angela Johnson -Joshua’s Night Whispers by Angela Johnson* -Meanest Thing to Say by Bill Cosby -A Bear Called Paddington (series) by Michael Bond -Google Wonder Wheel -Organizing Writing -Proofreading Practice -Proofreading Paragraph Reading Wonders – Unit 2 -(WK 3) pp. T238-T239 -(WK 4) pp. T298-T299, T312, T324, T330, R/W Workshop Readers to…Writers pp. 160-161 -(WK 5) pp. T388-T389, T402, T420, R/W Workshop Readers to…Writers pp. 174-175 Reading Wonders – Unit 3 -(WK 1) pp. T22-T23, T54, R/W Workshop Readers to…Writers pp. 192-193

-Evidence from Writer’s Notebook -Author/Writer Talk -Illustration of Ideas -Writing Sample -Writing Conference -Interactive Edit

Correlating CC/Learning Targets Teacher Notes

W.8 2.5.5

Language and Word Study G2 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (2.1.5) (2.6.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Identify and correctly use regular plural words

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Distinguish between complete and incomplete sentences

b. Plural Words - Continuum of Literacy Learning: Primary Grades pp. 209 - Phonics Lessons pp. 335-338

- If You Were a Plural Word by Trisha Shaskan

- Plural Nouns- SmartBoard Activities - Plural Fishing Game - Irregular Plurals - Irregular Plurals App

-Reading Wonders – Unit 2 -(WK 4) pp. T300, T313, T325, T339 f. Complete/Incomplete Sentences - Wee Can Write pp. 29, 31 - Launching the Writer’s Workshop: Primary Grades pp. 55 - Creating Young Writers pp.120, 123 - The No-Good, Rotten, Run-On Sentences by Liza Charlesworth - Complete Sentences- SmartBoard Activities - Sentence Activity - Capital Letters- Beginning and Advanced - Wall of Words- Correct Word Order - Choose the Correct Punctuation - Complete Sentences

-I Can Write 1 (app)

-I Can Write2 (Word Order App)

Reading Wonders – Unit 3 -(WK 5) pp. T388-T390, T402-T403, T414-T415, T421, T429

Plural Words -Phonics Lessons: Teaching Resources pp. 92 -Identify and Highlight in Text -Interactive Edit Complete/Incomplete Sentences -Writing Sample -Interactive Edit

Language and Word Study G2 - Bundle 3

L.2 (2.6.7) (2.6.9)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

Short and long vowel sounds

R-controlled vowels

Consonant-blend patterns

a. Capitalization - 6 + 1 Traits of Writing pp. 267-268

- The Mega-Deluxe Capitalization Machine by Justin McCory Martin - Magic Capitals - Capital Letters- Beginning and Advanced - Complete Sentences- Dinosaur's Week - Grammar Tales: Capitalization - Capitalization

Reading Wonders – Unit 2 -(WK 3) pp. T208-T209, T221, T233, T239, T247 c. Apostrophe - The Continuum of Literacy Learning pp. 377-378 - Punctuation takes a Vacation by Robyn Pulver - Contractions- SmartBoard Activities - Possessive Nouns- SmartBoard Activities - Contraction Games - Apostrophes in Action Reading Wonders – Unit 2 -(WK 5) pp. T390-T391, T403, T421, T429 Reading Wonders – Unit 3 -(WK 1) pp. T29, T41, T51, T60 d. Spelling Patterns - Phonics Lessons pp. 91-102, 173-184 - Spelling Practice

Capitalization -Writing Sample -Interactive Edit -Highlight proper nouns found in newspaper or magazine article. Spelling Patterns -Phonics Lessons: Teaching Resources pp. 5-14 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit

Language and Word Study G2 - Bundle 3

Reading Wonders – Unit 2 -(WK 3) pp. T198, T225, T236, T245 -(WK 4) pp. T290, T306, T317, T336 -(WK 5) pp. T380, T407, T427 Reading Wonders – Unit 3 -(WK 1) pp. T14, T41

L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

- Word Matters pp.57-62 - Pink and Say by Patricia Polacco - Figurative Language Jeopardy

-Journal Response -Anecdotal Notes from conversation/questioning

L.4 (2.4.4)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

a. Context Clues - Strategies that Work pp. 140-141 - Creating Young Writers pp. 118 - Mufaro’s Beautiful Daughter by John Steptoe - Chrysanthemum by Kevin Henkes - Context Clues - Homophones App Reading Wonders – Unit 2 -(WK 4) pp. T322-T323, R/W Workshop Multiple Meaning Words p. 159 -(WK 4) pp. T323F, T323J, Anthology Baby Bears p. 196, 203 -(WK 5) pp. T412-T413, R/W Workshop Multiple Meaning Words p. 173 e. Glossaries/Dictionaries Reading Wonders – Unit 2 -(WK 3) pp. T200, R/W Workshop Vocabulary pp. 132-133 -(WK 4) pp. T292, R/W Workshop Vocabulary pp. 148-149

-Wonders Assessments -Strategies that Work pp. 148-149 -Anecdotal Records from Guided Reading

-Cloze Activities -Guess the Covered Word

Language and Word Study G2 - Bundle 3

-(WK 5) pp. T384, R/W Workshop Vocabulary pp. 164-165 Reading Wonders – Unit 3 -(WK 1) pp. T16, R/W Workshop Vocabulary pp. 180-181

L.5 (2.1.7)

Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Antonyms/Synonyms

- Wee Can Write p. 13 - Phonics Lessons pp. 277-280 - Comprehending and Fluency p. 531

- The Greatest Gymnast of All by Stuart Murphy - If You Were an Antonym by Michael Dahl - Stop and Go, Yes and No by Brian Cleary - Synonym/Antonym Review - Synonym Sam's Lab - Synonyms and Antonyms- SmartBoard Activities - Ball Hogs- Snyonym and Antonym Game - Word Jungle- Synonym Game - Synonyms & Antonyms - Antonyms App

Reading Wonders – Unit 2 -(WK 3) pp. T200, T227, R/W Workshop Vocabulary pp. 132-133 -(WK 4) p. T292 -(WK 5) pp. T384, T388, T402, T408, T414 Reading Wonders – Unit 3 -(WK 1) pp. T16, T42, T86 -(WK 3) pp. T230-T231, R/W Workshop Synonyms p. 223 -(WK 3) pp. T231E, T231L, Anthology Biblioburro p. 265, 277 -(WK 4) pp. T322-T323, R/W Workshop Antonyms p. 239 -(WK 4) pp. T323A, T323H Anthology Wild Weather p. 281, 291

-Phonics Lessons: Teaching Resources pp. 71-73 -Identify and Highlight in Text -Quiz (matching) -Interactive Edit

Language and Word Study G2 - Bundle 3

2.6.1 Form letters correctly and space words and sentences properly so that writing can be read easily by another person.

- Wee Can Write pp. 27, 63 - Launching the Writer’s Workshop: Primary Grades pp. 53-54 - Prompting Guide 1 pp. 23-26 - Zaner-Bloser Handwriting

- Handwriting

- Daily Writing Activities

2.6.6 Use quotation marks correctly to show that someone is speaking.

Reading Wonders – Unit 1 -(WK 5) pp. T391, T403, T415, T421, T429 Reading Wonders – Unit 4 -(WK 2) pp. T113, T125, T137, T143, T151

2.6.8 Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.

- Phonics Lessons pp. 243-246 - High-Frequency Word List - High Frequency Words Reading Wonders – Unit 2 -(WK 3) pp. T199, T214, T236 -(WK 4) pp. T291, T306, T328 -(WK 5) pp. T383, T396, T418

-Phonics Lessons: Teaching Resources pp. 57-59 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit

SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

- The Continuum for Literacy Learning pp. 176, 184 - The Daily Five pp. 59-78 Reading Wonders – Unit 2 -(WK 3) p. T211 -(WK 4) p. T303 -(WK 5) p. T393 Reading Wonders – Unit 3 -(WK 1) p. T27

-Oral Summary -Oral Presentation -Create Web -Anecdotal records taken during teacher observation

Language and Word Study G2 - Bundle 3

SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

- The Continuum for Literacy Learning pp. 56-57, pp. 184-185 Reading Wonders – Unit 2 -(WK 5) pp. T424-T425 -(WK 6) pp. T470-T471

-Oral retell -Oral Presentation

SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

- Interactive Writing pp. 3-5 - Guiding Readers and Writers pp. 50-53, 226, 227 - Stellaluna by Jannell Cannon - Writing Detailed Sentences - Define and Describe Reading Wonders – Unit 2 -(WK 3) p. T243 -(WK 4) p. T335 -(WK 5) p. T425 Reading Wonders – Unit 3 -(WK 1) p. T59

-Response to literature -Anecdotal Notes

Correlating CC/Learning Targets Teacher Notes

L.1 a, d SL.1

SL.3 SL.5