WEEK Grade 2 • Unit 4 Question of the Week: How do plants ... 4... · Grade 2 • Unit 4Question of the Week: How do plants change over time? Concepts: Understand that plants change

Question of the Week: How do plants change over time?Concepts: Understand that plants change over time; name the parts of certain plants; describe the changes that happen to plants.

2 Grade 2 • Unit 4

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 2 • Unit 4 • Page 96Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to the ways that plants change. Use: Student Book, pp. 124–125.

To have children use words to describe how plants change.

To have children write a sentence(s) about how apple trees change in the spring.

ELD Standard R: Use expanded vocabulary and descriptive words in oral and written responses to simple texts.

DAY 1Concept & Vocabulary Development

P/Q What do you know about plants? Lesson Vocabulary for the Week

(* = Academic Vocabulary)

autumn, blossoms, harvest, seed*, soil*, bloom, pollinate

Content Vocabulary

grow(s), plants, spring, leaves, apple

P/Q What happens to the apple tree in the spring? Ask children to use the Sequence Map to talk about what happens to an apple tree.

• What happens in the spring to an apple tree?

• What happens in the summer to an apple tree?

• What happens in autumn to an apple tree?

Compile an illustrated vocabulary list of student generated ideas for children to use as reference.

Skill Check: Practice Book, p. 131

B Plants begin as a ______. B It grows ______.

EI Many plants begin as a ______. EI The apple tree grows ______.

I Many plants begin as a ______ in the soil. I The apple tree grows leaves and ______ in the spring.

EA Many plants begin as a ______ in the ______, and they ______.

EA The apple tree grows ______ and ______ in the ______.

A Many ______ begin as a ______ in the ______ that ______ to become ______.

A In the ______, the ______ tree grows ______ and ______.

RDG10_LCSF02_CA_U4W2.indd Page 96 6/30/10 7:45:06 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_2

Grade 2 • Unit 4 Question of the Week: How do plants change over time?Concepts: Understand that plants change over time; name the parts of certain plants; describe the changes that happen to plants.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring2WEEK


Objectives

To have children recognize words with the vowel sound in put spelled oo and u.

To have children use words with the vowel sound in put spelled oo and u.

To have children use words with the vowel sound in put and write a sentence about how people harvest apples from apple trees.

ELD Standard R: Read stories and respond orally in simple sentences to factual comprehension questions about the stories.

DAY 2Word Analysis

P/Q What did you take from the tree last autumn? Lesson Vocabulary

put, pull, pulling, bull, look, book, foot, took, brook, push, wool

Content Vocabulary

apples, trees

P/Q How do people harvest apples from the apple trees?

Revisit the ways apple trees change each season. Have partners reread page 125. Then have partners recall what happens to an apple tree in the summer and in autumn.


B I ______ an apple. B They ______ the apples off.

EI I ______ an apple from the tree. EI They ______ the apples off the trees.

I I ______ an apple from the tree last autumn. I People ______ the apples off the apple trees.

EA Last autumn, I ______ an apple from the tree. EA In autumn, people ______ the apples off the apple ______.

A Last autumn, I ______ an apple from the tree by the ______.

A In autumn, people harvest the ______ by ______ them off the apple ______.





Objectives

To have children use describing words. To help children identify details and facts. Use: Student Book, pp. 126–127.

To have children recognize and use describing words to tell about people, places, and things.

To have children write a sentence(s) about an apple tree using details and facts.

ELD Standard R: Read stories and respond orally in simple sentences to factual comprehension questions about the stories.

DAY 3Comprehension Skills & Strategies

P/Q What happens to the apples on the trees in the fall?

Lesson Vocabulary

big, green, red, small

Content Vocabulary

trees, blossoms, apples, spring, fall

[List other content vocabulary that children generate.]

P/Q Read the paragraph on page 127. Then write a sentence about an apple tree.

What happens after the apples are ripe? Use the information on page 127 and help from your partner to answer the question.

• Whathappenstoanappletreeinthefall?


B The apples get ______. B In the spring, there are ______.

EI The apples get ______ and red. EI In the spring, there are ______ on the tree.

I The apples get ______ and ______. I In the spring, there are ______ on the ______.

EA The apples on the trees get ______ and ______.

EA In the spring, ______ are on the tree. In the fall, there are ______ on it.

A The apples on the ______ get ______and ______.

A In the ______, ______ are on the ______. In the fall, ______ are on it.





Objectives

To help children use adjectives for number, size, and shape. Use: Student Book, p. 128.

To help children use adjectives to give a detail to describe a noun.

To have children write a complete sentence(s) about the plant on page 128.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 4Grammar & Conventions

P/Q What do apples look like? Lesson Vocabulary

adjective, noun, five, round, small, square, tall, two, big, three

Content Vocabulary

plant, ball, apples

[List other content vocabulary that children generate.]

P/Q What do you see in the pictures in the last row on page 128?

Ask children to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Yoursentences[do/not]useanadjective to give a detail about the picture.”

• “Yoursentences[do/not]answerthequestion.


B Apples are ______. B I see a ______ plant.

EI Some apples are ______. EI I see a ______ plant. I see ______ apples.

I Some apples are ______ and ______. I I see a ______ plant. I see ______ apples. I see a round ball.

EA Some apples are ______, and some apples are ______.

EA I see a ______ plant. I see ______ apples. I see a ______ ball.

A Some apples are ______ and ______, and some apples are ______ and ______.

A I see ______ apples, a ______ ball, and a ______ plant.





Objectives

To guide children to express their understanding of weekly concepts. Use: Student Book, p. 129.

To have children use vocabulary learned this week to discuss how plants grow.

To have children write sentences about how plants such as apple trees grow.

ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

DAY 5Writing

P/Q Talk about how plants like apple trees grow. Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Children refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas.

P/Q How do plants change over time? Have children build fluency by reading their completed writing to partners or the class.


B Plants begin as a ______. Then they grow. B Child writes one basic sentence with support.

EI A plant begins as a ______. As it grows, you can see ______.

EI Child writes one basic sentence and includes some concept vocabulary.

I An apple tree begins as a small ______. As it grows, you can see ______.

I Child writes one or two basic sentences and includes some concept vocabulary.

EA An ______ tree begins as a small ______. In the spring there are ______. In ______ the apples are ready to ______.

EA Child writes one or two well-constructed sentences and includes most concept vocabulary.

A An ______ tree begins as a small ______. It becomes a ______. Apple trees ______ in the ______. In ______ the apples are ready to ______. Then you can eat the fruit.

A Child writes two or three well-constructed sentences and includes most concept vocabulary.


WEEK Grade 2 • Unit 4 Question of the Week: How do plants ... 4... · Grade 2 • Unit 4Question of the Week: How do plants change over time? Concepts: Understand that plants change

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