Section 1 - Children will learn to recite and comprehend the rhyme "Jack and Jill" and its vocabulary.

Section 2 - Children will learn to track the print in the nursery rhyme, understand the boundaries of words, and identify individual words.

Children will learn to distinguish commonly confused letters M and W by discussing their slanted and straight lines. They will also learn fun ways to practice the formation of O, T, and D, using playdough and pipe cleaners.

Overview
Section 1 -Children will answer questions and learn vocabulary while enjoying Little Red Riding Hood.

Section 2 - Children will build confidence as writers by watching this teacher as she writes about the theme of kindness from Little Red Riding Hood. This video would be a good introduction to the student's own writing about the story.

Section 3 - Children will enjoy a retelling of the story, then work on identifying the beginning, middle, and end of the text.

Section 4 - Children will build confidence as writers by watching this teacher draw and write about the character of the wolf. This video would be a good introduction to the student's own writing about a story character.

Children will orally repeat words and identify the number of syllables in them.

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Students hone their teamwork skills and play off each other's writing strengths as they participate in prewriting activities for a story to be written collaboratively by the whole class.

This resource guide begins by outlining the theory underlying the literacy work and then lays out the framework for the supports included in the Readers series. Subsequent chapters describe and illustrate the specific content literacy and language development strategies that have been chosen as being of particularly high impact. Although most of the strategies can be used in multiple ways, we have chosen to present them as occurring "Before, €During€ and After Reading" because of the importance of this mental model in effective content literacy instruction.

In this unit students dive into the world of Greek mythology. Over the course of the unit students will read the classic myths of Pandora, Arachne, and Echo and Narcissus. In reading the myths, students will gain a deeper understanding of the gods and mortals in ancient Greece and how the ancient Greeks used mythology as a way to make sense of and interpret the world around them. Students will also continue the thematic exploration from previous units about how a person’s beliefs, ethics, or values influence that person’s behavior.

Over the course of the unit, students will read multiple versions of the classic myths. The primary focus of this unit is on close reading and analyzing the differences among the versions and critically analyzing an author’s choice of genre. In doing so, students will be challenged to think about how the structural elements of different genres, particularly prose, drama, and verse, allow a reader to better understand a story or text. Students will also explore how the point of view in which a story is written, either third-person point of view or first-person point of view, changes the way a story is told and the depth of information that a reader knows. Another focus of this unit is determining the central theme of the myths. Because the stories in this unit are shorter than the novels students have read so far, this unit offers students practice in finding the theme of a shorter text and explaining how the author uses evidence to develop the theme.

In Lessons 8-9, students' learning culminates in a Readers Theater. Students work in small groups to practice and then perform scenes based on each of the three schools they studied during the close read-aloud sessions in Lessons 2-7. Not only will students find this task engaging, but it will require them to synthesize the work they have done surrounding the problems and solutions of each school in Off to Class.

This is the final lesson in Unit 2, and it culminates in students' Readers Theater performances. The performances help students revisit the learning they have done about communities around the world that find solutions to their problems to get students to school.

Opening A: I can identify the vowel sounds in spoken words. (RF.1.2)
I can listen to several one-syllable words and identify the short or long vowel sound they contain.
Work Time A: I can examine the spelling of vowel sounds in a printed word and determine the syllable type (closed, open, or magic "e"). (RF.1.3)
I can explain that single-vowel letters in one-syllable words usually have short vowel sounds.
I can explain that in CVCe (consonant, vowel, consonant, silent "e"), one-syllable words ending in final "e," the V (vowel) letter usually has a long vowel sound.
I can decode a word with a vowel in the middle and a silent "e"at the end.
I can identify the five or six types of syllables in written words.
Work Time B: I can examine the spelling of vowel sounds in a printed syllable, determine the syllable type, and use that information to combine it with another syllable to make and read a word (real or nonsense). (RF.1.3)
I can decode a two-syllable word that contains the CVCe vowel pattern.
I can decode (read) two-syllable words by thinking about the syllable type.

Opening A: I can identify the syllables and vowel sounds in words. (RF.1.3, RF.2.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to read the poem "A Moment in Time." (RF.1.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
Work Time B: I can read and spell words with the closed, open, and magic "e" syllable types. (RF.1.3, RF.2.3, L.2.2)
I can identify spelling patterns based on syllable type.

Opening A: I can use what I know about closed, open, and magic "e" syllable types to read a sentence, identify which word is spelled wrong, and tell how it should be spelled. (RF.2.3, L.2.2)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to spell words in a sentence (L.2.2).
I can identify spelling patterns based on syllable type.

Welcome to our website full of fun online activities! ELM Interactives for Grades K-8 is designed to help young students develop and practice computer, online literacy and research skills. ELM Interactives for Students is a collection of instructional activities on the Electronic Library for Minnesota (ELM) databases created by librarians in the Reference Outreach and Instruction unit of Minitex utilizing the Student Interactives hosted on the ReadWriteThink site and provided by the International Reading Association, National Council of Teachers of English, and the Verizon Foundation's Thinkfinity. Each set of ELM instructional activities and Student Interactives are organized by activity and grade level and intended to be teacher initiated and guided. However, any of the activities can be modified to fit any grade, student, or assignment. The Student Interactives highlighted on this website require Flash and are best used on a desktop or laptop computer. These instructional activities can be viewed and used on-demand, whenever they're needed.

In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world’s energy future will look like if more renewable solutions aren’t found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students’ ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

In this unit, students study the rovers Spirit and Opportunity and their remarkable missions to Mars. Through a combination of reading, analyzing images and photographs, and participating in engineering and design labs, students will begin to understand the complexity, preparation, and diligence involved in space missions. Students will grapple with why the engineering and design process, particularly continually planning, trying, and evaluating, is a crucial part of a successful mission. This unit also allows students to make connections between content learned in math and content learned in previous science units, solidifying the importance and value of STEM. It is our hope that this unit inspires students to explore engineering and STEM not only in space but in the world around them.

In this unit, students build their skills in consuming scientific and technical texts. Students will practice explaining the connection between two or more scientific ideas or concepts in a text. Additionally, students will be challenged to draw on and integrate information from two or more texts in order to describe a scientific idea, concept, or process in depth. This unit also continues the study of point of view and analyzing how the point of view influences what and how information is presented to a reader. The Mighty Mars Rover is written to captivate and engage a reader, while the NASA press releases are written to inform the public of the progress and findings of the Mars rover missions. Students will be challenged to compare and contrast the point of view of each text and the strategies each author uses based on the point of view and desired audience. Since this is the culminating unit of the course, all other informational standards will be spiraled throughout the unit.

In this unit, students are exposed to familiar stories with predictable patterns and illustrations. Exposure to predictable texts is incredibly important for beginning readers as they begin to explore the world of reading independently. Predictable texts are incredibly engaging for students, allowing them to anticipate words, phrases, and events on their own and better follow the storyline sequence of a story. The story patterns also allow students to try and read the stories on their own, using the repetitive texts and pictures as a guide for either reading or pretending to read the story. Predictable texts are also incredibly important for exposing students to phonological awareness concepts in context, particularly rhyme, rhythm, and fluency. In order for students to reap these benefits, however, they need to deeply engage with the stories. This means that the stories need to be read, reread, retold, and reread some more so that students are able to build the confidence they need to pretend to read or read the text on their own. Within the context of this unit, students are only exposed to the text once; therefore, it is the responsibility of the teacher to find ways to bring the stories to life in other parts of the day so that students are able to reap the rewards of engaging with predictable texts or, if necessary, to slow down the pacing of the unit in order to include multiple readings of a text.

In reading, students will continue to be challenged to ask and answer questions about the texts they read daily. Students will begin to work on retelling what happens to the characters in the story, using key details from the text and illustrations. Because the stories are repetitive in nature, this unit provides a strong foundation for teaching how to retell a story. Another focus of this unit is on understanding how authors and illustrators use illustrations and repetition to help a reader understand the main events in a story. Students will learn how to closely “read” illustrations for subtle clues about character feeling or foreshadowing clues for what is going to happen next in a story. In order to engage deeply in the content, students will continue to develop active participation and discussion habits, allowing them to learn from and with one another.

In writing, students will continue to write daily in response to the text. In Unit 1, the focus was on establishing the routines and procedures necessary for daily writing about reading. In this unit, students will continue to write daily in response to the text with a focus on using words and pictures to correctly answer the question.