Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the middle vowel phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /o/, /a/, /i/, /p/, /b/, /t/, /g/, /r/, /h/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
When given a spoken single-syllable word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /e/, /t/, /p/, /n/, /g/, and /b/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump").
I can produce words that follow a given pattern and are spelled with some of the same letters (example: "pen," "pin," "pig").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /i/, /a/, /p/, /t/, /n/, /g/, /r/, /h/, /f/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").
Ongoing Assessment

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /u/, /p/, /s/, /n/, /g/, /r/, /t/, /f/, and /i/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

In this lesson various quotes that are stated by characters in Hidden FIgures are written on chart paper. Students will use the chalk talk protocol to write explaing their thoughts, connections, and questions about the quote first and then respond to what their classmates have written. Students will move in small groups from paper to paper guided by a timer. After they have finished, students will discuss big ideas on the chart paper and then discuss and share out how this quote teaches us about the person based on inferences we have made with this activity. Do we think this what the author intended us to think? This protocol can be used for any book or topic in many subject areas. There will also be reflection as an informative assessment.

This course, along with 21G.107 / 157 Chinese I (Streamlined) offered in the previous fall, form the elementary level of the streamlined sequence, which is intended for students who, when they began the sequence at beginning level, had basic conversational skills (gained, typically, from growing up in a Chinese speaking environment), but lacked a corresponding level of literacy. The focus of the course is on standard usage, on reading in both traditional and simplified characters, and on writing. The course is conducted entirely in Chinese.

This course, along with 21G.108 / 158 offered in the spring, form the elementary level of the streamlined sequence, which is for students who have some basic conversational skills gained, typically, from growing up in a Chinese speaking environment, but lack a corresponding level of literacy. The focus of the course is on learning standard everyday usage, on reading in both full and simplified characters, and on writing. This course, along with 21G.108 / 158 offered in the spring, are conducted entirely in Chinese.

This is the second semester of the intermediate level sequence intended for students whose conversational ability exceeds their reading and writing skills. Focus is on reading and writing, as well as broadening conversational skills and control of standard pronunciation, for students with background in conversational Chinese. Lab work is required. On completing this course, students should be able to speak the language with standard pronunciation, to converse with some fluency on everyday topics, as well as on some specialized topics, to read edited, as well as authentic texts, in simplified or traditional characters with suitable fluency, and to be able to write composition on certain topics. The class consists of a combination of practice, reading, discussion, dictation, composition and feedback, net exploration via the web, and presentation. This course is conducted in Mandarin.

This course is a sequel to 21F.113 Chinese V (Streamlined). It is designed to further help students develop sophisticated conversational, reading and writing skills by combining authentic reading and audio-visual material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT, in the Boston area and on the web. Some special features of Chinese societies, cultures and customs will be introduced. The class consists of readings, discussion, student presentations and network exploration. The course is conducted in Mandarin.

Students learn the linguistic strategies Achebe uses to convey the Igbo and British missionary cultures presented in the novel and how the text combines European linguistic and literary forms with African oral traditions.

In this lesson, students reread an excerpt from My Librarian Is a Camel about their expert group's country to learn more about how some people in that country access books. They follow an Expert Group Guide: My Librarian Is a Camel to closely reread this excerpt and complete the Close Read Note-catcher: Expert Group My Librarian Is a Camel. This note-catcher follows the same format as the Close Read: My Librarian Is a Camel, Pages 18-19 note-catcher used during the close read in Lesson 2 (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.8, SL.3.1b, L.3.4).
The close reading in this lesson is mostly student-led, so students work with their expert groups with teacher support when necessary. Because the Expert Group Guide follows the same structure for each group, consider supporting students in pacing as they work through the guides.
In Opening A, students participate in the Back-to-Back and Face-to-Face protocol. Consider how familiar students are with this protocol and reallocate class time spent introducing it as necessary.
In this lesson, the habit of character focus is working to become an ethical person. The characteristic students are reminded of specifically is integrity, in relation to completing their research reading homework.
Students practice their fluency by reading excerpts from My Librarian Is a Camel with their expert group in Work Time A.
This lesson contains an optional Language Dive for ELLs. Before the lesson, review the Language Dive materials and consider whether all students would benefit from them. Adjust the timing of the lesson as needed.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students participate in a teacher-led close read of a complex text about animal defenses. This close read guides students through the text's challenging vocabulary and helps them understand the animals' defense mechanisms, which they will research in expert groups over the next several lessons (RI.4.4, L.4.4). In addition, students cite evidence from the text to support the answers to their questions (RI.4.1). This close read aims to gradually release students by introducing question patterns that repeat throughout the close read.
Students are also introduced to modal auxiliaries through close reading.
This lesson is the second in a series of three that include built-out instruction for the use of Goal 3 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 3 Conversation Cues encourage students to deepen their thinking. Continue drawing on Goals 1 and 2 Conversation Cues, introduced in Module 1, and add Goal 3 Conversation Cues to more strategically promote productive and equitable conversation. In Module 3, Goal 4 Conversation Cues are also introduced. See the Tools page for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper.
Note that the student version of the "Provide reasoning and evidence" Goal 3 Conversation Cues (and expected student responses) are built into the Discussion Norms anchor chart in Work Time A. The "Challenge Thinking" Goal 3 Conversation Cues were built into the Discussion Norms anchor chart in Lesson 1. The "Think about thinking" Goal 3 Conversation Cues are not built into the Discussion Norms anchor chart, as these cues are best suited for teachers to prompt students.
Consider inviting students who need an extension opportunity to be peer coaches.
In this lesson, the habit of character focus is working to become effective learners. The characteristics they are reminded of in this lesson are perseverance and collaboration as students closely read the complex text "Fight to Survive!"

In Opening A, students are guided through a research reading share. Consider using the Independent Reading: Sample Plans (see the Tools page) if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students' growing ability to read a variety of literary and informational texts independently and proficiently (RI.3.10, RL.3.10, SL.3.1).
In this lesson, students complete a close read of pages 1-11 of Nasreen's Secret School to better understand the lesson or message and how it is conveyed through the details in the text (RL.3.1, RL.3.2, RL.3.3, RL.3.4, L.3.4). In preparation for the end of unit assessment in Lesson 11, students work in triads for this close read to answer the questions without teacher guidance. The questions are in a similar format to those on the assessment to provide students with adequate practice.
Continue to reinforce the habits of character introduced throughout the unit, particularly as students may be sensitive to the content of this story.
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students complete a close read of pages 20-21 of More Than Anything Else. This book does not have page numbers, so for reference this excerpt begins with "After work, even though ..." and ends with "... the newspaper man." The focus of this close read is analyzing the figurative language in order for students to understand the challenges Booker was facing when trying to read, and some of the strategies he used to help himself overcome those challenges. This will provide them with details to support the lesson or message (RL.3.1, RL.3.3, RL.3.4, L.3.4).
During the close read, students participate in a Language Dive that guides them through the meaning and purpose of a sentence from More Than Anything Else (RI.3.1, RI.3.3). The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. Invite students to discuss each chunk briefly, but slow down to focus on the structure I am trying to jump without legs. Students then apply their understanding of the concepts in this sentence when writing their reading contracts later in the unit. A consistent Language Dive routine is critical in helping all students learn how to decipher compelling sentences and write their own. In addition, Language Dives hasten overall English language development for ELLs.
Continue to be aware and to remind students that while this book is set after the Civil War, the reasons for Booker's challenging conditions are as a result of his first years spent as a slave and the challenges his family faced when the United States abolished slavery, which may be a sensitive issue for students who have a background of slavery in their family or culture. Some students may be uncomfortable with the continued discussion about slavery and abolition. Discuss student feelings in private and with families, formulating alternative approaches if necessary.
In this lesson, the habits of character that are focused on are working to become an effective learner and working to become an ethical person. The characteristics students are reminded of specifically are respect, empathy, and compassion as they work with a story that some students may find upsetting, and perseverance based on Booker's perseverance and asking for help in More Than Anything Else, and also based on students' own perseverance during the close read.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
This lesson is the second in a series of three that include built-out instruction for the use of Goal 2 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. Consider providing students with a thinking journal or scrap paper.

In Opening A, students are given vocabulary logs (RL.3.4, L.3.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading both throughout the module and the school year.
Students complete a close read of pages 5-13 of Rain School to better understand the challenges faced and how they were overcome (RL.3.1, RL.3.2, RL.3.3). Continue to ensure students understand that although these are the challenges faced by Thomas and some students in Chad, not all children in Chad have the same experience. There is an option for students to use manipulatives such as play-dough and drinking straws to build a model school with a roof during the close read.
The close reading in this lesson is mostly teacher-led, so all students work at the pace the teacher sets, with support where necessary. Consider inviting students who need an extension opportunity to be peer coaches.
Recall that although this story is set in Chad, it isn't a fable, folktale, or myth from another culture and doesn't fully address the requirement of the RL.3.2 standard. This part of the standard is addressed in more detail in 3M2 with folktales.
This lesson is the final in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). As the modules progress, Goal 2, 3, and 4 Conversation Cues will be gradually introduced. Goal 1 Conversation Cues encourage all students to talk and be understood. Consider providing students with a thinking journal or scrap paper.
Continue to use Think-Pair-Share strategically to promote productive and equitable conversation. (Refer to the Classroom Protocols document for the full version of the protocol.)
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

This lesson is the first of six in a series of close read-alouds for the text Stone Girl, Bone Girl. In this lesson, students are introduced to Mary Anning, the real-life fossil hunter. Students use the content knowledge to kick-start their study on paleontologists and fossils. This close read-aloud provides in-depth practice on multiple literacy skills, including retelling a story and identifying characters' responses to events.
During the close read-aloud, students practice looking closely at pictures and word choices when examining small sections of the text read aloud. Close read-alouds by definition are with complex texts, so the Close Read-aloud Guide provides intentional questions to help students with comprehension. For additional information on close read-alouds, see the Teaching Notes in Module 1, Unit 1, Lesson 6.
This lesson introduces students to selected response questions (SRQs). Students are introduced to multiple strategies to help them answer an SRQ in preparation for the Unit 1 Assessment. In this and future modules, students will practice these types of questions in preparation for assessments in third grade and beyond.
In the Closing, students revisit perseverance, a habit of character, and learn about a new habit of character, initiative. Students identify these two habits of character while participating in the close read-aloud of Stone Girl, Bone Girl. Students also see a more personal application while talking about new challenges in the classroom, such as SRQs.

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).

In the Opening, students review these habits of character: perseverance and initiative. Having a strong understanding of these habits of character is important because students use that understanding and apply it to situations presented by the main character of the close read-aloud.
This is the third of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students learn about character responses and begin a chart to track Mary Anning's responses to challenges in her life. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
In Work Time B, students practice retelling the beginning of the book (pages 1-8) to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students move from orally retelling the story to writing the retelling. Students repeat this process a few times before completing a chart for this story and the Unit 1 Assessment text.

Students begin to create their "Curiosity Museum," a collection of fossils and captions about them. This activity is meant to build engagement in the topic and deepen student exposure to fossils. Consider inviting students to bring in pictures or artifacts related to fossils to store in the museum (see the In Advance section for preparation).
This is the second of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students read the first two pages closely to understand the characters and setting. Students participate in several vocabulary exercises to understand the imagery created by the text. (RL.2.1, RL.2.2, RL.2.5, RL.2.7)
During the close read, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses the quantifier few to signal one challenge in the main character's life. Students then apply their understanding of the structure and meaning of this sentence when retelling the first section of the book, in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure had few friends.
Students are introduced to retelling in Work Time B, when they practice retelling the first section of the book to build mastery toward RL.2.2, RL.2.5, and SL.2.2. Because the speaking and listening standard is so closely linked to these reading standards, it has been included on the checklist for assessing students in this unit. Students continue to practice retelling in preparation for the Unit 1 Assessment.

This is the fourth of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to a series of important events in the book, including meeting the Philpot sisters, exploring the Philpot sisters' house, and Pepper's death. Students also Language Dive to better understand fossils and retelling past events. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
During the close read-aloud, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence was chosen for its use of regular and irregular past tense verbs and for its connection to current and future content. Students then apply their understanding of the structure and meaning of this sentence when thinking about the Unit 1 guiding question, "What do paleontologists do?" and in retelling using regular and irregular past tense verbs in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure that the fossils were the remains.
In Work Time B, students practice orally retelling a portion of the middle of the book to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students continue to practice retelling in preparation for the Unit 1 Assessment.
In Work Time C, students complete written answers after listening to a portion of the text read aloud. The writing focuses on an event (Pepper's death) and Mother's response to that event (selling their goods). This writing exercise reinforces student understanding of character response in a text. (W.2.8)