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)

This is the final lesson in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to how Mary found her biggest fossil and became a famous fossil hunter. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
Students participate in two culminating tasks for the read-aloud: How Mary uses a habit of character to respond to challenge and a written retelling of the beginning, middle and end of Stone Girl, Bone Girl. These activities provide important data on student progress toward the standards being assessed in the Unit 1 Assessment. The unit assessment takes place in Lessons 8-9 to monitor students' ability to independently retell important events in a story and identify a character's response to an event. (W.2.8, SL.2.2)
In the Closing, students revisit one of the Unit 1 guiding questions: How does a character respond to major events? After working closely with this focus question in the close read-aloud, students can apply their ideas to future work and texts read in class during the module.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

Week 14, Day 2---Day 5
Writing Descriptions
visuals:
Descriptive Graphic Organizer
Descriptive Checklist Sample
Second Grade Editing Checklist
goals:
Revise using the informative checklist
Editing using the editing checklist
Ask a partner to peer revise and edit

This lesson is the fifth in a series of six in which students engage in a close read aloud of The Invisible Boy. In Session 5, students use a Language Dive to see the cause of and change in Brian's feelings. Additionally, students use Justin's kindness toward Brian as an introduction to compassion, a habit of character.

This lesson is the final one in which students engage in a close read-aloud of The Invisible Boy. Students learn that Brian is happier at school because of the new friendship he has built with Justin. This final session allows students to practice recognizing significant events that cause a response in the main character.

In this lesson, students begin to broaden their definition and understanding of school by participating in a focused read-aloud of What Does School Mean to You?

This lesson opens by introducing students to the Classroom Discussion Norms anchor chart. Students add to this anchor chart throughout the module to help them learn behaviors for successful classroom discussions.

In this lesson, the primary goal in reading The Dot is to ensure that students understand the important events in the text, as well as how Vashti's feelings change throughout the text.

In Work Time A, students complete another focused read-aloud of The Dot. In this session, they revisit key sections of the text to answer text-dependent questions that guide them to identify the central message. Students should be able to explain why the author wrote this story or what he wanted us to learn from it.

This lesson is the first in a series of six in which students engage in a close read-aloud of The Invisible Boy. This book provides another example of school to help students define and clarify the purpose of school. In this book, students learn that school helps us to appreciate other people's abilities and underscores the importance of treating others kindly. Additionally, students track the main character's change of emotions to better understand the impact of their words and actions on their classmates.

This lesson is the second in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 2, students focus their attention on a smaller chunk of the text that dives deeper into understanding the main character, Brian, and an example of something that makes him feel invisible.

This lesson is the fourth in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 4, students explore the connection between being "invisible," Brian's feelings, and the drawings of Brian throughout the book. Additionally, students use Justin's appreciation for Brian's drawing abilities as an introduction to the habit of character respect in the closing of the Close Read Aloud

This lesson kicks off the focus for Unit 2: problems in communities that keep students from going to school and how communities work together to solve those problems. Students spend most of the unit exploring this topic through a close read-aloud of the text Off to Class, which closely examines three schools around the world.

This lesson is the first in a series of six in which students engage in a close read-aloud of Off to Class. In this lesson, students are introduced to the idea of learning about a school in a new part of the world that has a problem to overcome. Students practice listening to the text for important details to write as notes in their Off to Class notebook.

This is the second of six close read-aloud sessions of Off to Class. In this session, students explore the solution to the problem the school faced and the benefits the school provides its community. Students continue listening for important details and practicing taking notes.

This is the third of six close read-aloud sessions of Off to Class. In this session, students read the first few paragraphs of "Out of the Rubble" and learn about the problem this community faces in sending students to school. Similar to Sessions 1 and 2, students continue listening for important details and practicing taking notes

This is the fourth of six close read-aloud sessions of Off to Class. In this session, students continue reading the section of text they began reading yesterday: "Out of the Rubble "(pages 18-19). Students learn about how this community solves its problem in sending students to school. They also continue listening for important details and practicing taking notes.

This lesson follows a similar pattern to Lessons 4-5. In Work Time A, students participate in Session 5 of the close read-aloud. Similar to Lessons 4-5, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. Unlike Lessons 4-5, students' discussions in today's close reading session will serve as Part I of the Unit 2 Assessment and provide formative assessment data on their progress toward RI.2.1, RI.2.2, and L.2.4.