1. Fall leaves color changes
Kendall, Karly, Kim, Krystyn, and Katie

2. Read Aloud Definition:
Teacher led; whole group discussions that promote discussion and give students the opportunity for active participation. Once students are skilled in this experience, they may extend their discussions with their peers.

3. Read Aloud Activity: Goal to focus on comprehension skills
The teacher will begin the day by reading the story Why Do Leaves Change Color?
Before reading the story, have the students look at the cover of the story and try to predict what will happen or what the book is about.
Have the students look for two ways or reasons why leaves change colors in the fall as the story is read.
Ask questions throughout the story to work on comprehension skills.
After the story discuss with the students the two ways or reasons why leaves change colors.

4. Marzano Vocabulary Plant Seasonal Change Food Light
-living organism lacking the power of locomotion
Seasonal Change
-divisions of the year that take place due to weather, ecology, and hours of day light
Food
-any nutritious substance that people or animals eat or drink, or that plants absorb, in order to maintain life and growth
Light
-natural agent that stimulates sight and makes things visible
*Used in read aloud, shared reading, literature circles, daily 5 (writing), modeled writing, and shared/interactive writing.

5. Read Aloud: Standards
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.2.7 – Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe
Reading/Literature A – Students will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others
Life and Environmental Science F – Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment

6. Read Aloud: Assessment
Observation through discussion questions
Students can make accurate and logical predictions before the story

7. Read Aloud: Best Practices
Reading aloud to students
Exposing children to a wide and rich range of literature
Teacher modeling and discussing his/her own reading processes
Primary instructional emphasis on comprehension
Help students make and test predictions

8. Shared Reading Definition:
Provides the class with an opportunity to gather on the carpet to share reading experience within large texts, charts, poems, and chants.

9. Shared Reading Activity: Display poem on chart paper.
Point to each word with a pointer as the teacher reads it to the students.
Discuss vocabulary after completion of reading.
Next, have students read the poem with the teacher. (Repeat several times)
Select a volunteer to point to the words as they read the poem out loud to the class.

10. Falling Leaves
Little leaves fall softly down Red and yellow, orange and brown whirling, twirling round and round To make a carpet on the ground Then, swish, the wind comes whistling by And sends them dancing to the sky.

11. Shared Reading: Standards
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
RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe
Oral Language C – Students will listen to understand and will speak clearly and effectively for diverse purposes
Science Connections A – Students will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines

12. Shared Reading: Assessments
Teacher observes through discussion.
Teacher observes through class interaction and participation.
Students ability to point to the correct word at the correct time while reading out loud.

13. Shared Reading: Best Practices
Exposing children to a wide and rich range of literature.
Integration of reading, writing, and math in science units.

14. Guided Reading Definition:
Teacher led interactions with small groups of students who have similar reading levels and abilities.

15. Guided Reading Activity: Before reading: During reading:
Set the purpose for reading
Introduce vocabulary
Make predictions
Talk about strategies that good readers use
During reading:
Guide students as they read
Provide wait time
Give prompts or clues as needed by individual students
After reading:
Strengthen comprehension skills and provide praise for strategies used by students during the reading

16. Guided Reading: Standards
RL.2.6 – Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud
RL.2.7 – Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
RI.2.8 – Describe how reasons support specific points the author makes in a text
Reading/Literature A – Students will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

17. Guided Reading: Assessments
Take running records of each student.
Through observation can students fluently read at an instructional level.
Through observation, students can decode words using familiar chunks and pictures.

18. Guided Reading: Best Practices
Exposing children to a wide and rich range of literature.
Teaching reading as a process: structure help during reading.
Provide after reading applications.

19. Reciprocal Teaching Definition:
An instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The teacher and students take turns assuming the role of teacher in leading this dialogue.
The dialogue is structured by the use of four strategies:
Summarizing
Question generating
Clarifying
Predicting

20. Reciprocal Teaching Activity:
The students and teacher will predict and generate questions about the provided article.
Next they will read the article and discuss its content taking turns at leading the discussion about the article and their predictions.
Finally they will clarify and summarize the main points and areas of discussion.

21. Reciprocal Teaching: Standards
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
Oral Language C – Students will listen to understand and will speak clearly and effectively for diverse purposes
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

22. Reciprocal Teaching: Assessment
Through class discussion
Through observation of student participation and interaction with peers

23. Reciprocal Teaching: Best Practices
Exposing children to a wide and rich range of literature
Primary instructional emphasis on comprehension
Social, collaborative activities with much discussion and interaction

24. Literature Circles Definition:
Small, temporary discussion groups are chosen to read the same poem, story, article, or book. In the group each group member prepares to take specific responsibilities in the upcoming summary discussion with the class.

25. Literature Circles Activity:
Divide the class into five groups with a variety of different reading levels in each group.
Assign or allow the students to choose a job which will be preformed during the meeting of the group.
Each group will receive a book on the topic of leaf color changes in the fall
The group will read the book and each member of the group will do an assigned job.
They will then hold a small group discussion of the book
Then students will have a group discussion about their book and share what they have learned with the whole class

26. Discussion Director
Discussion director will write high-level questions to be used for group discussion

27. Word Wizard
Students find and define unknown or interesting vocabulary words to share with the group.

28. Art Director
Students illustrate a scene from the book.

29. Selection Director
Picks the most interesting part to read to the group during the next literature reading meeting

30. Connection Director
Students connect an event in the book to an event in their own life or that of someone they know.

31. Summary Director
Write 4 or 5 sentences summarizing the chapter or today’s reading.

32. Literature Circle: Standards
RI.2.3 – Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
RI.2.9 – Compare and contrast the most important points presented by two texts on the same topic
W.2.7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations)
Research and Inquiry F – Students will locate, use, and communicate information from a variety of print and nonpoint materials
Nature of Science B – Students will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found

33. Literature Circles: Assessment
Teacher observes through discussion.
Teacher observes through reading of student’s reading responses.

34. Literature Circle: Best Practices
Exposing children to a wide and rich range of literature
Use strategies to activate prior knowledge
Provide after reading applications

35. Daily 5 Read to Self: - students read independently Read to Someone:
- students practice EEKK (Elbow, Elbow, Knee, Knee) with another student while reading
Listen to Reading:
- Students can listen to reading through: a read aloud, interactive website, or listening center
Word Work:
- work with phonics, rhyming, spelling, etc.
Work on Writing:
- Students work independently on free write or prompt writing- “Why Do Leaves Change Color?”

36. Daily 5: Standards
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.2.7 – Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
RL.2.10 – By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range
W.2.3 – 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 even order, and provide a sense of closure
Reading/Literature A – Students will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others
Writing B – Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

37. Daily 5: Assessment Running records Observation Site word flash cards
Book levels
Writing conferences
Reading conferences

38. Daily 5: Best Practices Time for independent reading
Children’s choice of their own reading materials
Primary instructional emphasis on comprehension
Teaching skills in the context of whole and meaningful literature
Class time spent on writing whole, original pieces through: prewriting, drafting, revising, editing – writing for a real purpose
Writing for real audiences
Learning of grammar and mechanics in context, at the editing stage

39. Conferencing Definition:
Individual student meetings to better their reading and writing skills or pieces.

40. Conferencing Activity:
Students will meet with the teacher after producing their rough draft for the class book on “Why we think the leaves change color…” to discuss content, punctuation, and word choice.
Teacher will then give feedback and help direct the student on what to do next in the editing process.
Students then fix teacher changes and continue to work on their writing piece.

41. Conferencing: Standards
RL.2.5 – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe
RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words
W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Reading/Literature A – Students will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others
Writing B – Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

42. Conferencing: Assessments
Students will be compliant when reviewing their work and will show discussed changes in their final draft
Through observation
Review of child’s work to observe if they know, understand, and can implement writing practices

43. Conferencing: Best Practices
Student ownership and responsibility by: using brief teacher-student conferences
Class time spent on writing whole, original pieces through: prewriting, drafting, revisiting, and editing
learning of grammar and mechanics in context, at the editing stage, and as items are needed
children’s choice of their own reading materials
Teaching reading as a process: structure help during reading

44. Modeled Writing Definition:
A technique for teaching which allows the teacher to demonstrate a range of skills, processes, and strategies for writing.

45. Modeled Writing Activity: Focus on: Letter Writing
Thank you letter to the principal for all the hard work she does.
Focus on: Letter Writing
Capital letters
Punctuation
Set up
Content
The teacher will show and explain to students how to properly write a formal thank you letter.

46. Modeled Writing: Standards
W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing
W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Writing B – Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

47. Modeled Writing: Assessments
Through observation of student understanding and questioning.
Through discussion of materials.

48. Modeled Writing: Best Practices
Instruction in and support for all stages of writing process
Pre-writing, drafting, revising, editing
Teacher modeling writing- drafting, revising, sharing-as a fellow author and as demonstration of processes

49. Shared/Interactive Writing
Definition:
A technique for teaching writing where the teacher and student work together to create a piece of writing, the teacher scribes for the children (if they are unable to scribe for themselves).

50. Shared/Interactive Writing
Activity:
Thank you letter to the tree farm we visited on our field trip.
Focus on: Letter Writing
Capital letters
Punctuation
Set up
Content
Students will give thoughts and information to put into the letter. They will also be allowed to write the words with the assistance of the teacher.

51. Shared/Interactive Writing: Standards
W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing
W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
W.2.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers
Writing B – Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain
Oral Language C – Students will listen to understand and will speak clearly and effectively for diverse purposes
Life and Environmental F – Students will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment

52. Shared/Interactive Writing: Assessment
Observing student interaction and participation.
Class discussion
Observation of correct mechanical skills and techniques
Students abilities to implement proper letter writing format

53. Shared/Interactive Writing: Best Practices
Establish real purposes for writing and students’ involvement in the task
Writing for real audiences, publishing for the class and for wider communities
Active exchange and valuing of students’ ideas
Brief informal oral responses as students work

54. Guided Writing Definition:
Guided writing is an individual or group activity where learners use word maps to organize their ideas and write texts.
Teacher provides prompts or clues for students as a framework for ideas and organization.
Use of story maps or graphic organizes can be used to organize thoughts and ideas.

55. Guided Writing Activity:
Small teacher led groups working on specific writing techniques that those certain students need extra guidance with such as: capitalization, punctuation, and other mechanical or writing techniques.
The students participate and collaborate with one another to create understanding and comprehension of the skill at hand.

56. Guided Writing: Standards
W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing
W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Writing B – Students will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain
Science Inquiry C – Students will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others

57. Guided Writing: Assessments
Through observation by the teacher on students correcting their own work.
Through discussion students will be able to enhance and gain needed support in struggling areas.

58. Guided Writing: Best Practices
Helping students choose their own topics and goals for improvement
Prewriting, drafting, revising, and editing
Instruction in and support for all stages of writing process
Learning of grammar and mechanics in context, at the editing stage, and as items are needed
Collaborative small-group work

59. Blooms Taxonomy Read Aloud: Remembering, Understanding
Shared Reading: Remembering, Understanding, Applying
Guided Reading: Remembering, Understanding, Applying, Analyzing
Reciprocal Teaching: Remembering, Understanding, Applying, Analyzing
Literature Circles: Understanding, Applying, Analyzing
Daily 5: Applying, Remembering, Understanding, Analyzing, Creating

60. Blooms Taxonomy cont.
Conferencing: Remembering, Understanding, Applying, Analyzing, Evaluation, Creating
Modeled Writing: Analyzing, Remembering, Understanding, Applying
Shared/Interactive Writing: Remembering, Understanding, Applying, Analyzing
Guided Writing: Remembering, Understanding, Applying, Analyzing, Evaluation

61. Resources
Building a Standards-Based System-Puzzle Packet By. Dr. Karen Ruffner
Why Do Leaves Change Colors? By Betsy Maestro
alanced.literacy.shared.reading.htm#leaves