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ES Literacy Shared Text Grade 2: Characters

Week 1

Day 1 Focus: Read and Understand the Text (Shared Text)

  • Title:I Forgot to Tell You” (Realistic Fiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that Timothy and Oscar’s feelings change from worry to excitement because they realize their hair changing color is not a sign of age—it prepares them for the coming winter.
  • Craft and Structure Focus: Point of View
    • Highlight how at the beginning of the story, Timothy and Oscar have a different point of view from Mama about her hair turning white.
    • Discuss how Oscar and Timothy’s point of view changes after Mama tells them why her hair is turning white.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 2 Focus: Responding to Literature in Writing (Shared Text)

  • Title: “I Forgot to Tell You” (Realistic Fiction)
  • Question: How do Oscar and Timothy’s feelings change in the story?
    • Sample answer: At the beginning of the story, Oscar and Timothy are worried, but at the end of the story they’re excited.
      • At first, they’re worried because they see Mama’s fur turning white and think she is growing old.
      • At the end, they’re excited for winter because Mama tells them white fur isn’t a sign of old age, it helps them blend in with the snow.

Week 2

Day 1 Focus: Read and Understand the Text (Shared Text)

  • Title: “Poppleton Has Fun: The Movie” (Realistic Fiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that Poppleton learns he doesn’t like going to the movies alone because it’s better to share the experience with a friend.
  • Craft and Structure Focus: Point of View
    • Highlight how Poppleton is “cheerful” when he gets to the movie theater, but at the end of the movie has “a runny nose and too many snacks.”
    • Discuss how Poppleton’s point of view changes when he realizes there’s no one to be scared with, laugh with, or cry with.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 2 Focus: Responding to Literature in Writing (Shared Text)

  • Title: “Poppleton Has Fun: The Movie” (Realistic Fiction)
  • Question: Why does Poppleton say he is “never going to a movie alone again”?
    • Sample answer: Poppleton says he is “never going to a movie alone again” because he realizes that it’s better to share the experience with a friend.
      • Poppleton feels lonely at the movies because when the scary, funny, and sad parts come, he has no one to share the moment with.
      • When he talks to Cherry Sue about the movie afterwards, Poppleton enjoys having company and sharing his snacks.

Day 3 Focus: Read and Understand the Text (Mastery Text)

  • Title: “Tomas and the Library Lady” (Realistic Fiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that Tomas first feels intimidated by the big library, but then enjoys it so much he loses track of time.
  • Craft and Structure Focus: Point of View
    • Highlight how Tomas first feels intimidated by the library “glaring at him.” His mouth feels “full of cotton,” but then he’s invited in and gets lost in the great books the librarian brings.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 4 Focus: Responding to Literature in Writing (Mastery Text)

  • Title: “Tomas and the Library Lady” (Realistic Fiction)
  • Question: Why does Tomas’ opinion of the library change?
    • Sample answer: Tomas’ opinion of the library changes because the library lady shows him the library is a welcoming place with interesting books.
      • The “library lady” invites Tomas in, gives him water, and picks interesting books for him.
      • Tomas is so engrossed in his reading that “the sun was setting” before he knew it.

Week 3

Day 1 Focus: Read and Understand the Text (Shared Text)

  • Title:Pinky and Rex and the Just-Right Pet” (Realistic Fiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that Pinky first wants a dog as a pet, but comes to realize that his kitten, Patches, is all the pet he needs.
  • Craft and Structure Focus: Point of View
    • Highlight how Pinky’s point of view on pets changes from the beginning to the end of the story.
    • Discuss how initially, Pinky wants a dog for a pet. In the end, he and his kitten Patches “would play until they both got sleepy,” and Pinky no longer dreams of having a dog.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 2 Focus: Responding to Literature in Writing (Shared Text)

  • Title:Pinky and Rex and the Just-Right Pet” (Realistic Fiction)
  • Question: How does Pinky feel when Patches jumps on his foot at the end of the story?
    • Sample answer: At the end of the story, Pinky enjoys being woken up by Patches.
      • The two of them have fun playing with each other, then snuggle.
      • Pinky tells Patches he purrs too loudly, but smiles as he says it, which shows that really he’s happy Patches is with him.

Day 3 Focus: Read and Understand the Text (Mastery Text)

  • Title:A Valentine for Ms. Em” (Realistic Fiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that Terri feels frustrated in the beginning of the story when she cannot think of a great present for Ms. Em, but then feels excited when she thinks of and creates a homemade Valentine.
  • Craft and Structure Focus: Structure
    • Highlight how the author begins by introducing Terri’s problem, then builds suspense by not revealing what Terri decided to make Ms. Em.
    • Discuss how the author keeps the reader engaged by only revealing Terri’s solution at the very end.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 4 Focus: Responding to Literature in Writing (Mastery Text)

  • Title:A Valentine for Ms. Em” (Realistic Fiction)
  • Question: How do Terri’s feelings change in the story?
    • Sample answer: In the beginning, Terri feels sad that she can’t think of a perfect Valentine for Ms. Em, but in the end she feels excited to give Ms. Em her homemade gift.
      • “Terri couldn’t help frowning at the sight of the calendar” because she knows that Ms. Em’s birthday is soon.
      • Terri “couldn’t help smiling as she thought about how happy Miss Em would be when she got her special valentine.”

Week 4

Day 1 Focus: Read and Understand the Text (Shared Text)

  • Title:Only on an Island” (Nonfiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate that animals change or adapt when they move to islands because the island environment is different than what they’re used to.
  • Craft and Structure Focus: Text Features
    • Highlight how the photographs and captions in the article support the big idea. ○ Discuss how the photograph of the Key deer and the cow-sized elephant support the idea that large animals get smaller on islands because there’s less food.
    • Show the photographs of the giant tortoise and Komodo dragon, which support the idea that small animals get larger to compete for food.
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 2 Focus: Responding to Literature in Writing (Shared Text)

  • Title:Only on an Island” (Nonfiction)
  • Question: Why do animals change when they move to islands?
    • Sample answer: Animals change when they move to islands because the environment on the island is different than what they’re used to.
      • The plants and animals they’re exposed to are different.
      • They may have less food, so become smaller because they eat less.
      • They may have less predators to kill them, meaning they can grow bigger and eat more.

Day 3 Focus: Read and Understand the Text (Mastery Text)

  • Title:All About Frogs” (Nonfiction)
  • Big Ideas Discussion: To show understanding of this text scholars must articulate the differences between frogs and toads.
  • Craft and Structure Focus: Text Features
    • Highlight how the illustrations and captions in the article support the big idea. ○ Discuss how the illustration of frogs leaping and toads hopping shows the difference in their movements.
    • Show the illustration of their habitats, demonstrating that frogs live in and around water, but toads are commonly seen “away from water.”
  • Understanding the Big Idea: Scholars complete a bubble map graphic organizer identifying the big idea and the evidence that supports it.

Day 4 Focus: Responding to Literature in Writing (Mastery Text)

  • Title: “All About Frogs” (Nonfiction)
  • Question: Why do frogs and toads react differently when they’re in danger?
    • Sample answer: Frogs and toads react differently when they’re in danger because their bodies are different.
      • Frogs are slender and have long legs, so they can leap far away. They also live in water and can swim.
      • Toads are wide and have short legs, so they cannot leap as far. Instead, their skin irritates predators mouths, so predators learn to stay away.

What Else Do I Need?

  • Shared Text Selections:
    • Realistic Fiction: “I Forgot to Tell You” from Ladybug Magazine by Loretta Romanek
    • Realistic Fiction: “Poppleton Has Fun: The Movie” from Poppleton Has Fun by Cynthia Rylant
    • Realistic Fiction: “Tomas and the Library Lady” from Tomas and the Library Lady
      by Pat Mora
    • Realistic Fiction: “Pinky and Rex and the Just- Right Pet” from Pinky and Rex and the Just Right Pet by James Howe
    • Realistic Fiction: “A Valentine for Ms. Em” from Hopscotch Magazine by Susanne Shaphren
    • Nonfiction: “Only on an Island” from Click Magazine
    • Nonfiction: “All About Frogs” from All About Frogs by Jim Arnosky

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