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Reading in Action | PROGRAM COMPONENTSConnections to Voyages in EnglishUsers of Voyages in English will appreciate the clear lesson connections to Reading in Action. The Teacher Guide indicates the instructional process and offers alternate implementation models that allow teachers to choose what works best for them.High-Interest ReadersEach grade-level system includes between 11 and 20 different readers featuring high-interest topics that span various genres. These full-color readers are provided in packs of six.Scan the QR code to view the collections of readers curated for each grade level, and the correspondence to Voyages in English lesson concepts.Written by Barbara DavisHealth TechnologyNonfictionFictionBrenda ParkesAmusement ParkSCIENCE Dan Greenbergexplore \\ik splor \\ v. 1. investigate or study; 2. travel over new territory for adventure or discovery Reading and Writing Informational TextMain Text Structures%u2022Sequence%u2022DescriptionText Features%u2022Maps%u2022Primary Sources%u2022Sidebars%u2022Time Line%u2022DiagramComprehension Focus%u2022VisualizingWriting Focus%u2022Descriptive ParagraphBORN TO EXPLORE Sandra Widener Genre Subject/StrandKey WordsVocabularyEssay, NonfictionSocial Studies/HistoryVikings, Leif Ericson, Muslim worldaccomplishment, harsh, raid, seize, banditLevelGRL TLexile 860L822304BlizzardsLisa BenjaminDebra LucasOne Thing Leads to AnotherAccess all the resources for an Exploration through the Digital Library.An at-a-glance overview of the Exploration is provided.During Step 1, introduce the book and main concept from Voyages in English.Grade 2 Teacher GuideGrade 2 Books%u2022 11 full-color books provided in packs of six%u2022 Realistic fiction, fairy tales, and informational texts%u2022 High-interest topics ground each ExplorationThe Materials specify required items for the learning center or for teacher-led activities.The Action Plan lists the outcomes of each step.The corresponding Voyages in English section or chapter is clearly noted.Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program.Lead students in the Step 5 review activity or game.ACTION PLAN Introduce the book Introduce verbsMATERIALSThe Puffling Rescue Voyages in EnglishGrade 2, Section 3Teacher-Led STEP1 VERBSFor use with Voyages in EnglishGrade 2 %u2022 Section 3ACTION PLAN Read the book to build vocabulary Complete vocabulary and past-tense verbs practiceMATERIALSThe Puffling Rescue Copies of Step 2 Printable Answer Key, p. 27Self-MonitoredIntroduction Read aloud the Step 2 Printable directions to the class. Tell students to read The Puffling Rescue on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished.STEP2INTRODUCE THE BOOK Display the cover of The Puffling Rescue. Ask students to share what they think the story will be about. Prompts can include: What do you see on the book%u2019s cover? What does this tell you about the book? Show students some of the interior pictures. Ask: Based on what you see so far, what do you think the people are doing in this story? What are the pufflings doing? Record all the action verbs you hear on the board. INTRODUCE THE TOPIC: VERBS Point out the action verbs on the board. Tell students: A verb is a word that shows action. You cannot have a sentence without a verb. Imagine how hard it would be to write The Puffling Rescue without verbs. Then guide students through the first Voyages in English Grammar Lesson in Grade 2, Section 3: Action Verbs and More Action Verbs. Explain to students that they will practice using verbs as they read The Puffling Rescue.INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2%u20134 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2%u20134 by following the Introduction directions that follow on this page and the next.STEP 1 Teacher-LedReading: Build background for reading; tap prior knowledge.Grammar: Identify verbs and verb usage in context.STEP 2 Self-MonitoredReading: Build vocabulary skills using context.Grammar: Write sentences using -ed verbs to describe action in the past. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify gerunds in context. STEP 4 Self-MonitoredReading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of helping verbs.STEP 5 Teacher-LedGrammar: Demonstrate understanding of verbs. Reading: Recall and explain key events from fiction writing.ASSESS Self-MonitoredAfter Step 5, distribute the URL for the online assessment and have each student complete it independently.Access all the resources for this Exploration through the Digital Library.2STEPThe Pu%u0019%u0019ling RescuePAST%ufffdTENSE VERBSLook at the picture on page 4 of The Puffling Rescue. Imagine that you were part of this rescue. Write a postcard and tell someone what you did. walkedrescuedlookedcrashedcarriedwiggledInclude two or more of these past-tense verbs in your sentences.VOCABULARY Choose the word that best completes the sentence. Then circle the two verbs in the word box.hatchedpuffinislandpounce1 Three eggs have already .2 The tiger is ready to on the ducks.3 The is an unusual seabird.4 Yesterday, we drove our boat around the .To:Dearwww.voyagesinenglish.com/readingName Reading in Action %u2022 Grade 2%u00a9 Loyola Press. All rights reserved. W42836 Reading in Action %u2022 The Puffling Rescue With a PartnerSelf-MonitoredTeacher-LedIntroduction Read the Step 4 Printable directions to the class. Tell students to read The Puffling Rescue on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished.STEP3STEP4STEP5Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished.ACTION PLAN Play a review game Complete verb and book reviewsMATERIALSThe Puffling Rescue Copies of Step 5 Printable Blank paper Answer Key, p. 27ACTION PLAN Read the book to check comprehension Recognize and practice using helping verbsMATERIALSThe Puffling Rescue Copies of Step 4 Printable Answer Key, p. 27ACTION PLAN Read the book to build fluency Complete grammar practice with a partnerMATERIALSThe Puffling Rescue Step 3 Printable Blank paper Answer Key, p. 27Play a Game Round 1: On a sheet of paper, have students write one fact that they learned about pufflings and then crumple the paper into a %u201csnowball.%u201d After giving a signal, tell students to throw their snowballs in the air. Then ask each student to pick up a nearby snowball (not their own) and read it aloud. Round 2: On a new sheet of paper, have students write a complete sentence. After the signal and snowball toss, have each student pick up a nearby snowball, read aloud the sentence, and identify the verb. Review Using the Step 5 Printable, have students review the verb concepts from Steps 2%u20134 and then write a book review for The Puffling Rescue. Ask volunteers to share their reviews with the class.5STEPThe Pu%u0019%u0019ling Rescue1present past3present past2present past4present pastBoo%u000f Review At the beginning of the story, In the middle of the story, At the ending of the story, Rating: I gave this book stars because What did you think about The Pu%u0019 ing Rescue? Write a review. Then share your review! Title: The Pu%u0013 ing RescueAuthor: Cynthia Benjamin Fiction or Nonfi ction (circle one) VERBS REVIEW Skim The Puffling Rescue. Find four helping and action verbs. Write each verb. Circle present or past to show when the action happens. www.voyagesinenglish.com/readingName Reading in Action %u2022 Grade 2%u00a9 Loyola Press. All rights reserved. W42864STEPThe Pu%u0019%u0019ling RescueCOMPREHENSION Read The Puffling Rescue. Answer the questions. 1 Where does this story take place? (page 2)2 What was the problem in the story? (page 6)3 How was the problem solved? (page 9)4 What is one fact you learned about pufflings from this book?HELPING VERBSFind each verb in The Puffling Rescue. Read the sentence. Copy the sentence on the line. Then circle the helping verb in the sentence.1 visiting (page 2)2 sleeping (page 8)3 eating (page 8)www.voyagesinenglish.com/readingName Reading in Action %u2022 Grade 2%u00a9 Loyola Press. All rights reserved. W42853STEPThe Pu%u0019%u0019ling RescueFLUENCY TIPAs you read, track your finger under each word. Keep a steady pace (not too slow or too fast).Print and display this poster in your Reading in Action learning center for partner work.FLUENCY PRACTICE 1 First reading: Read The Puffling Rescue with your partner. Take turns reading every other page. 2 Second and third readings: Now take turns reading the whole story. You read first, then your partner. Answer these questions together:Where did we stumble at first that became easier to read the second time? Where do we need to practice reading more smoothly next time? 3 When you finish, turn to pages 10 and 11. Look at the picture. Talk about what is happening. Describe it to your partner. GRAMMAR PRACTICE 1 Fold a sheet of paper into quarters. Copy one verb in each box: visiting, peeping, sleeping, and carrying. These verbs show action and tell what is happening. visiting peepingsleeping carrying2 Word Hunt: Find each word in The Puffling Rescue. Write the page number next to the word. 3 Look at each word. Circle the root word. Underline the -ing.4 Dictionary/Dra Look up each root word in the dictionary. Write the definition on your paper in the matching square. Then draw a picture to show the meaning of the word and share with your partner.GRAMMAR REVIEWSome verbs can show an action that is happening now. The letters -ing are added to show an action that is happening now. The helping verbs am, is, are, was, and were come before verbs that end in -ing.PA RTN ER WO R Kwww.voyagesinenglish.com/readingReading in Action %u2022 Grade 2%u00a9 Loyola Press. All rights reserved. W4284www.voyagesinenglish.com/reading %u2022 GRADE 2 7vi Reading in Action %u2022 Program ComponentsIN ENGLISHGRAMMAR AND WRITINGIN ENGLISH GRAMMAR AND WRITINGke you? do?or spine-tingling?omething%u2014like a trip into u%u2019ll learn how to use words ake you everywhere.thing. begin your journey today!Grade Level 2ISBN-13: 978-0-8294-4288-5 ISBN-10: 0-8294-4288-XTEACHER GUIDEIN2TO ORDER: 800-621-1008 | customerservice@loyolapress.com | languagearts.loyolapress.com 9