TEACHER GUIDE IN 2
ISBN: 978-0-8294-5731-5 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Image Credits Teacher Guide Cover rocket ship (c) © Littlemacproductions/Dreamstime.com; space background © Mila103/ Dreamstime.com; space background (c) © Elnur/ Dreamstime.com. Common Art Border © Reinekke/Getty Images. Step 2 Printable Dictionary icon © vectorplusb/iStock/ Getty Images. Step 3 Printable Partners Work icon © Shutterstock/Good Studio; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © Shendart/ iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Littlemacproductions/Dreamstime.com. ii © JGI/Jamie Grill/Tetra images/Getty Images. iv © Nadzeya_Dzivakova/iStock/Getty Images Plus. vii, 22 Step 1 Printable (tr) © Moosavefoto/ Shutterstock.com. vii, 6 Step 2 Printable (br) © drmakkoy/Getty Images. ix © skegbydave/iStock/Getty Images Plus. 23 Step 5 Printable (tr) © Jose Luis Pelaez Inc/Digital Vision/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 2
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Implementation ....................................................................................... iv Program Components ................................................................................ vi Explorations Walt the Weatherman ..................................................................................... 2 Holidays Through the Year ................................................................................. 4 The Puffling Rescue .......................................................................................6 Peculiar Plants ............................................................................................8 A Week Without Cars ..................................................................................... 10 Orbit and Spin ............................................................................................ 12 Antonio Rides the Rails ................................................................................... 14 Letters Home ............................................................................................. 16 Cars: Start to Finish ....................................................................................... 18 Jill and the Beanstalk .................................................................................... 20 Book Reports .............................................................................................22 Dinosaur Reports .........................................................................................24 Answer Keys Walt the Weatherman/Holidays Through the Year ....................................................... 26 The Puffling Rescue/Peculiar Plants ......................................................................27 A Week Without Cars/Orbit and Spin .................................................................... 28 Antonio Rides the Rails/Letters Home .................................................................... 29 Cars: Start to Finish/Jill and the Beanstalk ............................................................... 30 Book Reports/Dinosaur Reports .......................................................................... 31 iii www.voyagesinenglish.com/reading • GRADE 2
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When iv Reading in Action • Implementation
Alternate Implementation Models STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 2
Program Components Access 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 Guide Grade 2 Books • 11 full-color books provided in packs of six • Realistic fiction, fairy tales, and informational texts • High-interest topics ground each Exploration The 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. Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. 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 verbs MATERIALS The Puffling Rescue Voyages in English Grade 2, Section 3 Teacher-Led STEP 1 VERBS For use with Voyages in English Grade 2 • Section 3 ACTION PLAN Read the book to build vocabulary Complete vocabulary and past-tense verbs practice MATERIALS The Puffling Rescue Copies of Step 2 Printable Answer Key, p. 27 Sel -Monitored Introduction 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. STEP 2 INTRODUCE 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’s 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 2–4 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 2–4 by following the Introduction directions that follow on this page and the next. STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify verbs and verb usage in context. STEP 2 Sel -Monitored Reading: 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 Sel -Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of helping verbs. STEP 5 Teacher-Led Grammar: Demonstrate understanding of verbs. Reading: Recall and explain key events from fiction writing. ASSESS Sel -Monitored After 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. 2 STEP The Pu ling Rescue PAST TENSE VERBS Look 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. walked rescued looked crashed carried wiggled Include 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. hatched puffin island pounce 1 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: Dear www.voyagesinenglish.com/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4283 Reading in Action • The Puffling Rescue 6 With a Partner Sel -Monitored Teacher-Led Introduction 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. STEP 3 STEP 4 STEP 5 Introduction 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 reviews MATERIALS The Puffling Rescue Copies of Step 5 Printable Blank paper Answer Key, p. 27 ACTION PLAN Read the book to check comprehension Recognize and practice using helping verbs MATERIALS The Puffling Rescue Copies of Step 4 Printable Answer Key, p. 27 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS The Puffling Rescue Step 3 Printable Blank paper Answer Key, p. 27 Play 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 “snowball.” 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 2–4 and then write a book review for The Puffling Rescue. Ask volunteers to share their reviews with the class. 5STEP The Pu ling Rescue 1 present past 3 present past 2 present past 4 present past Boo 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 ing Rescue? Write a review. Then share your review! Title: The Pu ing Rescue Author: Cynthia Benjamin Fiction or Nonfiction (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/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4286 4 STEP The Pu ling Rescue COMPREHENSION 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 VERBS Find 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/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4285 3 STEP The Pu ling Rescue FLUENCY TIP As 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 peeping sleeping carrying 2 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/Draw: 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 REVIEW Some 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. PARTNER WORK www.voyagesinenglish.com/reading Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4284 7 www.voyagesinenglish.com/reading • GRADE 2 vi Reading in Action • Program Components
Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. Step 1 Printable For the Book Reports Exploration, students get to select the book they want to read! To help students work through the Exploration, they use a Step 1 Printable. For all other Explorations, students will be provided a book to read. Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. 2STEP The Pu ling Rescue PAST�TENSE VERBS Look 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. walked rescued looked crashed carried wiggled Include 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. hatched puffin island pounce 1 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: Dear www.voyagesinenglish.com/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4283 STEP PICK A TOPIC FOR YOUR BOOK REPORT Mia is writing a book report. First, she needs to pick a topic. Mia thinks about the books that she has read. She lists them in her notebook. Then she circles Henry and Mudge in the Sparkle Days. She thinks her classmates would enjoy hearing about this book the most. YOUR TURN 1 List the titles of four books you have read. 2 Think about each book. Do you remember the book well? Would you enjoy writing about it? Would others enjoy reading it? 3 Choose one book for which you will write a report. Write the title and author. Title: Author: 4 What kind of book is it? Fiction or Nonfiction (circle one) 5 Why do you think your classmates would like to hear about this book? Boo� Reports 1 www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4315 Reading in Action • Grade 2 Name vii www.voyagesinenglish.com/reading • GRADE 2
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP The Pu ling Rescue COMPREHENSION 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 VERBS Find 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/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4285 3STEP The Pu ling Rescue FLUENCY TIP As 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 peeping sleeping carrying 2 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/Draw: 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 REVIEW Some 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. PARTNER WORK www.voyagesinenglish.com/reading Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4284 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. 5STEP The Pu ling Rescue 1 present past 3 present past 2 present past 4 present past Boo 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 ing Rescue? Write a review. Then share your review! Title: The Pu ing Rescue Author: Cynthia Benjamin Fiction or Nonfiction (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/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4286 Boo� Review 5STEP Antonio Rides the Rails PERSONAL NARRATIVES WORKSHOP Think about a special place you have visited. Then imagine you are telling a friend about it. On a separate sheet of paper, write a personal narrative about this special place. Tell a true story that has a beginning, middle, and ending. Use more than one sentence in the middle. Use the words I, me, and my to show that the story is about you. This story is about a boy named who The part of the story I liked the best was If I went on a trip to Peru, I would Rating: I gave this book stars because What did you think about Antonio Rides the Rails? Write a review. Then share your review! Title: Antonio Rides the Rails Author: Katacha Díaz Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4302 Reading in Action • Grade 2 5STEP The Pu ling Rescue 1 present past 3 present past 2 present past 4 present past Boo 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 ing Rescue? Write a review. Then share your review! Title: The Pu ing Rescue Author: Cynthia Benjamin Fiction or Nonfiction (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/reading Name Reading in Action • Grade 2 © Loyola Press. All rights reserved. W4286 ix www.voyagesinenglish.com/reading • GRADE 2
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Antonio Rides the Rails on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Introduce Antonio Rides the Rails. Show students the pictures on pages 4 and 5. Invite students to tell how the pictures make them feel. Then ask volunteers to tell about a time when they were scared or nervous to go somewhere. Say: This book is fiction, but it has many of the characteristics of a personal narrative. INTRODUCE THE TOPIC: PERSONAL NARRATIVES Tell students: A personal narrative is a true story about something that happened to the writer. Personal narratives have a beginning, middle, and ending. Explain that the words I, me, and my in a story show that it is about something that happened to the writer. Then guide students through the first Voyages in English Writing Lesson in Grade 2 Chapter 1: What Is a Personal Narrative? Explain to students that they will work with Antonio Rides the Rails to learn about personal narratives. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 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 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and beginning and ending practice MATERIALS Antonio Rides the Rails Copies of Step 2 Printable Answer Key, p. 29 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a personal narrative. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify the beginning and an ending of a personal narrative. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of the middle of a personal narrative. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Use I, me, and my in sentences. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a personal narrative. Reading: Recall and explain key details from fiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce personal narratives MATERIALS Antonio Rides the Rails Voyages in English Grade 2, Chapter 1 PERSONAL NARRATIVES For use with Voyages in English Grade 2 • Chapter 1 Access all the resources for this Exploration through the Digital Library. 2STEP THE BEGINNING AND THE ENDING Read this story. It is missing the beginning and ending sentences. Owls were hooting all night. Chirping birds woke me up in the morning. Circle the best beginning sentence for the story. a I went fishing with my family this morning. b I learned a lot on my first camping trip. Circle the best ending sentence for the story. c Now I know the forest is a noisy place to sleep! d I think I will bring an umbrella next time! 1 Today Grandma Rosa and Grandpa Pepe took us to , the Lost City. 2 We zigzagged up the road to the entrance of the crumbled . 3 The lived in Peru a long time ago. 4 I had fun on my in Peru! Incas Machu Picchu adventure ruins VOCABULARY Read Antonio Rides the Rails. Choose the word that best completes each sentence. Antonio Rides the Rails www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4299 Reading in Action • Grade 2 14 Reading in Action • Antonio Rides the Rails SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Antonio Rides the Rails 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. Review Activity Divide students into six groups. Ask each group to write an eight- to ten-sentence personal narrative about the last field trip or assembly your class experienced together. Explain to students that they will use the words we/us/our rather than I/me/my but they should include all other elements of a personal narrative, such as having a clear beginning, middle, and ending. Have each group choral read its story to the class. Review Using the Step 5 Printable, have students write a personal narrative based on a place they have visited and then write a book review for Antonio Rides the Rails. Ask volunteers to share their reviews with the class. STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the middle part 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 Read the book to build fluency Complete middle part practice with a partner MATERIALS Antonio Rides the Rails Step 3 Printable Blank paper Answer Key, p. 29 ACTION PLAN Read the book to check comprehension Practice using I, me, and my MATERIALS Antonio Rides the Rails Copies of Step 4 Printable Answer Key, p. 29 ACTION PLAN Complete a review activity Complete a book review Write a personal narrative MATERIALS Antonio Rides the Rails Copies of Step 5 Printable Blank paper Answer Key, p. 29 3STEP Print and display this poster in your Reading in Action learning center for partner work. PERSONAL NARRATIVE WRITING TIP A personal narrative always has a middle part. The middle of the story should tell main events in time order. Include more than one middle sentence to make your personal narrative interesting. FLUENCY TIP As you read aloud, notice when you stumble at a sentence. When you get to the end of a paragraph or page, go back to the sentence and read it again. Practice as many times as you need to get it right! FLUENCY PRACTICE 1 First reading: Read Antonio Rides the Rails 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 8 and 9. Look at the picture. Describe what is happening. Ask your partner how the picture makes him or her feel. MIDDLE PART PRACTICE 1 Read the beginning and ending sentences below. Beginning: My family packed the car for vacation. Middle: Ending: We left the house late, but we still had a great time on our trip. 2 On a separate sheet of paper, copy the beginning and ending sentences with several lines of space between them. Then write at least four middle sentences with your partner. You can use the word bank for help or choose your own words. dog bird r n jumped knocked over Antonio Rides the Rails PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4300 Reading in Action • Grade 2 4STEP COMPREHENSION Read Antonio Rides the Rails. Then answer the questions. 1 Who tells the story? (page 2) 2 Why is Antonio nervous about going to Peru? (page 2) 3 How does the snowstorm affect the trip to Machu Picchu? (page 9) 4 How does Antonio feel about the trip on his way home? (page 12) I, ME, MY Write the words from the box that best complete each sentence. Some words will be used more than once. Antonio Rides the Rails I me my 1 Mama and Papa waited with at the gate. 2 They can read all about adventures. 3 felt face grow hot. 4 can’t believe that have to go home tomorrow. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4301 Reading in Action • Grade 2 Boo Review 5STEP Antonio Rides the Rails PERSONAL NARRATIVES WORKSHOP Think about a special place you have visited. Then imagine you are telling a friend about it. On a separate sheet of paper, write a personal narrative about this special place. Tell a true story that has a beginning, middle, and ending. Use more than one sentence in the middle. Use the words I, me, and my to show that the story is about you. This story is about a boy named who The part of the story I liked the best was If I went on a trip to Peru, I would Rating: I gave this book stars because What did you think about Antonio Rides the Rails? Write a review. Then share your review! Title: Antonio Rides the Rails Author: Katacha Díaz Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4302 Reading in Action • Grade 2 15 www.voyagesinenglish.com/reading • GRADE 2 SAMPLE
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Cars: Start to Finish on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Ask students: How do you think cars are made? Are they they made by people or machines? Then show students the cover of Cars: Start to Finish. Say: In this book, you will learn how cars are made step by step—from start to finish. Also you will use this book to learn important elements of how-to articles. INTRODUCE THE TOPIC: HOW-TO ARTICLES Tell students: A how-to article teaches people how to make something or do something. Then hold up an instruction manual for a product. Say: This instruction manual is like a how-to article. When have you followed instructions to help you learn to do something? Were the instructions easy to follow? Then guide students through the first Voyages in English Writing Lesson in Grade 2, Chapter 3: What Is a How-to Article? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 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 the first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and parts of a how-to article practice MATERIALS Cars: Start to Finish Copies of Step 2 Printable Answer Key, p. 30 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a how-to article. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify parts of a how-to article. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of commanding sentences. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Demonstrate understanding of ordering steps in a how-to article. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements in a how-to article. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce how-to articles MATERIALS Instruction manual for a product Cars: Start to Finish Voyages in English Grade 2, Chapter 3 HOW-TO ARTICLES For use with Voyages in English Grade 2 • Chapter 3 Access all the resources for this Exploration through the Digital Library. 2STEP PARTS OF A HOW TO ARTICLE Someone forgot to label the parts of this how-to article. Help identify the parts. Circle the topic. Underline the list of what you need. Write a check mark next to each step. 1 The were easy to follow. 2 It helps to something before you build it. 3 A of the car was made out of clay. 4 An makes a car run. engine plans model design VOCABULARY Choose the word that best completes the sentence. Cars: Start to Finish HOW TO MAKE A PEANUT BUTTER AND ELLY SANDWICH It’s easy to make a peanut butter and jelly sandwich! bread peanut butter jelly knife 1 Spread peanut butter on one slice of bread with the knife. 2 Spread jelly on the other slice of bread with the knife. 3 Put the slices together with the peanut butter and jelly facing. 4 Cut your sandwich in half and enjoy it! www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4307 Reading in Action • Grade 2 18 Reading in Action • Cars: Start to Finish SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Cars: Start to Finish 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. Review Activity Ask students to help you create instructions for how to tie shoes. Write the steps on the board in order. Then have a volunteer try to follow the instructions as students take turns reading the steps to him or her. Tell students that this may not be as easy as it first appears and that they may need to make adjustments to the instructions as they go through them step by step. Review Using the Step 5 Printable, have students write a how-to article about something they know how to make and then write a book review for Cars: Start to Finish. Ask volunteers to share their reviews with the class. STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the commanding sentences 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 Complete a review activity Complete a book review Write a how-to article MATERIALS Cars: Start to Finish Copies of Step 5 Printable Answer Key, p. 30 ACTION PLAN Read the book to check comprehension Practice ordering steps in a how-to article MATERIALS Cars: Start to Finish Copies of Step 4 Printable Answer Key, p. 30 ACTION PLAN Read the book to build fluency Complete commanding sentences practice with a partner MATERIALS Cars: Start to Finish Step 3 Printable Blank paper Answer Key, p. 30 3STEP Print and display this poster in your Reading in Action learning center for partner work. HOW�TO WRITING TIP When you write a howto article, think about the order. The words first, next, then, and last tell the correct order. Use commanding sentences with an action verb right after the word that tells the order. For example: First, design your car. FLUENCY TIP When reading aloud steps in a process, take your time. Do not read too fast or too slowly. The goal is to follow each step so you learn how something is made or works. FLUENCY PRACTICE 1 First reading: Read Cars: Start to Finish with your partner. Take turns reading every other page. 2 Second and third readings: Now take turns reading the whole book. You read first, then your partner. Answer these questions together: Are there places where we slowed down to read? Why? What can we do to read at a more even pace? What other changes did we notice after we read aloud the book again? 3 When you finish, turn to pages 6 and 7. Look at the pictures. Answer this question with your partner: Why are both kinds of models needed to make a car? COMMANDING SENTENCES PRACTICE 1 Read the sentences below. On a separate sheet of paper, rewrite them as commanding sentences. a The body is dipped into primer. b Many coats of paint are sprayed on. c The engine and axles are put in. d The seats, mirrors, and brakes are added. e The car is tested. f The car is checked one last time. 2 Compare your sentences with your partner’s. Explain to each other why they are commanding sentences. Cars: Start to Finish PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4308 Reading in Action • Grade 2 4STEP COMPREHENSION Read Cars: Start to Finish. Answer the questions. 1 What needs to happen before a car is built? (page 5) 2 What happens after the parts of a car are made? (page 10) 3 Why is an assembly line important when making a car? (page 10) 4 What happens at the end of the assembly line? (page 13) STEPS IN A HOW�TO ARTICLE The steps below are out of order. Use Cars: Start to Finish, pages 11–12, as a guide. Write First, Next, Then, or Last to show the correct order of the steps. 1 , assemble the parts. 2 , make a model. 3 , design your car. 4 , build the parts. Cars: Start to Finish www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4309 Reading in Action • Grade 2 5STEP Cars: Start to Finish Boo Review Title: Cars: Start to Finish Author: Liz Ray Fiction or Nonfiction (circle one) What did you think about Cars: Start to Finish? Write a review. Then share your review! This book explains how to The step from the book that interests me the most is I find this step to be interesting because Rating: I gave this book stars because HOW�TO ARTICLES WORKSHOP Think about something you know how to make. Imagine you are teaching someone how to make it. On a separate sheet of paper, write a short how-to article to explain how to do it. Remember List the things you will need before you start. Use a commanding sentence for each step. Write the steps in the correct order. Use words such as first, next, then, and last to show the order. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4310 Reading in Action • Grade 2 19 www.voyagesinenglish.com/reading • GRADE 2 SAMPLE
www.voyagesinenglish.com/reading Grade 2 ISBN: 978-0-8294-5731-5 Literacy through Literature! Embark on a literary adventure as students encounter essential grammar and writing concepts within the context of reading. Students practice and master grammar and writing application while boosting important reading skills (vocabulary, fluency, and comprehension) within a flexible format that easily plugs into your already established literacy instruction. 2
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