treasures oral vocabulary cards grade 2

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treasures oral vocabulary cards grade 2

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Grade 2 Oral Vocabulary Cards Macmillan/McGraw-Hill A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in China 1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8 ISBN 10: 0-02-202029-2 ISBN 13: 978-0-02-202029-3 What Goat Learned The Three Friends The Story of the Donkey The Nightingale The Statue of Liberty Two Brothers The Scent of Bread How Coyote Stole Fire John Henry Daedalus and Icarus The Powwow: A Native American Celebration La Cucarachita Martina Gets Married Spider Woman Teaches the Navajo How to Weave On the Farm How Anansi Brought Stories to Earth The Enormous Yuca Tikki Tikki Tembo Little Red Riding Hood The Woman, the Tiger, and the Jackal The Emperor’s New Clothes Jack and the Beanstalk Brer Rabbit in Mr. Man’s Garden Sharks! From Tadpole to Frog Coral Reefs The Desert Is Their Home The Fox and the Crane Febold Feboldson, Drought Buster The Stonecutter Why the Moon Is in the Sky Table of Contents E L L G e n e r a t e S y n o n y m s S a y : G o a t i s e a g e r t o l e a r n t o c l i m b . W h e n y o u r e a l l y , r e a l l y w a n t t o d o s o m e t h i n g , h o w d o y o u f e e l ? W h a t w o r d s m e a n a l m o s t t h e s a m e a s e a g e r ? W h o a re y o u r t e a c h e rs ? W h a t d o y o u le a r n f r o m th e m ? W h a t w o u ld h a p p e n if y o u s t o p p e d lis t e n in g to th e m ? L o n g , lo n g a g o , w h e n t h e la n d w a s n e w a n d a ll th e a n im a ls w e r e f re e t o d o a s t h e y w is h e d , C a t a n d G o a t w e r e g o o d frie n d s . T h e y s p e n t t h e ir d a y s t o g e t h e r e x p lo rin g t h e g r e e n fo r e s t s a n d h ig h m o u n t a in s o f t h e ir b e a u t if u l isla n d h o m e . I t w a s d u ri n g t h e ir t ra v e ls t h a t G o a t b e g a n t o n o tic e th e w a y t h a t C a t m o v e d . G o a t w a s lo u d a n d c lu m s y , b u t C a t c o u ld c re e p qu ie t ly a lo n g t h e f o re s t fl o o r . C a t c o u ld le a p g r a c e fu lly f r o m r o c k t o ro c k . A n d b e s t o f a ll , C a t c o u ld c lim b h ig h in t o t h e t a ll g re e n tr e e s . In f a c t , C a t m a d e c lim b in g t re e s lo o k li k e s o m u c h fu n , G o a t w a s e a g e r t o t ry it h im s e lf . “ C a t ,” s a id G o a t, “ y o u a re a n e x p e rt a t c lim b in g t re e s. W il l y o u t e a c h m e t o c lim b , t o o ? ” C a t a g re e d . W h a t G o a t L e a rn e d A T a l e f r o m H a i t i © M a c m i l l a n / M c G r a w - H i l l • i l l u s t r a t i o n b y O l e y n i k o v “ W h a t G o a t L e a r n e d ” a p p e a r s a s “ T h e E d u c a t i o n o f G o a t ” i n T h e S i n g i n g T u r t l e a n d o t h e r t a l e s f r o m H a i t i b y P h i l i p p e T h o b y - M a r c e l i n a n d P i e r r e M a r c e l i n , F a r r a r , S t r a u s & G i r o u x , I n c . 1 9 7 1 . T r a n s l a t e d f r o m C o n t e e t L e g e n d e s d ’ H a i t i , 1 9 6 7 F e r n a n d N a t h a n a n d P h i l i p p e T h o b y - M a r c e l i n e t P i e r r e M a r c e l i n . T h i s a d a p t a t i o n i s r e p r i n t e d w i t h p e r m i s s i o n o f F a r r a r , S t r a u s & G i r o u x . O r a l V o c a b u l a r y e a g e r D e fi n e : A n e a g e r p e r s o n w a n t s t o d o s o m e t h i n g v e r y m u c h . E x a m p l e : B o b i s e a g e r t o g o t o t h e b e a c h t h i s s u m m e r . A s k : W h a t a r e y o u e a g e r t o d o t h i s w e e k e n d ? e xpe rt D e fi n e : A n e x p e r t k n o w s a l o t a b o u t s o m e t h i n g o r c a n d o s o m e t h i n g v e r y w e l l . E x a m p l e : A fi r e fi g h t e r i s a n e x p e r t a t r e s c u i n g p e o p l e . A s k : W h o a r e s o m e e x p e r t s i n y o u r n e i g h b o r h o o d ? W h a t d o t h e y d o ? A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N 2 C R D OV_F L_ U 1W 1_R D 0 9.i n dd 1 N2CRD OV_FL_U 1W1_RD09.in dd 1 2 / 12 /07 1 1:2 2: 1 6 AM O r a l V o c a b u l a r y E L L W h a t i s a c o r a l r e e f ? W h e r e w o u l d y o u s e e o n e ? W h a t w o u l d y o u l i k e t o l e a r n a b o u t c o r a l r e e f s ? C o r a l r e e f s a r e b u s y u n d e r w a t e r p l a c e s w h e r e m a n y c o l o r f u l a n i m a l s a n d p l a n t s l i v e . S o m e p e o p l e t h i n k c o r a l r e e f s a r e m a d e o f r o c k s o r s h e l l s , b u t t h a t ’ s n o t s o . C o r a l r e e f s a r e a c t u a l l y m a d e u p o f t i n y l i v i n g c r e a t u r e s c a l l e d c o r a l p o l y p s . T h e s e a n i m a l s a r e o n l y a b o u t 1 / 4 i n c h a c r o s s . I t t a k e s m i l l i o n s o f c o r a l p o l y p s t o m a k e o n e r e e f . D i f f e r e n t p o l y p s f o r m d i f f e r e n t k i n d s o f c o r a l . C o r a l c a n b e m a n y d i f f e r e n t c o l o r s . I t c a n b e i n t e r e s t i n g s h a p e s a n d s i z e s , t o o . C o r a l r e e f s a r e l o c a t e d i n w a r m , s h a l l o w w a t e r , u s u a l l y n e a r l a n d . T h e b i g g e s t c o r a l r e e f i n t h e w o r l d i s A u s t r a l i a ’ s G r e a t B a r r i e r R e e f . T h e G r e a t B a r r i e r R e e f i s a b o u t 1 , 2 6 0 m i l e s l o n g ! C o ral R e e fs © M a c m i l l a n / M c G r a w - H i l l p h o t o © C o m s t o c k I m a g e s / P i c t u r e Q u e s t l o c a t e d D e fi n e : W h e n y o u t e l l w h e r e s o m e t h i n g i s l o c a t e d , y o u t e l l w h e r e i t i s f o u n d . E x a m p l e : O u r s c h o o l i s l o c a t e d o n P i n e S t r e e t , n e x t t o t h e p a r k . A s k : W h e r e i s y o u r h o u s e l o c a t e d ? U s e P h o t o g r a p h s H e l p s t u d e n t s u s e t h e p h o t o g r a p h t o d e s c r i b e a c o r a l r e e f . A s k : W h a t c o l o r i s t h i s c o r a l r e e f ? W h a t d o e s t h e c o r a l l o o k l i k e t o y o u ? G u i d e s t u d e n t s t o c o m p a r e t h e c o r a l t o o t h e r t h i n g s : T h e c o r a l l o o k s l i k e _ _ _ _ _ _ . A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N 2 C R D O V _ F L _ U 4 W 5 _ R D 0 9. i n d d 1 2 /8 /0 7 1 : 3 0 :3 8 P M 2/8/07 1:30 :38 PM How to Use the Oral Vocabulary Cards Key Features of the Oral Vocabulary Cards • The Oral Vocabulary Cards feature folk tales from around the world and high-interest nonfiction. There is one set of four cards for each selection/per week. • Every card has a full-color illustration or photo on the front. The images can be shown while reading the text aloud. They can be used to reinforce the Wonderful Words and additional words. These words build children’s oral vocabularies beyond their reading vocabularies. A minimum of ten words are included in each selection. • A Wonderful Words section provides a routine for introducing new vocabulary. Introduce highlighted words using the following routine: Define: offers a student-friendly definition Example: uses the word in a context children will relate to Ask: offers a question that requires children to apply the word in their own sentences as they reply • Additional Vocabulary Words are provided for more vocabulary opportunities. Introduce the underlined vocabulary using the Define/Example/Ask routine. • English Learner (EL) strategies help unlock the meanings of words through engaging activities for all children. • A Retelling feature helps children use the illustrations and photographs to retell the events and facts. Using the Oral Vocabulary Cards While You Read • Use the focus questions before the selection to start a discussion with children before reading. Evaluate children’s prior knowledge of the concepts introduced in the story and use the discussion to build children’s background. • Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible. As you encounter a highlighted word, stop and use the Define/Example/Ask routine to teach the word and provide time for discussion. • As an alternative, first read the selection straight through and then go back to use the Define/Example/ Ask routine to teach the Wonderful Words. Using the Oral Vocabulary Cards Guided Rereading On a subsequent reading, use the same Define/Example/ Ask routine to teach the underlined additional vocabulary words. Use the EL strategies if you have not already done so. Use language frames and sentence starters so children have a context in which to supply vocabulary words. Encourage them to echo the sentences when the frames are complete. Retelling Do a Modeled Retelling of the selection by holding up each card and talking about what you see as you ask children questions found in the Retell box. For example, for “What Goat Learned,” a Haitian tale, retell the story as follows: Card 1: Long ago, Cat and Goat were good friends. Goat wanted to learn how to climb trees the way Cat did. So he asked Cat to teach him how. Card 2: Goat tried hard to climb the tree like Cat, but he could not get his back legs off the ground. Cat encouraged him to keep trying. Card 3: Later, Cat found Goat teaching Dog how to climb a tree. But Cat did not want Dog to learn how to climb trees. Now, Cat knew that Goat had never finished learning how to climb, and so would not be able to teach Dog. So Cat said that he would not be Goat’s teacher anymore. Card 4: Goat and Dog kept trying to climb the tree, but they couldn’t. Cat watched from a tree branch. She was happy, because she knew that without her as a teacher, neither Goat nor Dog would ever learn to climb a tree. Developing Conversations The Oral Vocabulary Cards are linked to the weekly and unit themes. They are designed to develop children’s listening and speaking skills. As you share the stories with children, use the following strategies to engage children in independent and group responses. • Motivate discussion by asking children about their experiences. Use the focus questions at the beginning of each selection. Discuss unfamiliar concepts by relating to children’s personal experiences. Use examples from your own life to make concepts clear. • Pause long enough to allow children to think and respond. • Ask children, one by one, to retell the events of the story in a group situation. Encourage each child to tell one event or fact in chronological order. • Practice fluency with the patterned parts and repetitive stanzas. • Have children role-play the parts of the story by becoming characters. Have a narrator tell the story while children use the characters’ words at the appropriate time. Allow groups of children to become one character so that children at a beginning language level can participate. • Provide a simple synopsis of the story and invite children to add the details they remember. Intensive Vocabulary Instruction For children needing additional vocabulary development, follow the Intensive Vocabulary 5-Day Plan below. Spend 15-20 minutes a day providing targeted vocabulary instruction and practice using the Oral Vocabulary Cards. Intensive Vocabulary 5-Day Plan Day 1: Review the previous week’s words. Then administer the Oral Vocabulary Pretest in the Teacher’s Resource Book. If time allows, read the selection aloud for enjoyment and prompt children to offer personal responses. Day 2: Read the selection and teach the highlighted words using the Define/Example/Ask routines provided. Day 3: Reread the selection and teach the underlined words using the Define/Example/Ask routine. Day 4: Revisit the selection, review the vocabulary words, and guide children in a retelling. Day 5: Administer the Oral Vocabulary Posttest in the Teacher’s Resource Book. Allow time for children to independently retell the selection. Prompt them to use the new vocabulary taught by providing sentence frames or sentence starters. Periodic Review Once a set of words has been taught, continue to review the words throughout the upcoming weeks. Children will need several weeks of continuous review to master many of these words. To provide ample review: • Review the previous week’s words at the beginning of each new week. • Incorporate the new words into classroom discussions. Rephrase children’s responses, when appropriate, to use new words. Ask children to repeat. • Use the new words in transition activities. For example, ask children to name a time they were exhausted as they line up for recess, one by one. • At the end of the each unit, revisit all the Oral Vocabulary Card stories for that unit. State a targeted vocabulary word, and ask children to use it in a sentence that tells about a story or something they learned in that unit. • Send home the list of vocabulary words taught and sentence starters for families to engage their children in discussions using the words. Academic Language Many children struggle in school due to their limited knowledge and use of academic language. Academic words include those harder Tier 2 words that appear in much of children’s reading materials as well as the language of instruction. Tier 1 Words: Everyday words (cat, apple, table) Tier 2 Words: Academic words (exhausted, analyze, majority) Tier 3 Words: Content specific words (lava, Louisiana Purchase, viceroy) The words chosen for instruction on the Oral Vocabulary Cards were carefully sequenced and selected by consulting three sources: (1) the Living Word Vocabulary list, (2) Avril Coxhead’s list of High-Incidence Academic Words, and (3) Andrew Biemiller’s Words Worth Teaching list. [...]... trap!” Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 Identify Story Elements Ask children to identify the setting of the story Ask: Does it look like a place where you have been? In what way? Help children name the animals, the lake, the trees, and other features in the setting Oral Vo c a b u... How foolish you are!” Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 UNIVERSAL ACCESS Compose Sentences Say: Grandfather volunteered to take the donkey to market What do you volunteer to do at school? Have children finish this sentence: At home, I volunteer to Oral Vo c a b u l a r y So Grandfather... come to the palace ©Macmillan/McGraw-Hill illustration by Chi Chung tonight to sing for the emperor?” The nightingale agreed Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 Identify Story Elements Ask: Who is the main character in this story so far? What do you think it means to be an emperor? What... Cat would be a good teacher? Card 2: Why is it hard for Goat to climb to the top of the tree? What advice does Cat offer? ©Macmillan/McGraw-Hill illustration by Oleynikov Card 3: What is Goat saying to Dog? Why doesn’t Cat want Dog to learn to climb trees? Card 4: What is Cat’s plan? Why doesn’t Goat ever learn to climb trees? What Goat Learned 4 The Three Friends Oral Vo c a b u l a r y A Tale from... know? What does Anna do to show respect to Grandfather? small child How can you be so selfish?” ©Macmillan/McGraw-Hill illustration by John Hovell English Learners UNIVERSAL ACCESS The Story of the Donkey 2 Oral Vo c a b u l a r y Upon hearing what was said, Grandfather felt ashamed So he got off the donkey to discuss the matter with Anna “We should ride fatigued together on the donkey,” said Grandfather... say to them? Card 2: What do the women say to Anna? What happens next? Card 3: What do the farmers say to Anna and Grandfather? What do Anna and Grandfather do? Card 4: What do the people on horseback say? What do Anna and Grandfather do next? What lesson do they finally learn? learned ©Macmillan/McGraw-Hill illustration by John Hovell Retell The Story of the Donkey 4 The Nightingale Oral Vo c a b u l... time, the hunter ran past Woodpecker The Three Friends 2 English Learners UNIVERSAL ACCESS Words with Multiple Meanings Say: Turtle and Woodpecker saw that Deer was trapped What does saw mean here? (used their eyes to see) Turtle says his teeth are as sharp as a saw What does saw mean here? (a tool that cuts) Use saw in sentences to show both meanings Oral Vo c a b u l a r y Woodpecker flew back to her... golden ©Macmillan/McGraw-Hill illustration by Chi Chung cage was not her true home The Nightingale 2 English Learners UNIVERSAL ACCESS Compose Sentences Say: The nightingale entertains the emperor and his followers What things entertain you? Have children finish this sentence: I am entertained when _ Oral Vo c a b u l a r y Several weeks passed in this way Then one day, the emperor received a package... by Oleynikov Paraphrase Say: Goat is teaching Dog how to climb a tree But Cat doesn’t want Dog to know how to climb trees! Why doesn’t Cat want Dog to climb trees? What does Cat do? What Goat Learned 3 Oral Vo c a b u l a r y And with that, Cat climbed the tree and stretched out on a high branch, watching what was going on below Goat and Dog continued to take turns trying to climb the tree Again and... Oral Vo c a b u l a r y One fine morning not long after this, Cat went to find his friend lesson Goat He saw Goat beside a tree, talking to Dog “Watch closely, Dog, and do what I do,” said Goat Then he lifted . or broadcast for distance learning. Printed in China 1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8 ISBN 10: 0- 02- 2 020 29 -2 ISBN 13: 978-0- 02- 2 020 29-3 What Goat Learned The Three Friends The Story of. C a r d s . 1 N 2 C R D O V _ F L _ U 4 W 5 _ R D 0 9. i n d d 1 2 /8 /0 7 1 : 3 0 :3 8 P M 2/ 8/07 1:30 :38 PM How to Use the Oral Vocabulary Cards Key Features of the Oral Vocabulary Cards • The Oral. O r a l V o c a b u l a r y C a r d s . 1 N 2 C R D OV_F L_ U 1W 1_R D 0 9.i n dd 1 N2CRD OV_FL_U 1W1_RD09.in dd 1 2 / 12 /07 1 1 :2 2: 1 6 AM O r a l V o c a b u l a r y E L L W h a t

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