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THIRD EDITION

CCC Collaborative Literacy

2GRADE

Teacher’s Manual

S A M P L E L E S S O N

Making Meaning® Sample Lesson, Grade 2 © Center for the Collaborative Classroom collaborativeclassroom.org

174 Making Meaning® Teacher’s Manual, Grade 2

Week 2

Erandi’s Braidsby Antonio Hernández Madrigal, illustrated by Tomie dePaolaErandi hopes for a new dress for her birthday. But when her mother finds holes in their fishing net, Erandi wonders how they will get the money for the things they need.*

* This book is also used in Unit 9, Week 3.

OV E RV I E W

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Whiteboard Activities • WA2–WA3

Assessment Forms • “Class Assessment Record” sheet (CA2)

• “IDR Conference Notes” record sheet (CN1)

Reproducible • (Optional) “Illustration from Erandi’s Braids” (BLM2)

Professional Development Media • “Asking Open-ended Questions and Using Wait-time” (AV17)

• “Using Web-based Whiteboard Activities” tutorial (AV42)


Making Inferences • Unit 4 OWeek 2 175

Comprehension Focus • Students make inferences to understand characters’ motivations and actions.

• Students answer questions to understand key details and important ideas in a story.

• Students explore a story’s structure, including character and plot.

• Students read independently.

Social Development Focus • Students work in a responsible way.

• Students develop the skill of explaining their thinking.

• Students build on one another’s thinking during class discussions.

DO AHEAD ✓ Prior to Day 3, prepare to model making an inference about a character in independent reading (see Step 3).

✓ Prior to Day 3, make a copy of the “Class Assessment Record” sheet (CA2); see page 34 of the Assessment Resource Book.

Vocabulary NoteIf you are teaching the vocabulary lessons, teach the Week 12 lessons this week.



In this lesson, the students: •Hear and discuss a story

•Explore how the story’s ending concludes the action

•Answer questions about key details and important ideas

•Use examples from the story to support their thinking

•Read independently for up to 20 minutes

•Use discussion prompts to build on one another’s thinking

1 Get Ready to Work TogetherGather the class with partners sitting together, facing you. Remind the students that they are responsible for thinking and sharing in pairs. Explain that to be responsible members of the reading community, they should make sure that they can hear and understand what their partners and classmates say.

2 Briefly Review Discussion PromptsRemind the students that they learned three discussion prompts to help them connect their ideas with the ideas of others during class discussions. Direct the students’ attention to the “Discussion Prompts” chart. Ask and briefly discuss:

Q How does using these prompts help us during class discussions?

Students might say:

“ The prompts help us listen to what people say.”

“ I agree with [Zoe] because you have to listen if you are going to agree or disagree with someone.”

“ In addition to what [Russell] said, I think listening to different people’s ideas helps us learn.”

Encourage the students to use the prompts when they participate in the class discussion today.

3 Introduce Erandi’s BraidsShow the cover of Erandi’s Braids and read aloud the title and the names of the author and the illustrator. Explain that the main character in the

Materials •Erandi’s Braids

•“Discussion Prompts” chart

Teacher NoteThe discussion prompts are:

• “I agree with because . . .”

• “I disagree with because . . .”

• “In addition to what said, I think . . .”

E ELL NoteYou may want to point to the picture of Erandi on the cover and explain that a braid is a “hairstyle made by weaving together pieces of hair.”

Read-aloudDay 1


Making Inferences • Unit 4 OWeek 2 ODay 1 177

story is a girl named Erandi who lives with her mother in a village in Mexico. In this story, Erandi’s birthday is coming and her family does not have much money to buy her a gift.

4 Read AloudRead the story aloud slowly and clearly, showing the illustrations and stopping as described below. Clarify vocabulary as you read.

Suggested Vocabularyhuipil: (Spanish) blouse (p. 4)tortillas: thin corn pancakes (p. 5)embroidery: designs or pictures stitched with thread to decorate cloth (p. 6)adobe: building material made of clay mixed with straw and dried in the sun (p. 7)fiesta: (Spanish) party (p. 8)buenos días: (Spanish) good morning (p. 11)procession: group of people walking together, like in a parade (p. 12)mi hija: (Spanish) my daughter (p. 21)huarcaches: (Spanish) sandals (p. 26)

ELL VocabularyEnglish Language Learners may benefit from hearing additional vocabulary defined, including:pay a fortune: give a lot of money (p. 7)repair: fix (p. 10)tremble: shake with fear (p. 18; act out trembling)whirled around: turned around quickly (p. 21)

Stop after: p. 16 “ But she didn’t say anything to Mamá.”

Explain that you will ask a question that the students will think about and then discuss with their partners. Tell them to listen carefully to their partners because they will share their partners’ thinking with the class. Then use “Think, Pair, Share” to discuss:

Q What is happening in the story? What makes Erandi think her mother is going to sell her braids? [pause] Turn to your partner.

Ask one or two volunteers to share their partners’ thinking. Reread the last sentence on page 16 and then read to the end of the story.

E ELL NoteEnglish Language Learners may benefit from additional stops to discuss the reading, for example, after pages 7, 20, and 25.



5 Discuss the StoryFacilitate a class discussion about the story. If necessary, remind the students to use the discussion prompts as they respond.

Ask:

Q What is this story about?

Q What is Erandi’s problem in this story? How is her problem solved?

Q How does the story end? Is that what you expected? Explain your thinking.

Students might say:

“ Erandi’s mother says they need a new fishing net, and Erandi is worried about how they will get the money to pay for it.”

“ In addition to what [Jesse] said, Erandi is scared to get her hair cut, but she knows her family needs the money.”

“ Erandi solves her problem by deciding to get her hair cut even though she doesn’t want to.”

“ At the end, Erandi’s mom is sad but Erandi cheers her up by telling her that her hair will grow back. I didn’t expect that because Erandi was so worried about getting her hair cut.”

“ In addition to what [Maya] said, they get so much money for Erandi’s braids that they can buy a new fishing net and the doll Erandi wanted. That didn’t surprise me because Erandi’s hair was very long and beautiful.”

Explain that in the next lesson the students will think more about the story’s main character, Erandi.

INDIVIDUALIZED DAILY READING6 Read Independently and Discuss Characters

Remind the students to read stories during IDR. Encourage the students to think about the main characters in their stories as they read today. Tell the students that at the end of IDR you will ask them to share their thinking with a partner. Have the students get their books and read silently for up to 20 minutes. After the students have settled into their reading, confer with individual students.

Facilitation TipContinue to ask facilitative questions to build accountability and encourage participation during class discussions. Redirect students’ comments to the class by asking:

Q Do you agree or disagree with what [Ricki] just said? Why?

Q What can you add to what [Ricki] said?

Much of the learning in this program relies on creating a dynamic discourse among the students. Facilitative questions teach them that their comments contribute to a class discussion and that they are responsible for listening to each other and responding.



IDR CONFERENCE NOTE

Continue to confer individually with the students about their reading.

As you confer with each student, refer to the “Resource Sheet for IDR Conferences” (Assessment Resource Book page 36) to help guide your questioning during the conference. Document your observations for each student on an “IDR Conference Notes” record sheet (CN1); see page 38 of the Assessment Resource Book.

Signal to let the students know when it is time to stop reading. Have each student choose one main character to talk about. Then have the students talk in pairs. Ask each student to share with a partner the title of her text, the author’s name, what one of the main characters is like, and what happens to the character. Have the students return to their desks and put away their books.

TECHNOLOGY EXTENSIONExplore Interactive Sequencing ActivitiesSequencing events in stories helps the students learn to retell stories. Many interactive sequencing activities are available online. You might use these activities to model sequencing and then have the students do the activities independently on classroom computers or other devices. For more information, search online using the keywords “interactive sequencing activities” or “sequencing apps for kids.”

Technology TipYou might also explore your whiteboard manufacturer’s online community for interactive sequencing activities. For more information, view the “Using Web-based Whiteboard Activities” tutorial (AV42).



In this lesson, the students: •Make inferences about characters

•Answer questions about key details and important ideas

•Use examples from the story to support their thinking

•Read independently for up to 20 minutes

•Explain their thinking

•Use discussion prompts to build on one another’s thinking

1 Review Making InferencesHave the students bring their Student Response Books and pencils and gather with partners sitting together, facing you. Remind the students that last week they heard the story Babu’s Song and made inferences, or figured out, what the main character, Bernardi, was like by using clues from the story. Review that in the previous lesson, the students heard and discussed the story Erandi’s Braids. Ask and briefly discuss:

Q What happens in Erandi’s Braids?

Explain that today they will hear parts of that story again and then make inferences about the main character, Erandi. Direct their attention to the “Discussion Prompts” chart and briefly review the prompts. Remind them to use the prompts when they participate in the class discussion today.

2 Brainstorm About ErandiRemind the students that the main character in Erandi’s Braids is Erandi. Ask:

Q What words would you use to describe the character Erandi?

Have a few volunteers share their thinking. As they share, quickly record the students’ ideas where everyone can see them, without discussing them.

Students might say:

“ helpful”

“ brave”

“ thoughtful”

Point out that the author does not use any of these words to describe Erandi, and yet the students figured out that Erandi has these qualities. Review that when a reader uses clues to figure out something that


•“Discussion Prompts” chart

•“Passages About Erandi” chart (WA2)

•Student Response Book page 9

•“Reading Comprehension Strategies” chart and a marker

Strategy LessonDay 2



is not stated directly, the reader is making an inference. Remind the students that authors often use what characters say, do, and think to communicate things about them. Readers use these clues to make inferences about the characters. Explain that in today’s lesson the students will think more about the inferences they made about Erandi.

3 Introduce the “Passages About Erandi” ChartDisplay the “Passages About Erandi” chart ( WA2). Explain that these are passages from the story that give clues about who Erandi is. Read the passages aloud.

Explain that you will read parts of the story aloud and that you will stop after each passage and ask the students to talk with their partners about what they infer about Erandi from the passage.

4 Reread Parts of Erandi’s BraidsRead page 5 aloud. Direct the students to the first passage on the chart and ask:

Q What inference can you make about Erandi from this passage? Turn to your partner.

Have one or two volunteers share their inferences with the class. Then read page 12 aloud. Direct the students’ attention to the second passage and ask:

Q What inference can you make about Erandi from this passage? Turn to your partner.

Have one or two volunteers share their inferences.

Have the students turn to Student Response Book page 9, “Inferences About Passages from Erandi’s Braids,” where two passages are reproduced with space below each passage for the students to write. Explain that you will reread part of the story and that each student will write down the inference he makes about Erandi. Reread pages 23–24 aloud. Then direct the students’ attention to the first passage and ask:

Q What inference can you make about Erandi?

Give the students sufficient time to write down their inferences. Have one or two volunteers share their inferences with the class. Then reread page 28 aloud. Direct the students’ attention to the second passage and ask:

Q What inference can you make about Erandi?

Have the students write down their inferences. Have one or two volunteers share their inferences with the class.

Teacher NoteIf the students disagree significantly on inferences for the parts you read aloud on pages 5 and 12, discuss this before continuing with the lesson. Ask the students to refer to the story to support their opinions, and facilitate a discussion using questions such as:

Q Do you agree or disagree with the inference that [Wallace and Janine] made about Erandi from this passage? Why?

Q Why do you think their inference [makes sense/does not make sense] in this story?

E ELL NoteEnglish Language Learners may only be able to understand the surface-level meaning of the story, but working with a partner and listening to the group discussion will support their knowledge and lead to a deeper-level understanding.

Teacher NoteYou will analyze the work the students do in their Student Response Books in this step for this unit’s Individual Comprehension Assessment.



5 Add to the “Reading Comprehension Strategies” Chart

Reading Comprehension Strategies

− making personal connections

− making connections between stories

− visualizing

− making inferences about characters

Point out that the students figured out what kind of person Erandi is and how she is feeling based on her actions and words. Review that authors can show what characters are like by describing what they do and say, and readers use these clues to make inferences about the characters. Direct the students’ attention to the “Reading Comprehension Strategies” chart, and add making inferences about characters to it. Explain that making inferences about characters is an important strategy that readers use to understand stories.

Explain that the students will have many chances to practice making inferences in the coming weeks.

6 Reflect on Explaining Thinking Clearly and Using the Discussion PromptsAsk and briefly discuss questions such as:

Q When did you hear someone explain his or her thinking clearly today? What did the person say?

Q How did the discussion prompts help us talk as a class today?

Encourage the students to continue explaining their thinking clearly to one another and using the discussion prompts to help them build on one another’s thinking.



INDIVIDUALIZED DAILY READING7 Read Independently and Make Inferences

About CharactersRemind the students to read stories during IDR. Ask them to think about the inferences they are making about the main characters or other characters as they read. Tell the students that at the end of IDR, you will ask them to share their inferences with the class. Have the students get their books and read silently for up to 20 minutes. After the students have settled into their reading, confer with individual students.

IDR CONFERENCE NOTE

Continue to confer individually with the students about their reading.

As you confer with each student, refer to the “Resource Sheet for IDR Conferences” (Assessment Resource Book page 36) to help guide your questioning during the conference. Document your observations for each student on an “IDR Conference Notes” record sheet (CN1); see page 38 of the Assessment Resource Book.

Signal to let the students know when it is time to stop reading. Have one or two volunteers share with the class what they are reading. Ask each volunteer to say the title of his book and the author’s name, briefly describe one of the main characters in his book, and share something he inferred (figured out) about the character. Have the students return to their desks and put away their books.

WRITING ABOUT READINGWrite Inferences Using Illustrations in Erandi’s BraidsShow the cover of Erandi’s Braids and remind the students that they heard this story earlier. Page through the book slowly and show the illustrations. Ask:

Q What happens in the story Erandi’s Braids?

Q What did you figure out about Erandi from clues in the story?

Have a few volunteers share their thinking. Remind the students that they figured out what Erandi is like by using clues in the story about what she says, does, and thinks. Review that this is called making inferences and that it helps us understand and enjoy stories. Explain


•Copy of “Illustration from Erandi’s Braids” (BLM2) for each student

Teacher NotePrior to doing this activity, visit the CCC Learning Hub (ccclearninghub.org) to access and print “Illustration from Erandi’s Braids” (BLM2). Make enough copies for each student to have one, and set aside a copy for yourself.



that illustrations (pictures) can also give us clues about characters. Show page 24 of Erandi’s Braids and ask:

Q What inference can you make about how Erandi is feeling from this illustration? What clues in the picture help you make that inference?

Have a few volunteers share their thinking with the class. Ask the students to watch as you think aloud and model writing what you infer about how Erandi is feeling and what clues helped you make that inference.

You might say:

“ I infer from this illustration that Erandi is worried about getting her hair cut. I’ll write: I infer from this illustration that Erandi doesn’t want the barber to cut her hair. Now I want to explain what clues in the illustration helped me make that inference. I’ll write: I think that because she is looking at the barber with her eyebrows pointing up in the middle and her mouth turned down at the edges. She is also leaning away from the barber. Those things make her look worried about the barber cutting her hair.”

Show the illustration on page 28 and ask:

Q What inference can you make about how Erandi is feeling from this illustration? What clues in the picture helped you make that inference?

Have a few volunteers share their thinking with the class. Explain that you would like the students to write about what they inferred from the illustration and what clues in the illustration helped them make their inferences. Distribute copies of “Illustration from Erandi’s Braids” for the students to refer to as they write. If time permits, ask a few volunteers to share their writing with the class.

EXTENSIONRevisit Visualizing with Erandi’s BraidsSeveral passages in Erandi’s Braids have vivid language. Remind the students that one of the strategies they use to help them understand what they are reading is called visualizing. Read a few passages aloud, and ask the students to think about the language the author uses to describe Erandi and her village.

The following is an example of a passage that vividly describes a setting in the story:

p. 3 “ ‘Erandi, it’s time to wake up,’ Mamá whispered. Roosters were crowing as the orange and crimson colors of dawn spread across the village of Pátzcuaro, in the hills of México.”

The following is an example of a passage that describes a character’s feelings:

p. 18 “ Gazing at the enormous scissors in his hand, Erandi felt her knees tremble.”



In this lesson, the students: •Read independently

•Make inferences about characters

•Use examples from stories to support their thinking

•Write in their reading journals

•Explain their thinking

1 Review Making Inferences About CharactersHave the students bring their books and gather with partners sitting together, facing you. Remind the students that last week they heard the story Babu’s Song and talked about the main character, Bernardi. This week they heard the story Erandi’s Braids and talked about the main character, Erandi. They thought about things that Bernardi and Erandi do in each story and what those things tell us about them. Point out that the students used clues in the stories—such as the characters’ thoughts, actions, and words—to make inferences about them.

Explain that today the students will again practice making inferences about characters in their independent reading. Tell them that they will read their books for 5–7 minutes. Then you will ask each student to reread the same section of her book and think about what she knows about a character in her story.

2 Read Independently Without StoppingDistribute two self-stick notes to each student, and ask each student to use a self-stick note to mark the place he begins reading today. Have the students read silently for 5–7 minutes.

3 Model Making an Inference About a CharacterAfter 5–7 minutes, stop the students. Explain that now each student will reread her book, starting at the first self-stick note. As each student reads, she will use another self-stick note to mark a place where she figures out something about a character from what the character says, does, or thinks.

Model the process with your own text. Read a brief selection aloud, and then think aloud about what you figured out about a character and what clues in the text helped you make that inference. Mark the clues with self-stick notes.

Materials •Small self-stick notes for each student

•Narrative text to model making an inference, prepared ahead

•“Class Assessment Record” sheet (CA2)

•Student Response Book, Reading Journal section

•“Journal Entry” chart (WA3)

Teacher NoteMake sure that each student is reading a narrative text that has a main character.

E ELL NoteNote challenging vocabulary in the students’ books, and have brief discussions with individual students to define words as they read independently.

Independent Strategy Practice Day 3



You might say:

“ From this part of the story Girl Wonder, I figured out that Alta is determined to succeed at playing baseball. One of the clues on this page that helped me make that inference is: ‘Nothing could keep me from baseball.’ That shows that she played baseball every chance she got. Another clue that helped me is: ‘even in winter I got up early to practice.’ That is something you wouldn’t do unless you were very determined to succeed at something, because it’s hard to get up early in cold weather. I’ll put self-stick notes on this page next to these clues.”

Explain that at the end of independent reading, partners will share with each other the clues they found about their characters.

4 Reread Independently and Discuss Reading in PairsHave the students reread independently for 5–7 minutes. After 5–7 minutes, stop the students and have partners take turns telling each other what they figured out about the characters in their stories and what clues helped them. Remind the students to begin by each telling his partner the title and the name of the author of his book and briefly telling what it is about. Circulate and listen as partners talk.

CLASS ASSESSMENT NOTE

Ask yourself: •Are the students able to make inferences about characters? •Can they identify clues that support their inferences?

Record your observations on the “Class Assessment Record” sheet (CA2); see page 34 of the Assessment Resource Book. Use the following suggestions to support the students: • If all or most students are able to make inferences about characters, proceed with the lesson. • If about half of the students are able to make inferences about characters, proceed with the lesson and plan to check in with students who are having difficulty with inferences during IDR. You might ask those students to tell you about what they just read and follow up with questions such as:

Q What do you know about the main character in your story?

Q What clues in the story helped you figure that out about the character?

• If only a few students are able to make inferences about characters, you might give the class additional instruction by repeating Days 1 and 2 of this week using an alternative book before continuing on to Week 3. Visit the CCC Learning Hub (ccclearninghub.org) to view the “Grade 2 Alternative Texts” list.



5 Write in Reading Journals About InferencesHave the students return to their desks and open their Student Response Books to the next blank page in the Reading Journal section. Remind the students that this is where they can write about what they are reading. Explain that today they will each write a journal entry about one of the main characters in their books and what they inferred about the characters.

Display the “Journal Entry” chart ( WA3), and explain that you would like each student to write a journal entry. Also explain your expectations for what the journal entry should include.

WA3

[MM3e_TM_G2_U4_W2_WA3_8271.pdf]

Unit 1Journal EntryWrite a journal entry about the story you are reading. Please include:

•The title and the author’s name

•What the story is about

•An inference you made about a main character

•What clues in the story helped you make that inference

• If your story does not have a main character, write your opinion of the story or something you like about it

Ask the students to think quietly about what they will write about. After a moment, have partners take turns sharing what they plan to write.

Give the students a few minutes to write in their journals. If time permits, have a few volunteers share their journal entries with the class.

6 Reflect on Making Inferences and Working TogetherFacilitate a class discussion about using the strategy of making inferences to make sense of a character. Ask:

Q How does making inferences about a character in a story help us understand the character?

Teacher NoteYou will analyze the work the students do in their reading journals in this step for this unit’s Individual Comprehension Assessment.

Teacher NoteIf the students have difficulty writing inferences about main characters, you might model writing an inference about a main character in a book the students have heard previously. For example, you might write: My book is McDuff Moves In by Rosemary Wells. The main character is a dog named McDuff. I infer that McDuff is scared when he’s outside at night. My clue is the sentence “Strange voices hooted and whistled at him from the trees.” It would be scary to have strange voices hooting and whistling at you at night when you are lost.

E ELL NoteConsider having your students with limited English proficiency each draw a picture of a character from his book and then dictate to you what he infers about the character.



Q What did your partner do to explain his or her thinking clearly to you today? What did you do? How did that help you work together?

Students might say:

“ Sometimes the author doesn’t tell you why a character is scared or sad. You have to figure it out from what is happening to the character.”

“ My partner explained her thinking clearly by giving a reason for her idea. That helped me understand what she was saying and figure out my own ideas.”

Explain that the students will have more opportunities to make inferences about characters in the stories they hear and read independently.

EXTENSIONCompare Bernardi and ErandiShow the covers of Babu’s Song and Erandi’s Braids. Have the students briefly retell the stories. Use “Think, Pair, Share” to discuss:

Q In what ways are Bernardi and Erandi alike? In what ways are they different? [pause] Turn to your partner.

Have volunteers share their thinking with the class.

Students might say:

“ They both want things their families can’t afford. Bernardi wants a soccer ball and Erandi wants a doll.”

“ Bernardi can’t go to school because he doesn’t have a uniform. Erandi’s mother needs a new fishing net. So in both stories the families are trying to figure out how to buy something they really need.”

“ They both like to help. Bernardi helps by selling Babu’s toys at the market. Erandi helps by getting her hair cut.”

“ In addition to what [Marcus] said, they both do something that’s hard for them to do. Bernardi gives Babu the money he got for the music box instead of using it to buy the soccer ball. Erandi gets her hair cut even though she doesn’t want to.”

“ In the end, they both feel good about what they did, and they both get the thing they want.”

Teacher NoteNotice that you are asking open-ended questions during this discussion. To observe the effect of asking open-ended questions on students’ thinking, experiment with asking a closed question first. For example, ask “Does making inferences about a character in a story help us understand the character?” and note the responses. Then restate the question as an open-ended question and note the responses. For more information, view “Asking Open-ended Questions and Using Wait-time” (AV17).

Vocabulary NoteNext week you will revisit Erandi’s Braids to teach the Week 13 vocabulary lessons.

ccc collaborative literacy third edition€¦ · ccc collaborative literacy grade2 teacher’s...

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