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ELA | LEVEL 1Teacher Edition Sample Page

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mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

ELA | LEVEL 2Teacher Edition Table of Contents

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totalmotivationELA™

Table of Contents

How to Use Total Motivation ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX

Unit 1 Inch to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1LITERATURE: Adapted Myth – GSE Focus ELAGSE2RL2

Unit 2 Fit as a Fiddle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI8

Unit 3 Soccer Champions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22LITERATURE: Fiction – GSE Focus ELAGSE2RL5

Unit 4 Water, Water Everywhere and Drip, Drip, Drip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33INFORMATIONAL: Social Studies Text / INFORMATIONAL: Social Studies Text – GSE Focus ELAGSE2RI1

Unit 5 The Twinkling Lights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47LITERATURE: Fiction – GSE Focus ELAGSE2RL3

Unit 6 Survivor—Animal Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI2

Unit 7 How Bears Got Stumpy Tails and How Deer Got His Antlers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67LITERATURE: Adapted Folktale / LITERATURE: Adapted Myth – GSE Focus ELAGSE2RL1

Unit 8 From Tree to Table and Johnny Appleseed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83INFORMATIONAL: Social Studies Text / INFORMATIONAL: Biography – GSE Focus ELAGSE2RI6

Unit 9 President Teddy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97LITERATURE: Poetry – GSE Focus ELAGSE2RL4

Unit 10 Making Work Easier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI7

Unit 11 Russell and His Fire-Bellied Toad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118LITERATURE: Fiction – GSE Focus ELAGSE2RL7

Unit 12 We Need Plants and Planting a Shirt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128INFORMATIONAL: Social Studies Text / INFORMATIONAL: Social Studies Text – GSE Focus ELAGSE2RI9

Unit 13 The Boy Who Cried Wolf and The Girl Who Cried Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143LITERATURE: Adapted Fable / LITERATURE: Adapted Fable – GSE Focus ELAGSE2RL2

Unit 14 Community Helpers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158INFORMATIONAL: Social Studies Text – GSE Focus ELAGSE2RI5

Unit 15 Elizabeth and the Pea and The True Farm Girl Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169LITERATURE: Adapted Fairy Tale / LITERATURE: Story – GSE Focus ELAGSE2RL9

Unit 16 The Flight of the Wright Brothers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184INFORMATONAL: Biography – GSE Focus ELAGSE2RI7

Unit 17 A Great Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194LITERATURE: Fiction – GSE Focus ELAGSE2RL3


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ELA | LEVEL 2Teacher Edition Table of Contents

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Unit 18 Patterns in the Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI6

Unit 19 Dakota’s Wish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214LITERATURE: Fiction – GSE Focus ELAGSE2RL1

Unit 20 Science at Adventure Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI3

Unit 21 No More Shopping, Please! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235LITERATURE: Fiction – GSE Focus ELAGSE2RL6

Unit 22 The Regions of Georgia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245INFORMATIONAL: Social Studies Text – GSE Focus ELAGSE2RI1

Unit 23 A Special Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256LITERATURE: Fiction with Embedded Poetry – GSE Focus ELAGSE2RL4

Unit 24 A Rainbow in a Bowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE2RI4

Unit 25 The Wink, Blink, and Glow Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277LITERATURE: Fiction with Embedded Poetry – GSE Focus ELAGSE2RL5

ELA Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Appendix A: Organization and Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301Parallel Correlation of Teacher Edition and Student Edition ComponentsTeacher Edition and Student Edition Unit Components

Appendix B: Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317Close Reading of Text Critical Analysis of Text Before, During, and After Reading Bloom’s Taxonomy/Revised Bloom’s Taxonomy Depth of Knowledge (DOK) Levels Hess Cognitive Rigor Matrix (Reading CRM) Questions/Prompts Based on Bloom’s Taxonomy/RBT Effective Practices for Writing Instruction Effective Practices for Vocabulary Instruction Effective Practices for Speaking and Listening Instruction Effective Practices for Language Instruction Graphic Organizers for ELA Instruction

Appendix C: Coding Charts for Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347

Appendix D: Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375GSE Frequency ChartGraphic Organizers Referenced in Unit Instructional Plans Suggested Unit Content Literature Skill-Based Literature


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Unit 2

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The Regions of Georgia



1 Pre-Assessment Assign the online Pre-Assessment for Unit 22. Have students log in to Total Motivation ELA™ and complete the Pre-Assessment. Access the Reports online to review student performance. Use the information to plan instruction in order to help students understand and explain key details in informational texts. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors.

Note: After students complete the Pre-Assessment, access the Reports tab to review and evaluate each student’s responses.

2 Building Background Knowledge To introduce the unit passage “The Regions of Georgia,” lead students in a discussion about the regions of Georgia they have visited. Compare and contrast the differences between the regions (e.g., city, beach, mountain, etc.). Display a chart titled Regions of Georgia with five columns labeled Coastal Plain, Piedmont, Blue Ridge, Ridge and Valley, Plateau. Identify the region in which students live and have them work with small groups to brainstorm locations and features in the region (e.g., lakes, mountains, beaches). Invite students to record details in the appropriate column of the chart as the details are shared. After reading the unit passage, have the groups reconvene to discuss additional features of the regions and invite group members to record key details about each region on the appropriate columns of the chart.

Note: See Suggested Unit Content Literature in Appendix D: Teacher Resources.

3 Vocabulary Focus Use the provided vocabulary activities to teach the passage-specific and GSE vocabulary.

Passage-Specific Vocabulary GSE Vocabulary

crops separated answerfamous shale askiron soybeans demonstratelimestone spongy key detailorchards tour questionsandstone views understanding

text

The Word Is… – Call passage-specific or GSE vocabulary words and use the words in sentences that demonstrate their meanings. Ask students to record paraphrased definitions of the called words. Allow students to work with partners to improve their paraphrased definitions.

Stand for the Definition – Write passage-specific or GSE words on note cards or sticky notes and distribute one word to individuals or pairs of students. Call definitions and direct students to stand when the definitions that match their words are called. Continue calling definitions until all students are standing.

4 Suggested Formative Vocabulary Assessment Provide the following sentence frames. ________ might describe _______. ______ might be found in/at _______. Specify passage-specific words to complete the first blanks of the sentence frames. Direct students to complete the second blanks of the sentence frames to demonstrate understandings of the words (e.g., Famous might describe an actor. Crops might be found on a farm.). Use the evidence to clarify misconceptions and to plan further instruction or interventions.


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5 Unpacking the Standard Key Details in Informational Texts – Students in Grade 2 are expected to explain key details provided in informational texts. Students should be able to ask and answer who, what, where, when, why, and how questions before, during, and after reading.

Informational texts are written to describe and explain key details about a topic. Authors provide details that help readers understand who, what, where, when, why, and how.

Prompt students to ask and answer questions that demonstrate understanding of key details before, during, and after reading informational texts. Use the Think Aloud strategy to model the following process when reading informational texts and provide students with opportunities to practice reading and identifying key details in assigned and self-selected informational texts.

Before reading:• preview the front and back covers and browse the text to make predictions about what the text is about• consider what is already known about the topic• predict what new information might be learned from the text

During reading, identify details that:• describe what the topic does• explain how the topic works• explain when or where the topic happens, or• describe what the topic is like.

After reading:• review the identified key details• restate the new information that has been learned about the topic


Roll and Review – Prepare cubes with sides labeled who, what, where, when, why, and how. After reading informational texts, provide small groups of students with cubes. In turn, direct students to roll the cubes and ask group members questions about the texts using the words displayed on the cubes. Invite the groups to share discussed questions and answers with the large group.

Question Snowballs – After reading informational texts, have students write who, what, where, when, why, and how questions about the texts on slips of paper. Direct students to form the papers into wads and toss the “snowballs” when a signal is given. Instruct students to retrieve “snowballs.” In turn, invite students to read the questions on their “snowballs” and share answers with the large group. Allow other students to provide assistance and to refer to the texts to verify answers as needed.

7 Formative Assessment Provide students with an informational text. Direct students to underline key details in the text and to label each underlined detail with who, what, where, when, why, or how to indicate the type of information provided by each detail. Use the evidence to clarify misconceptions and to plan further instruction or interventions.


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8 Read the Passage “The Regions of Georgia” is a social studies text that discusses features of the five regions in Georgia. A cross-curricular connection for this unit might focus on comparing and contrasting rural, suburban, and urban environments.

Lexile Text Measure 570L

Have students read the unit passage “The Regions of Georgia” on pages 245–247 in the student edition.

Notes:


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Assessment: Unit 22 student edition pages 248–249


1 Comprehending and Analyzing Informational TextsUse the following strategies to help students comprehend and analyze informational texts:

• Direct students to identify and highlight/underline/annotate key details in the texts. Remind students to refer to the identified details when answering questions.

• Guide students to identify the focus of individual paragraphs and the main topics of entire texts.• Help students identify text features (e.g., captions, subheadings, electronic menus) and model how to use

the features to find information efficiently.• Guide students to identify text evidence that helps determine authors’ purposes (e.g., to answer, to

explain, to describe) for writing texts. • Teach students different types of images used in texts and have students note the purposes of and the

information provided by the images.• Guide students to identify points made by authors of texts and to locate reasons and evidence in the texts

that support the points.

2 Assessment Items Assign students the assessment items for “The Regions of Georgiaa.”

Note: If students complete the assessment online, use the progress monitoring tool to assess accuracy of responses and to monitor student understanding and growth. If students complete the assessment in print, guide students to monitor their understanding and growth using the Chart Your Success tool.

Correct answers are indicated in bold print.

1. Which two regions grow many different crops? Choose two answers.

a Coastal Plain

b Piedmont

c Blue Ridge

d Ridge and Valley

e Plateau

2. This question has two parts. Answer Part A, and then answer Part B.

Part AWhat is the MOST LIKELY reason a person might visit the Blue Ridge region?

a to enjoy nature

b to swim in a lake

c to explore a big city

d to view a cotton field

Part BWhich sentence from the passage BEST supports your answer to Part A?

a More people live in this region than any other.

b Because of the many mountains, farms are small.

c Some also visit to see the amazing views.

d People live in cities and towns in Georgia.


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Unit 2

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Assessment: Unit 22 student edition pages 248–249


2 Assessment Items, continued3. Under which heading can the reader find information

about types of stone?

a Coastal Plain

b Piedmont

c Ridge and Valley

d Plateau

4. Why is much of the land in the Coastal Plain region swampy?

a It is flat.

b It is made of clay.

c It is near the ocean.

d It is the largest region.

5. Which sentence from the passage BEST supports the idea that there are different landforms in Georgia?

a A region is an area in a state.

b Many streams and rivers also cross this region.

c Wide valleys lie between the ridges.

d Mountains, valleys, and beaches stretch across the regions of this state.

3 Intervention Activities When formative assessments reveal students in need of intervention, use the following activities to provide additional instruction and practice.

Flag the Evidence – Provide students with informational texts and small sticky notes. Have students read along as the text is read aloud. Pause after each paragraph to ask who, what, where, when, why, and how questions. Direct students to use the sticky notes to flag evidence in the texts that answers the posed questions. After reading, have students work with partners to compare flagged evidence and to discuss what key details are explained or described in the identified parts of the texts.

Rainbow Details – Provide students with informational texts and colored pencils. Assign a different color for each type of key detail: who, what, where, when, why, and how. Guide students to read the texts and to use the specified colors to underline the different types of details in the text. Say each color and invite students to share underlined details.


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Constructed Response: Unit 22 student edition page 250


1 Composing Constructed Responses Have students answer the constructed-response questions/prompts using the provided checklist as a guide.

� Read the entire question/prompt. � Restate the question/prompt in your own words. � Think about your response. � Locate evidence from the passage to guide your response. � Include evidence and details from the text that support your thinking in your written response.

Note: Students may complete the Constructed Responses online or in print. If students complete the Constructed Responses in print, guide students to note the scores on the Chart Your Success tool.

2 Scoring Constructed ResponsesScore student responses for the constructed-response questions/prompts using the following rubrics.

Note: The rubrics are aligned to the GSE Focus Standard addressed in the unit. All components of the rubrics may not be applicable to each prompt.

6. Why might a person want to visit the Plateau region? Use details from the passage to support your answer. Write your answer on the lines provided.

Points Description

2

The response achieves the following:• Provides a thorough explanation of who, what, when, where, why, or how in

the text• Conveys clear understanding of key details in the text

1The response achieves the following:• Provides a limited explanation of who, what, when, where, why, or how in the text• Conveys limited understanding of key details in the text

0The response achieves the following:• Provides no explanation of who, what, when, where, why, or how in the text• Conveys no understanding of key details in the text

7. What are the important features of the Piedmont region? Use details from the passage to support your answer. Write your answer on the lines provided.

Points Description

2

The response achieves the following:• Provides a thorough explanation of who, what, when, where, why, or how in

the text• Conveys clear understanding of key details in the text

1The response achieves the following:• Provides a limited explanation of who, what, when, where, why, or how in the text• Conveys limited understanding of key details in the text

0The response achieves the following:• Provides no explanation of who, what, when, where, why, or how in the text• Conveys no understanding of key details in the text


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Extended Constructed Response: Unit 22 student edition page 251

GSE Focus: ELAGSE2W3

1 Composing an Extended Constructed Response Have students answer the extended constructed-response prompt using the provided checklist as a guide.

� Introduce the characters, setting, and well-organized plot events. � Use dialogue and description. � Include effective language and transition words. � Provide a logical conclusion. � Proofread for errors.

Note: Students may complete the Extended Constructed Response online or in print. If students complete the Extended Constructed Response in print, guide students to note the score on the Chart Your Success tool.

2 Scoring an Extended Constructed ResponseScore student responses for the extended constructed-response prompt using the following rubric.

Note: The rubric is aligned to the GSE Focus Standard for a narrative response. All components of the rubric may not be applicable to the prompt.

8. Write a story about characters who vacation in the Blue Ridge region of Georgia. Be sure to use details from the passage. Write your story on the lines provided.

Points Description

4

The response is a well-developed narrative that fully establishes a real or imagined experience based on text that has been read. • Includes a well-organized sequence of events • Includes details that effectively describe the actions, thoughts, and feelings of the characters• Utilizes a variety of time-order transition words and phrases that effectively signal the sequence of events• Provides a logical conclusion to the events• Integrates multiple ideas and details from the passage(s)• Contains few or no errors in conventions that interfere with meaning

3

The response is a developed narrative that partially establishes a real or imagined experience based on text that has been read.• Includes a sequence of events• Includes details that describe the actions, thoughts, and feelings of the characters• Utilizes time-order transition words and phrases to signal the sequence of events• Provides a conclusion to the events• Integrates ideas and details from the passage(s)• Contains few errors in conventions that interfere with meaning

2

The response is an incomplete narrative based on text that has been read.• Includes a sequence of events that may lack clarity• Includes details that vaguely describe the actions, thoughts, and feelings of the characters• Utilizes few time-order transition words and phrases to signal the sequence of events• Provides a vague or unclear conclusion to the events• Integrates few ideas and details from the passage(s)• Contains several errors in conventions that may interfere with meaning

1

The response is an attempt at a narrative based on text that has been read.• Includes a sequence of events that lacks clarity• Includes no details that describe the actions, thoughts, and feelings of the characters• Utilizes few or no time-order transition words and phrases to signal the sequence of events• Provides a minimal or unclear conclusion to the events • Integrates few or no ideas and details from the passage(s)• Contains many errors in conventions that interfere with meaning

0The response will receive a conditional code based on �aws. • Is blank, copied, not in English, or otherwise inappropriate


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Revising/Editing: Unit 22 student edition page 252

GSE Focus: ELAGSE2L1d

1 Explanation of Standard Irregular Verbs – Students in Grade 2 are expected to recognize that verbs use different forms to indicate when actions occur. Students should accurately use irregular forms of past-tense verbs (e.g., went, kept) when speaking and writing.

2 Revising/Editing Assessment Items After providing appropriate instruction in the assessed standard(s), assign students the revising/editing assessment items.

Note: If students complete the assessment online, use the progress monitoring tool to assess accuracy of responses and to monitor student understanding and growth. If students complete the assessment in print, guide students to monitor their understanding and growth using the Chart Your Success tool.

Correct answers are indicated in bold print. 9. Which sentence has an error in verb usage?

a Jack rode the bus to school today.

b My mom drived me to my friend’s house.

c Everyone sat down when the teacher entered the room.

d The zookeeper told the students about the new baby monkeys.

10. Read the sentence and answer the question.

Mom _________________ my sister’s birthday presents under the bed so she would not find them.

Which word BEST completes the sentence?

a hid

b hided

c hides

d hiding

11. Kate is writing a story for class about a hiking trip. Read the paragraph from the story and answer the question.

Last Saturday morning, my family prepared for our hike in the forest. Dad packed our lunches. We also bringed extra water. We drove to the forest and parked high on a mountain. We began to hike a trail. It was a hot day, so we stopped and drank some water.

Which change should be made to one of the underlined words to correct a verb usage mistake in the sentences?

a Change bringed to brought

b Change drove to drived

c Change began to beginned

d Change drank to drinked


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Critical Thinking: Unit 22 student edition page 253


1 Guiding Critical Thinking Critical thinking questions/prompts often require readers to:

Analysis/Analyze

• break information into parts for careful examination.• find relationships within the text.• combine text evidence with prior knowledge to communicate comprehension of text and to reach

conclusions.

Evaluation/Evaluate

• make judgments.• choose between two or more options.• rank items in order of importance or preference.• use text evidence to support personal views.

Synthesis/Create

• combine information from within a source, or from different sources, to create something new.• compose alternate conclusions to texts.• design original products that relate to the texts.

2 Critical Thinking Prompts Ask students to read and respond to the critical thinking questions/prompts.

Note: Students may complete the Critical Thinking prompts online or in print.

Suggested responses are indicated in bold print.

Analysis/Analyze – What might be pros and cons of living in the Coastal Plain region?

Answers may vary. Student responses might include: Pros – Near the ocean; flat land; important crops. Cons – Swampy land; sandy soil; possible flooding.

Evaluation/Evaluate – Do you agree with the author that Georgia is a beautiful state? Circle your answer. Yes No Write reasons to support your opinion using details from the passage.

Answers may vary. Students should answer the question if they agree with the author that Georgia is a beautiful state and provide reasons to support the opinion using details from the passage.

Synthesis/Create – Create an advertisement for a crop grown in Georgia.

Answers may vary. Students should create an original advertisement for a crop grown in Georgia.


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Unit

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Motivation Station: Unit 22 student edition page 254

GSE Focus: ELAGSE2L4b

1 Explanation of Standard Understanding Words with Prefixes – Students in Grade 2 are expected to become familiar with meanings of commonly used prefixes (e.g., un-, re-, dis-). Students should apply their knowledge of prefixes to determine meanings of new words encountered during reading.

2 Motivation Station Activity After providing appropriate instruction in the assessed standard(s), assign students the Motivation Station activity.

Note: Students may complete the Motivation Station activity online or in print.

Correct answers are indicated in bold print.

In each row, write a prefix and a root word on the left that will mean the same as the word on the right.

1. ________________ + _________________ = sad

2. ________________ + _________________ = repeat

3. ________________ + _________________ = dangerous

4. ________________ + _________________ = lose

5. ________________ + _________________ = locate

6. ________________ + _________________ = error

un happy

re tell

un safe

mis place

dis cover

mis take

Home ConnectionShare the following activities to create learning opportunities for children and their families.

Note: The activities can be accessed online or in print.

1. Discuss the region of Georgia in which your family lives and what your family enjoys about living in this region.

2. Help your child use digital or print sources to research urban and rural areas of Georgia. Discuss how the areas are similar and different.


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Unit 2

2


Performance Task Assessment: Unit 22 student edition page 255

GSE Focus: ELAGSE2W8

1 Performance Task OverviewThe Performance Task Assessment requires students to create a product that integrates multiple research, writing, and speaking standards within a real-world context. The task, which relates to the unit topic, allows students to reason using higher-order thinking skills while demonstrating their learning in a variety of ways.

Note: Students may complete the Performance Task Assessment online or in print. Online, text boxes are provided for each question/prompt. Teachers have the option to assign written or oral responses as they guide students through the process of completing the Performance Task Assessment.

2 Performance Task Direct students to read the Performance Task.

Create a brochure that convinces people to visit Georgia. Include drawings or photographs and text features. Share your brochure with an audience.

3 Performance Task StepsGuide students to use the following steps to complete the Performance Task Assessment.

1. Read “The Regions of Georgia.” 2. Use digital or print sources to study brochures that convince people to visit certain places.3. Decide which areas and features of Georgia you will highlight in your brochure.4. Gather additional information about the areas and features of Georgia you selected.5. Brainstorm reasons why people should visit the areas and features you selected.6. Answer the following questions about your task.

• What information about the state is provided in “The Regions of Georgia”?• How do the brochures you studied convince people to visit certain places?• Which areas and features of Georgia will you highlight in your brochure?• What words will you use to convince people to visit your selected areas and features?• What photographs or illustrations will you include to add interest to your brochure?• How will you use text features to organize your brochure?

7. Plan and create your brochure, including words, images, and text features.8. Share your brochure with an audience.

4 Scoring CriteriaUse a rubric with the following criteria for student self-assessment and teacher scoring: Accuracy of Information, Organization of Brochure, Use of Persuasive Language, Visual Appeal of Brochure.

ELA | LEVEL 2Student Edition Sample Page

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Name __________________________________________

The Regions of Georgia Unit 22 Passage


Georgia is a beautiful state. It has five regions. A region is an area in a state. Let’s tour the regions of Georgia.

Coastal Plain

Atlantic Ocean

Piedmont

Blue Ridge

Plateau

Ridgeand

Valley

The Five Regions of Georgia

Coastal Plain

The Coastal Plain is the largest of Georgia’s regions. The land is flat and low. The soil is mostly sand and clay. The areas near the Atlantic Ocean are swampy. Swamps are areas of wet, spongy land. Few crops can grow here. Farther from the coast, the soil is better for growing. Many of Georgia’s famous crops grow in this region. Peanuts, peaches, and pecans are just a few of the treats that are raised in the Coastal Plain.

The Darien RiverCoastal Plain Region

Read the passage “The Regions of Georgia” and answer questions 1–8.


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Name __________________________________________

The Regions of GeorgiaUnit 22 Passage

Piedmont

The Piedmont is the second largest region in Georgia. More people live in this region than any other. There are many hills and valleys in the Piedmont. Many streams and rivers also cross this region. The Piedmont is known for its red soil. This soil is red because it has iron in it. It is often called Georgia red clay. Piedmont land is good for growing crops. Cotton, soybeans, and wheat grow well here. Georgia’s largest city, Atlanta, is in the Piedmont region.

The Atlanta SkylinePiedmont Region

Blue Ridge

Many people think the Blue Ridge region is the most beautiful. Some of the highest mountains in the eastern United States are here. The region is often rainy. Because of the many mountains, farms are small. This area is known for its apple orchards. People visit the Blue Ridge region to hike and ride horses. Some also visit to see the amazing views.

Tallulah GorgeBlue Ridge Region


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Name __________________________________________

The Regions of Georgia Unit 22 Passage

Ridge and Valley

The Ridge and Valley region is located west of the Blue Ridge region. This region has many long ridges. Ridges are high points that stretch across the tops of mountains. Wide valleys lie between the ridges. Valleys are areas of low land. Ridges are made of sandstone. Valley floors are made of limestone and shale. These rocks are softer than the rocks in other regions. Many rivers run through the valleys in the Ridge and Valley region.

The Coosa River Ridge and Valley Region

Plateau

The Plateau is the smallest of Georgia’s regions. It is in the northwest corner of the state. A plateau is an area of flat land that sits over a valley. The Cumberland Plateau is found in this region. Two famous mountains, Sand Mountain and Lookout Mountain, are located here. These two mountains are separated by a deep valley. Coal is found in this region. The Plateau region is mostly forest.

People live in cities and towns in Georgia. Mountains, valleys, and beaches stretch across the regions of this state. People are proud to call Georgia their home.

Lookout MountainPlateau Region


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Name __________________________________________

The Regions of GeorgiaUnit 22 Assessment

1. Which two regions grow many different crops? Choose two answers.

a Coastal Plain

b Piedmont

c Blue Ridge

d Ridge and Valley

e Plateau

2. This question has two parts. Answer Part A, and then answer Part B.

Part A

What is the MOST LIKELY reason a person might visit the Blue Ridge region?

a to enjoy nature

b to swim in a lake

c to explore a big city

d to view a cotton field

Part B

Which sentence from the passage BEST supports your answer to Part A?

a More people live in this region than any other.

b Because of the many mountains, farms are small.

c Some also visit to see the amazing views.

d People live in cities and towns in Georgia.


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Name __________________________________________

The Regions of Georgia Unit 22 Assessment

3. Under which heading can the reader find information about types of stone?

a Coastal Plain

b Piedmont

c Ridge and Valley

d Plateau

4. Why is much of the land in the Coastal Plain region swampy?

a It is flat.

b It is made of clay.

c It is near the ocean.

d It is the largest region.

5. Which sentence from the passage BEST supports the idea that there are different landforms in Georgia?

a A region is an area in a state.

b Many streams and rivers also cross this region.

c Wide valleys lie between the ridges.

d Mountains, valleys, and beaches stretch across the regions of this state.


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Name __________________________________________

The Regions of GeorgiaUnit 22 Constructed Response

6. Why might a person want to visit the Plateau region? Use details from the passage to support your answer. Write your answer on the lines provided.

______________________________________________________________________

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______________________________________________________________________

______________________________________________________________________

7. What are the important features of the Piedmont region? Use details from the passage to support your answer. Write your answer on the lines provided.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Name __________________________________________

The Regions of Georgia Unit 22 Extended Constructed Response

8. Write a story about characters who vacation in the Blue Ridge region of Georgia. Be sure to use details from the passage. Write your story on the lines provided.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


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Name __________________________________________

The Regions of GeorgiaUnit 22 Revising/Editing

9. Which sentence has an error in verb usage?

a Jack rode the bus to school today.

b My mom drived me to my friend’s house.

c Everyone sat down when the teacher entered the room.

d The zookeeper told the students about the new baby monkeys.

10. Read the sentence and answer the question.

Mom ________ my sister’s birthday presents under the bed so she would not find them.

Which word BEST completes the sentence?

a hid

b hided

c hides

d hiding

11. Kate is writing a story for class about a hiking trip. Read the paragraph from the story and answer the question.

Last Saturday morning, my family prepared for our hike in the forest. Dad packed our lunches. We also bringed extra water. We drove to the forest and parked high on a mountain. We began to hike on a trail. It was a hot day, so we stopped and drank some water.

Which change should be made to one of the underlined words to correct a verb usage mistake in the sentences?

a Change bringed to brought

b Change drove to drived

c Change began to beginned

d Change drank to drinked


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Name __________________________________________

The Regions of Georgia Unit 22 Critical Thinking

What might be the pros and cons of living in the Coastal Plain region?

ConsPros

Do you agree with the author that Georgia is a beautiful state?

Circle your answer. Yes No

Write reasons to support your opinion using details from the passage.

______________________________________________________________________

______________________________________________________________________

Evaluation

Evaluate

Create an advertisement for a crop grown in Georgia.

Synthesis

Create

Analysis

Analyze


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1. Discuss the region of Georgia in which your family lives and what your family enjoys about living in this region.

2. Help your child use digital or print sources to research urban and rural areas of Georgia. Discuss how the areas are similar and different.

In each row, write a prefix and a root word on the left that will mean the same as the word on the right.

1. + = sad

2. + = repeat

3. + = dangerous

4. + = lose

5. + = find

6. + = error

Home Connection

Motivation Molly says, “A skilled reader can identify and explain key details about the topics of informational texts.”


Name __________________________________________

The Regions of GeorgiaUnit 22 Motivation Station/Home Connection


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Performance Task

Create a brochure that convinces people to visit Georgia. Include drawings or photographs and text features. Share your brochure with an audience.

Performance Task Steps1. Read “The Regions of Georgia.”

2. Use digital or print sources to study brochures that convince people to visit certain places.

3. Decide which areas and features of Georgia you will highlight in your brochure.

4. Gather additional information about the areas and features of Georgia you selected.

5. Brainstorm reasons why people should visit the areas and features you selected.

6. Answer the following questions about your task.

• What information about the state is provided in “The Regions of Georgia”?

• How do the brochures you studied convince people to visit certain places?

• Which areas and features of Georgia will you highlight in your brochure?

• What words will you use to convince people to visit your selected areas and features?

• What photographs or illustrations will you include to add interest to your brochure?

• How will you use text features to organize your brochure?

7. Plan and create your brochure, including words, images, and text features.

8. Share your brochure with an audience.

Scoring CriteriaYour Performance Task will be evaluated using the following criteria: Accuracy of Information, Organization of Brochure, Use of Persuasive Language, Visual Appeal of Brochure.


Name __________________________________________

The Regions of Georgia Unit 22 Performance Task Assessment


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Unit 2

2





1 Pre-Assessment Assign the online Pre-Assessment for Unit 22. Have students log in to Total Motivation ELA™ and complete the Pre-Assessment. Access the Reports online to review student performance. Use the information to plan instruction in order to help students understand and explain key details in informational texts. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors.

Note: Use the card attached to the front of the teacher edition to activate your online license. After registering, create your classes and assign the Pre-Assessment for Unit 22. After students complete the Pre-Assessment, access the Grade Assignments screen to review and evaluate each student’s responses.

2 Building Background Knowledge To introduce the unit passage “The Regions of Georgia,” lead students in a discussion about the regions of Georgia they have visited. Compare and contrast the differences between the regions (e.g., city, beach, mountain, etc.). Display a chart titled Regions of Georgia with five columns labeled Coastal Plain, Piedmont, Blue Ridge, Ridge and Valley, Plateau. Identify the region in which students live and have them work with small groups to brainstorm locations and features in the region (e.g., lakes, mountains, beaches). Invite students to record details in the appropriate column of the chart as the details are shared. After reading the unit passage, have the groups reconvene to discuss additional features of the regions and invite group members to record key details about each region on the appropriate columns of the chart.

Note: See Suggested Unit Content Literature in Appendix D: Teacher Resources.

3 Vocabulary Focus Use the provided vocabulary activities to teach the passage-specific and GSE vocabulary.

Passage-Specific Vocabulary GSE Vocabulary

crops separated answerfamous shale askiron soybeans demonstratelimestone spongy key detailorchards tour questionsandstone views understanding

text

The Word Is… – Call passage-specific or GSE vocabulary words and use the words in sentences that demonstrate their meanings. Ask students to record paraphrased definitions of the called words. Allow students to work with partners to improve their paraphrased definitions.

Stand for the Definition – Write passage-specific or GSE words on note cards or sticky notes and distribute one word to individuals or pairs of students. Call definitions and direct students to stand when the definitions that match their words are called. Continue calling definitions until all students are standing.

4 Suggested Formative Vocabulary Assessment Provide the following sentence frames. ________ might describe _______. ______ might be found in/at _______. Specify passage-specific words to complete the first blanks of the sentence frames. Direct students to complete the second blanks of the sentence frames to demonstrate understandings of the words (e.g., Famous might describe an actor. Crops might be found on a farm.). Use the evidence to clarify misconceptions and to plan further instruction or interventions.

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