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(SL.1. 2)\u003Cbr>I can define and use new words. (L.5)\u003Cbr>I can connect words to my own real-life experiences. (L.5.2.a) |\n| Vocabulary | clever: quick to understand\u003Cbr>contribute: to give to help achieve a goal\u003Cbr>leader: a person who leads a group\u003Cbr>recognize: to identify, from having seen someone or something before\u003Cbr>resolve: to find a solution\u003Cbr>responsibility: duty or task that a person has to do, that others count on them to do\u003Cbr>simplify: to make something easier, less complicated\u003Cbr>trait: a quality or characteristic that distinguishes one from another |\n| Materials and Preparation | Choose four words to teach each day, following the steps of the Weekly Words routine.\u003Cbr>● Week 7 Weekly Words cards\u003Cbr>● chart paper\u003Cbr>Create the week’s Weekly Words chart by writing out the Weekly Words and their definitions. Add icons, sketches, or images as needed. |\n| Opening\u003Cbr>Day 1 | Today we’ll start a new list of Weekly Words. These words come from the texts that we read and the big ideas from our study, How We Learn in Our School Communities. Today’s words are:  ,  ,  , and   |\n| Day 2 | Let’s continue learning our words for this week. Today’s words are:  ,  ,  , and   |\n\nVocabulary & Language U2 W7 D1 & D2  \nFocus on Second/ 2nd Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n| Teaching the words | clever (adjective) Elaboration:\u003Cbr>Louis Braille was so clever in coming up with ways to understand the world, even with his disability of blindness.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What other clever characters have we met in books so far this year?\u003Cbr>What makes you say they are clever? |\n| --- | --- |\n|  | contribute (verb) Elaboration:\u003Cbr>Julius Rosenwald contributed to building schools for Black\u003Cbr>communities in the 1800s, and the communities contributed, too.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What have women in Wangari Maathai’s community contributed to their country, Kenya, and the world? |\n|  | leader (noun)\u003Cbr>Elaboration:\u003Cbr>Wangari Maathai is one kind of leader—she led a community to acton an important idea.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What other kinds of leaders do you know? |\n|  | recognize (verb)\u003Cbr>Elaboration:\u003Cbr>This young kid goat and its mother recognize each other by sight and also by voice.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What qualities helps us recognize someone as a leader? |\n|  | resolve (verb)\u003Cbr>Elaboration:\u003Cbr>All day long, every day, we work to resolve big and small challenges or problems—with materials, how things work, disagreements.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>What should this child do first to start to resolve the problem of the flat tire? Then what? |\n|  | responsibility (noun)\u003Cbr>Elaboration: |\n\nVocabulary & Language U2 W7 D1 & D2  \nFocus on Second/ 2nd Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n|  | When people take care of their responsibilities, their communities work better.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>Quickly with your partner, take turns naming as many of your own responsibilities as you can. They can be in or out of school responsibilities. Go! |\n| --- | --- |\n|  | simplify (verb) Elaboration:\u003Cbr>If you can’t figure out what to do, you can ask someone to simplify the directions, to not have so many steps for getting it done.\u003Cbr>Think, Pair, Share prompt:\u003Cbr>When you are working on a complicated task, what can you do to simplify it? |\n|  | trait (noun) Elaboration:\u003Cbr>The characters we meet in our texts have traits that help move the story along. Sympathetic, understanding, compassionate, and clever are traits we have seen. These children are helpful; that’s also a trait.\u003Cbr>Think, Pair, Share prompt:\u003C","cbCaihGHKlUMoNsV","https://ap.wps.com/l/cbCaihGHKlUMoNsV","pdf",296542,"English","# Unit 1: How We Learn in Our School Communities\n## Week 7 Days 1 & 2 - Vocabulary & Language - Weekly Words\n## Materials and Preparation\n## Opening Day 1\n## Day 2\n## Teaching the Words\n## Closing\n## Standards\n## Ongoing assessment\n## Notes","[{\"question\":\"What are the language objectives for this Weekly Words unit?\",\"answer\":\"Students learn to talk with classmates about words, define and use new words, and connect words to their own real-life experiences. Objectives are aligned to SL.1.2, L.5, and L.5.2.a.\"},{\"question\":\"How are the Weekly Words chosen and taught each day?\",\"answer\":\"Choose four words to teach each day following the Weekly Words routine. Create a Weekly Words chart by writing each word and its definition, and add icons, sketches, or images as needed.\"},{\"question\":\"What kinds of activities are included for learning each word?\",\"answer\":\"The guide provides examples and Think, Pair, Share prompts that ask students to discuss characters and traits connected to the words. It also includes elaborations for each vocabulary item.\"}]","Early Learning - 2nd Grade Unit 1 Week 7 Vocabulary & Language - Weekly Words | PDF",1790650296]