Tell It Again! Read-Aloud Anthology - EngageNY

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Compare and contrast similarities and differences between the steamboat and the locomotive (RI.2.9) Write simple sentences to represent details or information from “Working on the Transcontinental Railroad” (W.2.2) With assistance, categorize and organize information within a domain to answer questions (W.2.8) Draw pictures to represent details or information from “Working on the Transcontinental Railroad” (SL.2.5) Use word parts to determine meanings (L.2.4c) Provide antonyms of core vocabulary words, such as convenient and inconvenient (L.2.5a) Prior to listening to “Working on the Transcontinental Railroad,” identify what they know and have learned about transportation and people moving westward Share writing with others Core Vocabulary ancestor, n. A person who lived a long, long time ago from whom another is directly descended; a forefather Example: Michelle’s ancestor came to the “New World” on the Mayflower many, many years ago before the United States was formed. Variation(s): ancestors convenient, adj. Suitable for your needs; causing the least difficulty Example: It was convenient for Josh that his mom packed him an afternoon snack so he wouldn’t be hungry during his piano lesson. Variation(s): none iron horse, n. A nickname for the first locomotives Example: The loud whistle and hissing steam of the “iron horse” was a shock to the Native Americans living on the previously quiet prairie. Variation(s): iron horses spanned, v. Covered the length of something from one end to the other Example: Maria’s large chalk drawings spanned from one end of her driveway to the other. Variation(s): span, spans, spanning transcontinental railroad, n. A railroad system that stretches all the way from the East Coast to the West Coast of the continental United States Example: Many people across the country contributed to the building of the transcontinental railroad. Variation(s): transcontinental railroads 116 Westward Expansion 8 | Working on the Transcontinental Railroad © 2013 Core Knowledge Foundation
At a Glance Exercise Materials Minutes Introducing the Read-Aloud Presenting the Read-Aloud Discussing the Read-Aloud Extensions What Have We Already Learned? Essential Background Information or Terms Purpose for Listening Working on the Transcontinental Railroad Image Card 16–17; U.S. map 10 U.S. map 15 Comprehension Questions 10 Word Work: Convenient 5 Complete Remainder of the Lesson Later in the Day Timeline Syntactic Awareness Activity: Prefixes Song: “I’ve Been Working on the Railroad” Westward Expansion Quilt Image Card 12; timeline from previous lessons Instructional Master 8B-1; Recording, “I’ve Been Working on the Railroad”; [This activity requires advance preparation.] Instructional Master 8B-2; drawing tools 20 Westward Expansion 8 | Working on the Transcontinental Railroad 117 © 2013 Core Knowledge Foundation
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Grade 2 Core Knowledge Language Art
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Creative Commons Licensing This wor
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Alignment Chart for Westward Expans
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Introduction to Westward Expansion
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What Students Have Already Learned
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• Identify and locate the Louisia
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Student Performance Task Assessment
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5. Dancing Teepees: Poems of Americ
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32. Clara Morgan and the Oregon Tra
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Audio with video 6. “The Erie Can
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Core Vocabulary campfire, n. An out
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Show students Image Card 3 (Louisia
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Presenting the Read-Aloud 15 minute
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loaded onto a flatboat and carried
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cattle struggle to breathe and we h
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Discussing the Read-Aloud 15 minute
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Going West 1B Extensions 20 minutes
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Mr. Fulton’s Journey 2 Lesson Ob
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Introducing the Read-Aloud Mr. Fult
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6 or water vapor 7 What do you thin
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Show image 2A-8: Map showing two ri
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Word Work: Voyage 5 minutes 1. In t
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Westward Expansion Quilt (Instructi
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Write simple sentences to represent
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Introducing the Read-Aloud The Jour
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Discussing the Read-Aloud 15 minute
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Use a Making Choices activity for f
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Song: “The Erie Canal” (Instruc
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they should write a word or short p
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Recount a personal experience with
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Introducing the Read-Aloud The Stor
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12 Do you think it would be difficu
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3. Inferential Why did Sequoyah fee
Page 77 and 78: The Story of Sequoyah 4B Extensions
Page 79 and 80: 4. writing a letter (That is a way
Page 81 and 82: The Trail of Tears 5 Lesson Object
Page 83 and 84: Introducing the Read-Aloud The Trai
Page 85 and 86: Presenting the Read-Aloud 15 minute
Page 87 and 88: 13 The Trail of Tears is what peopl
Page 89 and 90: 4. While camping in the woods with
Page 91 and 92: Take-Home Material Family Letter Se
Page 93 and 94: Student Performance Task Assessment
Page 95 and 96: Key Vocabulary Brainstorming Materi
Page 97 and 98: Riddles for Core Content Ask studen
Page 99 and 100: Lesson Objectives Westward on the 6
Page 101 and 102: At a Glance Exercise Materials Minu
Page 103 and 104: Oregon Territory. As you share this
Page 105 and 106: 7 [Point to the ruts in the image.]
Page 107 and 108: Show image 6A-12: Abigail greeting
Page 109 and 110: 25 Where will home be for these pio
Page 111 and 112: Word Work: Territory 5 minutes 1. I
Page 113 and 114: the scout. Ask students what they t
Page 115 and 116: Rehearse and perform poems, stories
Page 117 and 118: or talk about something, but it als
Page 119 and 120: Show image 7A-3: Fast horses runnin
Page 121 and 122: up in the distance. Can you imagine
Page 123 and 124: 5. Inferential Why were the young m
Page 125 and 126: The Pony Express 7B Extensions 20 m
Page 127: Lesson Objectives Working on the 8
Page 131 and 132: power his boat, Peter Cooper of New
Page 133 and 134: Show image 8A-5: Map of the two com
Page 135 and 136: Show image 8A-8: Ling Wei working i
Page 137 and 138: 8. Evaluative Think Pair Share: Why
Page 139 and 140: Working on the Transcontinental Rai
Page 141 and 142: Dinah, won’t you blow your horn?
Page 143 and 144: The Buffalo Hunters 9 Lesson Objec
Page 145 and 146: Introducing the Read-Aloud The Buff
Page 147 and 148: Presenting the Read-Aloud 15 minute
Page 149 and 150: 12 or seriously he remembered to lo
Page 151 and 152: 7. Inferential What was the “iron
Page 153 and 154: The Buffalo Hunters 9B Extensions 2
Page 155 and 156: Domain Review DR Note to Teacher Yo
Page 157 and 158: 4. The most famous route for settle
Page 159 and 160: • I am the animal that the Lakota
Page 161 and 162: 7. Route: The way we get from one p
Page 163 and 164: Culminating Activities CA Note to T
Page 165 and 166: • The Pony Express was an overlan
Page 167 and 168: Poetry Reading Find a copy of the p
Page 169 and 170: For Teacher Reference Only: Copies
Page 171 and 172: 1B-1 Name Directions: Cut out the q
Page 173 and 174: 5B-1 1B-2 Dear Family Member, Durin
Page 175 and 176: 5B-1 1B-3 Recommended Trade Books f
Page 177 and 178: 27. Robert Fulton, by Lola Schaefer
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Websites and Other Resources Family
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2B-1 Name Directions: Cut out the q
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3B-1 Name The Erie Canal This popul
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3B-1 cont. Name 2. We better get on
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5B-2 Dear Family Member, For the pa
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PP-1 Name Directions: Listen carefu
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PP-1 Name Answer Key Directions: Li
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PP-2 Name Directions: Think about w
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8B-1 Name I’ve Been Working on th
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8B-1 cont. Name Westward Expansion
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DR-1 Name Directions: Put a number
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DR-1 Name Directions: Put a number
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DR-1 Name Answer Key Directions: Pu
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DR-1 Name Answer Key Directions: Pu
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DR-2 Name Directions: Study the map
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DR-2 Name Answer Key Directions: St
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DA-1 Name Directions: Listen carefu
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DA-1 Name Answer Key Directions: Li
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DA-2 Name Directions: Listen to eac
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DA-2 Name Answer Key Directions: Li
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DA-3 Name Directions: Read each que
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Tens Recording Chart Use this grid
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CORE KNOWLEDGE LANGUAGE ARTS SERIES
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Westward Expansion Tell It Again! R
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Tell It Again! Read-Aloud Anthology - EngageNY

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