Grade 2 Fall — Paragraph Structure, Personal Narrative, and Open-Class Parts of Speech
Lesson 13 45 min eng.g2.f.lesson_13.tier2_scampered_sighed_peered_fidgeted

Tier-2 Vocabulary Launch — SCAMPERED, SIGHED, PEERED, FIDGETED

Skills targeted
Objectives
  • Students define and use SCAMPERED, SIGHED, PEERED, and FIDGETED in sentences with strong context.
  • Students complete Tier-2 Set 5 (all 10 words).
Vocabulary
scamperedsighedpeeredfidgetedTier-2 Set 5

Lesson plan

Warm-up

5 min

Charades: teacher mimes each new word in turn. Class names.

Teacher moves
  • Hold SIGH for the breath-out sound
  • PEER means look closely at something distant or small

Direct instruction

12 min

Four more narrative verbs to finish Tier-2 Set 5. SCAMPERED — moved quickly with light steps, often little legs ('The squirrel scampered up the tree'). SIGHED — let out a long breath, often from tired, sad, or relieved ('Dad sighed when he saw the dishes'). PEERED — looked carefully, often through or into something small or far ('She peered into the dollhouse window'). FIDGETED — moved restlessly in small ways, often nervous or bored ('I fidgeted during the long speech'). With these four, we now have all 10 Tier-2 Set 5 words.

Key examples
  • Light + quick + small legs. Scamper fits a chipmunk perfectly.
    model The chipmunk scampered across the path and disappeared under a log.
    prompt SCAMPERED in a sentence
  • Sigh = breath out. Often shows tired, sad, or 'okay, here we go again' feelings.
    model Mom sighed and started picking up the toys.
    prompt SIGHED in a sentence
  • Peer = look CLOSELY. Often through something small.
    model I peered through the keyhole to see what was inside.
    prompt PEERED in a sentence
  • Fidget = nervous, restless small movements.
    model I fidgeted in my chair waiting for my name to be called.
    prompt FIDGETED in a sentence
Checks for understanding
  • Which word fits: 'The mouse ___ across the kitchen floor.' (Scampered.)
  • Which fits: 'She ___ at the small bug on the leaf.' (Peered.)
Media
M-2-F-VOC-13-A Photograph
Quad photograph: panel 1 — chipmunk mid-scamper across stone (motion blur on feet); panel 2 — adult sighing, shoulders d

Quad photograph: panel 1 — chipmunk mid-scamper across stone (motion blur on feet); panel 2 — adult sighing, shoulders dropping, eyes closed; panel 3 — child peering through a keyhole, eyes squinted; panel 4 — child fidgeting in a chair, foot tapping, hands twisting a pencil. Print-resolution, multicultural cast.

Guided practice

13 min
Tasks
  • Complete a 10-row Tier-2 Set 5 word-bank in writer's notebook. Each row: word, my definition, my sentence.
    scaffold Three-encounter sheet repeat
  • Find a place in your personal-narrative paragraph 1 where you could swap a weak verb for a Tier-2 word from Set 5. Make the swap with a green pencil.
Media
M-2-F-VOC-13-B Chart Physical / non-image

Ten-row word-wall poster listing all Tier-2 Set 5 words: STOMPED, WHISPERED, BEAMED, FROWNED, TRUDGED, GASPED, SCAMPERED, SIGHED, PEERED, FIDGETED. Each row includes a photo thumbnail, the past-tense form, and one example sentence. Print-ready 11x17, dyslexic-friendly font, color-coded by emotion category (motion=blue, speech=green, face=yellow, fidget=orange).

Formative assessment

3 min
Exit ticket
  • Use one of today's four new words in a sentence about your own life. Context must signal the meaning.
scoring Word used correctly + context recoverable = mastery; word used wrong meaning = practicing.

Closure

2 min
Moves
  • Highlight any Tier-2 word you used in your draft so far.
  • Tomorrow: peer conference protocol — give your partner feedback on paragraph 1.

Homework

8 min
Tasks
  • Catch a family member SIGHING or FIDGETING tonight. Write a sentence.

Exercises in this lesson

eng.g2.f.ex_25
Write a sentence using PEERED. Make the 'looked closely at something small or distant' meaning clear.
 use in sentence · diff 2
eng.g2.f.ex_26
In this sentence, replace 'walked' with a stronger Tier-2 Set 5 verb that fits: 'After the long hike, I walked back to the car.'
 weak word replace · diff 3

Differentiation

Scaffolds
  • Picture cards for each new word
  • Feeling-face flashcards (sigh+tired, fidget+nervous)
  • Sentence frames 'The ___ ___ ed when ___'
Extensions
  • Use TWO Set 5 words in a single narrative sentence.
  • Try to find a Set 5 word in a mentor text — circle and discuss.
English Learners
  • Bilingual word cards
  • Mime + match alternative
Ieps 504s
  • Oral production acceptable
  • 2 of 4 new words sufficient

Teacher notes

End of Tier-2 Set 5. Track which children use these words SPONTANEOUSLY in drafts — that's the test of true Tier-2 ownership. Words used only on the word-bank sheet are not yet owned. Encourage swaps in revision, not in drafting (draft fast, swap later).