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Grade 2 English Language Arts


Table of Contents

Unit 1: Let’s Read ................................................................................................. 1-1 Unit 2: Use Your Thinking Cap ........................................................................... 2-1 Unit 3: The Writing Process ................................................................................ 3-1 Unit 4: Information Quest ................................................................................... 4-1 Unit 5: Poetry Is Art in Words ............................................................................ 5-1 Unit 6: Reading and Writing Nonfiction ............................................................ 6-1 Unit 7: People—Autobiographies/Biographies ................................................... 7-1

2012 Louisiana Transitional Comprehensive Curriculum

Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculum is aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013-14 Curriculum and Assessment Summaries posted at http://www.louisianaschools.net/topics/gle.html. The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15. Organizational Structure The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014-15 are not included in activities in this document. Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc. Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis. A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at http://sda.doe.louisiana.gov/AccessGuide.

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2012-13 Transitional Comprehensive Curriculum

Grade 2 Unit 1Let’s Read 1-1


Unit 1: Let’s Read Time Frame: Approximately six weeks

Unit Description This unit focuses on reading and responding to a variety of texts, including nonfiction and chapter books. The unit is taught including read-alouds and shared, guided, and independent reading. All independent reading activities require text that is at least 95% decodable for the individual student. Student Understandings Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. Students respond to texts in a variety of ways (e.g., orally, using graphic organizers, and writing sentences and paragraphs). Guiding Questions

1. Can students identify the setting, plot and characters of two different stories? 2. Can students read and respond to a variety of texts, including chapter books

and nonfiction? 3. Can students demonstrate oral reading fluency using an appropriately leveled

text for this time of year? 4. Can students relate life experiences to information read in texts? 5. Can students write a simple story about their weekend experiences using

standard punctuation, Standard English structure, and multiple spelling strategies?

6. Can students retell a story in sequence? 7. Can students use active listening skills?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations

GLE # GLE Text and Benchmarks 2e. Demonstrate the understanding of phonics by using phonetic decoding

strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1) 10. Retell a story in sequence including main idea and important supporting

details (ELA-1-E5)




12. Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7)

17a. Demonstrate understanding of information in texts by comparing and contrasting story elements (e.g., character, setting, events) (ELA-7-E1)

17c. Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)

17d. Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)

20a. Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)

20b. Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)

22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience. (ELA-2-E2)

23a. Develop compositions of one or more paragraphs using writing processes such as the following independently generated ideas for writing by using various strategies (e.g., listing, brainstorming, drawing). (ELA-2-E3)

23b. Develop compositions of one or more paragraphs using writing processes such as the following: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing. (ELA-2-E3)

23c. Develop compositions of one or more paragraphs using writing processes such as the following: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)

30a. Write using standard English structure and usage, including subject-verb agreement in simple and compound sentences.(ELA-3-E3)

30b. Write using standard English structure and usage, including past and present verb tense (ELA-3-E3)

30c. Write using standard English structure and usage, including noun and pronoun antecedent agreement (ELA-3-E3)

30d. Write using standard English structure and usage, including transitional words and conjunctions in sentences. (ELA-3-E3)

31. Distinguish between a sentence and a sentence fragment. (ELA-3-E3) 33a. Spell grade-appropriate words with short vowels, long vowels, r-controlled

vowels, and consonant-blends. (ELA-3-E5) 35. Use multiple spelling strategies (e.g., word wall, word lists, thinking about

the base word, affixes) (ELA-3-E5) 40a. Tell and retell stories with sequential order, including setting, character, and

simple plot (ELA-4-E3) 40b. Tell and retell stories with supportive facts and details from the story (ELA-

4-E3) 44. Use active listening strategies, including asking for clarification and

explanations (ELA-4-E5) 45a. Give oral responses, including telling stories and personal experiences

(ELA-4-E5)



ELA CCSS

CCSS# CCSS Text Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of

specific paragraphs within the text. RI.2.6 Identify the main purpose of a text, including what the author wants to

answer, explain, or describe. RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on

the same topic. RI.2.10 By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, in the grades 2-3 text complexity ban proficiently, scaffolding as needed at the high end of the range.

Reading Standards: Foundational Skills RF.2.3a, b, c, d, e, f

Know and apply grade-level phonics and word analysis skills in decoding words. a. distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.



RF.2.4a, b, c

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards W.2.2 Write informative/explanatory texts in which they introduce a topic, use

facts and definitions to develop points, and provide a concluding statement or section.

Speaking and Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences. Language Standards L.2.4a, b, c, d, e

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5a, b Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Sample Activities Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4 a, RF.2.4b, RF.2.4c) Materials List: classroom library and books from the school library as needed



Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level. Activity 2: Vocabulary Development (Ongoing) (GLEs: 2e; CCSS: L.2.4a, RL.2.7, RF.2.3) Materials List: read aloud books, charts, markers, word wall, paper for vocabulary cards, binder or folder This activity will be used throughout the year. Have students listen to a story related to the topic or theme’s being taught. Prior to reading, use a directed learning – thinking activity (view literacy strategy descriptions) to lead students in making predictions about the story based on the cover and title. These predictions may or may not be recorded. While reading, stop at various points to discuss vocabulary and predictions. Have students make inferences and use sentence-level context as clues to the meaning of unfamiliar and multiple-meaning vocabulary words and phrases using these strategies: context and picture cues, known root words as clues to the meaning of an unknown word with the same root, and knowledge of the meaning of individual words. Have students confirm meanings collaboratively using a dictionary or glossary. Listed below are some suggestions to develop vocabulary:

• Record vocabulary words on a special word wall for use during writing. • Have students create complete sentences using the vocabulary word during shared

and independent writing. • Direct students to create a personal or class dictionary for use during shared and

independent writing. • Collaborate with students to make a tally chart/word grid (view literacy strategy

descriptions) and record oral or written word use frequency in the tally column. Vocabulary words are placed on the vertical axis, and the context in which the students use the words is placed on the horizontal axis. Vocabulary words in each grid need to be parallel parts of speech: all adjectives, nouns, or verbs, etc. Have students decide which vocabulary word can be appropriately used in each context.






Example: Vocabulary # of times used playground slide field trip library extraordinary IIII I √ √ enormous II √ jovial III √ √ additional IIII √ √

Activity 3: Writing/Grammar (Ongoing) (GLEs: 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31; CCSS: W.2.2) Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing Rubric BLM Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices should include a greater variety of action and descriptive words when writing for a specific purpose or audience, etc.

• Guided writing is designed to teach a specific skill or strategy to the whole class, small groups, or an individual student. In this process, the student does his/her own writing of one or more paragraphs, organized with a central idea and a developed beginning, a middle, and an end, with the teacher’s scaffolding support through mini-lessons and conferences. Students are encouraged to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

• The “weekend story” is a powerful guided writing activity that is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students independently generate ideas for writing. Guide students to focus on their topic and list specific details about their weekend. Conference with individual students to strengthen writing as needed by revising and editing. Direct students to provide a concluding statement for their compositions. Each week, conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include focus skills, such as stating the main idea using a title, creating a web to organize thinking, incorporating descriptive language, indention of first lines of paragraphs, capital letters, punctuation, subject-verb agreement, past and present verb tenses, noun and pronoun antecedent agreement, transitional words, and conjunctions. Encourage the inclusion of facts and definitions to develop points in students’ writing. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.

• Independent writing is any time students write without receiving assistance from others. Have students select topics and be in charge of their own writing. Use independent writing exercises to practice writing skills and strategies that support



reading development. Examples of a student’s writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as the student’s writing develops and matures. Meet with individuals or small groups as needed to instruct or encourage students’ thinking and writing.

Activity 4: Read Aloud/Think Aloud (GLEs: 20b, 44; CCSS: RL.2.1, RL.2.6, RL.2.7, RI.2.1, RI.2.6) Materials List: read aloud books, Read Aloud/Think Aloud Prompts BLM This activity should be used daily throughout the year. Select reading material based on the unit focus. Have students listen to a book or a passage read aloud. Discuss illustrations with students in order to gain additional information about text. Model the think-aloud process while reading aloud to students. For example, if character development is the focus, help students demonstrate understanding of key details in the text by asking them to answer leading questions such as these: “Who are the main characters in the story?” “I wonder what this character is really like?” “What is this character’s point of view?” For a focus on making predictions, use questions such as these: “I predict this story will be about . . . .” “This makes me wonder why . . . .” “This makes me feel . . . .” “This makes me think . . . .” The following are suggested lessons for Read Aloud/Think Aloud activities:

• identifying the main idea • predicting and inferring • identifying story elements: character, setting, plot, etc. • explaining cause and effect • determining the author’s voice and finding the purpose of a text including what

the author wants to answer, explain, or describe • acknowledging about the point of view of a character • speaking in a different voice for each character when reading dialogue aloud.

This activity should be repeated until the students feel confident in using the read aloud/think-aloud technique independently. Encourage student discussion after modeling. As an extension, provide students with a grade-level book or passage to read aloud to the teacher, a peer, or a small group. Provide a copy of the Read Aloud/Think Aloud Prompts BLM. Go over the BLM and have students select several of the prompts to use during their reading. As each student reads, ask him/her to stop to think aloud about the passage, using question stems such as these: “I wonder why the character did/didn’t . . . .” and “The characters respond to challenges in the story by . . . .” Encourage students to read dialogue in a different voice for each character. During a second reading, have students write down answers to the questions about the selection on their BLMs. Encourage students to refer to their notes during class discussions.



Activity 5: Pairing Nonfiction and Fiction (GLEs: 17a; CCSS: RI.2.9) Materials List: fiction and nonfiction books that are on the same topic, Fiction or Nonfiction BLM This activity will enable students to use knowledge gained from reading an informational text to extend their understanding and enjoyment of a fictional book. Select several book pairs that relate to the unit theme. Examples:

• The Big Book of Bugs by Theresa Greenaway - The Grouchy Ladybug by Eric Carle

• The Underwater Alphabet Book by Jerry Pallota - The Rainbow Fish by Marcus Pfister

• Frogs by Gail Gibbons - Frog and Toad by Arnold Lobel Student pairs will visit the school library and select a work of fiction and a nonfiction book on the chosen topic. Provide opportunities for student pairs to read and discuss their selections. Monitor to ensure that both students are reading and contributing to the discussions. Give each student pair a copy of the Fiction or Nonfiction BLM. Have students note how the subject of the nonfiction book, the setting, events or important points compare/contrast to those in the fiction book. Lead students in a discussion of how the information learned in a nonfiction text can be incorporated into a fictional selection. Ex. Nonfiction Title: Frogs Fiction Title: Frog and Toad

How are they the same? How are they different? They both live near a pond in a meadow. Frog and Toad can talk. They both hop and swim. Real frogs don’t try to fly a kite.

Activity 6: “During Reading” Strategies (GLEs: 17d; CCSS: RI.2.1, RI.2.10) Materials List: book from the reading group and a Running Records BLM For this small group or independent reading activity, provide materials at the student’s independent reading level (95% decodable). Good readers have a well-developed inner-control that enables them to self-monitor text, continually assessing the information with questions, such as “Does that word sound right?” “Does this sentence make sense?” Students at the emerging level of reading need help in developing these self-monitoring skills. As the student reads aloud and errors occur, become the “little voice” giving prompts such as, “Did that make sense?” “That word didn’t sound right; let’s try the long vowel sound.” “Now that’s better; read that sentence again.” Encourage students to know and apply grade-level phonics and word analysis skills to accurately and rapidly decode unfamiliar and irregularly spelled words and text. As students become more independent in reading, suggest the following strategies:

• Adjust reading rate: slow down for understanding, speed up when reading for pleasure



• Predict/Support: make a guess, then find text to support your predictions • Question: ask questions before, during and after reading • Self-Correct: know when a word doesn’t make sense and make corrections

without help, use strategies to decode unknown words • Monitor Understanding: know what part you understand or don’t understand • Reread: read parts again to improve recall or understand confusing parts • Read/Pause/Summarize: stop to check and retell

The goal is for the students to have their own internal “little voice” giving the prompts for self-correction, word recognition and understanding. Use the Running Record BLM to monitor student progress. As students improve and read without errors, provide a higher-level text. Direct students to re-read the selection with a peer during partner reading or take the book home to read to a parent. Activity 7: Retell (GLEs: 10, 40a, 45a; CCSS: RL.2.7, SL.2.4) Materials List: pictures and/or sentence strips that tell about an event, Split-Page Notes BLM This activity will take several days and can be repeated throughout the year with any genre studied. Lead a class discussion about an activity familiar to all the students, such as a class field trip, a school fall festival, or a community event. Model a retelling of the discussion using pictures and statements written on sentence strips. Then allow students to select an event they would like to tell about and ask them to draw pictures or write notes about the event. Encourage each student to retell his/her event to the class with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. This activity can be extended by having students retell directions for a “how to,” or recall events from the past weekend, or describe a party attended or a favorite vacation. Prompt students to “Tell me more” when necessary to elicit additional detail. Next, model the retelling of a read-aloud text (See Activity 4). Write this retelling on a chart, overhead, or white board using split-page notetaking (view literacy strategy descriptions) and discuss this process with the class. Then give students a copy of the BLM for split-page notetaking (view literacy strategy descriptions) and repeat the process with another read-aloud (Activity 4). Split-page notetaking gives young students a simple way to organize and record information about story content. Using the two column format, students will fill in details in the right column that answer the questions or give the story elements listed on the left side of the paper. Some elements to include are title, author, beginning, middle, end in sequential order, character, problem, solution, and setting (see example). Then require students to use these notes to write a retelling and present it orally to the class or teacher. To reinforce the strategy, assign students a book to read on their independent level and have them complete an oral or written retelling.

Ex. Select any appropriate elements for the left column and have students fill in their answers in the right column.





Elements Notes

Title

Author/Illustrator

Characters

Setting

Beginning

Middle/Problem

Ending/Solution

Activity 8: Story Elements: (GLEs: 17a; CCSS: RL.2.1, RI.2.1) Materials List: stories that are familiar to most second grade students, board/overhead or chart paper, markers Following daily read-alouds, continue modeling the identification of basic story elements, such assetting, characters, beginning, middle, and ending. Have students state the main idea of a story or compare and contrast the main characters in order to ensure comprehension. Encourage discussion of what motivates the character, what conflicts the character faces, and how a character’s actions and responses to major events and challenges resolve the conflict in the story. Through class discussions, have students evaluate the story by telling their favorite part or favorite character. Using familiar stories such as folktales and classics enables students to broaden their skills in identifying story elements. Example: Read aloud the story Jack and the Beanstalk. Ask questions such as these:

• Who are the main characters in this story? • What happens at the beginning of the story? • What is the relationship between the characters? • When Jack sold the cow for the magic beans, was that a responsible decision? • How does Jack’s choice affect his family? • What other conflicts occur because of Jack’s decision? • Would you sell your cow for “magic” beans? Why or why not? • Who is your favorite character? Why? • How would you change the ending of this story? • Could this story have happened in real life?

Place students in small groups to answer these questions and then present their answers to the class using the Fishbowl Discussion Strategy (view literacy strategy descriptions). Have each small group of students address one of the focus questions while the rest of the class listens but does not participate in the discussion. Allow an opportunity for the listeners to discuss their reactions to the small group’s ideas. Encourage both groups to share in the final discussion. Prepare a chart and list the answers to demonstrate the




possibility of multiple answers to the questions. Students may revisit text, use prior knowledge and draw on their experiences to develop critical analysis. The strategy also allows students to use moral and ethical reasoning to connect with topics in character education (e.g., responsibility, perseverance, and accepting consequences for one’s behavior). Students may respond to the lesson by writing in their learning logs (view literacy strategy descriptions), a notebook, binder, or folder in which the students may record ideas, questions, reactions, and reflections or summarize newly learned content. Using a learning log encourages students to “put into words” what they know or do not know. These learning logs will be used throughout the year.

Activity 9: Story Elements Continued (GLEs: 40a, 40b; CCSS: RL.2.1, RL.2.7, RI.2.1, SL.2.4)

Materials List: beach ball, marker, and colored sticky notes, books at various reading levels

This activity can be used throughout the year to reinforce independent reading and to

enable the students to practice finding the main elements of a story. Prepare a beach ball by writing different questions about story elements on each part of the ball: What is the title? Who is the author? Who are the main characters? What is the setting? What was the conflict or problem in the story? How did the story end? What was your favorite part of the story? Select a book or passage for each student that is grade-level and have students read silently or in a whisper voice. Provide multi-colored sticky notes so that, as students read, they may note story elements, such as main characters, setting, or the point where the problem is introduced in the plot. Allow students time to read and reread the selection to become familiar with the main elements of the story. Toss the beach ball to a student and have him/her read the question closest to his/her right thumb. Give the student an opportunity to share his/her answer using this format: I read (book title, by author), and the (main characters) in my book were (names of characters). The student then tosses the ball to a classmate who answers his/her question in the same manner. Students may refer to their books if necessary. Monitor student responses and occasionally ask a student to prove his/her answer by having him/her read from the text. This activity can be used when all students have read the same passage from the basal or the same section from a chapter book. Using the beach ball provides an exciting quick review of story elements before a unit or weekly test. Activity 10: Workshop and Conferencing (GLEs: 40a, 40b; CCSS: RL.2.10, RF.2.4a, RF2.4b, RF.2.4c) Materials List: a collection of books at various grade appropriate reading levels Setting personal goals for reading gives students ownership and pride in their progress. Conference with each student and help each one to set attainable fluency goals for this unit. (Acceptable range for this unit is 52-87 words correct per minute.) Provide appropriately leveled reading passages for each student. In a quiet setting, time the





student as he/she reads for a period of one minute. Count the words the student read correctly and record the number on the student’s personal reading chart. Then direct students to retell as much as they can about the story, including identifying facts and details about the setting and the characters and giving a simple outline of the plot in sequential order. Record the number of words retold. Go over any words that caused the student difficulty encouraging the student to use grade-level phonics and word analysis skills in decoding unfamiliar words (distinguish long and short vowels, use spelling-sound correspondences, employ rules for regularly spelled two-syllable words with long vowels, and decode words with common prefixes and suffixes). Next, time the student rereading the passage for one minute. Record the second score. Repeat the process to record a total of three scores for words correct in one minute, errors, and the number of words retold in one minute. Assist students in setting a goal to increase words correct per minute in small obtainable increments, keeping in mind the goal of 87 words correct per minute at the end of second grade. As students develop fluency, allow them to self-select books for oral reading and retelling. Provide sets of books at the students’ readability level and monitor individual students’ selections. To determine student level of comprehension, have students to respond to the following questions about their book selection process after each timed reading and retell session:

• Why did you choose this book? • What did you like about the book? • Would you like to read other books by this author? • What words did you have problems with? • How did you figure them out?

Prepare reading passages and time sheets for students to use at home with their parents. Explain to parents the importance of reinforcing oral reading and fluency by repeated reading of a passage. Encourage parents and students to practice every night and return the record sheet every day. Including parents in building reading fluency gives them a clearer picture of their student’s progress.

Activity 11: Building Fluency through Reader’s Theater (GLEs: 12, 44; CCSS: RL.2.6, RF.2.4a, RF.2.4b, RF.2.4c, SL.2.4)

Materials List: simple plays or books that can be made into plays such as The Three Little Pigs, The Elves and the Shoemaker, or The Three Billy Goats Gruff, Reader’s Theater Rubric BLM

Preparing for a presentation of Reader’s Theater provides students with the opportunity to develop fluent reading through repeated practice of text. Carefully plan each small group of actors and assign an appropriate part to each student. Each student needs to realize the importance of his/her role. By using familiar plays, fairy tales, and folktales, the students will practice readable text without having to struggle with unknown words. The students are not required to memorize the words. Have students practice reading at an appropriate



rate and with expression, even using different voices for different characters. Monitor as students practice, and prompt them to use expression and an audible voice. Designate an area of the classroom as the “stage” for the presentations. Direct the students to rely on their actions and voice to relay the story to the audience during performances. Props and costumes are not necessary. Review the responsibilities of the audience prior to the presentations including good listening skills and appropriate behaviors, such as sitting quietly with eyes on speaker. Praise the performers. Follow each presentation with discussions, focusing on comparing/contrasting the content of each. Provide an opportunity for students to respond to the presentations in their learning logs (view literacy strategy descriptions). Direct students to write a simple summary of the presentation or develop specific focus questions to be answered in complete sentences.

Activity 12: Compare and Contrast (GLEs: 40b; CCSS: RL.2.2, RL.2.7, RI.2.2, RI.2.9, SL.2.4) Materials List: Two versions of the same story, paper or chart paper, markers/pens/pencils, BLM Compare and Contrast Instruct students to read two versions of the same story. Many fairy tales and folktales come in different versions (e.g., The Three Bears and Somebody and the Three Blairs; The Three Little Pigs and The True Story of the Three Little Pigs). Students can read with a partner, in a small group, or listen to a read-aloud. Students should determine the central message, lesson, or moral of the story read, including information gained from the illustrations and words in text to demonstrate an understanding of the characters, setting and plot. Guide students to compare and contrast the most important points presented by the two texts. Have students retell the stories to a partner or in a small group recounting experiences with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences in preparation for their role as professor know-it-all (view literacy strategy descriptions) for a class presentation. This is an effective way for students to review the material they have listened to or have read with a partner. First, have students participate in conversations with their partners to be sure they can recount and describe key ideas and details from the text. These discussions need to give sufficient time for partners to be comfortable with the facts and be prepared to answer questions their classmates may have. Next, students can dress up (perhaps with a tie or a special hat) and enjoy the role of “the professor.” Last, the “professors” stand before the class and retell a story they have read. Encourage classmates to ask questions for presenters to answer in order to add information, clarify comprehension, and deepen understanding of the text. Then direct students to work alone or with a collaborative group, to complete a graphic organizer (view literacy strategy descriptions) that visually displays comparison and contrast such as a Venn diagram. Provide the class with chart paper, markers, pens, and pencils and instruct them to place story elements, main ideas, and details in appropriate areas on the diagram. Have students use BLM Compare and Contrast to complete a personal copy of their class chart. Require students to use the Venn diagram as a study aid for recalling important ideas and supporting details from the stories read. Variation: Students may read two different informational texts on the same topic and read, pair, square, and share with both a partner and then with a small group. The








professor know-it-all strategy may be employed as “experts” report important points from the two texts. Small groups can collaborate to complete a graphic organizer, such as a Venn diagram to use as a study aid to recall important information from the stories read.

Activity 13: Break it Down (Ongoing) ( CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4b, L.2.4c, L.2.4d) Materials list: text or list of words with multiple syllables, small “Post-it” notes, paper, pencil, board or chart paper and marker. This activity will be used throughout the year. Students will rely on prior knowledge of phonics rules including closed vowels, open vowels, silent “e” at the end of a word, and the schwa sound. They must also know that every syllable must have at least one vowel sound and at least one vowel letter. This activity will be modeled as a whole group activity and will then serve as an independent activity when students encounter unfamiliar “big” words in text. Model by writing a “big” word on the board or chart paper and do not pronounce the word for the students. “Think aloud” to allow students time to look at the word and locate the vowels. Direct students to note the number of vowels, whether the vowels are side-by-side or separated by other letters, and whether there is a silent “e” at the end of the word. Model underlining the vowels and then have the students write each vowel or vowel pair on a separate sticky note (excluding the silent “e” at the end of a word). Continue to “think aloud” to determine which consonants to add to each vowel to form a syllable. (Rules to consider that will help students in making these decisions are to break between two consonants that are the same and keep digraphs together.) This process will include sounding aloud and perhaps substituting a schwa sound in the place of the regular short closed sound or the long open sound. Instruct students to add the consonants to their appropriate sticky notes, read each syllable separately, then blend the syllables to read the word. Continue with the whole group, modeling the procedure until students are comfortable working independently and can incorporate this practice into daily reading. Example: incorporate Ask: How many vowels do you see? (5) Are they apart or together? (Apart) Is one of the vowels a silent “e”? (Yes) Direct: Show me how many syllables are in the word by setting out the correct number of sticky notes. Write each vowel on a separate note. Add consonants to form syllables. Encourage students to try to distribute consonants evenly and suggest trying to make the vowels “closed” if possible. Have individual students or the whole class read each syllable separately and then blend the syllables to read the word. Because there are no set rules for breaking words into syllables, this word could be done as shown or with the “r” added to the “ate” sticky note to show “po” and “rate.” As

in

cor por ate



students learn prefixes and suffixes, instruct them to circle these added word parts to be counted as additional syllables. Ex. (un) for tu nate (ly)

Sample Assessments

General Guidelines Documentation of student understanding is recommended to be in the form of a portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

• Utilize observations of student responses to read-aloud/think-aloud, student presentations of sorting books, student reading fluency, and student choices in reading independently to informally assess student progress.

• Document student performance with anecdotal records. Carry a clipboard with a class list, and as the students work with partners or read independently, make anecdotal notes and comments on student reading behaviors and responses.

• Generate a skills checklist, using the GLE/CCSSs, to document student knowledge and skills.

• Assess completed graphic organizers, such as Venn diagrams, story maps, and flow charts.

Activity-Specific Assessments

• Activity 3: The student will write a weekend story, and the teacher will score writing using a rubric, at least once every grading period. (See Writing Rubric BLM)

• Activity 5: The student will compare fiction and non-fiction books, and complete a chart with the following information: title of each book and evidence of how they are the same and how they are different. (See Fiction or Nonfiction BLM)

• Activity 6: The student will read aloud while the teacher makes an oral



reading assessment to check for errors, miscues, application of known sound/symbol correspondences, and/or self-corrections. (Running Record BLM)

• Activity 7: The student will complete the Split-Page Notes BLM and written retelling using split-page notetaking strategy.

• Activity 11: The teacher will use a rubric and scoring guide to assess performance. (See Reader’s Theater BLM for rubric and scoring guide.)

Additional Resources Allard, Harry. Miss Nelson is Missing Barrett, Judi. Cloudy With a Chance of Meatballs Barrett, Judi. Pickles to Pittsburg Brinkloe, Julie. Fireflies Cannon, Janell. Verdi Curtis, Gavin. The Caboose Who Got Loose Dr. Seuss. Horton Hatches the Egg Heard, Georgia. Creatures of the Earth, Sea, and Sky Henkes, Kevin. Lily’s Purple Plastic Purse Hoffman, Mary. Amazing Grace Kellogg, Steven. Pecos Bill Kellogg, Steven. The Mysterious Tadpole Kimmel, Eric A. Anansi and the Moss-Covered Rock McDermott, Gerald. Arrow to the Sun Mosel, Arlene. Tikki Tikki Tembo Park, Frances. The Royal Bee Rylant, Cynthia. Miss Maggie Rylant, Cynthia. The Relatives Came


Grade 2 ELA Unit 2Use Your Thinking Cap 2-1


Unit 2: Use Your Thinking Cap Time Frame: Approximately five weeks

Unit Description This unit focuses on critical thinking skills, including identifying cause and effect relationships, making predictions, inferring, and comparing and contrasting. Many activities from Unit 1 should be continued throughout the year. Student Understandings Students think about how texts are written. Students work on comprehension skills by identifying and discussing cause and effect relationships, making predictions, and comparing and contrasting elements of stories. Students respond orally and in writing, including using graphic organizers (story maps, webs, Venn diagrams, lists, and charts). Guiding Questions

1. Can students read and comprehend text? 2. Can students compare and contrast the story elements of two different stories? 3. Can students make inferences about texts? 4. Can students ask how and why questions about texts? 5. Can students communicate ideas and information from text in oral

presentations or as projects?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations

GLE # GLE Text and Benchmarks 04. Use knowledge of base words to interpret meaning of unfamiliar words (e.g.,

heat/preheat) (ELA-1-E1) 05. Determine word meaning and appropriate word choices using references aids,

including dictionaries and thesauruses (ELA-1-E1) 08. Identify story elements, including effects of setting on events and characters (ELA-1-

E4) 10. Retell a story in sequence including main idea and important supporting details

(ELA-1-E5) 14. Compare and contrast different versions of the same story from different cultures

through oral, written, and visual responses (ELA-6-E1)




17c. Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1)

17d. Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)



23b. Develop compositions of one or more paragraphs using writing processes of creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing. (ELA-2-E3)

23c. Develop compositions of one or more paragraphs using the writing process such as the following: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)


30b. Write using standard English structure and usage, including past and present verb tense (ELA-3-E3)



31. Distinguish between a sentence and a sentence fragment. (ELA-3-E3) 33a. Spell grade-appropriate words with short vowels, long vowels, r-controlled vowels,

and consonant-blends. (ELA-3-E5) 35. Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base

word, affixes) (ELA-3-E5) 38 Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E3) 40a. Tell and retell stories with sequential order, including setting, character, and simple

plot (ELA-4-E3) 40b. Tell and retell stories with supportive facts and details from the story (ELA-4-E3) 40c. Tell and retell stories with explicit and implicit main ideas (ELA-4-E3) 41. Adjust language during a presentation in order to inform or explain to a specific

audience (ELA-4-E4) 44. Use active listening strategies, including asking for clarification and explanations

(ELA-4-E5) 52. Use technology to publish a variety of works, including simple research reports and

book summaries (ELA-5-E4) ELA CCSS

CCSS# CCSS Text Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine



their central message, lesson, or moral RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning

introduces the story and the ending concludes the action RL.2.6 Acknowledge differences in the points of view of characters, including by speaking

in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to

demonstrate understanding of its characters, setting, or plot. Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific

paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or

subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer,

explain, or describe. RI.2.8 Describe how reasons support specific points the author makes in a text. Reading Standards: Foundational Skills RF.2.3a, b, c, d, e, f

Know and apply grade-level phonics and word analysis skills in decoding words. a. distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4a, b, c

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards W.2.1 Write opinion pieces in which they introduce the topic or book they are writing

about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.



Speaking and Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences. SL.2.6 Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. Language Standards L.2.4a, b, c, d, e


L.2.5a, b

Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use ( e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


Sample Activities Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4 a, RF.2.4b, RF.2.4c) Materials List: classroom library and books from the school library as needed Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an



opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level Activity 2: Vocabulary Development (Ongoing) (CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.6, SL.2.6) Materials List: read-aloud book, charts, word wall, paper for vocabulary cards, binder or folder Repeat this activity throughout the year. Read a book aloud to students. Point out predetermined unfamiliar vocabulary words from the story that could be used as either nouns or verbs depending on the context in which they are used. Have students infer the meaning of these unknown, multiple-meaning words and/or phrases. After reading the story aloud, have students collaboratively confirm the meanings of the words and determine if they are used as nouns or verbs in the story. Listed below are activity variations that develop vocabulary acquisition:

• Record vocabulary words on a special word wall for use during writing. • Have students create complete sentences during shared and independent writing to

provide details or clarification. • Have students create a personal or class dictionary that can be referred to easily. • Collaborate with students to make a word grid (view literacy strategy

descriptions) in the form of a tally chart to record usage of the multiple-meaning words selected from texts (see the example below). Have students decide how each vocabulary word is used in context and place a check appropriately. Using the words from the grid, have students construct new sentences using each word in its alternate form, or the word with both usages may be recorded in a class dictionary for future reference.

Vocabulary Word Noun Verb whisper √ spring √ station √ respect √

Activity 3: Writing/Grammar (Ongoing) (GLEs: 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35; CCSS: W.2.2) Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs





Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation), mechanical features of writing (spelling, capitalization, punctuation), and grammatical choices. Grammatical choices should include a greater variety of action and descriptive words when writing for a specific purpose or audience, etc.

• Use guided writing to teach a specific skill or strategy to the whole class, small

groups, or the individual. In this process, students compose one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end. Provide support through mini-lessons and conferences. Include an informative/explanatory composition that requires a clearly introduced topic, uses facts and definitions to develop points, and provides a concluding statement.

• The “weekend story” is a powerful guided writing activity that is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students independently generate ideas for writing. Guide students to focus on their topic and list specific details about their weekend. Conference with individual students to strengthen writing as needed by revising and editing. Direct students to provide a concluding statement for their compositions. Each week, conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include focus skills, such as stating the main idea using a title, brainstorming ideas on a topic, creating a web to organize thinking, incorporating descriptive language, indention of first lines of paragraphs, capital letters, punctuation, subject-verb agreement, distinguishing between complete and incomplete sentences, using past and present verb tenses, noun and pronoun antecedent agreement, transitional words, and conjunctions. Encourage students to use multiple spelling strategies to spell words with short vowels, long vowels, r-controlled vowels, and consonant-blends, grade-level phonics, and word analysis. Also, direct students to refer to word walls and word lists and think about base words and affixes to assist them in correct spellings. Encourage the inclusion of facts and definitions to develop points in students’ writing. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.

• After reading a new story, have small groups collaborate to build a text chain (view literacy strategy descriptions) by recounting lines from the beginning, middle, and ending of the story. Have students make sure lines are put in sequential order with a logical beginning, a middle, and an end. Following is a sample scenario: Using William Steig’s Sylvester and the Magic Pebble, initiate the process by writing a sentence that summarizes the beginning of the story, such as “The story begins when Sylvester the donkey finds a magic pebble.” Ask students to provide additional lines from the middle of the story. For example: Student 1, “When Sylvester is frightened by a lion, he wishes he was a rock.” Student 2, “Sylvester drops the magic pebble when he is turned to stone.” Student 3, “His parents worry about Sylvester until finally, after a long time, they go to the meadow for a picnic and find the magic pebble.” Student 4, “They put the pebble on the big rock that is really Sylvester, and he wishes to be himself again.”




Student 5, “Just like magic, Sylvester comes back and the story ends with one big happy family.” Have students use a paper folded horizontally into six sections to write the events from the text chain. Present another book with obvious sequence, such as The Blind Men and the Elephant, or The Six Chinese Brothers and have small groups review events and construct text chains. Text chains should then be shown to the entire class and discussed. Text chains should be used when students write a first draft of their story.

• Independent writing is any time students write without receiving assistance from others. Have students select topics and be in charge of their own writing. Use independent writing exercises to practice writing skills and strategies that support reading development. Examples of a student’s writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as student writing skills develop. Meet with individuals or small groups as needed to instruct and encourage thinking and using the writing process.

Activity 4: Anticipation (GLEs: 17c, 17d, 20b, 40b; CCSS: RL.2.3, RL.2.6, RL.2.7, RI.2.1, RF.2.4a, RF.2.4b, RF.2.4c) Materials List: grade-level books from the classroom or school library, active board, document camera, overhead projector/transparencies or chart, Anticipation Guide BLM for each student, paper, pencils

For this activity, use stories that are unfamiliar to students but can be read fluently. Using an anticipation guide (view literacy strategy descriptions), lead students to make inferences about what is going to happen in a story by looking at the cover of the book and reading the title. Direct students to read aloud a list of teacher-generated statements about the story. Supply each student with a copy of the list. Prepare an overhead transparency, class chart, or copy for the document camera for class use. (Prepare the Anticipation Guide BLM beforehand and include some true as well as false statements about the book and places for the students to respond with “agree/disagree.”) Have students read each statement and indicate their initial responses by putting thumbs up for agreement or down for disagreement. Direct students to record their responses by checking in the appropriate box on the BLM. Then present the book as a read-aloud, or have students read with partners or independently. Allow time for a class discussion for students to ask and answer questions about their responses, including a discussion of the point of view of the characters and giving example statement showing how the characters respond to the major events in the story. Next, direct students to revisit their lists and revise their responses, if necessary, using information from the story. Guide students to turn the false statements into true statements by returning to the story for evidence as needed. For example, for the book The Little Red Hen, a statement might be, “In the end, the hen will share her bread.” After reading the story, students could change the statement to say, “In the end, the hen did not share her bread.” Have students participate in a class discussion to tell and retell supportive facts and details from the story. The anticipation guide strategy is especially useful for motivating reluctant and struggling readers because




engagement increases in and a focus for reading and learning is provided. Activity 5: Book Clubs (GLEs: 38, 41, 48, 52; CCSS: RL.2.2, RL.2.5, RL. 2.6, RL.2.7)

Materials List: books of various reading levels from classroom or school library, PowerPoint® software (if available), paper bags, construction and regular paper, video camera if available, art supplies, Student Project Assessment BLM For this activity, select a variety of books students can read fluently. This activity will be used throughout the year as appropriate. Assign students to small groups according to their reading ability. These small groups or “book clubs” are flexible groups that will meet to read, discuss, and analyze books. Analysis of books should include making inferences about various characters and events, predicting outcomes based on text evidence, and determining the central message, lesson or moral. Have students choose a book from a teacher-generated list with titles targeted to the students’ needs. A fun way to stimulate interest is to give the clubs names, such as the “Clifford Club,” the “Arthur Club” or the “Amelia Bedelia Club.” Provide a purpose for reading the selection that will help group members focus while reading. Have book clubs meet and work together daily. Monitor each group to coach and encourage as they read. After groups read and discuss their selection during book-club time, they will select and complete one or more activities listed below to use as props during oral reports of their book selection to the class. Require each project to include a description of how the beginning introduces the story and the ending concludes the action of the story. Some suggested projects could include the following:

• make an advertisement for the book with a poster or a PowerPoint® presentation • create a flip book • design and create a paper bag vests for each member of the club using different

elements of the story for each vest • prepare a dialogue from the story to present a staged reading in which group

members speak in the voices of the different characters to acknowledge the differences in the points of view of the characters

• build a text chain (view literacy strategy descriptions) on which each group member writes and illustrates a different part of the story. Link the chain together in sequence showing the beginning, middle and end

• design and create character puppets and scenery to enhance class presentation • video a news report or advertisement for the book • create a diorama of the story • compose a timeline for the story

When projects are ready for presentation, review with students the rules for giving oral presentations, such as speaking in a tone and volume suited to the audience, purpose and setting. Provide time for students to present their projects to the entire class and for full




class discussion of each project. Remind the audience to use active listening skills when watching the presentations. Use the Student Project Assessment BLM to assess this project. Teacher Note: Teacher guidance will be needed for students to use technology such as PowerPoint.®. This also should apply for any activity new to the student such as a flipbook. Teacher Note: Careful attention should be given to the selection of decodable texts to accommodate the varied reading levels of the students. Texts should be selected so each student can read at his/her independent (95% accuracy) reading level.

Activity 6: Reader’s Chair to Share (GLEs: 08, 14, 20b; CCSS: RL.2.2, RL.2.6, RL.2.7, RI.2.1, RI.2.6, RI.2.8, L.2.6)

Materials List: books of various reading levels from classroom or school library, special chair or place for sharing Use this activity throughout the year as appropriate to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Have each student choose a book to share with the class. Monitor to be sure the choice is within each student’s readability level. Provide an opportunity for each student to read his/her selection independently. Check with each student to be sure he/she has successfully completed the book. Have students take turns sitting in a designated “share chair” to give oral reports about the books they have read. Direct students to choose one of the following ways to report:

• lead the class on a picture walk that explains characters, setting and its effects on

characters and plot points (i.e., Student shows pictures and either makes a comment or allows classmates to comment on the pictures.)

• read a favorite part, funny part or scary part, using different voices for each character when reading dialogue

• describe the characters, setting or problem • describe the connection between a series of events in the story • report how this story relates to real life and allow others to respond • discuss the author’s point of view (i.e., Tell why you think the author wrote this

book.) • compare and contrast the book with a similar one from a different culture

After each report, encourage other students to ask questions or tell how the story relates to their own life experiences. The classroom routine and time constraints will determine how many children will report each day.



Activity 7: The Riddler (GLEs: 17c; CCSS: RI.2.1, L.2.6)

Materials List: riddle books from the classroom library, school library and/or public library Read riddles to the class for several days to help students become familiar with this genre and to pique student interest. Provide grade-appropriate riddle books from the public or school library for the students to read. Have students read aloud or retell riddles to the class while classmates guess or predict what the answers might be. Use the riddle format to teach students how to infer an answer from the information given in the text. Encourage students to use the clues to make inferences to solve the riddle. Have students work independently, with partners, or in small groups to create original riddles to read with the class. By asking and answering simple questions, such as, who, what , where, when, why, and how, students can develop basic riddles and then add words or phrases acquired through conversations, their own reading or being read to to extend what they have written. Occasionally, use a “riddle of the day” and allow students to copy the riddle and write their answers in their journals. Allow time for students to share their responses with their classmates.

Activity 8: Creative Minds (GLEs: 10; CCSS: RL.2.2, RL.2.7, RI.2.1)

Materials List: comic strips from newspapers (collected and screened in advance), overhead projector/transparencies, document camera, crayons/markers, paper for creating student projects Select an appropriate comic strip to place on the overhead/document camera for the students to see. Read it out loud and model the process of identifying the main idea. Use leading questions, such as the following: “Who are the characters in this comic strip?” “What actions are characters doing?” “Do you see a problem?” “Can you see a solution to the problem in any of the frames?” “Can we summarize what we see into a main idea sentence?” Then distribute grade-appropriate comics to student partners or small groups and have each read and identify the main idea. Have each pair or small group read their comic strip aloud to the class and ask classmates to identify the main idea. As an extension activity, assign student partners a grade-appropriate book to read and then create a comic strip that retells the main idea of the book. Have students show and read their comic strips with the class and then post them on a bulletin board in the classroom or in the hall.



Activity 9: Let’s Solve It (GLEs: 10, 40a, 40b, 40c; CCSS: RL.2.2, SL.2.4 )

Materials List: books of various reading levels from classroom or school library, chart paper, markers for each group, Let’s Solve It BLM In this activity, use books that are familiar to the students and can be read fluently. Prepare a collection of books with easily discernible problems or conflicts. Have students make a selection and work with a partner or small group to read and write down a retelling of the story in sequential order with a stated beginning, middle, and end, and including explicit and implicit main ideas, setting, characters, a simple plot, and important supporting details. Direct students to identify the problem in the story, brainstorm a list of alternative solutions to the problem, and present the list orally to the class. Direct students to focus attention on speaking in complete sentences when presenting the information. Have the class vote to determine the best alternative solution to the story problem. Use the Let’s Solve It BLM for an assessment.

Activity 10: Questions (GLEs: 08; CCSS: RL.2.1, RL.2.7, RI.2.1, RI.2.3, RI.2.6, RI.2.8) Materials List: book from classroom or school library and list of student names to monitor level of understanding This activity will be used throughout the year as appropriate to show students the importance of asking questions during reading. Guide students to formulate questions about the story, characters, setting, etc. by modeling the genuine doubt good readers have about what will happen next in a story. Point out that questioning and anticipation motivate a reader to read and learn more. Demonstrate that the desire to know “what happens next” leads to formulating who, what, where, when, why, how questions, such as “Why did Jack continue to climb up the beanstalk, knowing this action was dangerous?” and “How did the giant’s wife help Jack?” Pause at appropriate times in a read-aloud to point out illustrations for students to examine, and prompt them to explain any connections between the illustrations and the characters, setting and plot. Ask students for any questions they may have concerning story elements and lead them to find answers. As the students are learning this procedure, guide them by providing “think aloud” questions. Conduct follow-up discussions in which students identify the main topic, cite key details that help establish the topic, and describe connections between a series of events. Keep a checklist of students who can appropriately formulate questions and recount supporting details from the text. As students become accustomed to this type of class discussion, develop an SQPL lesson (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Prepare a statement that is related to the story that will be read aloud. This statement should cause students to wonder, challenge or question what the story may be about. For example, using the book, The Great Kapok Tree, the statement might be “It is always a good thing to cut down trees to make lumber.” Present the statement and allow pairs to




make up two or three questions they hope to have answered when the book is read. Have each small group report their questions and record them on the board. Add additional questions if needed to make sure important information will be covered, including specific points the author makes in the text or answers, explanations, or descriptions the author gives. When all questions are posed and recorded, review the list orally with the class. Focus student attention on the statement as well as the list of questions. Next, read the story aloud. As the story unfolds and answers to questions arise, stop to let students discuss. At the end of the story, return to the original statement to allow an opportunity for students to restate earlier opinions that may have changed or been supported in the reading of the book. Use this technique throughout the year to enrich discussions and develop higher-order thinking skills.

Activity 11: Read On (GLEs: 20b, CCSS: RL.2.1, RL.2.7, RI.2.1, RI.2.2) Materials List: Guided reading books or basal readers, student notebook or paper for recording questions, Who, What, When, Where, Why, and How? BLM Model how to set reading goals and expectations for reading picture books and simple chapter books or basic informational texts. Have groups of four students read the same picture book, such as Corduroy or If You Give a Mouse a Cookie or simple chapter book, such as Frog and Toad or Henry and Mudge. Direct each student to independently generate his/her own who, what, where, when, why and how questions while reading. For ease in sharing with partners and in larger groups, have students record these questions on the Who, What, When, Where, Why, and How? BLM. Using the discussion technique Think Pair Square Share (view literacy strategy descriptions), have students think alone briefly then record their answers on their BLMs. Then pair students and direct them to compare their thoughts, questions, and answers. Next, direct the pairs to form groups of four to discuss their work briefly. Monitor discussions to be sure all students are participating. Encourage students to remain independent thinkers and avoid automatically adopting the answers of their partners. Monitor to ensure that students are noting the key details from the text read. Provide time for group members to report their work orally to the class or write a paragraph response. Use this to assess student understanding of key details from a text. Point out to students that repeated practice of this activity helps them develop an innate, self-questioning technique that comes naturally each time a new passage is read.

Activity 12: Compare and Contrast (GLEs: 14; CCSS: RL.2.2, RI.2.8) Materials List: grade-level books from the classroom or school library, pencils, Character Graphic Organizer BLM This activity may be repeated with various familiar texts, both fictional and informational, that can be read fluently and offer discernible elements for comparing and contrasting. Have students read stories, such as Miss Nelson Is Missing and compare and




contrast the characters of Miss Nelson and Miss Swamp. Conduct a class discussion, using student responses to complete a Venn diagram graphic organizer (view literacy strategy descriptions) to visually display and organize a comparison of the traits of each character (e.g., Miss Nelson is kind and Miss Swamp is unfair.). Require students to support their conclusions by giving examples of dialogue from the story and recounting story events that illustrate the contrasts between characters. Distribute copies of the Character Graphic Organizer BLM and have students complete a personal copy of the class chart. Require students to use the Venn diagram as a study aid for recalling important ideas and supporting details from the stories read in preparation for assessments. To extend this activity, students may play “Who Am I?” as they role play or pantomime Miss Nelson and Miss Swamp. The class or group uses clues to guess which character is being represented. This activity can also be used to incorporate informational books about different cultures and/or to compare and contrast different versions of the same story through oral, written, and visual responses.

Activity 13: Literature Reveals Character (GLEs: 08; CCSS: RL.2.1, RL.2.2, RL.2.3, W.2.1) Materials List: fables or folktales from classroom or school library and student learning logs. In this activity, use literature that is familiar to the students and can be read fluently. Assign each student a topic or theme (e.g., responsibility). Provide informational text such as biographies and/or literature, such as fables (The Boy Who Cried Wolf) or folktales (Gingerbread Boy). Prompt students to read the text and discuss how people and/or characters respond to major events and challenges and how their actions show responsible or irresponsible behavior, as well as the cause and effect of those actions/choices. Have students record their findings in a learning log (view literacy strategy descriptions). This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. In this entry, direct students to write simple, complete sentences that show how people and characters responded to major events or challenges in the story. Require students to include their opinions regarding the responsibility or irresponsibility shown by the person or character and to provide key details from the text that illustrate the behavior. In addition, direct students to give a brief explanation of how the setting affects characters and events. Require students to include linking words to show the relationship between their opinion and the reasons they give and to include a concluding statement. Monitor student writing and allow time for students to report their conclusions in a classroom discussion.







Activity 14: Vocabulary Activities (Ongoing throughout curriculum) (GLEs: 04; CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.5a, L.2.5b, L.2.6) Materials List: 3 x 5 (or 5 x 7) index cards, pictures or video clips, colored pencils/markers/crayons Involve students with daily vocabulary activities to provide opportunities for students to use sentence-level context as a clue to the meaning of a word or phrase. Include opportunities for students to determine the meaning of a new word formed when a prefix or suffix is added to a base word. Have students use their knowledge of individual words to predict the meaning of compound words. Give opportunities for students to use glossaries or beginning dictionaries to determine the meaning of words or phrases. Have students work to discover the meaning of unknown and multiple-meaning words or phrases using sentence-level context and knowledge of root words. Use a variety of vocabulary-building activities/strategies throughout the year. Use these strategies to help students gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Assess students understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Vocabulary Cards Activity Direct students to create vocabulary cards (view literacy strategy descriptions) to gain an understanding of the relationship words have with one another and to gain knowledge about words in the stories they are reading. Demonstrate how to create the vocabulary cards by writing a key term on the board, or overhead. Draw a large, rectangular card-like frame around the word so that it is in the center of the rectangle. In each of the four corners of the card, write “definition,” “part of speech,” “sentence,” and “illustration.” Complete a model of the vocabulary card by filling in the appropriate spaces as they apply to the key word. Repeat several examples until students feel comfortable working independently. Provide a list of key words from the lesson and have students write one in the center of each 3 x 5 index card. (For children of this age, the use of 5 x 7 cards will afford more space for emerging writers.) Monitor students as they work to complete their set of vocabulary cards. Discuss with students how the cards will be a helpful study tool for reviewing words quickly and easily in preparation for a test, quiz, or even for a writing activity. Once cards are completed, allow time for students to review their words individually or with a partner. For words with multiple meanings, have the students complete the vocabulary card activity on both sides of the card representing one meaning on one side and the other meaning on the other side.




Example of a vocabulary card: Play games with these vocabulary cards for reinforcement. For example, say “Stand up, hands up, and pair up.” Have students walk around the room and find a partner. Direct students to announce their word to their partner who states the definition. If the partner does not know the definition, the student may give hints or use the word in a sentence. After two chances, the student shows the vocabulary card to the partner and reads the definition. Then the partners swap roles and repeat the process. When partners are finished, they trade cards. After an appropriate amount of time, signal to students to find a new partner and repeat the activity. Direct students to save cards to be used for test review. Music may be incorporated in this activity to be played as a signal for students to seek a new partner rather than using a verbal command.

Activity 15: Let’s Judge a Book by Its Cover (CCSS: RL.2.1, RL.2.7, W.2, L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e)

Materials List: Previously unread books with visually stimulating cover illustrations from classroom or school library, chart paper and markers, overhead and pen, or active board and marker. This activity will be used throughout the year. Prior to listening to a story, have students make predictions based totally on the cover and title of a book. Using the directed learning–thinking activity DL-TA (view literacy strategy descriptions), ask students to make predictions about the story based only on the information they can glean from the book’s cover and title. Excellent choices would be Audrey Wood’s The Napping House or Judith Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day. Lead students to connect elements in the story to personal experiences. Record students’ ideas and information on the board or chart paper. Ask leading questions, such as “What do you expect the main idea of this story will be?” and “Based on the illustrations on the cover, do you think this story will be real (non-fiction) or make-believe (fiction)?” Read the story aloud, stopping at various points to discuss unfamiliar vocabulary and review student predictions. Encourage students to discuss their predictions and change them, if

Definition: Tells or gives information about something

Sentence: Our teacher informs us when it is time for a test.

Part of Speech: Verb

Illustration:

informs

Test tomorrow




necessary, because of new evidence that has influenced their thinking. Chart the new evidence and revisions. After discussions are completed, have students answer questions, such as “What did you expect the story to be about before you began reading?” “Why did you make this prediction?” and “What did you actually learn?” Encourage students to use predictions in their own independent reading and learning.

Activity 16: Break it Down (Ongoing) (CCSS: RI.2.4, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4b, L.2.4c, L.2.4d, L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e) Materials list: text or list of words with multiple syllables, small sticky notes, paper, pencil, board or chart paper and marker. This activity will be used throughout the year. The students will rely on prior knowledge of phonics rules including closed vowels, open vowels, silent e at the end of a word, and the schwa sound. They must also know that every syllable must have at least one vowel sound and at least one vowel letter. This activity will be modeled as a whole group activity and will then serve as an independent activity when students encounter unfamiliar “big” words in text. Model by writing a “big” word on the board or chart paper and do not pronounce the word for the students. “Think aloud” to allow the students time to look at the “big” word and locate the vowels. Students must note the number of vowels, whether the vowels are side-by-side or separated by other letters, and whether there is a silent e at the end of the word. Model underlining the vowels and then have the students write each vowel or vowel pair on a separate sticky note (this will not include the silent e at the end of a word). Continue to “think aloud” to determine which consonants to add to each vowel to form a syllable. (Rules to consider that will help students in making these decisions are to break between two consonants that are the same and to keep digraphs together.) This process will include sounding aloud and perhaps substituting a schwa sound in the place of the regular short closed sound or the long open sound. Instruct students to add the consonants to their appropriate sticky notes, read each syllable separately, and blend the syllables to read the word. Continue with the whole group, modeling the procedure until students are comfortable working independently and can incorporate this practice into daily reading. Example: incorporate Ask: How many vowels do you see? (5) Are they apart or together? (Apart) Is one of the vowels a silent e? (Yes) Direct: Show me how many syllables are in the word by setting out the correct number of sticky notes. Write each vowel on a separate note. Add consonants to form syllables. Encourage students to try to evenly distribute consonants and suggest trying to make the vowels “closed” if possible. Have individual students or the whole class read each syllable separately and then blend the syllables to read the word.

in

cor por ate



Because there are no set rules for breaking words into syllables, so this word could be done as shown or with the r added to the ate sticky to show po and rate. As students learn prefixes and suffixes, they may be taught to circle these added word parts to be counted as additional syllables. Ex. (un) for tu nate (ly)

Sample Assessments

General Guidelines Documentation of student understanding is recommended to be in the form of a portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

• The teacher will observe and take notes on the students’ responses to guided reading questions.

• The student will give short oral reports focused on answering why and how questions.

• The students will present Book Club products (e.g., poster, flipbook, timeline), which will be assessed with a rubric designed to address the GLEs/CCSSs in the activity. (See Student Project Assessment BLM.)

• The teacher will use a rubric to assess student products (e.g., posters, story chains, puppets, dioramas) for understanding and application of ideas in text. (See Student Project Assessment BLM.)


• Activity 3: The student will write a story, and the teacher will score writing using a rubric, at least once every grading period. (See Writing Rubric BLM from Unit 1.)

• Activity 4: During the activity, the student will complete an anticipation guide to check for understanding and comprehension. The anticipation guide will list several statements about the story, including whether the statement is true or false. Assess the student’s ability to rewrite false statements to make them true. For example, for the book The Three Little Pigs, the statement may be “The third pig built his house of straw.” To make this a true statement, the student would change the word straw to bricks.



• Activity 5: The student product from Activity 5 will be assessed using a checklist or rubric designed specifically to check comprehension skills. See the Student Project Assessment BLM.

• Activity 9: The student will list alternative solutions to problems in a story or passage. The list generated will be assessed on the basis of a rubric addressing the appropriateness of problem solutions. (See the Let’s Solve It BLM.)

Additional Resources Ackerman, Karen. Song and Dance Man De Poala, Tomie. Strega Nona Doucet, Sharon Arms. Lapin Plays Possum: Trickster Tales from the Louisiana Bayou McDermott, Gerald. Raven: A Trickster Tale from the Pacific Northwest Meddaugh, Susan. Martha Speaks Noble, Trinka Hakes. The Day Jimmy’s Boa Ate the Wash Peet, Bill. The Caboose Who Got Loose Perrault, Charles. Puss in Boots San Souci, Robert D. The Talking Egg: A Folktale from the American South Seuss, Dr. Horton Hatches the Egg Steig, William. Sylvester and the Magic Pebble Steptoe, John. Mufaro’s Beautiful Daughters Thomassie, Tynia. Feliciana Feydra Leroux: A Cajun Tall Tale Book Series for Book Clubs: Adler, David. Cam Jansen series Christopher, Matt. Sports series - ex. The Dog That Pitched a No-Hitter Lobel, Arnold. Frog and Toad series Minarik, Elslie. Little Bear series Parish, Peggy. Amelia Bedelia series Rylant, Cynthia. Henry and Mudge series Sharmat, Marjorie. Nate the Great series


Grade 2 ELAUnit 3The Writing Process 3-1


Unit 3: The Writing Process Time Frame: Approximately six weeks

Unit Description Writing is used as a response in all of the English Language Arts units; but in this unit, while addressing ongoing vocabulary, reading and grammar skills, lessons focus on the writing process, writing applications, and the use of Standard English. Compositions should contain two or more paragraphs, each including a central idea, a topic sentence, and supporting details in a logical order. Teacher modeling and opportunities for practice are necessary. The topics or prompts used in instruction should be linked to classroom reading or real-life situations. Student Understandings Students write paragraphs and stories using the writing process, including prewriting, drafting, revising, editing, and publishing. Students also write personal letters, along with expository, descriptive, narrative, and persuasive compositions. Students should focus on Standard English structure and usage in their writing. Students will use a dictionary and thesaurus to check spelling and word meanings. Guiding Questions

1. Can students write simple expository, descriptive, narrative, and persuasive compositions?

2. Can students write a composition containing two or more paragraphs, each containing a central idea, a topic sentence, and supporting details in a logical order?

3. Can students write using Standard English language conventions? 4. Can students use the writing process (prewriting, drafting, revising, editing,

and publishing) when asked to write various types of compositions? 5. Can students use a dictionary and thesaurus to check spelling and word

meaning?




Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

Grade-Level Expectations GLE # GLE Text and Benchmarks

04. Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1)

05. Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)

08. Identify story elements, including effects of setting on events and characters (ELA-1-E4)

19. Identify the author’s viewpoint (i.e., perspective) in a text (ELA-7-E3) 20a. Apply basic reasoning skills, including discussing the relationship between

cause-effect (ELA-7-E4) 20b. Apply basic reasoning skills, including asking questions about texts read

independently including why and how (ELA-7-E4) 23a. Develop compositions of one or more paragraphs using writing processes

such as independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)

23b. Develop compositions of one or more paragraphs using the writing process such as creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)

23d. Develop compositions of one or more paragraphs using the writing process such as conferencing with a teacher or peers (ELA-2-E3)

23e. Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)

24c. Develop grade-appropriate compositions, for example stories (ELA-2-E4) 28a. Use standard English punctuation, including commas in the greeting and

closure of a letter, between a city and a state, and in dates (ELA-3-E2) 28b. Use standard English punctuation, including apostrophes in contractions

(ELA-3-E2) 28c. Use standard English punctuation, including periods in abbreviations (ELA-3-

E2) 29. Capitalize grade-appropriate proper nouns, initials of a person’s name, and the

salutation and closing of a friendly letter (ELA-3-E2) 30a. Write using standard English structure and usage, including subject-verb

agreement in simple and compound sentences (ELA-3-E3) 30b. Write using standard English structure and usage, including past and present

verb tenses (ELA-3-E3) 30c. Write using standard English structure and usage, including noun and pronoun

antecedent agreement (ELA-3-E3) 30d. Write using standard English structure and usage, including transitional words

and conjunctions in sentences (ELA-3-E3) 30e. Write using standard English structure and usage, including prepositions and

prepositional phrases (ELA-3-E3)



30f. Write using standard English structure and usage, including possessive nouns

(ELA-3-E3) 31. Distinguish between a sentence and a sentence fragment (ELA-3-E3) 32b. Use knowledge of parts of speech, including using correct antecedents of

pronouns (ELA-3-E4) 32d. Selecting and using verbs in past and present tenses in writing (ELA-3-E4) 32e. Selecting and using standard forms of personal pronouns (ELA-3-E4) 32f. Using a variety of conjunctions (ELA-3-E4) 32g. Selecting and using adverbs that modify according to time (ELA-3-E4) 32h. Identifying and using prepositions appropriately (ELA-3-E4) 33c. Spell grade-appropriate frequently used irregularly spelled words (ELA-3-E5) 37. Use a dictionary and a glossary to locate correct spellings (ELA-3-E5) 40a. Tell and retell stories with the following included: sequential order, including

setting, character and simple plot. (ELA-4-E3) 40b. Tell and retell stories with the following included: supportive facts and details

from the story (ELA-4-E3) 40c. Tell and retell stories with the following included: explicit and implicit main

ideas (ELA-4-E3) 41. Adjust language during a presentation in order to inform or explain to a

specific audience (ELA-4-E4) ELA CCSS

CCSS # CCSS TEXT Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.6 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital

text to demonstrate understanding of its characters, setting, or plot. Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RI.2.6 Identify the main purpose of a text, including what the author wants to answer,

explain, or describe. Reading Standards: Foundational Skills RF.2.3a, b, c, d, e, f

Know and apply grade-level phonics and word analysis skills in decoding words. a. distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences.



f. Recognize and read grade-appropriate irregularly spelled words. RF.2.4a, b, c


Writing Standards W.2.1 Write opinion pieces in which they introduce the topic or book they are writing

about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


descriptive details, speaking audibly in coherent sentences. SL.2.6 Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. Language Standards L.2.2e Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.4a, b, c, d, e


L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., thin, slender, skinny, scrawny).



Sample Activities Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4 a, RF.2.4b, RF.2.4c) Materials List: classroom library and books from the school library as needed Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level. Activity 2: Vocabulary Development (Ongoing) (GLEs: 04, 05; CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.2e, L.2.4a, L.2.4e, L.2.6) Materials List: read-aloud book, charts, word wall, paper for vocabulary cards, binder or folder, pencils/markers, glossaries, beginning dictionaries, Vocabulary Self-Awareness BLM This activity will be used throughout the year. Prior to listening to or reading the basal or theme related selection, direct students to complete the first parts of a vocabulary self-awareness (view literacy strategy descriptions) checklist to indicate their level of familiarity or knowledge of the listed words (See example below). Have students complete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a word meaning or an example for each word. Under the column “What I Think,” direct the students to record a brief answer (for less familiar words, students may make guesses). Leave the section “What I Learned” blank at this time. Conduct a class discussion with students reporting their responses recorded under the “What I Think” section. Encourage students to use words and phrases acquired through conversations, reading and being read to, and responding to texts including using adjectives and adverbs as descriptions in their responses. Record suggestions on a class chart. Read the story aloud, stopping at various points to discuss the key vocabulary. Using the think-aloud method, lead students to determine the meaning of an unknown word. (Here is an example of the method taken from Treasures




TM, Macmillan McGraw Hill, Farfallina & Marcel) “In the first paragraph, I read that Farfallina peered. I’m not sure what peered means. In nearby sentences, I read that Farfallina hid and looked. I think peered means looked over or around. When I try this meaning in the sentence, it makes sense.” As words occur in print, have students use context and picture clues to infer the meaning of unknown words. Lead students to collaboratively use a glossary or dictionary to confirm correct spelling and correct meaning of each word, and record the word meaning on their charts under “What I Learned.” Record their answers on the class chart as well. Revisions may be made to the “What I Think” column, and all check marks and minus signs can now be changed to plus marks. Instruct students to use the charts as study aids when preparing for weekly vocabulary tests and as a handy reference for completing the writing or dictionary activities suggested below.

Vocabulary Self-Awareness Chart Word + √ -- What I Think What I Learned peered -- where a boat docks? looked over and around giggled + laughed laughed snuggled + hugged held closely fluttered √ blinked eyelashes real fast flapped wings quickly to fly vanished √ ran away no longer able to be seen recognized √ saw knew from an earlier time

• Record vocabulary words on a special word wall for use during writing. • Have students create complete sentences during shared and independent writing. • Have students create a personal or class dictionary that can be referred to easily.

Activity 3: Conventions (Ongoing) (GLEs: 30a, 30b, 30c, 30d, 30e, 30f, 31, 32b, 32d, 32e, 32f, 32g, 32h)

Materials List: samples of student writing or samples of literature that contain errors – some made into transparencies (if no document camera is available) and some copied for student use, highlighter or some way to mark the errors found in the writings, notebooks or paper for student use, overhead projector, pencils/pens, chalkboard/chalk, dry erase board/dry erase markers

Target a specific convention to focus on each time this activity is used. Then provide instructions for correct use of Standard English structure and conventions. Include modeling the use of correct conventions, such as subject-verb agreement, past and present verb tense, parts of speech, the construction of simple as well as compound sentences and distinguishing between a sentence and a sentence fragment. When modeling, make occasional errors and challenge students to identify the mistakes. Provide additional examples and direct students to examine the examples for errors. Model the use of appropriate editing marks. Focus on a specific convention rather than multiple usage errors. As students demonstrate their ability to recognize correct usage and can produce



examples in a guided writing activity, have them assume the role of “editors.” Next, prepare a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, or correct word use). Write the paragraph on an active board or overhead or project a copy with a document camera and guide as students make editing marks. Give students another similar paragraph with the same focus to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written with several capitalization errors. Direct students to correct capitalization errors and discuss why each correction was made. Provide additional paragraphs to focus on specific conventions of print and writing (e.g., capitalization, present and past verb tenses, subject-verb agreement, noun and personal pronoun-antecedent agreement, transitional words, and conjunctions in sentences). This activity may be expanded to practice correct use of prepositions and prepositional phrases, possessive nouns, and adverbs (especially those related to time). Conduct mini-lessons on English language conventions throughout the year. Students should become accustomed to editing their writings using Standard English conventions with little guidance. Activity 4: Why Write? (GLEs: 19; CCSS: RI.2.6) Materials List: a list of authors and a selection of their books, Internet access for research, markers, chart paper Author study is a wonderful way to engage students in the value of writing and helps them to understand better a writer’s motivation. Ask students to give reasons for why authors write (for example: to entertain, to inform) and record ideas for everyone to see. Choose a favorite author and work and show students the cover and some of the illustrations. Ask students to give ideas about why this author may have written the selected book. Then, using a pre-selected site that is acceptable for school use, such as http://www.readingrockets.org/books/interviews, model how to do an Internet search to locate a video or a brief biographical sketch and picture of the author. Have students view and read this information. Follow this with an oral reading of the book. Next, ask students to identify the main purpose of the text and give their thoughts about what the author wants to answer, explain, or describe. Also discuss the author’s viewpoint or perspective as reflected in the work. Start a class graphic organizer (view literacy strategy descriptions) to chart each author and his/her purpose for writing. This organizational tool is an excellent way to display what the students have learned about each author. Example:

Author Book Title To entertain To inform Jan Brett The Mitten X Gail Gibbons From Seed to Plant X Barbara Park Junie B. Jones X Frances Ruffin Martin Luther King X

Select another author, who writes for a different purpose, and repeat the activity. Then in cooperative groups or with partners, have students choose an author to study. Monitor

http://www.readingrockets.org/books/interviews�





and assist students in using the Internet to find biographical information about each author. Have students read at least one book by the author. Lead students in discussions to determine each author’s purpose. Add new authors and titles to the class chart. In class discussions, pose questions to prompt thinking about why certain authors might write for a specific reason. As an extension to this activity, guide students in reviewing biographical information to find similarities in the authors’ lives that might cause them to choose to write for the same reason or in a particular genre. Keep the word grid posted in the classroom and direct students, individually or with a partner, to compare and contrast authors and their works for a writing project or for a test. Activity 5: How Is It Organized? (GLEs: 41; CCSS: RL.2.6, RI.2.1) Materials List: grade-appropriate magazines, books, articles, or short stories from classroom or school library or home, chart paper for checklist Have students select texts from the classroom library or brought from home—magazines, articles, books, or short stories—to share with the class. Lead students to discuss why the texts are interesting and how they are organized. Collaborate to develop checklists of the characteristics of one of the various types of writing explored, such as fables, poems, information, history, fantasy, mystery and how-to. Direct students to complete the checklists and use them to determine which type of literature matches their selection. Have students present the characteristics of their selections and explain what type of writing they are studying and why. For example, students may discuss the sequence of the selection. They may show how the author uses signal words, such as first, then, and next. Have students discuss the format of nonfiction including table of contents, glossary, and index. Remind students to adjust their language according to their audience during the presentation in order to inform or explain. Their analysis may indicate that the piece is a fable with a moral at the end, a poem without rhyming words, or a make-believe story that begins with a magical setting that changes throughout the story. Activity 6: Collect Your Thoughts (GLEs: 23a; CCSS: W.2.2, L.2.6) Materials List: overhead projector/transparencies, document camera, chart paper, markers, pencils/pens, board/chalk/dry erase markers, paper or notebook for students, word processor Model a “think aloud” to develop a list titled “Things I Like to Talk About.” Ask students to brainstorm a list of topics that they like to talk about. The list may be recorded on the board, overhead projector, or with a document camera. Transfer the responses to chart paper and post the list in the classroom. As additional topics are generated, add them to the list. Suggestions might include topics such as field trips, science experiments, visits from the principal, recess, school pictures, class parties. Direct students to choose a topic from the class list, then participate in a shared writing activity in which they develop a class informative/explanatory story. The story will introduce a topic, use facts



and definitions to develop points, and provide a concluding statement or section. Ask students to generate ideas to use as details for the story, and guide them in identifying both a purpose for the story and an outline of events. Direct students to collaboratively produce a first draft with a developed beginning, middle, and ending. Encourage the use of a variety of action verbs and descriptive words and phrases which they have acquired through conversations, reading and being read to, and responding to texts to make this writing vivid. Then have them revise the story making sure it is clear, grammatically and mechanically correct. Prompt them to include additional information if needed. Using a word processor, create a final draft to be placed in the class reading center. Repeat this class activity until students are ready to make an independent attempt at writing. Have students create a personal “Things I Like to Talk About” list in their learning logs (view literacy strategy descriptions). This writing journal, folder, or notebook will be used to collect the students’ ideas, responses, and reflections throughout the year. Have students use the strategies modeled in class for prewriting and drafting (develop a plan that includes a beginning, a middle, and an ending). Monitor students’ work to encourage the use of Standard English grammar. Conference with individual students to help them make needed revisions. When a product is ready for publication, assist students in typing a final draft to be placed in a class book, and make time for others to read the students’ stories. This activity may be repeated throughout the school year. Activity 7: Story Parts (GLEs: 08, 20a, 20b, 40a, 40b, 40c; CCSS: RL.2.1, RL.2.7, RI.2.1) Materials List: book for read aloud, poster or chart paper and markers, Story Parts BLM Select a story to read aloud to the class. Prepare a class chart similar to the example below. Title it “Parts of a Story.” Make two columns and three rows labeled: Beginning, Middle, and End. Read aloud and discuss what happened in the beginning, middle and end of the story. Direct students to identify which part of the story (beginning, middle or end) contained specific story elements. Have students ask and answer who, what, where, when, why and how questions, such as the following: Who are the main characters? Where does the story take place (setting)? What was the conflict or problem in the story? What is the cause of the conflict? What are some effects of the conflict? How and when was the problem solved? How did the story end? What do you think is the main idea of the story? (In many stories the elements appear in a particular part. The beginning usually contains the setting and the introduction of the characters. The problem usually appears in the middle with more character development. The problem is solved in the conclusion, which is found in the ending section of the story. The read-aloud selection should be chosen so the elements are fairly obvious.) Require students to provide specific details from the story in their answers. After the story is read, have students participate in completing the parts-of-a-story chart. Lead the class in discussing the events that took place in each part of the story in sequence and record students’ answers on the chart. Next, read aloud another selection, such as Corduroy by Don Freeman. Have students retell some of the main elements of the story. Distribute copies of the book for student





pairs (or prepare copies of the text from the story) and the Story Parts BLM. Direct students to use split-page notetaking (view literacy strategy descriptions) to place story elements in the correct section of the BLM. Split-page notetaking gives young students a simple way to organize and record information about story content. Direct students to use these notes to write retellings to present orally to the class or teacher. Then assign students a book on their independent reading level to read and complete an oral or written retelling. (See Story Parts BLM.). Example: Corduroy by Don Freeman

Parts of a Story

1.Beginning Setting: Characters introduced:

Department store Corduroy the bear, little girl and her mom

2. Middle Characters developed: Problem (s):

Little girl wants to buy Corduroy, but mom points out the missing button on his overalls Corduroy searches all night in the department store but cannot find a button

3. End Solution(s):

The little girl returns and buys Corduroy, takes him home, and sews on a new button. They both find a special friend to love.

Activity 8: Getting Ready to Write (GLEs: 08) Materials List: selected story beginnings (for teacher read-alouds), chart paper, markers, pencils, paper or notebook for students Select books or stories that have a variety of beginning statements, such as “Once upon a time…, Long, long ago…, Last night…, When I was little…, In the dark woods….” Have students recount the beginning of each story read and record the starters on a chart titled “How Can Stories Begin?” Encourage students to brainstorm other ideas for exciting story beginnings and list those on the chart. Revisit this activity as students become more creative thinkers so they can add additional ideas for story starters to the list. Instruct students to use the list as a reference to jumpstart their own writings throughout the year; lend guidance and support to strengthen writing as needed.




Activity 9: Literature Extension (GLEs: 24c; CCSS: W.2.1, W.2.2) Materials List: books to use for literature extensions (See ideas below.), chart paper/markers, pencils, paper or notebook for student writing Many books are perfect for literature extensions. Here are some examples:

• Have students read a selection, such as Brave Irene or the story “Dragons and Giants” from Frog and Toad Together. Lead students in a discussion of the meaning of bravery. Direct students to tell their classmates about a time they felt they were brave, then write a narrative in which they recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings about the experience. Prompt students to use temporal words to signal event order and provide a sense of closure.

• Have students read or listen to a book that includes food, such as Blueberries for Sal, Stone Soup, Gregory the Terrible Eater, The Little Red Hen, or Pancakes, Pancakes. Divide students into small groups to write a recipe for their favorite food or dish in which they use facts and definitions to develop points or steps and provide a concluding statement or section.

• Have students read a selection, such as Alexander and the Terrible, Horrible, No Good, Very Bad Day. Lead students to brainstorm and discuss what a great day would be like, then direct them to write a story titled (student name) and the Wonderful, Fabulous, Terrific, Very Good Day. Have students supply reasons that support their opinion and provide a concluding statement.

• Have students read a selection, such as Officer Buckle and Gloria and then discuss the importance of rules. Direct the students to write informative/explanatory safety rules for school and home in which they introduce the topic, use facts and definitions to develop points, and provide a concluding statement.

• Additional extensions include writing a new ending for the story, developing new characters for the story, predicting other problems the story characters may have and writing solutions, writing test questions for the story, and developing story maps for story parts and elements.

Activity 10: Writing a Story or Article (GLEs: 05, 23a, 23b, 23d, 23e, 33c, 37; CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.6) Materials List: chart from Activity 6, pencils, dictionaries, thesauruses, word wall, paper or notebook for student writing Have students use their list, “Things I Like to Talk About,” generated in Activity 6, or any teacher-directed prompt, to write an article (nonfiction) or a story or fable (fiction). Direct students to select a topic to write on, state the purpose for writing the story or article, and draft a good beginning sentence. Provide time for teacher or peer conferencing to review the idea for the beginning sentence and to make improvements. Then have students create a plan for their writing using a graphic organizer such as a web



to record the sequence of the events and a list of action verbs and descriptive words to use in their story or article. Have students brainstorm details for the topic chosen and write a first draft of the story or article. Establish small groups to function as “author groups” that will work collaboratively to proofread each other’s first drafts, checking for clarity of ideas, appropriate indentation, spelling of grade-appropriate frequently used irregularly spelled words, capitalization, and complete sentences. Have students revise their work as needed. Instruct students to use the word wall and dictionary to help with spelling and a thesaurus for expanding vocabulary and determining or clarifying the meaning of unknown and multiple-meaning words and phrases. Arrange time to conference with each student in an individual Writer’s Workshop to review the group-corrected work. Provide comments on the drafts either in writing or during the conference. Then allow time for revisions so students can make corrections and provide clarity before completing a final draft for publication. Writer’s Workshops should be ongoing throughout the year. After students finish and publish one piece, have them begin a new composition or revise a draft of a composition written earlier in the year. Students will be in different stages of the writing process in the Writer’s Workshop throughout the year. Activity 11: Types of Writing (GLEs: 23a, 24d, 41; CCSS: RL.2.1, RI.2.1, W.2.1, W.2.2, W.2.3, L.2.6) Materials List: peanut butter, jelly, bread, knife, napkins (or other materials needed for the how-to activity); chart paper; markers; table or star chart; pencils/pens; notebook to use as a learning log for student writing; How To BLM, Narrative Checklist BLM, Descriptive Graphic Organizer Activity 11 encompasses a variety of types of writing; therefore, additional time may be required to complete all phases of the activity. Interspersing these writing projects between other activities is suggested.

In this activity, have students compose various types of writings, such as how-to, description, narration, exposition, and persuasive paragraphs. Require students to keep compositions in a notebook or a binder with a section designated as a learning log (view literacy strategy descriptions) to help keep up with their work and see progress as the unit develops. This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. In these entries, have students write simple, complete sentences to give the steps of a how-to paragraph or write a descriptive, narrative, expository, or persuasive paragraph. Have students incorporate answers to questions, such as who, what, where, when, why, and how to assist in their writing. Prompt students to include in their writing adjectives and adverbs acquired from their reading to give it vivid images. Monitor student writing, and have students share their ideas and work through classroom discussion. Include each of the following types of writing assignments:

• How-To: Have students participate in a class activity, for example, making a





peanut butter sandwich, completing an art project, or conducting a science experiment. Direct students to use the How To BLM to list four steps necessary to complete a task successfully. Then give a paragraph writing assignment in which students use the steps and order words (first, next, then, last) to explain the sequence of the activity.

• Descriptive: Instruct the students to generate a topic to be the subject of a descriptive paragraph. Have students brainstorm a list of adjectives to describe that person, place, or thing and record their ideas on the Descriptive Graphic Organizer BLM. Remind students to include phrases that describe their topic including specific things they see, feel, hear, smell, or taste. Then direct students to use the chart to write a descriptive paragraph. Arrange conference time to meet with each student or pair students to discuss their writing and make improvements. Example:

Topic: football practice

Sight Sound Touch Taste Smell friends running around in uniforms, the football coming toward me

Coach yelling, whistles blowing, mom and dad cheering

getting tackled hurts

sweat, dirt, grass, ice cold Gatorade

wet grass, dirt, sweaty bodies

• Narrative: Have small groups of students retell a story or describe an event using

a text chain (view literacy strategy descriptions) by recounting events from the story that will include a beginning, a middle, and a logical ending in sequential order. Direct each student to write a part of the story, being sure to include setting, characters with their actions, thoughts and feelings, a problem or conflict, a series of events leading to a solution and the solution itself. Prompt students to use temporal words to signal event order. For example, using the story Goldilocks and the Three Bears, ask Student One to tell about the beginning by identifying the characters and the setting, such as, “This is a story about a girl named Goldilocks and a family of bears. There is a papa bear, a mama bear, and a baby bear. The story takes place in the forest at the bears’ house.” Have Student Two continue by telling about the problem or conflict; for example, “The bears want to eat their porridge, but it is too hot. They decide to go for a walk into the forest while it cools off. Then the little girl named Goldilocks comes into the house and causes lots of trouble.” Have Student Three describe some additional story events, such as, “Goldilocks tastes everyone’s porridge and likes Baby Bear’s the best. She eats it all up. Then she tries out all of the chairs and likes Baby Bear’s the best. Last she wants to take a nap. She finds Baby Bear’s bed is the best and goes to sleep.” Finally, have Student Four give the solution: “The bears got home and found Baby Bear’s food gone, his chair broken and a little girl sleeping in his bed. Goldilocks woke up and got scared. She ran away and didn’t even say she was sorry.” Have Student Five extend the story by telling what he/she thinks might happen next. Instruct the group to follow a checklist (See Narrative Checklist BLM.) to ensure they have included all important story



elements. Next, direct students to write their own narratives, using their checklists as a guide. Arrange time to conference with students to revise and complete a final copy for publication. As a follow up of this activity, have each student follow the same procedure to write a personal narrative telling about a personal experience. Prompt students to use The Narrative Checklist BLM to help develop an outline for their stories.

• Persuasive: Engage students in a class discussion of a topic that invites divided opinions and interests the class, such as school uniforms, year-round school, more holidays, no homework, playing video games, or watching TV. Facilitate a discussion in which both pros and cons about the topic are thoroughly discussed. Then, direct each student to take a stand for or against the subject and note their decision on a ballot. Prompt students to use linking words, such as because, and, also, to connect their opinions with reasons given. Pair small groups of students who share the same opinion. Have students discuss with one another, supply reasons that support their opinion, and build an argument to present to their classmates in the role of professor know-it-all (view literacy strategy descriptions). This is an effective way for students to present their arguments in hopes of persuading their classmates to agree with their opinion. Allow sufficient time for students to be comfortable with the facts and be prepared to answer questions their classmates may have. Next, have students dress up (perhaps with a tie or a special hat) to play the role of “the professor.” Last, have the “professors” stand before the class and attempt to persuade their classmates regarding the debatable topic. Coach students, if necessary, in answering questions from classmates to add information, clarify points, determine comprehension, and deepen understanding. After each group has presented to the class, allow students an opportunity to respond to the activity in their learning logs (view literacy strategy descriptions).

• Expository: Give students a writing assignment in which they convey information, explain, or define some word, object or idea. Provide topics that all students find familiar. Have students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. This type of writing may be developed using comparison and contrast, facts and statistics, or cause and effect. For example, give students a prompt to write about their favorite season of the year. On the board, write the question, “If you could make your favorite season last all year, which season would you choose?” Provide time for a brief class discussion and make a list of some of the students’ suggested favorite activities for winter, spring, summer, and fall. Encourage students to write about different seasons by reminding them of the weather, certain holidays and family activities that might only take place during a certain season. Instruct students to write in their learning logs (view literacy strategy descriptions) about why they feel one season is the best, supporting the idea with examples and clear details. For example, “My favorite season is winter because the weather is cold and sometimes it snows. In December, we celebrate Christmas by decorating our house, putting up a Christmas tree and buying presents for our friends and family.” Provide opportunities for students to read other classmates’ work.








Activity 12: Pen Pals (GLEs: 23d, 28a, 28b, 28c, 29, 31; CCSS: W.2.5) Materials List: friendly letters written to each student, an example letter made into a transparency, overhead projector, document camera/projector, a pen-pal class to share in a letter exchange, pencils/pens, paper or notebook for students’ writings, a copy of the book Flat Stanley Write a brief friendly letter to each student in the classroom. Use the classroom mailbox or deliver letters to students. Allow time for each to read what has been written, then put the letters aside. Next, project a simple letter (either real or one written for this purpose) on the overhead or document camera, and conduct a mini-lesson on the parts of a friendly letter. Post a chart in the room that details the placement of the heading, greeting, body, and closing of a friendly letter. Provide an opportunity for students to write for real purposes, such as a letter to their first grade teacher or the principal, a thank-you note to the janitor for keeping the room clean, or a reminder to mom of an upcoming field trip or event, etc. Prompt students to focus on a topic for the letter and provide time for revising and editing prior to sending. Monitor closely as students write to be sure they include a specific point and are following the correct format for writing a letter. As students become comfortable with writing, assign each a pen pal from another class or school (pre-arrange this). Have students write a letter to a pen pal using the steps of the writing process—prewriting, drafting, revising, editing, and publishing. Prepare copies of friendly letter models for student review. Instruct students to note the use of commas in the greeting and closure of a letter, between a city and a state, and in dates. Direct student attention to the correct use of apostrophes in contractions and periods in abbreviations and the appropriate use of abbreviations and capitalization (proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter). Show students examples of sentence fragments and complete sentences and give them practice in identifying and correcting fragments. Then have students write letters to their pen pals and exchange with peers to proofread and edit. Conference with students to evaluate their efforts prior to sending letters. Extension: Flat Stanley by Jeff Brown is an excellent book to use to introduce a unit on letter writing. Stanley is accidentally made flat when a bulletin board falls on him. He wants to go visit someone far away, and the cheapest way to go is through the mail. Students can enjoy using a photocopy of Stanley to mail to a friend or relative in another town or state, using a friendly letter to introduce Stanley. The official Flat Stanley site http://www.flatstanley.com/ gives excellent suggestions for incorporating Stanley across the curriculum. With adult guidance, students can mail Stanley to a family friend and request that he be returned with a brief description of the city or state he has visited or even a brief narrative about an adventure he might have had. Students delight in sharing Stanley’s adventures with their classmates. Include social studies by placing a large map of the United States on the bulletin board and placing stars on any cities and states that Stanley visits. (Prepare a letter of explanation to be attached to the student’s friendly

http://www.flatstanley.com/�



letter and a replica of Stanley so the recipient will understand the importance of responding with information from his/her region.) Activity 13: Step Up to Writing (Ongoing) (CCSS: W.2.1, W.2.2, SL.2.4) Materials List: Green, yellow, and red construction paper, markers, chart, active board, or overhead, Accordion Paragraph BLM Maureen E. Auman created a program called Step Up to Writing to assist teachers in helping students become better writers in an ongoing process throughout the year. Building on the pattern of the Eight Sentence Paragraph, teach students to use the accordion paragraph plan to organize their writing of the following: opinion pieces developed with reasons that support the opinion along with appropriate linking words and a conclusion; informative/explanatory texts that introduce a topic, develop it with facts and definitions, and a conclusion; or narratives that recount an event with details that describe actions, thoughts, and feelings, temporal words that signal event order and a conclusion. Prior to the writing session, prepare three sets of color-coded sheets of construction paper as follows:

Green: holidays, sports, fast food Yellow: Christmas, Thanksgiving, Easter, football, baseball, basketball, McDonald’s, Taco Bell, Wendy’s Red: Santa Claus, feast, chocolate eggs, tackling, hitting a homerun, slam dunk, Quarter Pounder, Nachos, Frosty

Pass the pages out at random and allow students to move around the room in an attempt to make organizational connections. Assign students who did not get a card the role of helping classmates with colored papers figure out what connects them and sort themselves into three groups. Use leading questions to help each group establish a topic (the green card), supporting reasons, details, or facts, (the yellow cards), and explanations (the red cards). Line the first group of students across the front of the room with the green card on the left, a yellow card with a red explanation card, a yellow, a red, a yellow and finally a red. Help students to verbalize a sentence that goes with each card. Example: “My three favorite fast food restaurants are McDonald’s, Taco Bell, and Wendy’s.” “I really like to go to McDonald’s a lot.” “I can really dig into a Quarter Pounder!” “When I want Mexican food, I go to Taco Bell.” “I sure would like some nachos right now!” “When I just want a snack, I like to go to Wendy’s.” “A frosty hits the spot on a hot day!” Instruct students that every good paragraph has a conclusion, so the person holding the green card should walk to the end of the line and restate the topic sentence. “Of all the fast food places to eat, I really like McDonald’s, Taco Bell, and Wendy’s the best!” Repeat the procedure for the other two groups leading them to state their topic, give each detail and related explanation and then conclude by restating their topic sentence. Practice this procedure if needed and then model a writing sample on the overhead, active board or chart. Use the pattern on Accordion Paragraph Organizer BLM to set up your chart: green, yellow, red, yellow, red, yellow, red, green.



Select a topic sentence such as “Mom and dad told me I could get a pet and I need to decide between a hamster, a puppy or a kitten.” Have students collaborate to develop an accordion paragraph. Using the Accordion Paragraph Organizer BLM, give students the opportunity to develop their own eight sentence paragraph by telling a story or recounting an experience with appropriate facts and relevant, descriptive details. Ask students to read their paragraphs to classmates, speaking audibly and in coherent sentences. Extension: In the manner of an accordion, this method of paragraph writing may be stretched as students add more information into their paragraphs. The color scheme may develop into green, yellow, red, red, red, yellow, red, red, red, yellow, red, red, red, and green as students become more proficient in their writing.

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

• The teacher will compile writing portfolios for each student and include samples of writing throughout the unit or school year. The writings should show progress as the students become more proficient writers.

• The teacher will score compositions using the LEAP Writing Rubric. See LEAP Writing Rubric BLM.

• The teacher will use a checklist to identify the strengths and weaknesses in student writings. Student work will be evaluated for correct conventions of writing and print. Things to include on the checklist would be capitalization, punctuation, standard use of parts of speech, variety of adjectives/adverbs, and legibility. (See Student Writing BLM.)

• Students should examine their writings and make notes of their own strengths and weaknesses.




• Activity 5: The students will demonstrate knowledge of the different genres by completing a checklist that identifies characteristics of a chosen book and the genre of the book. The checklist will list specific characteristics of each genre. (A list of the specific characteristics can be found online searching with the key word, writing genres.) The students will use passages from the book to support their decision, telling how and why each work is classified as a specific genre.

• Activity 11: The students will participate in a debate. After writing a persuasive paragraph, the students will debate the issue for the class. The teacher will observe the student debate and use anecdotal notes to determine if students used persuasive arguments to try to change the listeners’ points of view.

Additional Resources Brett, Jan, The Mitten Brown, Jeff, Flat Stanley Carle, Eric, Pancakes, Pancakes Freeman, Don, Corduroy Galdone, Paul, The Little Red Hen Gibbons, Gail, From Seed to Plant Lobel, Arnold, Frog and Toad Together McCloskey, Robert, Blueberries for Sal McGovern, Ann, Stone Soup Park, Barbara, Junie B. Jones Ruffin, Frances, Martin Luther King Sharmat, Mitchell, Gregory the Terrible Eater Steig, William, Brave Irene Viorst, Judith, Alexander and the Terrible, Horrible, No Good, Very Bad Day


Grade 2 ELAUnit 4Information Quest 1-1


Unit 4: Information Quest Time Frame: Approximately three weeks

Unit Description This unit focuses on locating, gathering, and interpreting information from a variety of sources. The unit also focuses on reading, organizing, and interpreting data from simple timelines, charts, diagrams, graphs, and maps. The skills acquired through this unit should be applied and strengthened throughout the year. Student Understandings The main goals of this unit are to have students gather, organize, and interpret information from a variety of media, reference, and technological sources. Students locate information in magazines, newspapers, encyclopedias, and electronic sources. Students should be able to publish a simple research report, writing project, and book summary. Guiding Questions

1. Can students locate and interpret information from a variety of sources? 2. Can students locate and read information on timelines, charts, graphs,

diagrams, and maps found in newspapers? 3. Can students tell and write about the sources of information learned? 4. Can students use available technology to publish a variety of works?


Grade-Level Expectations GLE # GLE Text and Benchmarks

03. Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1)

05. Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)

17b. Demonstrate understanding of information in texts using a variety of strategies, including predicting what will happen next in a story or a text (ELA-1-E7)

17c Demonstrate understanding of information in texts using a variety of strategies, including making simple inferences about information in texts (ELA-7-E1)




17d. Demonstrate understanding of information in texts using a variety of strategies, including self-monitoring consistently for comprehension using multiple strategies and set-correcting as appropriate (ELA-7-E1)

20a. Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4)


21. Write compositions of one or more paragraphs, organized with a central idea and coherent beginning, middle, and end (ELA-2-E1)

22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)



23c. Develop compositions of one or more paragraphs using writing processes such as writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)

23d. Develop compositions of one or more paragraphs using writing processes such as conferencing with a teacher or peers (ELA-2-E3)


24a. Develop grade-appropriate compositions, for example, friendly letters (ELA-2-E4)

24b. Develop grade-appropriate compositions, for example, poems (ELA-2-E4) 24c. Develop grade-appropriate compositions, for example, stories (ELA-2-E4) 24d. Develop grade-appropriate compositions, for example, informational

descriptions with some detail (ELA-2-E4) 25. Use literary devices, including patterns of rhythm and simile in writing

(ELA-2-E5) 49a. Locate information using the organizational features of texts, including URL

addresses from the Web (ELA-5-E1) 49c. Locate information using the organizational features of texts, including

glossaries (ELA-5-E1) 49d. Locate information using the organizational features of texts, including indices

(ELA-5-E1) 49e. Locate information using the organizational features of texts, including tables

of contents (ELA-5-E1) 49f. Locate information using the organizational features of texts, including chapter

headings (ELA-5-E1) 50. Locate information about a topic from a variety of sources, including

children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)



51. Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)

52. Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)

53. Tell and write about the sources of learned information (ELA-5-E5) ELA CCSS

CCSS # CCSS TEXT Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.7 Use information gained from the illustrations and words in a print or digital


demonstrate understanding of key details in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2

topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.10 By the end of year, read and comprehend informational texts, including

history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.

Reading Standards: Foundational Skills RF.2.3a, b, c, d, e, f

Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and prefixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4a, b, c


Writing Standards W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts

and definitions to develop points, and provide a concluding statement or section.



W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


descriptive details, speaking audibly in coherent sentences. SL.2.6 Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. Language Standards L.2.4a, b, c, d, e


L.2.5a, b Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., thin, slender, skinny, scrawny).

Sample Activities

Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4a, RF.2.4b, RF.2.4c) Materials List: classroom library and books from the school library as needed Independent reading is any time a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent



reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level. Activity 2: Vocabulary Development (Ongoing) (GLEs: 05, CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, RL.2.7, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, SL.2.6) Materials List: read-aloud book, chart paper, word wall, paper for vocabulary cards, pencils/markers, dictionaries, alphabet chart, word list, board/overhead, transparencies, Vocabulary Self-Awareness Chart BLM Before reading the basal story or listening to a read-aloud, students receive a list of vocabulary words chosen by the teacher. Read the words aloud for the students so that all are familiar with the correct pronunciation and understand any applicable phonics rules. Using a Vocabulary Self-Awareness Chart BLM, have students complete a vocabulary self-awareness (view literacy strategy descriptions) checklist to indicate their level of familiarity or knowledge of the listed words. Direct the students to complete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understa nding or unsure), or a “—” (don’t know). Instruct students to supply a definition or an example for each word. For less familiar words, have students make guesses by applying grade-level phonics and word analysis in decoding words. Have students determine or clarify the meaning of unknown and multiple-meaning words and phrases using context, known words, root words, and compound words. When the chart is complete, have students read or listen to the story. If the session is a read-aloud, be sure to pause as the new words are encountered within the context of the story and allow students time to look at illustrations to gain additional understanding of the text. Discuss the meaning of each word, using a glossary or dictionary if needed to determine and clarify the meaning of words and phrases, and allow students to return to their charts to update and add new information. The goal is to replace all check marks and minus signs with plus signs. Allow students opportunities to revisit their vocabulary charts to revise their entries. Example: words selected from Eric Carle’s The Tiny Seed which is also a story in the second grade Treasures reader (Macmillan/McGraw-Hill).

Vocabulary Self-Awareness Chart Word + √ -- Example Definition rays + sun rays Streams of light from the sun looms -- used for weaving? Looks large and dangerous giant + giant trees Enormous, huge petals + flower petals Parts of the flower sways √ sway in the wind Moves from side to side




This activity is appropriate for repeated use throughout the year. Not only does using this chart help students to learn new material, but they also become more aware of what they may already know about words, and their understanding and knowledge increase. In addition to the completion of the Vocabulary Self-Awareness Chart:

• Record vocabulary words on a special word wall for use during writing. • Have students create complete sentences during shared and independent writing to

provide detail and clarification of word meaning. • Have students maintain a personal or class dictionary that can be referred to

easily. Activity 3: Writer’s Workshop (Ongoing) (GLEs: 21, 22, 23a, 23b, 23c; CCSS: W.2.2) Materials List: word wall, classroom dictionaries, paper, BLM Writing Rubric, learning logs Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms that enable teachers to address the conventions of writing (spacing, directionality, and letter formation), grammatical features of writing (spelling, capitalization, punctuation, grammatical choices, such as subject/verb agreement and descriptive language, etc.), as well as writing for various purposes (how-to, descriptive, narrative, expository, or persuasive).

• Guided writing is designed to teach a specific skill or strategy to the whole class,

small groups, or the individual. Lead students through the writing process in which the student completes his/her own writing of one or more paragraphs. Begin with directing students to brainstorm ideas for a chosen topic, creating a plan and purpose for their writing (a central idea), organizing their ideas with a coherent beginning, middle, and end and developing them with specific details. Then direct them to draft, proofread, revise and publish their work, including sharing it with fellow students. Provide scaffolding support through mini-lessons that address areas in which all students are having difficulty and have conferences with individuals and groups as needed. Encourage students to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

• The “weekend story” is a powerful guided writing activity and is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask questions to help students decide what they will write. Help students formulate a beginning, middle, and ending for their story. Encourage students to use a variety of action and descriptive words and spell grade-appropriate words correctly using word walls, word lists, dictionaries, or glossaries. Instruct students to record their stories in a learning log (view literacy strategy descriptions). This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. The learning log provides a





place for students to collect their writings for review, revision, or extension. Students will be able to see progress as their writing skills develop. As the year progresses, have students extend their tasks to include writing simple, complete sentences to give the steps of a how-to paragraph or writing a descriptive, narrative, expository, or persuasive paragraph. Topics for mini-workshops could include focus skills; such as, stating the main idea using a title, creating a web to organize thinking, incorporating descriptive language, indention of first lines of paragraphs, capital letters, punctuation, subject-verb agreement, past and present verb tenses, noun and pronoun antecedent agreement, transitional words, and conjunctions. Encourage the inclusion of facts and definitions to develop points in students’ writing. Monitor student writing, and allow time for students to share their writings through classroom discussion. Conduct weekly mini-workshops to help students improve writing skills. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.

• Independent writing is any time students write without receiving assistance from others. Have students select topics and be in charge of their own writing. A Writer’s Workshop approach provides the opportunity for students to practice writing skills and strategies that support reading development and builds confidence as students’ writing develops and matures. During Writer’s Workshop, meet with individuals or small groups as needed to instruct or encourage students’ thinking and writing.

Activity 4: Parts of a Book (GLEs: 49c, 49d, 49e, 49f, CCSS: RI. 2.1, RI.2.4, RI.2.5) Materials List: the second grade science and/or social studies textbook, a copy of the textbook for each student, Directed-Learning-Thinking (DL-TA) Activity for Science Textbook Table of Contents BLM, Science Vocabulary Self-Awareness Chart BLM Hold up, or display on a document camera, a copy of an informational text that includes a table of contents, an index, and a glossary. Show students where to look to find each of these parts of the book. To verify that students understand the locations and purposes of key parts of the informational text, have students answer questions, such as “Where do I find the table of contents in this book?” and “What differences do you see between the index and the glossary?” Call attention to examples of timelines, charts, diagrams, graphs, maps, captions, bold print, and subheadings found in the book. Have students respond to guiding questions about the book.

• Distribute a Directed-Learning-Thinking (DL-TA) for Science Textbook Table of Contents BLM to each student and direct them to open their copies of the science textbook to the table of contents. Using the DL-TA-directed learning-thinking activity (view literacy strategy descriptions), prompt students to use their prior knowledge to make predictions about the contents of the textbook based on the section titles and/or chapter headings listed in the table of contents. Have students record predictions on their BLMs. Then direct students to read the informational text and return to their charts to make revisions to any predictions that were




inaccurate. Then in a class discussion, have students explain how and where they found the information to support or correct their predictions. Ask students to explain the value of the table of contents as a resource for reading. In future lessons, the students will have a better understanding of how the table of contents can give them an overview of the material they will be reading. Following is an example of the strategy taken from FOSS Science Resources, published by Delta Education, Insects and Plants. Example: DL-TA for Science Textbook Table of Contents

Section Title Page # Prediction So Many Kinds, So Many Places

3 I think this chapter will tell about lots of different insects.

Environment

8 This will probably be about where bugs live.

Flowers and Seeds

15 I think this will talk about plants that grow from seeds.

Variation

20 I’m not sure what this word means, but I think it has to do with differences.

Insect Shapes and Colors

26 This chapter will tell me about all the colors and shapes that bugs can be.

• To give students practice in locating information quickly in an index, prepare a

chart of several topics from the listings in the back of the text. Tell students to keep the books on their desks closed. Call out a term from the index, and have students search quickly to locate the entry. Direct students to signal when they locate the correct page numbers by putting their thumbs up. Then have volunteers record the correct page numbers on the chart. Be sure to discuss sub-topics if this applies to the particular text students are using. Example: Using the index from Insects and Plants, conduct the activity using words such as antennae, marsh, abdomen, nymph, cocoon, organism, silk worm, environment, mosquito, and thorax.

• Have students employ a vocabulary self-awareness chart activity (view literacy strategy descriptions) to give them practice in using the glossary of the information textbook. Assessing the students’ knowledge and understanding of vocabulary words is important, especially in the content areas of science and social studies. Instruct students to complete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a definition or an example for each word. Monitor as the students use the glossary to supply the correct definition for each word on their chart. The completed charts will give students practice in using the glossary and will serve as a study tool as students prepare for a science/social studies quiz. Use Science Vocabulary Self-Awareness Chart BLM to complete this activity.





Ex. Science Vocabulary Self-Awareness Chart for Glossary Practice

Word + √ -- Example Definition antennae + wiggly feelers on a grasshopper environment + where you live inherit √ get from your parents life cycle √ a baby grows up to be an adult organism √ something alive

Activity 5: Digging in the Dictionary (GLEs: 05, CCSS: RI.2.4, L.2.4) Materials List: enough student dictionaries for students to share, list of content vocabulary words, vocabulary self-awareness checklists from Activity 2, index cards Prior to conducting independent research, instruct students in the use of a dictionary, and provide multiple occasions to practice using guide words to locate definitions with ease. First, display a dictionary and give an overview of how a dictionary is organized with words in alphabetical order. Give partners time to examine a student copy of a dictionary. Lead students in a discussion of how words are organized in a dictionary. Point out the guide words at the top of each page, and lead students to discover their importance by using questions, such as “Why do you think guide words are used?” and “What information can they give you?” Make the connection that just as a guide can show people where to go by giving directions, drawing a map, or leading the way, so too a dictionary has guide words that tell the reader where to look for a specific word. Allow partners additional time to explore the dictionary. Monitor as students make discoveries about the words that fall between the guide words. Ask students to draw conclusions about the importance of guide words and explain those conclusions in a class discussion. Next, select a content-area vocabulary word to write on the board. Lead students to determine where to begin when looking for the word in the dictionary. For example, if the word is rays, say something such as the following: “The word begins with r, so should you look toward the front, middle, or back of your dictionary? The second letter is a, so will this word be early in the r section or later? Look for the appropriate guide words. Raise your hand when you can tell the page number you need. Who can say the guide words at the top of the page? (Record the words on the board next to the word ray.) Put your thumbs up when you have found the word.” Then have a student read the definition of the word. Discuss the word meaning and have a student use the word correctly in a complete sentence. Repeat the exercise with the word looms using the same type questioning techniques and recording the guide words on the board. Write the word giant on the board and direct pairs of students to use the same set of questions to help locate the word. Let pairs locate the words petals and sways. Be sure to record the guide words for each word on the board. After all words have been located, conduct a class review of how to make connections between each word and the guide words, having students raise questions and give explanations. This activity may be repeated regularly with different sets of words.



Then, instruct students in using their newly acquired dictionary skills to create vocabulary cards (view literacy strategy descriptions). Distribute index cards to students and instruct them to include for each assigned word an illustration, a definition found in the dictionary, and a sentence using the word. Have students quiz each other with the completed cards in preparation for other class activities. See example below: Activity 6: Thesaurus (GLE: 03, 05, 23e, 24b, 24c, 25; CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.5a, L.2.5b, L.2.6) Materials List: enough student thesauruses for students to share, Thesaurus Practice BLM, writing from learning logs Hold up a copy of a thesaurus or place one on the document camera, and explain how to use the book to find synonyms for a given word. Make students aware that a thesaurus is set up in much the same way that a dictionary is but does not give the definition of words. Explain to students that a thesaurus can be used to help determine and clarify the meaning of unknown and multiple-meaning words and that a thesaurus can be used to demonstrate word relationships and meanings. Students will use the thesaurus to gain anunderstanding of words acquired through conversations, reading , being read to, and in response to words in text. Provide a copy of a thesaurus for each student or student pair. Allow time for students to explore the thesaurus and discuss discoveries with the teacher and/or class. Provide each student a copy of the Nursery Rhyme “Twinkle, Twinkle, Little Star” and a copy of the Thesaurus Practice BLM. Listed on the BLM are the words twinkle, little, star, wonder, up, above, world, high, diamond, and sky. Have students or student pairs use the thesaurus to find three synonyms for each word and record the findings on their BLMs. Using the synonyms, have students rewrite “Twinkle, Twinkle, Little Star,” replacing each word on the list with a synonym. Be sure to explain that not every word found will be a good replacement, so students will need to choose words that still make the poem make sense. Then have students recite their new poems. (This activity by Angela Kleinow was taken from Primary School @ suite101.) As a follow-up activity, direct students to select a writing sample—a paragraph, poem, short story, or informative paragraph—from their learning logs (view literacy strategy descriptions). Direct students

rays

Definition: beams of light coming from the sun

Sentence: The rays of the sun felt warm on my skin.

Illustration:





to use the thesaurus to locate synonyms for words from their writing sample in order to make the work more descriptive, clearer, or more exciting. Then have students rewrite their original works using synonyms they have located and literary devices, such as similes to strengthen their writing and make their work more interesting. If students choose to revise a previously-written poem, require them to focus attention on including patterns of rhythm and to identify the pattern. Once students have become familiar with using the thesaurus, require them to use this valuable tool throughout the year to improve writing. Activity 7: Using the Encyclopedia (GLEs: 50, 53; CCSS: W.2.2, W.2.7) Materials List: encyclopedia sets, List of Topics BLM (current content vocabulary or topics), Encyclopedia Rubric BLM, PowerPoint software if available, paper bags, construction and regular paper, art supplies Prior to beginning the activity, select topics for students to research. To review and reinforce alphabetizing skills, hand each student a volume from the encyclopedia set. Have students come to the front of the room and arrange the volumes in alphabetical order. Remind students that the entries inside each encyclopedia are arranged in alphabetical order and that there are guide words on each page just as in a dictionary. Have students work collaboratively in small groups to locate content-area articles on the pre-selected topics. Direct students to take turns choosing the appropriate encyclopedia and locating an article on the topic. Provide a place on the list where students indicate the correct volume in which they located the article, the page number, and a short informational description from the encyclopedia text. After this practice time, assist students in selecting a topic to research, developing a project that will convey their information in a clear and interesting manner and making preparations for a class presentation. The following are suggested projects:

• An advertisement using a poster to display information • A PowerPoint presentation prepared with adult guidance • A flip book • A short play or skit using paper bags to create puppet(s) and scenery • A diorama

Using the Encyclopedia Rubric BLM, establish the guidelines of accuracy, neatness, and organization set forth in the rubric. Set clear expectations and allow sufficient time for students to complete their projects. Provide an opportunity for each group to present their project to the class. Use the Encyclopedia Rubric BLM to assess the projects. Activity 8: Newspapers (GLEs: 50; CCSS: RI.2.8) Materials List: several days’ collection of newspapers, writing notebooks or paper Place students in small groups and give each team a newspaper. Explain to students that they will use the index to locate information in the newspaper. Give each small group a



specific task such as the following: • Locate the sports page and find three different sports articles. See if you can find

one about football, one about baseball, and one about golf. • Locate a picture on the sports page, read the caption below the picture, and note

the key facts. • Locate the sports page and find scores for five or six area school teams. • Locate the movies/amusement page and find starting times for three movies you

would like to see. • Locate the weather page and record the temperatures of four major cities. • Locate the weather page and write down the forecast for your area for the rest of

the week. Once the students have gathered the information, ask them to demonstrate their understanding by writing a RAFT (view literacy strategy descriptions). For this content, this RAFT puts them in the role of the newspaper weather forecaster. Model how to implement the RAFT using the following example or one of your own.

R – Role (role of the writer – weather forecaster) A – Audience (to whom the RAFT is being written – local viewers) F – Form (the type of writing – TV weather report) T – Topic (the focus of the writing – the upcoming week’s weather)

Additional RAFTs could be developed from the point of view of a sportscaster using a scoreboard format that gives the weekend football scores. In the role of a sports writer, have students select several sports photographs and write captions that give a brief description, facts, or key information relating to the photo. Another approach could be to have students take the point of view of a local movie reviewer and use the RAFT strategy to guide in writing a movie review to persuade readers to see the latest movie releases. Once writings are completed, have student pairs give oral presentations of their work. RAFTs can be creative but must include accurate and logical information.

Activity 9: Computers as Tools (GLEs: 49a, 50) Materials List: computers with Internet access, Computer Checklist BLM Model using the computer as a tool for gathering information for a project. Give students specific instructions on correctly typing URL addresses. Be careful to select safe URLs for student use. Adult supervision is imperative to ensure that unknown URLs are not visited. Appropriate sites for students include the following:

• http://www.kidsites.com/sites-edu/science.htm (science), • http://www.brainpop.com/ (social studies and science), • http://kids.discovery.com/ (science), • http://bensguide.gpo.gov/ (social studies), • http://www.nationalgeographic.com/features/97/west/ (social studies).


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Google® to find additional websites by entering “science (or social studies) websites for kids” in the search line. Instruct students to use the websites to locate information about a topic of interest or a specific topic assigned by the teacher. With adult guidance, have students gather information to print and use as shared research for a later writing project, such as a report, study guide, science experiment, or social studies project. Use the Computer Checklist BLM as a guide for assessing the students’ competence in use of the computer.

Activity 10: How to Get to the Important Information (GLEs: 50, 51; CCSS: W.2.7) Materials List: document camera, reference materials such as magazines, newspapers, encyclopedias found in the classroom or school library; computer with Internet access, highlighters, sticky notes, chart paper Choose a topic and select an article to use in a demonstration of how to locate information. Place the selected informational source on the document camera, and use the think-aloud strategy to demonstrate how to use headings or words in bold print or key words and phrases to locate information about the chosen topic. Model ways to keep track of where details are found in print (highlighting, if possible, or placing sticky notes on borrowed materials). Write down brief supporting notes from information found on an Internet search on chart paper for the entire class to see. Orally review the recorded notes with the class, and engage students in a discussion to help them determine which statements give the most valuable information and details and which information is not relevant and does not need to be included. Encourage student input in helping decide what information should be included in a report on the topic. Tell students that they will all research the selected topic and produce a shared writing. Next, distribute magazines, newspapers, encyclopedias, and/or printed samples from electronic sources with content related to the selected topic. Direct students to use the Think Pair Square Share (view literacy strategy descriptions) strategy to explore their informational source, and highlight or take notes about text information (i.e., captions, bold print, or subheadings) that they feel would contribute to the shared writing. Monitor to assist those who need help in locating, reading, or paraphrasing information. Then have students join a partner to compare their thoughts, ideas and facts. Next, direct the pairs of students to form groups of four and briefly discuss their findings. Monitor discussions to be sure that all students are participating and demonstrating their understanding of the procedure and information recorded. Encourage students to remain independent thinkers rather than automatically adopting the answers of their partners. Tell groups to select the most important details to submit to the shared writing. Have group members report their selected details and record statements randomly on the chart. Once all groups have reported, collaborate with the entire class to organize the statements in a sensible order, using a graphic organizer such as a web. Then model writing a paragraph that incorporates the ideas from the class chart. As a follow-up, have students record the paragraph in their learning logs (view literacy strategy descriptions).





Activity 11: How to Find Important Information (GLE: 17b, 17c, 17d, 20a, 20b; CCSS: W.2.7, RL.2.1, RI.2.1) Materials List: reference materials such as magazines, newspapers, encyclopedias found in the classroom or school library, computer access with internet, index cards, highlighters, Cause and Effect BLM Select an article from an Internet website or a magazine, newspaper, encyclopedia, or book that lends itself to support a purposeful activity. Make duplicate copies of the selection so each student has a copy. Discuss what strategies to use before, during, and after reading to accomplish the lesson focus and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in the text. Strategies might include the following: comparing and contrasting, predicting what is next, making simple inferences, self-monitoring, or looking for cause and effect. For this sample lesson, a magazine article about Hurricane Katrina will be used to help students focus on cause and effect. Any grade-appropriate article about a current event may be used. Before reading the article aloud, have students discuss what they know about the hurricane. Establish that the “cause” in this activity will be Hurricane Katrina. Place a copy of the Cause and Effect BLM on the document camera and record Hurricane Katrina as the cause. Read the article aloud and encourage students to listen carefully to find and highlight sentences that state the effects of the storm. Use who, what, where, when, why, and how questions to lead students in discovering the key details of the text. As the class discusses what they have learned, have volunteers come to the document camera and fill in “effects.” Instruct students to refer to the Cause and Effect BLM chart as an outline for writing an informative report that uses facts and definitions to develop points, show cause and effect as related to the topic, and provide a concluding statement or section. To extend this lesson, provide additional materials related to the topic, and have individuals or pairs look for extra information to add to the class chart. Have students cite the source of their information on index cards, including the source title, the name of the article, page number, and the author if applicable. In a follow-up activity, the index cards can be sorted into categories (magazine article, newspaper story, encyclopedia entry) to help students see the importance of using a variety of informational sources. Activity 12: Focus Lessons (GLEs: 50, 51; CCSS: RI.2.10, W.2.2, W.2.7, SL.2.4) Materials List: reference books, computer access with Internet, notebooks or paper, Split-Page Notes BLM, Accordion Fold Organizer BLM Develop a shared or guided reading activity by allowing students to further examine a topic selected from a previous lesson or exploration; such as an author study, a content area study, a real-world issue, or a problem. Lead students in a discussion to activate prior knowledge of the topic. Direct students to brainstorm information they would like to



clarify or questions they would like to have answered. Note these on a class chart, overhead, or active board. Edit unclear questions, combine similar questions, and direct the focus by having students determine one or two key questions they wish to investigate further. Provide grade-appropriate resource materials, such as informational texts from the library, encyclopedias, children’s magazines, and electronic references. Instruct students to use split-page notetaking (view literacy strategy descriptions) to record answers discovered through their research. Split-page notetaking gives students a simple way to organize and record information about informational text. Using the two column format, the students fill in details in the right column that answer the questions asked on the left side of the paper. Use the Split-Page Notes BLM to help students stay organized. Have students research and make summary notes, using key words from the source. For example, after studying American symbols, students may have questions about the American eagle. An example of split-page notes follows: Question #1: Why was the American eagle chosen as our national bird?

Source: The Bald Eagle by Nancy Harris Page: 20 Key Words: regal, magnificent, massive bird, 6 to 8 foot wingspan, strong Summary Notes: Became national bird when Washington became president in 1789.

Question #2: Do American eagles live in our area?

Source: Newspaper: The Times Page: 6A Key Words: soaring, bird watchers, game warden, nests, spotted Summary Notes: Sighted soaring over Cypress lake and nesting in trees there

Question #3: Are American eagles on the endangered species list?

Source: Internet: www.ask.com Page: Key Words: threatened, endangered, future Summary Notes: Not endangered at this time, but likely to become endangered in the future

Next, instruct students to use their notes to write an Accordion Fold paragraph (see unit 3, Activity 13 and Accordion Fold Organizer BLM) to extend the opening statement: “In my reading, I have learned a lot about the bald eagle, including why the eagle is our national bird, whether eagles live in my area, and whether eagles are endangered.” Students will use facts and definitions to develop points and provide a concluding statement or section for this informative/explanatory text. Remind students to use the conventions of standard grammar and usage including capitalization, punctuation, spacing, indenting, spelling, and to include descriptive language. Allow time for


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proofreading and editing before having students read their paragraphs to classmates to present appropriate/relevant facts and descriptive details, speaking audibly in coherent sentences. Activity 13: Self-Selected or Group Interest (GLEs: 23d, 23e; CCSS: W.2.2, W.2.7, SL.2.4) Materials List: reference materials such as magazines, newspapers, encyclopedias found in the classroom or school library, computers with Internet access, KWL Chart BLM, notebooks or paper Prepare a list of appropriate class topics related to the reading theme or the social studies unit’s being studied. Promote a classroom discussion of the topics to generate interest. Lead students through the process of selecting a single, preferred topic to be used for the activity. Collaborate with students to generate and record questions on the class chart. Then provide each student with a copy of the KWL Chart BLM and give instructions on how to complete the graphic organizer (view literacy strategy descriptions) chart. First, have students record facts, concepts, and information they already know about the topic (K). Using the class chart, instruct students to list some information they want to learn or questions they want to have answered (W). Provide sufficient resources such as encyclopedias, magazines, books, and electronic media (Internet), giving small groups materials to use for their research. As students find answers to their questions, these answers are recorded as things they have learned (L) on the KWL chart. To further knowledge and understanding, have students engage in an Inside-Outside Circle discussion (view literacy strategy descriptions). Carrying the KWL chart for reference, have students stand and face each other in two concentric circles (the inside circle faces out and the outside circle faces in). Ask one of the questions from the class chart and allow students to discuss their answers with the person standing most directly in front of them. Play music or give some other signal and have the circles rotate. When the signal is given to “stop,” the discussion can resume on the same question or a new question may be posed. After several rotations, ask students to share their ideas or those of their partner. The advantage of Inside-Outside Circles is the variety of answers that can be shared simply by rotating the circles of students. Once the students have returned to their seats, allow an opportunity for them to note additional information in the “L” column that was gained during discussions with classmates. Require students to use this KWL chart as a resource for writing an informative/explanatory composition of one or more paragraphs detailing the facts and information they gained through researching and reading to develop points about their selected topic. Provide opportunities to conference with students to revise and edit writing for clarity and correctness and/or to include additional information.





Activity 14: Drafting and Presenting (GLEs: 24a, 24d, 26a, 52; CCSS: W.2.2) Materials List: notes and information gathered in Activity 13, computers with publishing software, paper for letter writing, Research Project Rubric BLM Using information gathered in Activity 13, have students draft an informative/explanatory paragraph to introduce a topic, using facts and definitions to develop points and providing a concluding statement or section. With adult guidance and support, assist students in using technology such as Kidspiration®, Appleworks®, Kid Pix® or similar digital tools, to produce and publish a final copy to use in a presentation. Assess the project using the Research Project Rubric BLM. As a follow-up activity, have the students draw the name of a classmate and write a friendly letter to congratulate him/her for giving an interesting presentation. Monitor to be sure students are using the correct format for a friendly letter. Have students deliver the finished letters to their classmate or place them in the classroom mailbox.

Sample Assessments Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records, as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time. General Assessments

• The student can locate information using the table of contents and index. The student may record this as a written assignment or as an oral report. The teacher will assess student understanding with a checklist developed by students and teacher.

• The teacher will observe the students using the computer, including the URL address and search. The teacher will use a checklist to document a student’s ability to use the computer. (See Computer Checklist BLM)

• The student’s completed notes and outlines on information found in reference materials will be kept in his/her writer’s notebook for the teacher to check.

Activity Specific Assessments

• Activity 5: The student will demonstrate ability to locate vocabulary words in a dictionary using guide words and complete a written assignment that records the following:

The vocabulary word and definition The page number where the word is found in the dictionary The guide words on that page

The assignment will be assessed for accuracy.



• Activity 7: The student will be able to prepare a project in a content area, such as science or social studies, using information gathered from an encyclopedia. Students may choose to create an informational poster or a collage that includes the information researched, or prepare and present an oral presentation and/or a written report. The project will be assessed using an appropriate checklist or rubric developed by teacher and students. (See Encyclopedia Rubric BLM)

• Activity 14: The student will complete a research project with an

electronic presentation using technology, such as Kid Pix® or PowerPoint®. The project and the presentation will be assessed with an appropriate checklist. (See Research Project Rubric BLM)


Grade 2 ELAUnit 5Poetry is Art in Words 5-1


Unit 5: Poetry Is Art in Words Time Frame: Approximately three weeks

Unit Description This unit focuses on poetry as a way to communicate ideas and feelings. The sounds of poetry reveal a rhythm or cadence to create moods and feelings. Poetry is read throughout the school year; however, this unit provides students with various forms of poetry to read, interpret, and emulate on their own. Using many rich examples, teachers model and instruct students on how to develop similes, metaphors, and use personification. Student Understandings Students understand that poetry brings together sounds and words in unique ways to create pictures in the mind of the reader. Students are encouraged to try writing poetry using vivid, descriptive language. Students examine key words, feelings, and images. Students read aloud a variety of forms, collect and memorize poems, and experiment with writing various types of poetry, such as haiku and narrative or poetic elements, as in rhyme. Guiding Questions

1. Can students differentiate poetry from other genres (i.e., contrast verse with prose)?

2. Can students explain why people read or listen to poems? 3. Can students show how the poet uses similes, metaphors, or personification in

a particular poem? 4. Can students use verbal or written language to describe mental images

developed when reading a poem? 5. Can students tell how a poet helps them understand a topic, what is compared

in the poem, or why the poet chose to think about the topic in a new way? 6. Can students describe moods and feelings they experience when they read a

poem?




Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations GLE #

GLE Text and Benchmarks

02a. Demonstrate understanding of phonics by isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)

03. Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) 05. Determine word meaning and appropriate word choices using reference aids

including dictionaries and thesauruses (ELA-1-E1) 09. Identify literary and sound devices, including similes and rhythm in texts (ELA-

1-E4) 20b. Apply basic reasoning skills, including asking questions about texts read

independently, including why and how (ELA-7-E4) 21. Write compositions of one or more paragraphs, organized with a central idea and

coherent beginning, middle, and end (ELA-2-E1) 22. Use a greater variety of action and descriptive words when writing for a specific

purpose and/or audience (ELA-2-E2) 23a. Develop compositions of one or more paragraphs using writing processes such

as the following independently generated ideas for writing by using various strategies (e.g., listing, brainstorming, drawing). (ELA-2-E3)


24b. Develop grade-appropriate compositions, for example, poems (ELA-2-E3) 25 Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5) 30a. Write using standard English structure and usage, including subject-verb

agreement in simple and compound sentences.(ELA-3-E3) 30b. Write using standard English structure and usage, including, past and present

verb tense (ELA-3-E3) 30c. Write using standard English structure and usage, including noun and pronoun


and conjunctions in sentences. (ELA-3-E3) 31. Distinguish between a sentence and a sentence fragment. (ELA-3-E3) 33a. Spell grade-appropriate words with short vowels, long vowels, r-controlled

vowels, and consonant-blends. (ELA-3-E5) 35. Use multiple spelling strategies (e.g. word wall, word lists, think about the base

word, affixes) (ELA-3-E5) 38. Adjust speaking tone and volume to suit purpose, audience, and setting

(ELA-4-E1) 41. Adjust language during a presentation in order to inform or explain to a specific


(ELA-4-E4)



45a. Give oral responses, including telling stories and personal experiences (ELA-

4-E5) ELA CCSS CCSS# CCSS TEXT Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,

repeated lines) supply rhythm and meaning in a story, poem, or song. Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to



Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b, c




Speaking and Listening SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems: add drawings or other visual

displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Language Standards L.2.4 a, b, c, d, e

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an



array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5a, b

Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


Sample Activities Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4a, RF.2.4b, RF.2.4c) Materials List: classroom library and books from the school library as needed Independent reading is any time a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this apart of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.



Activity 2: Vocabulary Development (Ongoing) (GLEs: 05; CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e) Materials List: read-aloud book, poems, dictionary, charts, word wall, paper for vocabulary cards, binder or folder, Vocabulary Self-Awareness BLM This activity will be used throughout the year. Prior to listening to or reading a poem, direct students to complete the first parts of a vocabulary self-awareness (view literacy strategy descriptions) checklist to indicate their level of familiarity or knowledge of the listed words. Instruct students to complete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a definition or an example for each word. Under the column “What I Think,” have students record a brief answer (for less familiar words, students may make guesses). Leave the section “What I Learned” blank at this time. Have students share their responses recorded under the “What I Think” section. Record responses on a class chart. Read a selected poem aloud, stopping at various points to discuss the key vocabulary. As words occur in print, instruct students to use context, picture clues, and/or use knowledge of the meaning of individual words in compound words to infer the meaning of unknown words. Lead students to collaboratively confirm the correct meaning of each word by using a glossary or a dictionary. Have students record the word meaning on their charts under “What I Learned.” Also, record student responses on the class chart. Revisions may be made to the “What I Think” column and all check marks and minus signs can now be changed to plus marks. Require students to use the charts as study aids as they prepare for weekly vocabulary tests and as a handy reference for the completion of the writing or dictionary activities suggested below. The following examples are taken from Treasures TM, Macmillan McGraw Hill, Night Comes.

Vocabulary Self-Awareness Chart Word + √ -- What I Think What I Learned leaking -- coming out peeking + taking a little look at silvery + the color of silver sly √ sneaky like a fox shivery √ cold quaking √ shaky Listed below are some suggestions to further develop vocabulary:

• Record vocabulary words on a special word wall for use during writing assignments.

• Have students create complete sentences during group and independent writing. • Have students create a personal or class dictionary that can be referred to easily. • Instruct students to create vocabulary cards (view literacy strategy descriptions)

that include a drawing or picture, a definition, and a sentence using the word






accurately in context. Allow students to study their cards individually and with a partner in preparation for quizzes and other class activities. A sample card follows.

Activity 3: Writing/Grammar (Ongoing) (GLEs: 21, 22, 23a, 23c, 30,a, 30b, 30c, 30d, 31, 33a, 35; CCSS: W.2.2, W.2.3) Materials List: board, chart paper, word wall, classroom dictionaries, paper, journals/logs, Writing Rubric BLM from Unit 1. Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense, descriptive language, etc.


small groups, or the individual. In this process, have the student complete his/her own writing of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end, with the teacher’s scaffolding support through mini-lessons and conferences. Encourage students to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

• The “weekend story” is a powerful guided writing activity and is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students decide what they will write about, and have them brainstorm and note their ideas. Guide students to focus on the topic and to write to develop points about their weekend. Instruct students to organize their thoughts into paragraphs that develop a beginning, middle and logical conclusion for their story. Encourage students to

Student’s Illustration:

quaking

Definition: shaking or trembling, shuddering with fear

Sentence: The little girl was quaking because she was afraid of the loud thunder.



use a variety of action and descriptive words and spell grade appropriate words correctly using word walls, word lists, dictionaries and glossaries. Provide repeated opportunities for students to conference with the teacher to strengthen writing as needed by revising and editing. Each week conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include developing an effective title (main idea), creating a web to organize student thinking, using descriptive language, indenting the first line of a paragraph, capitalizing appropriate letters, punctuating each sentence correctly, and checking for subject-verb agreement. Develop a rubric specific to the workshop focus to be used by both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.

• Follow up with a lesson on word families in which students have changed the onset in multiple words that end with the same rime to make new words and introduce the fun and simple poetry pattern of couplets. Explain that couplets are two-line poems. Each line has the same number of syllables and the ends of the two lines rhyme. Select two words from a common word family and model on the board or overhead while thinking aloud and writing a couplet.

Ex. The little black and brown dog Barked at the hopping green frog.

Encourage students to volunteer ideas and record their couplets on the board. Provide an opportunity for students to write and illustrate couplets. Finished products may be bound in a booklet for the reading center.

• Rap is an excellent way to engage students in reading with rhythm. Bruce Lansky’s site http://www.gigglepoetry.com/poetryclass/raphelp.html gives step-by-step directions for helping students take a short, funny story and give it the rhythm pattern (beat) that a lot of rap artists use: da DUM da da DUM da da DUM da DUM; da DUM da da DUM da da DUM da DUM. Show students the rhyme pattern in a rap is usually A-A-B-B. Lansky gives examples of raps for students to read chorally, tapping their feet to the beat. As the students note four foot taps per line, have them chant “A-one and a-two and a-three and a-four” until they can hear and tap the rhythm. Give students sufficient time to become comfortable with this rhythm, then take suggestions for silly little rhymes or funny short stories. Assist students in developing raps from their suggestions. Record the raps on a chart to be read and reread for fun. Allow pairs or students to create simple raps to be performed for their classmates. (Some rap songs are obviously inappropriate for young students, so be diligent in selecting examples for classroom use.)

• Independent writing is any time students write without receiving assistance from others. Have students select topics and be in charge of their own writing. Independent writing is used to practice writing skills and strategies that support reading development. Examples of a student’s writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s

http://www.gigglepoetry.com/poetryclass/raphelp.html�



Workshop approach builds routine and confidence as students’ writing develops and matures. Meet with individuals or small groups as needed to instruct or encourage students’ thinking and writing.

Activity 4: Poetry Introduced with Mother Goose and Other Familiar Rhymes (GLE: 02a; CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4a, L.2.4b, L.2.4c, L.2.4d) Materials List: charts or books with familiar poems the students know, such as a collection of Mother Goose rhymes and Where the Sidewalk Ends by Shel Silverstein, posters, overhead projector/transparencies, document camera, highlighters, Mother Goose Rhyme Chart BLM Select poems or nursery rhymes that are familiar to the students (such as, Mother Goose rhymes and Shel Silverstein poems) and that they can read fluently. Read aloud a poem/nursery rhyme while students listen. Have students choral read and “echo” read poems from posters, transparencies, and books. After reading several poems/rhymes, lead students in a discussion of the typical format of poetry. (A poem consists of lines, and rhymes usually occur at the end of lines.) Encourage students to use grade-level phonics and word analysis skills to decode unfamiliar words by distinguishing long and short vowels, using spelling-sound correspondences, decoding regularly spelled two-syllable words, and decoding words with common prefixes and suffixes. Assist students in using grade-level context as a clue to the meaning of a word or phrase, using knowledge of the meaning of individual words to predict the meaning of compound words or words with added suffixes or prefixes. Ask students to identify rhyming words in each poem. Point out a variety of rhyme patterns, such as AABB, ABAB, or ABCB. Have students highlight rhyming words and identify common structure of rhymes (same vowel sound and ending sound). Instruct students to complete the graphic organizer (view literacy strategy descriptions) Mother Goose Rhyme Chart BLM to organize and reinforce their understanding of the rhyming patterns of selected verses. A sample chart follows: Nursery Rhyme AABB ABAB ABCB Baa Baa Black Sheep X Georgie Porgie X Hey Diddle Diddle X After completing the chart, go over the rhyming pattern in each entry and discuss the most common pattern used for Mother Goose Rhymes. Point out the internal rhymes in verses, such as “Jack and Jill,” “Little Miss Muffet,” and “Little Bo Peep.” Using familiar poems enables students to focus on identifying rhythmic patterns and rhyme, rather than struggling to decode unfamiliar text. Give students opportunities to read or recite poetry to their classmates. Encourage and coach students to use voice inflections and expression when reading or reciting.





Activity 5: Other Types of Poetry Introduced (GLE: 09, CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f)

Materials List: books and charts with poems from various cultures from your classroom, school, or public library, rhythm sticks (optional), board/overhead/document camera, sticky notes, pencils To begin the activity, write this statement on the board, overhead, or document camera: “A poem is not a poem unless the lines rhyme.” Using a simple anticipation guide (view literacy strategy descriptions) format, have students write down a response to this statement, then turn to their shoulder partner and discuss their responses. At the second grade level, most of the experience students have had with poetry will lead them to the conclusion that all poems must rhyme. Provide each student with a sticky note and have them write “agree” or “disagree” as their answer and post the note on a T chart in the classroom. Tally the students’ votes and lead the class in a discussion to allow students an opportunity to support their opinions. Using knowledge gained in Activity 4, have the students discuss how poetry is formatted. Specifically, have students identify patterns of rhyme and rhythm in several poems read aloud. Allow sufficient time for discussion and then introduce several selections from various cultures or authors. Choose a wide variety of types, such as haiku, cinquain, diamante′, concrete poems, and free verse. When introducing poems to students, point out elements of structure; for example, a poem consists of lines, rhymes may occur at the end a line and within the line,some poems have an exact pattern and number of syllables in each line, and not all poems rhyme. Present a few poems that do not rhyme, then stop and direct students to reconsider the statement from their anticipation guide and revise their original responses to reflect their new learning. Lead students to talk about similarities and differences between several of the new poems and the familiar favorites, focusing on structure. Because poetry is an oral art form, have students echo read to experience rhythm and inflection. As students become familiar with new poems, direct them to choral read several poems. Encourage students to clap the rhythm, drum on their desks, or use rhythm sticks to mimic the cadence of the poem. Throughout the unit, have students read various poems by authors of different cultures along with some biographical information about the authors, and discuss how the authors’ life experiences might influence their writing. Review the different types of poetry, reiterate, and stress that all poems do not have to rhyme. Refer students to the anticipation guide statement, and again allow shoulder partners an opportunity to discuss their new findings and adjust their opinions if needed. Activity 6: Figurative Language in Poems and Prose (GLEs: 09, 20b, CCSS: W.2.3, RL.2.1, RL.2.4) Materials List: selected poetry found in classroom, school or public library, notebooks to be used as poetry learning logs, paper and charts needed for displays, document





camera/overhead projector, highlighters, Split-Page Notes for Figurative Language BLM To develop the importance of identifying and using figurative language when reading and writing, focus on instructing students to identify similes, metaphors, personification, and alliteration. Provide students with copies of familiar poems that include these figures of speech and a copy of Split-Page Notes for Figurative Language BLM. Place a copy of the poem on the document camera or overhead and model reading the poem aloud. Then direct students to read chorally. During a second reading of the poem, highlight examples of figurative language and give a thorough explanation of each figure of speech, labeling each as simile, metaphor, personification, or alliteration. Direct students to use split-page notetaking (view literacy strategy descriptions) to record an example of each figure of speech on their Split-Page Notes for Figurative Language BLMs. The Split-page notetaking strategy gives young students a simple way to organize and record information from the poetry samples. Using the two column format, students will fill in appropriate lines from the poems that exemplify each figure of speech listed on the left side of the paper. Create a class chart of the figures of speech, and record examples of each form of figurative language.

Example: Use each of the following poems to focus on a figure of speech. Read each poem aloud to model oral reading of poetry, and then have students read chorally. Assist students in identifying and recording examples of figures of speech in the appropriate sections of their BLMs.

• First Snow by Mary Louise Allen for an example of a simile • At Sunset by Elaine Magliaro for an example of a metaphor. • The Wind by James Stephens for an example of personification. • Grasshopper Gumbo by Jack Prelutsky for lines of alliteration.

Figure of Speech Example Source Simile “The bushes look like popcorn balls” “First Snow” Metaphor “The sun is a golden chain” “At Sunset” Personification “The wind stood up and gave a shout” “The Wind” Alliteration “Grasshopper gumbo, Iguana tail tarts” “Grasshopper Gumbo”

Instruct students to refer to these notes to help recognize the aspects of each form of figurative language as they study for testing. Explain how to study from their split-page notes by covering one column and using the other column to help them recall the covered information. Although abstract comparisons are difficult for young students, working with figurative language gives students a better understanding of non-literal comparisons by having the reader think about a subject in a different way. To assist students in becoming adept at recognizing alliteration, divide students into groups of four and have them create a silly poem about an animal using an alliterative text chain (view literacy strategy descriptions). Assign each student in the group a W question (who, what, where, why). Let the first student select an animal for the who in the poem. For example, Student One chooses a turtle as the subject of the poem.





Group members will then supply adjectives to describe the animal using the same initial sound for their words—“The teeny, tiny turtle.” The second student supplies the what—“Bit a bunch of big brown bugs.” The third student develops a where line—“She was resting by the running river.” The fourth student completes the silly poem by adding a why line— “Soaking up the shining sun.” Monitor students as they write and remind them that these poems do not need to rhyme. When groups finish their poems, allow time for each group to read their poems aloud to the class. In an extension of this activity, have students copy a sentence with an example of alliteration, a simile, a metaphor, and personification in their poetry learning logs (view literacy strategy descriptions) and add illustrations. The poetry learning log is a notebook in which students keep copies of class poetry, favorite selections, and personal writing samples. Reviewing this notebook throughout the year, teacher and student can monitor progress as students learn and study different forms of poetry. The learning logs can also be displayed in the classroom, used for portfolio assessment, and shared with parents at conference time. Activity 7: Poetry and Music (GLE: 09; CCSS: RL.2.4a, RL.2.4b) Materials List: selected types of music (check with your school’s music teacher for ideas), a CD player, familiar poetry, and poetry learning logs Initiate the activity by explaining the term mood and having students develop a list of words that describe possible moods they experience. Then play excerpts from various selected works of classical, opera, country, rock, pop, rap, and children’s silly music. After having students listen to each selection, direct them to identify the mood created by each. Through discussion, have students determine how each type of music makes them feel—excited, sad, relaxed, anxious. Explain that poems have rhythm as does music. For example, in poetry, rhythm results from the ordered application of stress from one syllable to the next. The rhythm of a poem conveys meaning and mood, as does the rhythm in music, and may be fast or slow. Fast rhythm evokes feeling of excitement, tension, and suspense while a slower cadence suggests feelings of sadness, peacefulness, harmony, or comfort. In both cases, the rhythm sets a mood that links to the meaning of the poem.

Help students then link sound devices to mood by explaining these:

• Alliteration is the repetition of initial consonant sounds, such as big, bad bugs. • Consonance is the repetition of final consonant sounds, such as rain and tone. • Assonance is the repetition of vowel sounds, such as “How now brown cow.” • Onomatopoeia is the use of words to imitate a sound, such as whirr, vroom, etc.

Then read aloud a poem, such as Robert Frost’s poem Stopping by Woods on a Snowy Evening, and help students develop a two column graphic organizer (view literacy strategy descriptions) to represent each sound device. Direct students to list the names of







the sound devices in the left column and supply examples from the poem in the right column. Here is an example:

Stopping by Woods on a Snowy Evening By: Robert Frost

Whose woods these are I think I know His house is in the village though He will not see me stopping here

To watch his woods fill up with snow . . . . Sound Device Examples from Stopping by Woods on a Snowy Evening alliteration “watch his woods” assonance “he will not see me stopping here” consonance “whose woods these” and “his house is” onomatopoeia Lead students in a discussion of the rhythms of Frost’s poem, and reread the poem to help students realize the mood of peacefulness portrayed by the author. Read aloud multiple examples of poetry that evoke various moods and have various rhythms. Lead the students in a discussion of how rhythm is used by the writer to set the mood. Encourage the students to experiment with these devices of poetry first through echo reading and then through choral reading. Model reading with expression and rhythm, then coach students to do the same. Direct students to select a favorite poem to copy in their poetry learning logs (view literacy strategy descriptions) to use for repeated or shared readings. Activity 8: Poetry Warm Ups (GLEs: 03, 05; CCSS: RL.2.4, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4, L.2.5a, L.2.5b, L.2.6) Materials List: poetry learning logs, thesauruses Have students complete several of the following warm-up exercises listed below to use as prewriting activities in preparation for poetry writing. Direct students to record and keep these responses in their poetry learning logs (view literacy strategy descriptions).

• List some of your favorite words. • Make a list of word pairs that rhyme. • List some things that make you feel happy, sad, afraid, angry, and excited. • Make a list of action words. • List some words that you can use instead of said, ate, went, hot, and happy. (If

you need help, check a thesaurus, which is a book of synonyms.) This activity should be repeated frequently using different words.

• Make a list of word pairs with opposite meanings. • Make a list of words that describe things (adjectives). • Practice writing similes and metaphors. Remember, a simile compares two things

using the word like or as; a metaphor compares two unlike things without using like or as.





Monitor student work to check for comprehension, making suggestions or corrections as needed. Conduct class discussions of student work to ensure that all students are successful in completing each task, then determine whether students can work independently or will need to work with a partner or in small groups. Sharing ideas in a small group setting will extend students’ vocabulary and expand their imaginations. Direct students to keep their lists to use for ideas to help with writing assignments. The word lists will also aid them when editing to improve their writing. Activity 9: Read with Rhythm (GLEs: 38, CCSS: RL.2.4, RL.2.10, SL.2.2, SL.2.4, SL.2.5) Materials List: audiotapes of poetry found in classroom, school, or public library, poetry learning logs, Read with Rhyme Rubric BLM Have students listen to audiotapes of exemplary models of poems with varying rhythm patterns. Select appropriate taped selections from the school or public library or prepare taped versions for student use. Provide opportunities for students to explore different forms of poetry. Because poetry may have very definite repetition, rhythm, and rhyming patterns, or no set pattern at all, be sure students are exposed to a wide variety of selections. Select examples of haiku, cinquain, diamante′, limerick, concrete poems, and free verse. Read aloud various samples of each type of poem. An excellent resource for this lesson is R is for Rhyme a Poetry Alphabet by Judy Young in which the author not only explains every style of poetry from A to Z but has written a delightful poem to exemplify each style. Encourage students to echo and choral read selected poems. Conduct mini-lessons to help students understand the rhyme scheme, rhythmic patterns, or line requirements for each type of poem. The following is a sample lesson by Elizabeth Yetter taken from Children’s Books @ suite101 (www.suite101.com). “Learning to write a haiku is fun and easy! What is a haiku? The haiku originated in Japan and is a verse (poem) written in three lines. The haiku does not rhyme. Instead, the haiku sets a mood or portrays a feeling or describes scenery. The entire haiku is composed in 17 syllables. The first line contains five syllables, the second line has seven syllables, and the third and final line has five syllables. 5-7-5.” Example: Old tomcat sitting (5 syllables) Watching autumn leaves blow by (7 syllables) Wishing they were mice (5 syllables) “To begin writing your own haiku, you may refer to your learning logs at the list you have created to help you choose a subject. For example, choose your favorite animal or even your favorite food. Next, write your subject at the top of your paper. Think about your subject. My subject was my eldest cat, an old tomcat. To write a haiku about him, I thought about what he likes to do. I then counted out the syllables for each line of my haiku. One of my favorite uses for the haiku is to write about a holiday or season, such as autumn, and then use the haiku on note cards to friends and family. . . To make your own haiku book about Halloween, write out a list of words related to this holiday: ghosts, goblins, autumn leaves, masks, and black cats. Choose your favorite words from your list and write a haiku.”

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Read more at Suite101: Write a Haiku: Simple Instructions for Kids Who Write | Suite101.com http://elizabethyetter.suite101.com/write_a_haiku-a6857#ixzz1cCF98qcX Following these guidelines, lead students in selecting a topic and through shared writing help the class create a haiku. Have students copy the poem into their poetry learning logs (view literacy strategy descriptions). Continue this process with other forms of poetry, modeling and working together to create class poems. (These selections may be published and placed in the classroom reading center.) When students are comfortable with the mechanics of writing each type of poem, have them select a topic and poetry form and create their own poem using the form of poetry they like. Monitor student writing to assist in revising and editing. Finished products may be published with teacher guidance at the computer and/or recorded. Encourage students to add illustrations to their finished copies. Tape record oral readings of student poems encouraging students to adjust speaking tone and volume to suit their purpose, audience, and setting as well as speaking audibly in coherent sentences. Compile student work into a booklet and place with tape recorded readings in the listening center. Use the Read with Rhyme Rubric BLM to assess student writings. Activity 10: Publish and Present (GLEs: 24b, 25; CCSS: RL.2.4, SL.2.4, SL.2.5) Materials List: poetry learning logs, Read with Rhyme Rubric BLM, paper and art supplies for book Provide examples of each type of poetry discussed in Activity 9, copies of poems that have been read in class, poems in the basal reader, or other poems students may choose. In preparation for a poetry writing assignment, review the Read with Rhyme Rubric BLM and focus students’ attention on the five steps required in writing a poem for this activity. Have students brainstorm to generate a list of interesting topics. Instruct each student to select a topic and a poetry type for a writing project. Direct students to refer to the lists generated in their poetry learning logs (view literacy strategy descriptions) generated in Activity 8 for help in composing poems. Require students to include a simile in their poems and to be able to identify the rhythmic pattern. Monitor as students begin writing, and conference with each one to help with proofreading and editing. Finished poems may be published with teacher guidance at the computer and/or recorded. Encourage students to add art work to illustrate their writing. Compile students’ works into a booklet and place with tape recorded readings in the listening center. Display copies of students’ best works on a “Poet Tree” in the classroom or hallway for all to admire. Activity 11: Poetry Parties (GLEs: 20b, 38, 41, 44, 45a; CCSS: RL.2.1, RI.2.1, RI.2.6, SL.2.4) Materials List: student-selected poems (either their own work or a published work) Establish weekly poetry reading sessions called poetry parties. Set them up as a special treat on a chosen day, such as every Friday. Direct students to choose a poem they have

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read or written during the week and prepare to present it to the class. Poetry selections may come from a variety of media, such as poetry books, magazines, the Internet, the newspaper, or students’ personal writings. Instruct each student to choose a poem, practice reading it aloud for fluency and expression, then take the role of professor know-it-all (view literacy strategy descriptions) to present the poem to classmates. Prompt student to adjust their speaking tone and volume to suit the purpose—sharing a poem and information about it, the audience—classmates, and the setting—the classroom. Encourage students to dress up (perhaps with a tie, glasses, a special hat, or a costume that reflects the poem) to play the role of “the Professor.” Require student presenters to address the following information in their presentations: identify the type of poem, identify the mood and give examples of how the author uses rhythm to help set the mood, identify the meaning of the poem and the devices the poet uses to support the meaning, and list and explain examples of figures of speech studied in previous activities in this unit. Encourage presenters to include personal comments, opinions, and/or interpretations of the poem, and remind them to speak audibly in coherent sentences during their presentations. Remind the audience to listen actively and ask questions about each poem and the presenter’s interpretation. Monitor to be sure students do so. After the presentations, conduct a class discussion of all the poems. This activity should be used regularly. A set time for poetry parties, such as Fridays at 2:30 p.m., will allow time for all students to prepare and participate. (Class size may determine whether all students will be able to present at one session or if a schedule for taking turns is needed.)

Sample Assessments

General Guidelines Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All student work should be dated and clearly labeled to effectively show student growth over time. General Assessments

• The class will create a display of its best student poems on a “Poet Tree.” • The students will create and publish booklets of their poetry as well as

tape recorded recitations to be placed in the listening center. • The students will compose many poems throughout the unit. Each poem

should be considered for assessment. The teacher should evaluate each product for proper form and structure.

• The teacher will observe students reading and reciting poetry and evaluate for use of appropriate rhythm and voice for the poetry choice.





• Activity 4: The students will identify and circle rhyming words in selected poems and underline pairs of words that rhyme, and their work will be assessed for accuracy.

• Activity 8: The students will generate a list of words and phrases to use in

writing. The lists should result from directives in Activity 8. Assess each product with a teacher-generated checklist.

• Activity 10: The students will choose one type of poetry from a list generated by the teacher. This list should include types of poetry such as haiku, cinquain, diamante′, limerick , concrete poems and free verse. The students will compose, revise, and edit a poem using correct structure and rhythm. Use the student/teacher made rubric for scoring. (See Read with Rhyme Rubric BLM)

Additional Poetry Resources Dr. Seuss. Mr. Brown Can Moo, Can You? (Titles from other Dr. Seuss books) Florian, Douglas. Bow Wow Meow Meow: It’s Rhyming Cats and Dogs Frank, Josette. Poems to Read to the Very Young Prelutsky, Jack. Awful Ogre’s Awful Day The New Kid on the Block The Random House Book of Poetry for Children Scieszka, Jon. Science Verse Silverstein, Shel. Where the Sidewalk Ends Young, Judy. R is for Rhyme, A Poetry Alphabet




Unit 5: Poetry Is Art in Words Time Frame: Approximately three weeks

Unit Description This unit focuses on poetry as a way to communicate ideas and feelings. The sounds of poetry reveal a rhythm or cadence to create moods and feelings. Poetry is read throughout the school year; however, this unit provides students with various forms of poetry to read, interpret, and emulate on their own. Using many rich examples, teachers model and instruct students on how to develop similes, metaphors, and use personification. Student Understandings Students understand that poetry brings together sounds and words in unique ways to create pictures in the mind of the reader. Students are encouraged to try writing poetry using vivid, descriptive language. Students examine key words, feelings, and images. Students read aloud a variety of forms, collect and memorize poems, and experiment with writing various types of poetry, such as haiku and narrative or poetic elements, as in rhyme. Guiding Questions

1. Can students differentiate poetry from other genres (i.e., contrast verse with prose)?

2. Can students explain why people read or listen to poems? 3. Can students show how the poet uses similes, metaphors, or personification in

a particular poem? 4. Can students use verbal or written language to describe mental images

developed when reading a poem? 5. Can students tell how a poet helps them understand a topic, what is compared

in the poem, or why the poet chose to think about the topic in a new way? 6. Can students describe moods and feelings they experience when they read a

poem?




Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations GLE #

GLE Text and Benchmarks

02a. Demonstrate understanding of phonics by isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)

03. Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) 05. Determine word meaning and appropriate word choices using reference aids

including dictionaries and thesauruses (ELA-1-E1) 09. Identify literary and sound devices, including similes and rhythm in texts (ELA-

1-E4) 20b. Apply basic reasoning skills, including asking questions about texts read

independently, including why and how (ELA-7-E4) 21. Write compositions of one or more paragraphs, organized with a central idea and

coherent beginning, middle, and end (ELA-2-E1) 22. Use a greater variety of action and descriptive words when writing for a specific

purpose and/or audience (ELA-2-E2) 23a. Develop compositions of one or more paragraphs using writing processes such

as the following independently generated ideas for writing by using various strategies (e.g., listing, brainstorming, drawing). (ELA-2-E3)


24b. Develop grade-appropriate compositions, for example, poems (ELA-2-E3) 25 Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5) 30a. Write using standard English structure and usage, including subject-verb

agreement in simple and compound sentences.(ELA-3-E3) 30b. Write using standard English structure and usage, including, past and present

verb tense (ELA-3-E3) 30c. Write using standard English structure and usage, including noun and pronoun


and conjunctions in sentences. (ELA-3-E3) 31. Distinguish between a sentence and a sentence fragment. (ELA-3-E3) 33a. Spell grade-appropriate words with short vowels, long vowels, r-controlled

vowels, and consonant-blends. (ELA-3-E5) 35. Use multiple spelling strategies (e.g. word wall, word lists, think about the base

word, affixes) (ELA-3-E5) 38. Adjust speaking tone and volume to suit purpose, audience, and setting

(ELA-4-E1) 41. Adjust language during a presentation in order to inform or explain to a specific


(ELA-4-E4)



45a. Give oral responses, including telling stories and personal experiences (ELA-

4-E5) ELA CCSS CCSS# CCSS TEXT Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,

repeated lines) supply rhythm and meaning in a story, poem, or song. Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to



Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 a, b, c





descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems: add drawings or other visual


Language Standards L.2.4 a, b, c, d, e

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an