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Assessment FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary VocabularySetting Up rituals &
Routines
• *Teacher selected read alouds
Optional ComprehensiveScreening Assessment:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
Word Work/Phonics PhonicsTeach Rituals &
Routines for Word Work
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW :
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension Comprehension/ Teacher selects read August 2012 Quarter 1-1
Assessment FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1
FluencySetting Up rituals & Routines for Reading Workshop
Skill:Read to self (on independent level
text
Strategy: Retelling
Genre: all types
aloud texts to model and make thinking transparent
Work on procedures to:Read to Self (on level texts)
Work on procedures to: Retell a Familiar Text
Work on procedures to: Establishing Routines
Optional ComprehensiveScreening Assessment:
CC.RL.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling SpellingTeach Rituals &
Routines for Spelling
Spelling Words:
Work on procedures for spelling materials
Work on procedures for using picture cards in work stations
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTWMM2-3: p. 47-52, 81-96
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
Teach Rituals & Routines for Speaking and Listening
Work on procedures for whole group discussion
Work on procedures for small group discussion
Work on procedures for partners
CC.SL.2.6 Produce complete sentences when I will produce complete
DetailClarification
http://www.reading.org/Publish.aspx?page=bk769-
August 2012 Quarter 1-2
Assessment FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1
appropriate to task and situation in order to provide requested detail or clarification.
sentences to provide detail or clarification.
intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522Appendix A:GRW:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences.I will rearrange complete simple and compound sentences.
Produce Expand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
GrammarTeach Rituals &
Routines for Grammar
Work on procedures for grammar materials
Writing
August 2012 Quarter 1-3
Assessment FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
WritingTeach Rituals &
Routines for Writing Workshop
Work on establishing routinesWork on introducing 2 Kinds of WritingWork on planning a
Narrative Brainstorming a list of
topics• Brainstorming a list of forms
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-4
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Identify PhonemesCount Syllables
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Alphabetical Order
WORD CARDSCards 1-8
TARGET VOCABULARY:
curly, straight, floppy, drooled, weighed, stood,
collars, row
Weekly Plan T6-T7Day 1T13
Day 2T25
Day 3T43
Day 4T53
Day 5T63
AL: phonemes, syllables
Weekly Plan T6-T7
Day 1Daily Vocabulary BoostT13Read Aloud “The Perfect Pet”T14-T15CLLG: p. 41Projectable 1.1(Model Oral Fluency)Introduce VocabularyT16-T17
Day 2Daily Vocabulary BoostT25Develop BackgroundT28-T29“At the Animal Shelter”
Day 3Daily Vocabulary BoostT43
Weekly TestsT70
1.2-1.3CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrase
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will make real-life connections between words and their use.
Connections https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned through responding to texts.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
August 2012 Quarter 1-5
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
I will use adjectives to describe. I will use adverbs to describe.
Day 4Daily Vocabulary BoostT53Vocabulary StrategiesT58-T59Projectable 1.10(Alphabetical Order)PB: Vol. 1, p. 12
Day 5Daily Vocabulary BoostT63
Word Work/Phonics Phonics
Short Vowels a, i
CVC Syllable Pattern
Weekly Plan T6-T7Day 1T18-T20Short Vowels a, iPB: Vol. 1, p. 1Decodable Reader“We Camp”
Day 2T26-T27Short Vowels a, iPB: Vol. 1, p. 3
Day 3T44-T45CVC Syllable PatternPB: Vol. 1, p. 8
Day 4T54-T55Review
Day 5T70
Assessment
Weekly Tests T70
1.7-1.8CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension Comprehension
Skill:Sequence Events
Strategy: Infer/Predict
Main Selection“Henry and Mudge”Genre: Realistic FictionT32-T38; SB: p. 14-24CLLG: p. 40Introduce: Sequence of Events; Infer/Predict
Weekly TestsT71
1.4-1.6
CC.RL.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why and how questions. I will answer who, what,
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:
August 2012 Quarter 1-6
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
where, when, why, and how questions.
Genre: Realistic Fiction/ Informational
Text
Fluency:Accuracy: Word
Recognition
Essential Question:Why is the order of
events in a story important?
T30-T31Projectable 1.4PB: Vol. 1, p. 4 Develop Comprehension T34-T37Projectables 1.5a, 1.5b (Flow Chart)Deepen Comprehension T48-T49Projectable 1.8(Flow Chart: Retell Sequence of Events)PB: Vol. 1, p. 9
AL: infer, predict, sequence of events, event
Connect To“All in the Family”Genre: Informational TextT56-T57; SB: p. 26-27MC: T57CLLG: p. 41
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.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.
I will know and use text features to locate key facts or information in a text.
Text features Key facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
menusIcons
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com
CC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling
Short Vowels a, i
Spelling Words:(Basic) sad, dig, jam, glad, list, win, flat, if,
fix, rip, kit, mask(Review) as, his
(Challenge) sandwich, picnic
Weekly Plan T6-T7
Day 1T22 Teach the
Principle/Pretest
Day 2T40 Teach/Word Sort
Day 3
Weekly TestsT66
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
I will use reference materials to
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
August 2012 Quarter 1-7
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
check my spelling.
MM2-3: p. 47-52, 81-96, 112 GRW:
T50 Segment Sounds/Build Words
Day 4T60 Connect to WritingPB: Vol. 1, p. 13
Day 5T66 Spelling Assessment
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW :
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
August 2012 Quarter 1-8
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
key ideas from information presented orally. I will describe key ideas from media.
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
DetailsExperience
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:Is That a Fact?CL:
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
I will produce complete sentences to provide detail or clarification.
DetailClarification
http://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522Appendix A:GRW:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1e Use adjectives and adverbs and choose between them depending on what is to be modified.
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112 Grammar
Subjects and Predicates
Weekly Plan T6-T7
Day 1T22 SubjectsProjectable 1.2PB: Vol. 1, p. 2
Day 2 T40 PredicatesProjectable 1.6PB: Vol. 1, p. 6
Weekly TestsT71
1.9-1.10
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy
I will produce complete simple and compound sentences. I will expand complete simple
Produce Expand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
August 2012 Quarter 1-9
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
watched the movie; The action movie was watched by the little boy.)
and compound sentences. I will rearrange complete simple and compound sentences.
Day 3T50 What is a Sentence?PB: Vol. 1, p. 11
Day 4T60 Spiral Review:
ContractionsPB: Vol. 1, p. 14
Day 5T66-T67 Review: Subjects
& PredicatesConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 15
AL: subject, predicate
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
I will use an apostrophe to form contractions. I will use an apostrophe to form possessives.
ApostropheContractionsPossessives
MM2-3: p. 90
WritingCC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments: Appendix A:Appendix C:GRW:CL:
Writing
Write to Narrate:Sentences That Tell a
True Story
Focus Trait: Ideas
Weekly Plan T6-T7
Day 1T23 Introduce the Model:
Sentences That Tell a True Story
Projectable 1.3(Writing Model: Sentences
That Tell a True Story)
Day 2T41 Focus Trait: Ideas(Details)PB: Vol. 1, p. 7
Day 3T51 Sequence of Events Projectable 1.9
Day 4T61 Adjectives
Writing Trait Scoring Rubric
T69
Optional Weekly Writing Prompt:
Describe your neighborhood in a
few sentences.
Write three or more sentences to tell about a favorite
pet or a pet you would like to have,
(reference Journeys writing
rubric before lesson 1Foucs
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65
August 2012 Quarter 1-10
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
Launching the WW: p.109-114WR: TSS: p. 79-103
Projectable 1.11(Drafting Sentences That
Tell a True Story)
Day 5T68-T69 Revise & Edit(Ideas)Projectable 1.12(Revising Megan’s Draft)
Wall)
CC.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).
I will participate in shared research. I will participate in writing projects.
ParticipateResearchprojects
http://kids.britannica.com/IW: Chapter 11
CC.W.2.8 Recall information from experiences or gather information form provided sources to answer a question.
I will recall information from experiences to answer a question. I will gather information to answer a question.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-11
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Identify PhonemesSyllables
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Using a Glossary
WORD CARDSCards 9 – 16
TARGET VOCABULARY:remembered, porch,
crown, spend, stuck, visit, cousin, piano
Weekly Plan T98-T99Day 1T105
Day 2T117
Day 3T137
Day 4T147
Day 5T157
Weekly Plan T98-T99
Day 1Daily Vocabulary BoostT105 Read Aloud“More Than a Best Friend”T106-T107 CLLG: p. 43Projectable 2.1 (Model
Oral Fluency)Introduce VocabularyT108-109 Day 2Daily Vocabulary BoostT117Develop BackgroundT120-T121“Family Visits”
Day 3Daily Vocabulary Boost
Weekly TestsT164
2.2-2.4CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrase
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL :TRS:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will make real-life connections between words and their use.
Connections https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
August 2012 Quarter 1-12
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
T137
Day 4Daily Vocabulary BoostT147Vocabulary StrategiesT152-T153Projectable 2.10(Using a Glossary)PB: Vol. 1, p. 27
Day 5Daily Vocabulary Boost157
Word Work/Phonics Phonics
Short Vowels o ,u, e
CVC Syllable Pattern
Weekly Plan T98-T99
Day 1T110-T113Short Vowels o, u, ePB: Vol. 1, p. 16Decodable Reader“Bud, Ben, and Roz”
Day 2T118-T119Short Vowels o, u, ePB: Vol. 1, p. 18 Day 3T138-T141CVC Syllable PatternPB: Vol. 1, p. 23
Day 4T148-T149Review
Day 5T164Assessment
Weekly TestsT164
2.7-2.8CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
August 2012 Quarter 1-13
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
Comprehension Comprehension
Skill: Compare and Contrast
Strategy: Question
Genre: Informational Text/Poetry
Fluency:Accuracy: Words Connected in Text
Essential Question:
How are families alike and different?
Main Selection“My Family”Genre: Informational TextT124-T132; SB: p. 38-52CLLG: p. 42Introduce: Compare and Contrast; Question
T122-T123Projectable 2.4PB: Vol. 1, p. 19Develop Comprehension T126-T131
Projectables 2.5a, 2.5b(Venn Diagram)Deepen Comprehension T142-T143
Projectable 2.8(Venn Diagram: Compare & Contrast)
PB: Vol. 1, p. 24
AL: compare, contrast, characters, connect, events
Connect To “Family Poetry”Genre: PoetryT150-T151; SB: p. 54-57MC: T151CLLG: p. 43
Weekly TestsT165
2.5-2.6
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.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.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
Poetry: PTTP: p. 11-29
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.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.
I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.
Key details.
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.htmlSTW2: p. 171-177
CC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text or topic.
TextTopic
GR: p. 163-166 WJ :BWL:
CC.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.
I will know and use text features to locate key facts or information in a text.
Text features Key facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
MenusIcons
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.
IdentifyMain purpose
Text
NRP: Chapter 5STW2:
August 2012 Quarter 1-14
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
I will compare the most important points between tow texts on the same topic. I will contrast the most important points between two texts on the same topic.
Compare ContrastPoints Text
http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity
CC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling
Short Vowels o, u, e
Spelling Words:(Basic) wet, job, hug, rest, spot, mud, left, help, plum, nut, net,
hot(Review) get, not
(Challenge) lunch, spend
Weekly Plan T98-T99
Day 1T114 Teach the Principle/Pretest
Day 2T134 Teach/Word Sort
Day 3T144 Segment Sounds/Build Words
Day 4T154 Connect to Writing
PB: Vol. 1, p. 28
Day 5T160 Spelling Assessment
Weekly TestsT160
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language
August 2012 Quarter 1-15
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:STW:RFM:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarAugust 2012 Quarter 1-16
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3TDC: p. 57-58
Grammar
Complete Sentences
Weekly Plan T98-T99
Day 1T114 Is it a Sentence?Projectable 2.2PB: Vol. 1, p. 17
Day 2T134 Word Order in SentencesProjectable 2.6PB: Vol. 1, p. 21
Day 3T144 Run-on SentencesPB: Vol. 1, p. 26
Day 4T154 Spiral Review: Abbreviations
PB: Vol. 1, p. 28
Day 5T160-T161 Review: Complete SentencesConnect to Writing:Sentence FluencyPB: Vol. 1, p. 30
AL: sentence, run-on sentence
Weekly TestsT165
2.9-2.10
WritingCC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix AAppendix C:GRW:CL:
Writing
Write to Narrate: Friendly Letter
Focus Trait:Voice
Weekly Plan T98-T99
Day 1T115 Introduce the Model: Friendly Letter Projectable 2.3(Writing Model: Friendly Letter)
Day 2T135 Focus Trait: Voice(Expressing Feelings) PB: Vol. 1, p. 22
Writing Trait Scoring Rubric
T163
Optional Weekly Writing Prompt:
Tell about the family members
you live with.
What does the
August 2012 Quarter 1-17
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
Day 3T145 Planning A LetterProjectable 2.9
Day 4T155 Parts of a Friendly LetterProjectable 2.11 (Drafting a Friendly Letter)
Day 5T162-T163 Revise & Edit (Voice)Projectable 2.12(Revising Nestor’s Draft)
author of “My family” want you to
know about families? Write three or more
sentences telling what the author
wants you to know.
(reference Journeys writing
rubric before lesson 2 Foucs
Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103
CC.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).
I will participate in shared research. I will participate in writing projects.
ParticipateResearchprojects
http://kids.britannica.com/IW: Chapter 11
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.2.2b Use commas in greetings and closings of letters.
I will use commas in greetings and closings of letters.
CommasGreetingsClosings
MM2-3: p. 100CL:NCL:
CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CC.L.2.3a Compare formal and informal uses of English.
I will compare formal and informal uses of English.
CompareFormalInformal
Uses
MM2-3:GRW:
August 2012 Quarter 1-18
Unit 1 Lesson 2 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-19
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Blend PhonemesSort Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Multiple-Meaning Words
WORD CARDSCards 17-24
TARGET VOCABULARY:woods, turned, tops,
chipmunks, busy, picked, south, grew
Weekly Plan T192-193Day 1T199
Day 2T211
Day 3T229
Day 4T239
Day 5T249
Weekly Plan T6-T7
Day 1Daily Vocabulary BoostT199 Read Aloud“The Owl Hunt”T200-T201CLLG: p. 45Projectable 3.1 (Model Oral Fluency)Introduce VocabularyT202-T203
Day 2Daily Vocabulary BoostT211Develop BackgroundT214-T215“A Busy Season”
Day 3
Weekly TestsT256
3.6-3.8CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrase
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will make real-life connections between words and their use.
Connections https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
August 2012 Quarter 1-20
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
Daily Vocabulary BoostT229
Day 4Daily Vocabulary BoostT239Vocabulary StrategiesT244-T245Projectable 3.10(Multiple-Meaning Words)PB: Vol. 1, p. 42
Day 5 Daily Vocabulary BoostT249
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
I will distinguish the meaning of closely related verbs. I will distinguish the meaning of closely related adjectives.
DistinguishVerbs
AdjectivesClosely related
https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/WJ:BWL:WTW :
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
Word Work/Phonics Phonics Weekly Plan T192-193 Weekly TestsT256CC.RF.2.3 Know and apply grade-level phonics and I will distinguish Distinguish PTR: p.105-127
August 2012 Quarter 1-21
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
long and short vowels in one syllable words.
SyllableVowels
WJ:WTW:
Long Vowels a, i
Sounds for c
Day 1T204-T207Long Vowels a, iPB: Vol. 1, p. 31Decodable Reader“City Ride”
Day 2T212-T213Long Vowels a, iPB: Vol. 1, p. 33
Day 3T230-T233Sounds for cPB: Vol. 1, p. 38
Day 4T240-T241Review
Day 5T256Assessment
3.12-3.15
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension Comprehension
Skill: Author’s Purpose
Strategy: Analyze/Evaluate
Genre: Realistic Fiction/Informational
Text
Fluency: Accuracy: Self-Correct
Essential Question:Why might an author
Main Selection“ Henry and Mudge Under the Yellow Moon”
Genre: Realistic FictionT218-T224; SB: p. 66-76CLLG: p. 44Introduce: Author’s Purpose; Analyze/Evaluate T216-T217
Projectable 3.4PB: Vol. 1, p. 34Develop Comprehension T220-T223
Projectables 3.5a, 3.5b(Inference Map)Deepen Comprehension T234-T235
Weekly TestsT257
3.2-3.15
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.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.
I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:
CC.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.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
Poetry: PTTP: p. 11-29
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
August 2012 Quarter 1-22
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
characters, setting, or plot.
write a story? Projectable 3.8(Inference Map: Author’s Purpose)
PB: Vol. 1, p. 39
AL: analyze, author’s purpose, evaluate, infer
Connect To“Outdoor Adventures”Genre: Informational Text T242-T243; SB: p. 78-81MC: T243CLLG: p. 45
CC.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
I will compare and contrast two or more versions of the same story by different authors. I will compare and contrast two or more versions of the same story from different cultures.
CompareContrastVersionsCulture
http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-889.html?tab=4GRW:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling
Long a, i
Spelling Words:(Basic) cake, mine,
plate, size, ate, grape, prize, wipe, race, line,
pile, rake(Review) gave, bike(Challenge) mistake,
while
Weekly Plan T192-193
Day 1T208 Teach the Principle/ Pretest
Day 2T226 Teach/Word Sort
Day 3T236 Segment Sounds/Build Words
Day 4T246 Connect to WritingPB: Vol. 1, p. 43
Weekly TestsT252
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
August 2012 Quarter 1-23
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
Day 5 Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversations TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:
August 2012 Quarter 1-24
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
STW:RFM:
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsRecount
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:Is That a Fact?CL:
CC.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.
I will create recordings of stories or poems. I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.
RecordingsClarify
GR: p. 80-81STW2: p.127
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112 Grammar
Statements and Questions
Weekly Plan T193-T194
Day 1T208 StatementsProjectable 3.2PB: Vol. 1, p. 32
Day 2T226 QuestionsProjectable 3.6PB: Vol. 1, p. 36
Day 3T236 Statements &
QuestionsPB: Vol. 1, p. 41
Weekly TestsT257
3.16-3.18
August 2012 Quarter 1-25
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
Day 4T246 Spiral Review: Kinds
of AdjectivesPB: Vol. 1, p. 44
Day 5T252-253 Review:
Statements & QuestionsConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 45
AL: sentences, statement, question
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
WritingCC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
Writing
Write to Narrate:Sentences That
Describe
Focus Trait: Word Choice
Weekly Plan T192-T193
Day 1T209 Introduce the Model: Description Projectable 3.3(Writing Model: Descriptive
Sentences)
Day 2T227 Focus Trait: Word
Choice (Sense Words)PB: Vol. 1, p. 37
Writing Trait Scoring Rubric
T255
Optional Weekly Writing Prompt:Describe what fall is like where you
live.
Write three or more sentences to tell how you
August 2012 Quarter 1-26
Unit 1 Lesson 3 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
Day 3T237 Prewrite: Exploring a
DescriptionProjectable 3.9
Day 4T247 Draft: Putting Details
in OrderProjectable 3.11(Drafting
Descriptive Sentences)
Day 5T254-T255 Revise and
Edit: Word ChoiceProjectable 3.12 (Revising
Nadia’s Draft)
know that Henry and Mudge are good friends. (reference
Journeys writing rubric before
lesson 3 Foucs Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-27
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Segment, Substitute Phonemes
Sort Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Context Clues
WORD CARDSCards 25-32
TARGET VOCABULARY:insects, dangerous, scare, sticky, rotten, screaming,
breeze, judge
Weekly Plan T284-T285Day 1T291
Day 2T303
Day 3T327
Day 4T337
Day 5T347
Weekly Plan T284-T285
Day 1Daily Vocabulary BoostT291Read Aloud “Bats: Beastly or
Beautiful”T292-T293 CLLG: p. 47Projectable 4.1 (Model Oral Fluency)Introduce VocabularyT294-T295
Day 2Daily Vocabulary BoostT303Develop BackgroundT306-T307“Spiders”
Weekly TestsT354
4.2-4.4CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrase
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will make real-life connections between words and their use.
Connections https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
August 2012 Quarter 1-28
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Day 3Daily Vocabulary BoostT327
Day 4Daily Vocabulary Boost T337Vocabulary StrategiesT342-T343Projectable 4.9(Context Clues)PB: Vol. 1, p. 57
Day 5Daily Vocabulary Boost T347
Word Work/Phonics Phonics
Long Vowels o, u, e
Sounds for g
Weekly Plan T284-T285
Day 1T296-T298Long Vowels o, u, ePB: Vol. 1, p. 46Decodable Reader“A Bed of Roses”
Day 2T304-T305Long Vowels o, u, ePB: Vol. 1, p. 48
Day 3T328-T329Sounds for gPB: Vol. 1, p. 53
Day 4T338-T339Review
Day 5T354Assessment
Weekly TestsT354
4.8-4.11CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension Comprehension Main Selection
August 2012 Quarter 1-29
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
Skill: Cause and Effect
Strategy: Summarize
Genre: Humorous Fiction/Fable
Fluency: Intonation
Essential Question:What might cause a story character to
change?
“Diary of a Spider”Genre: Humorous Fiction T310-T322 SB: p. 90-113
CLLG: p. 46Introduce: Cause and Effect; Summarize T308-T309
Projectable 4.4PB: Vol. 1, p. 49Develop Comprehension
T312-T321Projectables 4.5a, 4.5b, 4.5c, 4.5d
(T-Map)Deepen Comprehension T332-T333Projectable 4.8 (T-Map: Identify & Infer Cause & Effect)
PB: Vol. 1, p. 54
AL: cause, effect
Connect To“A Swallow and a Spider”
Genre: Fable T340-T341; SB: p.114-117
MC: T341CLLG: p. 47
Weekly TestsT355
4.5-4.7
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.RL.2.2 Recount stories, including fables and folktales form diverse cultures, and determine their central message, lesson or moral.
I will recount stories, including fables and folktales. I will determine the central message or moral of the story.
FableDiverseCulture
DetermineMessage
MoralFolktales
STW: p. 181-182,198CT: Lessons 16-17
CC.RL.2.3 Describe how characters in a story respond to major events and challenges.
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
GRW:STW2: p. 94-97
CC.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.
I will recognize the different points of view of characters. I will speak in a different voice for each character when reading dialogue aloud.
Point of viewDialogue
CharactersVoice
ActionsThoughts
Text
http://www.readwritethink.org/classroom-resources/printouts/character-30199.htmlIRA2-3: p. 121-124
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling Weekly Plan T284-T285 Weekly TestsT350CC.L.2.2 Demonstrate command of the conventions of I will use Spelling WJ:
August 2012 Quarter 1-30
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
generalized spelling patterns when writing words.
patterns WTW:MM2-3: p. 47-52, 81-96
Long Vowels o, u
Spelling Words:(Basic) doze, nose,
use, rose, pole, dose, cute, woke, mule, rode, role, tune
(Review) home, joke(Challenge) wrote,
ice cube
Day 1T300 Teach the Principe/Pretest
Day 2T324 Teach/Word Sort
Day 3T334 Segment Sounds/Build Words
Day 4T344 Connect to WritingPB: Vol. 1, p. 58
Day 5T350 Spelling Assessment
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information
I will describe key ideas from a text
MediaDescribe
Brain PopKids College
August 2012 Quarter 1-31
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
presented orally or through other media. read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
Education CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:STW:RFM:
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsExperience
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:Is That a Fact?CL:
CC.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.
I will create recordings of stories or poems.I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.
RecordingsClarify
GR: p. 80-81STW2: p.127
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
I will produce complete sentences to provide detail or clarification.
DetailClarification
http://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522Appendix A:GRW:
August 2012 Quarter 1-32
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
WRITING WORKSHOP: WHOLE GROUP LESSON
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.1.1b Use common, proper and possessive nouns.(Language Progressive Skill)
I will use common nouns. I will use proper nouns. I will use possessive nouns.
Common Proper nounsPossessive
SYW:AIL:
Grammar
Nouns
Weekly Plan T284-T285
Day 1T300 Nouns for People &
AnimalsProjectable 4.2PB: Vol. 1, p. 47
Day 2T325 Nouns for Places &
ThingsProjectable 4.6PB: Vol. 1, p. 51
Day 3T334 Names for People,
Animals, Places & Things
PB: Vol. 1, p. 56
Day 4T344 Spiral Review:
Possessive PronounsPB: Vol. 1, p. 59
Day 5T350-T351Review: What
is a Noun?Connect to Writing: Word
ChoicePB: Vol. 1, p. 60
AL: noun
Weekly TestsT355
4.12-4.14
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns (e.g., group).
I will use collective nouns.
Collectivenouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
Writing
August 2012 Quarter 1-33
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
Writing
Write to Narrate: True Story
Focus Trait: Ideas
Weekly Plan T284-T285
Day 1T301 Introduce the
Model: True StoryProjectable 4.3(Writing Model: True
Story)
Day 2T325 Introduce the Focus
Trait: Ideas (Main Idea)PB: Vol. 1, p. 52
Day 3T335 Prewrite: True
Story: Choosing a Topic
Day 4T345 Prewrite: True
Story: Leaving Out Unimportant Details Projectable 4.10
(Prewriting: Planning a True Story)
Day 5T352-T353 Prewrite:
True Story
Writing Trait Scoring Rubric
T353
Optional Weekly Writing Prompt:Write sentences
about a sleep-over you have been to.
Write three or more sentences to tell how the title,
“Diary of a Spider,” helps you
understand the story. (reference Journeys writing
rubric before lesson 4 Foucs
Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103
CC.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).
I will participate in shared research.
Technology http://kids.britannica.com/IW: Chapter 11
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSAugust 2012 Quarter 1-34
Unit 1 Lesson 4 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
SOCIAL STUIDESSOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-35
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Segment Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY: Base Words and Endings –ed, -ing
WORD CARDSCards 33-40
TARGET VOCABULARY:wonderful, noises, quiet, sprinkled, share, noticed,
bursting, suddenly
Weekly Plan T382-T383 Day 1T389
Day 2T401
Day 3T425
Day 4T433
Day 5T443
Weekly Plan T382-T383
Day 1Daily Vocabulary BoostT389Read Aloud “Lester” T390-T391CLLG: p. 49Projectable 5.1 (Model Oral Fluency)Target VocabularyT392-T393
Day 2Daily Vocabulary BoostT401Develop Background T404-T405“Classroom Pets”
Day 3
Weekly TestsT450
5.2-5.4CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrase
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will make real-life connections between words and their use.
Connections https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
August 2012 Quarter 1-36
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Daily Vocabulary BoostT425
Day 4Daily Vocabulary Boost T433Vocabulary StrategiesT438-T439Projectable 5.9(Word Endings –ed, -ing)PB: Vol. 1, p. 72
Day 5Daily Vocabulary BoostT443
Word Work/PhonicsPhonics
Consonant Blends withr, l, s
Weekly Plan T382-T383
Day 1T394-T397Consonant Blends r, l, sPB: Vol. 1, p. 61Decodable Reader“Flint Cove Clambake”
Day 2T402-T403Consonant Blends r, l, sPB: Vol. 1, p. 63
Day 3T426Cumulative ReviewPB: Vol. 1, p. 68
Day 4T434-T435Review
Day 5T450Assessment
Weekly Tests T450
5.8-5.9
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension Comprehension Main Selection“Teacher’s Pets”
Weekly TestsT451CC.RL.2.1 Ask and answer such questions as I will ask who, Demonstrate STW: p. 17-18, 110-122, 177
August 2012 Quarter 1-37
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
who, what, where, when, why, and how to demonstrate understanding of key details in a text.
what, where, when, why and how questions. I will answer who, what, where, when, why and how.
Key details IRA2-3: p. 5CT: Lessons 8-11RP:
Skill: Story Structure
Strategy: Visualize
Genre: Realistic Fiction/Informational
Text
FluencyPhrasing: Punctuation
Essential Question:What clues tell you where and when a story takes place?
Genre: Realistic FictionT408-T420; SB: p.126-148
CLLG: p. 48Introduce: Story Structure; Visualize T406-T407
Projectable 5.4PB: Vol. 1, p. 64Develop Comprehension T410-T419
Projectables 5.5a, 5.5b, 5.5c, 5.5d
(Story Map)Deepen Comprehension T428-T429
Projectable 5.8(Story Map: Story Structure)
PB: Vol. 1, p. 69
AL: characters, setting, plot, retell
Connect To“See Westburg by Bus”
Genre: Informational Text
T436-T437; SB: p.150-153MC: T437CLLG: p.49
5.5-5.7
CC.RL.2.2 Recount stories, including fables and folktales form diverse cultures, and determine their central message, lesson or moral.
I will recount stories, including fables and folktales. I will determine the central message or moral of the story.
FableDiverseCulture
DetermineMessage
MoralFolktales
STW: p. 181-182,198CT: Lessons 16-17
CC.RL.2.3 Describe how characters in a story respond to major events and challenges.
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
GRW:STW2: p. 94-97
CC.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.
I will describe how words and phrases supply rhythm and meaning in text.
PoemsSongs
Poetry: PTTP: p. 11-29
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
August 2012 Quarter 1-38
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
Reading Standards for Informational TextCC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling
Consonant Blends with r, l, s
Spelling Words:(Basic) spin, clap, grade, swim, place, last, test, skin, drag,
glide, just, stage(Review) slip, drive(Challenge) climb,
price
Weekly Plan T382-T383
Day 1T398 Teach the Principle/Pretest
Day 2T422 Teach/Word Sort
Day 3T430 Segment Sounds/Build Words
Day 4T440 Connect to WritingPB: Vol. 1, p. 73
Day 5T446 Spelling Assessment
Weekly TestsT446
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
I will build on others’ talk in
Conversation http://www.ascd.org/publications/books/108035/
August 2012 Quarter 1-39
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
conversation. chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:STW:RFM:
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsExperience
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:Is That a Fact?CL:
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)
I will produce complete sentences to provide detail or clarification.
DetailClarification
http://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&
August 2012 Quarter 1-40
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522Appendix A:GRW:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns. (e.g., group)
I will use collective nouns.
Collectivenouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WJ:
Grammar
Singular and Plural Nouns
Weekly Plan T382-T383
Day 1T398 One and More Than
OneProjectable 5.2PB: Vol. 1, p. 62
Day 2T422 Making Nouns
PluralProjectable 5.6PB: Vol. 1, p. 66
Day 3T430 Making Nouns
Plural
Day 4T440 Spiral Review:
Adjectives That Compare
PB: Vol. 1, p. 74
Day 5T446-T447 Review:
Singular & Plural NounsConnect to Writing:
ConventionsPB: Vol. 1, p. 75
AL: singular noun, plural noun
Weekly TestsT451
5.10-5.12
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1e Use adjectives and adverbs and choose between them depending on what is to be modified.
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
August 2012 Quarter 1-41
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
WritingCC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small MomentsAppendix A:Appendix C:GRW:CL:
Writing
Write to Narrate: True Story
Focus Trait: Sentence Fluency
Weekly Plan T382-383
Day 1T399 Draft: True StoryProjectable 5.3(Drafting a True Story)
Day 2T423 Focus Trait:
Sentence Fluency(Time-Order Words) PB: Vol. 1, p. 67
Day 3T431 Draft True Story: Beginning &
Endings
Day 4T441 Draft and Revise True Story: Exact Words
Day 5T448-T449 Revise, Edit,
Publish: True StoryProjectable 5.10(Revising Raj’s Draft)
Writing Trait Scoring Rubric
T449
Optional Weekly Writing Prompt:
List as many animal noises as
you can.
Write three or more sentences to
tell, in your own words, what Miss Fry means when she says, “How
lucky for us.” (reference
Journeys writing rubric before
lesson 5 Foucs Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103
CC.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).
I will participate in shared research.
Technology http://kids.britannica.com/IW: Chapter 11
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
SMALL GROUP STANDARDS
August 2012 Quarter 1-42
Unit 1 Lesson 5 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6
Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-43
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
Lesson 6
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Identify Phoneme’s
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Base Words & Prefixes
un-, re-
WORD CARDSCards 41-48
TARGET VOCABULARY:shaped, branches, pond, beaks, deepest, break,
hang, winding
Weekly Plan T6-T7
Day 1T13
Day 2T25
Day 3T45
Day 4T53
Day 5T63
Weekly Plan T6-T7
Day 1Daily Vocabulary BoostT13Read Aloud“City Life Is forthe Birds”T14 -T15CLLG: p. 51Projectable 6.1(Model Oral Fluency)Introduce Vocabulary T16-T17
Day 2Daily Vocabulary Boost
T25Develop Background
Weekly TestsT70
6.2-6.3CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context clues Phrases
BWL:TRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
August 2012 Quarter 1-44
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
T28-T29
Day 3Daily Vocabulary Boost
T45
Day 4Daily Vocabulary Boost
T53Vocabulary Strategies
T58-T59Projectable 6.10
(Prefixes un- & re-)PB: Vol. 1, p. 87
Day 5Daily Vocabulary Boost
T63
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectivesAdverbs
Responding to texts
IRA2-3:
Word Work/Phonics Phonics
Common Final Blends
nd, ng, nk, nt, ft, xt, mp
Weekly Plan T6-T7
Day 1T18-T21Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 76Decodable Reader“A Job for Bob”
Day 2TT26-T27Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 78
Day 3T46Cumulative Review
Day 4T54-T55Review
Weekly Tests T70
6.6-6.7
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
August 2012 Quarter 1-45
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
Day 5T70Assessment
Comprehension Comprehension
Skill: Text and Graphic Features
Strategy: Question
Genre: Informational Text/Play
Fluency:Expression
Essential Question:How can chapter
headings help you?
Main Selection“Animals Building Homes”Genre: Informational TextT32-T41; SB: p. 166-181CLLG: p. 50Introduce: Text and Graphic Features; QuestionT30-T31Projectable 6.4 PB: Vol. 1, p. 79Develop Comprehension T34-T39Projectables 6.5a, 6.5b(Column Chart)Deepen Comprehension T48-T49Projectable 6.8 (T-Map: Use Text & Graphic Features)PB: Vol. 1, p. 84
AL: graphic features, text features, boldface print
Connect To“Hiding at the Pond”Genre: PlayT56-T57; SB: p.182-185MC: T57CLLG: p. 51
Weekly TestsT71
6.4-6.5
Optional Unit Assessment:
Benchmark and Unit Test Unit 2
(Arkansas Benchmark and
Unit Test)
CC.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.
I will recognize the different points of view of characters. I will speak in a different voice for each character when reading dialogue aloud.
Point of viewDialogue
CharactersVoice
ActionsThoughts
Text
http://www.readwritethink.org/classroom-resources/printouts/character-30199.htmlIRA2-3: p. 121-124
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational TextCC.RI.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.htmlSTW2: p. 171-177
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.
Multi-paragraphIdentifyTopic
Specific
http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96NRP: Chapter 5
CC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text or topic.
TextTopic
GR: p. 163-166 WJ:BWL:
CC.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.
I will know and use text features to locate key fcts or information in a text.
Text features Key facts CaptionsBold print
Subheading
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly Reader
August 2012 Quarter 1-46
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
GlossariesIndexes
ElectronicMenusIcons
Time For KidsSpigot.com
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.
IdentifyMain purpose
Text
NRP: Chapter 5STW2:
CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
I will compare the most important points between two texts on the same topic. I will contrast the most important points between two texts on the same topic.
Compare ContrastPoints Text
http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity
CC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling Weekly Tests
August 2012 Quarter 1-47
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
Common Final Blends nd, ng, nk, nt,
ft, xt, mp
Spelling Words:(Basic) next, end, camp, sank, sing, drink, hunt, stand, long, stamp, pond,
bring(Review) jump, left(Challenge) young,
friend
Weekly Plan T6-T7
Day 1T22 Teach the
Principle/Pretest
Day 2T42 Teach/Word Sort
Day 3T50 Segment
Sounds/Build Words
Day 4T60 Connect to WritingPB: Vol. 1, p. 88
Day 5T66 Spelling Assessment
T66
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Speaking and Listening Standards
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
August 2012 Quarter 1-48
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversations TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:STW:RFM:
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsExperience
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:Is That a Fact?CL:
WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL RESOURCES LESSON FOCUS MATERIALS, ASSESSMENTS
August 2012 Quarter 1-49
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
VOCABULARY EXPLANATIONS & EXAMPLES
GrammarCC.L.K.1cForm regular plural nouns orally by adding /s/, or /es/ (dog, dogs, wish, wishes)(Language Progressive Skill)
I will add /s/ or /es/ to form a plural noun.
Plural http://www.state.nj.us/education/frameworks/lal/
chapt5s.pdf
Grammar
More Plural Nouns
Weekly Plan T6-T7
Day 1T22 Adding –es to NounsProjectable 6.2PB: Vol. 1, p. 77
Day 2T42 Nouns That Change
SpellingProjectable 6.6PB: Vol. 1, p. 82
Day 3T50 More Nouns That
Change Spelling
Day 4T60 Spiral Review: Parts of
a SentencePB: Vol. 1, p. 89Day 5T66-T67 Review: More
Plural NounsConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 90
AL: plural nouns
Weekly TestsT71
6.8-6.10
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular-plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
WritingCC.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.
I will write to inform/explain by introducing a topic. I will write to inform/explain by using facts and definitions to develop points. I will write to inform/explain by providing a
Explanatorytext
ConcludingStatement
Topic
Is That a Fact?NW: PRNCL:SYW:GRW:Appendix A:Appendix C:
Writing
Write to Inform:Informational
Paragraph
Focus Trait: Ideas
Weekly Plan T6-T7
Day 1T23 Introduce the Model:
Informational Paragraph Projectable 6.3
(Writing Model: Informational Paragraph)
Day 2
Writing Trait Scoring Rubric
T69
Optional Weekly Writing Prompt:Tell how nature
lets you know that winter is coming.
August 2012 Quarter 1-50
Unit 1 Lesson 6 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
concluding statement.
T43 Focus Trait: Ideas (Main Idea & Supporting
Details)PB: Vol. 1, p. 82
Day 3T51Using Facts as
Supporting DetailsProjectable 6.9
Day 4T61 Topic SentencesProjectable 6.11(Drafting an Informational
Paragraph)
Day 5T68-T69 Revise & Edit(Ideas)Projectable 6.12(Revising Sean’s Draft)
Write three or more sentences to
tell whether you think the author of “Animals Building Homes” helped
you better understand how
animals build homes.
(reference Journeys writing
rubric before lesson 6 Foucs
Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLM:GRW:
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-51
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Sort PhonemesIdentify Medial
Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Homophones
WORD CARDSCards 49-56
TARGET VOCABULARY:blooming, shovels, scent,
tough, wrinkled, plain, muscles, nodded
Weekly Plan T98-T99Day 1T105
Day 2T117
Day 3T141
Day 4T151
Day 5T161
Weekly Plan T98-T99
Day 1Daily Vocabulary BoostT105 Read Aloud“Trouble in the Lily Garden”T106-T107CLLG: p. 53Projectable 7.1(Model Oral Fluency)Introduce VocabularyT108-T109
Day 2Daily Vocabulary BoostT117Develop BackgroundT120-T121“Growing a Garden”
Weekly TestsT168
7.2-7.4CC.L.2.4 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.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context clues Phrases
BWL:TRS: p. 541-544
CC.L.2.4 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.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/BWL:WJ:WTW:
CC.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).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words
PhrasesAdjectivesAdverbs
Responding to texts
IRA2-3:
August 2012 Quarter 1-52
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Day 3Daily Vocabulary BoostT141
Day 4Daily Vocabulary BoostT151Vocabulary StrategiesT156-T157Projectable 7.10(Homophones)PB: Vol. 1, p. 102
Day 5Daily Vocabulary BoostT161
Word Work/Phonics Phonics
Double Consonants and ck
Double Consonants (CVC)
Weekly Plan T98-T99Day 1T110-T112Double Consonants & ckPB: Vol. 1, p. 91Decodable Reader“Jill & Mack”
Day 2T118-T119Double Consonants & ckPB: Vol. 1, p. 93
Day 3T142-T143Words with Double
Consonants (CVC)PB: Vol. 1, p. 98
Day 4T152-T153Review
Day 5T168Assessment
Weekly Tests T168
7.8-7.11
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
August 2012 Quarter 1-53
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
Comprehension Comprehension
Skill: Conclusions
Strategy: Analyze/Evaluate
Genre: Realistic Fiction/Informational
Text
Fluency:Accuracy: Connected
Text
Essential Question:What helps you make decisions
about a character?
Main Selection“The Ugly Vegetable”Genre: Realistic FictionT124-T136; SB: pp. 194-216 CLLG: p. 52Introduce: Conclusions; Analyze/Evaluate T122-T123Projectable 7.4PB: Vol. 1, p. 94Develop Comprehension T126-T135Projectables 7.5a, 7.5b, 7.5c(Inference Map)Deepen Comprehension T146-T147Projectable 7.8(Inference Map: Draw Conclusions)PB: Vol. 1, p. 99
AL: conclusion, analyze
Connect To“They Really Are Giant”Genre: Informational Text T154-T155; SB: p. 218-221MC: T155CLLG: p. 53
Weekly TestsT169
7.5-7.7
Optional Unit Assessment:
Benchmark and Unit Test Unit 2
(Arkansas Benchmark and
Unit Test)
CC.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.
I will ask who, what, where, when, why, and how questions.
I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:
CC.RL.2.3 Describe how characters in a story respond to major events and challenges
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
GRW:STW2: p. 94-97
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
Setting Plot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.10 By the end of 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.
I will read and comprehend grade level literature.
LiteratureProsePoetry
Poetry: PTTPGR:STW:
Reading Standards for Informational Text
August 2012 Quarter 1-54
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.
Multi-paragraphIdentifyTopic
Specific
http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96NRP: Chapter 5
CC.RI.2.7 Explain how specific images (e.g., a diagram showing a how a machine works) contribute to and clarify a text.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.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, scaffolding as needed at the high end of the range.
I will read and comprehend grade level informationaltext.
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
Spelling Spelling
Double Consonants and ck
Spelling Words:(Basic) dress, spell, class, full, add, neck,
stuck, kick, rock, black, trick, doll
(Review) will, off(Challenge) across,
Weekly Plan T98-T99
Day 1T114 Teach the
Principle/Pretest
Day 2T138 Teach/Word Sort
Day 3T148 Segment Sounds/
Build words
Day 4T158 Connect to WritingPB: Vol. 1, p. 103
Day 5T164 Spelling Assessment
Weekly TestsT164
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Speaking and ListeningCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking
I will follow our rules when we are having discussions.
Discussions http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/
August 2012 Quarter 1-55
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
one at a time about the topics and texts under discussion).
a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdfGRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW:
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA2-3: p.49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions form understanding.
Questions http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdfGRW:STW:RFM:
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive
FactsDescriptive
detailsExperience
http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.htmlGRW:
August 2012 Quarter 1-56
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
details. I will speak in complete sentences.
Is That a Fact?CL:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, MATERIALS,
EXPLANATIONS & EXAMPLES
ASSESSMENTS
GrammarCC.L.1.1b Use common, proper, and possessive nouns.(Language Progressive Skill)
I will use common nouns. I will use proper nouns. I will use possessive nouns.
CommonProper
Possessive
http://firstgradefanatics.blogspot.come/2012/01/adjectives-verbs-and-nouns-oh-my.htmlSYW:AL:
Grammar
Proper Nouns
Weekly Plan T98-T99
Day 1T114 Names for People &
AnimalsProjectable 7.2PB: Vol. 1, p. 92
Day 2T138 Names for PlacesProjectable 7.6PB: Vol. 1, p. 97
Day 3T148 Writing Proper NounsPB: Vol. 1, p. 101
Day 4T158 Spiral Review:
Complete SentencesPB: Vol. 1, p. 104
Day 5T164-T165 Review:Proper NounsConnect to Writing: Word
ChoicePB: Vol. 1, p. 105
AL: proper nouns
Weekly TestsT169
7.12-7.14
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular-plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the move; The action movie was watched by the little boy.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.2.2a Capitalize holidays, product names, and geographic names.
I will capitalize holidays. I will capitalize product names. I will capitalize geographic names.
CapitalizeHolidays
Product namesGeographic
names
MM2-3: p. 50-52
Writing
August 2012 Quarter 1-57
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
Writing
Write to Inform:Summary Paragraph
Focus Trait: Organization
Weekly Plan T98-T99
Day 1T115 Introduce the Model:
Summary Paragraph Projectable 7.3(Writing Model: Summary
Paragraph)PB: Vol. 1, p. 92
Day 2T139 Focus Trait:
Organization PB: Vol. 1, p. 97
Day 3T149 Prewrite: Main IdeasProjectable 7.9
Day 4T159 Draft: Sentence
FluencyProjectable 7.11(Drafting a Summary
Paragraph)
Day 5T166-T167 Revise & Edit:OrganizationProjectable 7.12(Revising Kayla’s Draft)
Writing Trait Scoring Rubric
T167
Optional Weekly Writing Prompt:Write about the
sounds you might hear on a walk through a big
garden.
Write three or more sentences to tell what Mommy means when she says, “These are
better than flowers.”
(reference Journeys writing
rubric before lesson 7 Foucs
Wall)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdfAL: p. 69-71PPW: p 130-136CR:SYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLM:GRW:
CC.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).
I will participate in shared research.
Technology http://kids.britannica.com/IW: Chapter 11
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
SMALL GROUP STANDARDS
August 2012 Quarter 1-58
Unit 1 Lesson 7 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8
Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 2012 Quarter 1-59