msa language arts curriculum course guide grade 2...1.3.4c i can identify adjectives and adverbs...

Course Title: Grade 2 Language Arts Grade: Grade 2

Credits: n/a

Lessons per week: Ten 45 minute lessons (36 weeks)

Subject Philosophy: Language is a gift of God revealed on the first day of Creation. It is

the means of man’s ongoing relationship with Him through

worship, scripture and prayer. From Genesis to Revelation the

Bible stresses the value of words in human interaction. Man has

developed his listening, viewing, writing and speaking skills into a

finely honed and creative vehicle of literacy. Through Language

Arts we understand the past, see our present and look toward the

future. It is a tool to interpret our world, by which we communicate

knowledge, understanding and wisdom and cultivate discernment

through written and spoken word. Language Arts empowers us for

effective and accurate communication, giving access to all other

spheres of study, work and ministry.

Course Summary: In second grade language arts, students continue to build reading and writing fluency and precision, developing an interest in literature and media. Their spelling program assists this process by establishing foundational phonics skills. As they experience a variety of literature, they learn to recognize the roles of characters and plot elements in narratives, and to enjoy rhythm, rhyme and word choice in poetry. Then they apply these concepts in their own writings. By the end of grade 2, a student can write a simple 3-paragraph essay or report, a simple business letter or card, and a variety of poetry. They begin using organizational skills like alphabetizing. And as they learn to debate, discuss and give speeches, they also cultivate godly listening and speaking skills.

Mercy Ships Academy Language Arts Standards

Level 1 (Kindergarten to Grade 2)

Writing

1. Writing Process

1.1.1. Prewriting: I can apply prewriting strategies to plan written compositions.

1.1.2. Drafting: I can use my prewriting plan to draft a written composition.

1.1.3. Revising: I can use revision strategies to improve the content of my

draft.

1.1.4. Editing: I can edit the grammar, punctuation, capitalization, and spelling

in my draft.

1.1.5. Evaluating: I can evaluate my own and others’ writing.

1.1.6. Publishing: I can use strategies to publish and share my writing with

others.

2. Composition Traits

1.2.1 Ideas: I can choose a focused writing topic for a specific purpose and

support it with clear ideas.

1.2.2 Organization: I can organize my writing with a structure that makes

sense.

1.2.3 Word Choice: I can write with a variety of interesting and descriptive

words that accurately convey my intended meaning.

1.2.4 Sentence Fluency and Variety: I can write using complete sentences

with varied structures (declarative, interrogative, imperative and

exclamatory) that blend fluently.

1.2.5 Voice: I can write using an engaging tone and style to fulfill my purpose

for a specific audience.

1.2.6 Conventions: I can correctly use grammatical and mechanical

conventions in written compositions.

3. Mechanical and Grammatical Conventions

1.3.1 Conventions of Punctuation: I can write using conventions of

punctuation according to grade level expectations:

Kindergarten: I can write using endmarks appropriately.

Grade 1: I can write using endmarks and contractions

appropriately.

Grade 2: I can write using endmarks appropriately and

experiment with internal punctuation.

1.3.2 Conventions of Capitalization: I can write using capital letters to begin

sentences, write the pronoun “I” and name people and places.

1.3.3 Conventions of Spelling: I can spell grade level appropriate words

correctly in final written drafts and experiment with challenging

vocabulary words.

1.3.4 Conventions of Grammar: I can write using the conventions of

grammar according to grade level expectations.

1.3.4a I can identify and correctly use pronouns and nouns with

appropriate antecedents and possessive and plural usage.

1.3.4b I can identify and apply the various forms of regular and irregular

verbs.

1.3.4c I can identify adjectives and adverbs (grade 2) and use a variety of

them to improve my descriptions.

4. Genres or Forms

1.4.1 Narrative: I can write a story with a clear beginning, middle, and end.

1.4.2. Essay:

1.42a Expository: I can write to inform according to grade level

expectations:

Kindergarten: I can write an informational sentence.

Grade 1: I can write a 3-5 sentence informational paragraph.

Grade 2: I can write an informational paragraph with a clear

topic sentence, supporting details, and concluding sentence.

1.4.2b Descriptive: I can write to describe according to grade level

expectations:

Kindergarten: I can write a descriptive sentence.

Grade 1: I can write a 3-5 sentence descriptive paragraph.

Grade 2: I can write a descriptive paragraph with a clear topic

sentence, supporting details, and concluding sentence.

1.4.3. Response to Literature: I can write in response to literature.

1.4.4. Poetry: I can use patterns, rhyme and rhythm to write poetry.

1.4.5. (Auto)Biographical: I can write biographical and autobiographical

narratives.

1.4.6. Correspondence: I can write letters, invitations, and cards.

1.4.7. Genres: I can write a variety of genres (fantasy, fable, realistic fiction,

biography, etc.)

5. Research (not applicable for kindergarten)

1.5.1 Topic: I can choose an appropriate topic and write questions to guide

my research.

1.5.2 Resources: I can gather information using a variety of grade level

appropriate resources.

Grade 1: pictures, easy nonfiction books, videos, television

programs, guest speakers

Grade 2: pictures, easy nonfiction books, videos, television

programs, guest speakers, dictionaries, charts, indexes

1.5.3 Strategies: I can use appropriate strategies to locate information in

various sources.

Grade 1: simple alphabetizing

Grade 2: alphabetizing; using a dictionary, table of contents

and glossary; internet search

1.5.4 Citation: I can give credit to my source.

Grade 1: title and author

Grade 2: title, author and page number

1.5.6 Notes: I can organize information from outside sources using a graphic

organizer or note cards.

1.5.7 Report: I can express visually and/or orally what I learned from my

research.

6. Handwriting

1.6.1 Conventions of Handwriting: I can apply conventions of handwriting

according to grade level expectations using Zaner-Bloser format. (At

teacher’s discretion, accommodations may be made for letters like t, r,

and y that are written slightly differently in the child’s home culture.)

Kindergarten: I can legibly write

• upper and lowercase letters

• using letter spacing

• using word spacing

• from left to right and top to bottom

• on a line

Grade 1-2: I can legibly write

• upper and lowercase letters

• using letter spacing

• using word spacing

• from left to right and top to bottom

• on a line

• using margins

Reading

7. Word Recognition and Understanding

1.7.1 I can use phonetic and structural analysis techniques to decode unknown

words.

Kindergarten: I can read one-syllable words, sounding out

initial and final consonants and short vowel sounds.

First Grade: In addition to initial and final consonants and short

vowel sounds, I can read words with

• two consonant endings like –ck, -nd, -mp

• -all, -alk endings

• long a, o, i, e, oo

• consonant blends with l, r, s

• digraphs like sh, ch, th, wh

• r-controlled vowels like or, ar, er, ir ,ur

• verb endings like –s, -ing, -ed

• compounded words

Second Grade: In addition to first grade phonetic mastery, I

can read words with

• k sound (spelled k or ck)

• hard and soft c, g

• long u

• oo, oi, oy

• tch

• ou, ow

• au, aw, augh, ough

• ft, lt, ld, lf, lk

• are, ear, or, oor, ore, our

• prefixes and suffixes

• syllables with –y, ey, y ,ie, ei

• final syllables with –le, -er

1.7.2 I can use a variety of context clues to decode unknown words, including

synonyms and antonyms.

1.7.3 I can identify, describe, and use my grade level vocabulary.

1.7.4 I can recognize and read grade level sight words.

1.7.5 I can locate a word in a resource (dictionary, thesaurus, glossary) and

interpret its definition.

8. Oral Reading Fluency

1.8.1 I can read primarily in meaningful phrase groups guided by punctuation.

1.8.2 I can read with expressive interpretation.

1.8.3 I can accurately read grade level material at an appropriate rate with

minimal miscues, substitutions and omissions.

9. Comprehension

1.9.1 Self-Monitoring: I can recognize when I don’t understand what I’m

reading and make changes as needed (adjust speed, reread, search for

cues, ask for help, etc.).

1.9.2 Previewing the Text: I can use text organizers to determine the main

ideas and to locate information in a text.

1.9.3 Connecting: I can make connections with the text using prior

knowledge (text-to-self, text-to-text, and text-to-world).

1.9.4 Predicting: I can make predictions about the text and verify outcomes.

1.9.5 Visualizing: I can create mental images using pictures and print to help

me understand what I read.

1.9.6 Making Inferences: I can make inferences from text clues.

1.9.7 Main Idea: I can identify the main idea and supporting details of an

expository text.

1.9.8 Summarizing: I can summarize the main ideas or sequence of events

in something I read.

1.9.9 Demonstrating Understanding: I can answer literal and inferential

questions to demonstrate understanding.

1.9.10 Defending Interpretations: I can use details from the text to defend

my interpretations.

1.9.11 Following Directions: I can follow two-step written directions.

10. Literature

1.10.1 Genres: I can identify a genre by its basic characteristics as I read it

(fiction, nonfiction and poetry).

1.10.2 Informational Texts: I can recognize and interpret factual resources

(dictionaries, atlases, textbooks, trade books, etc.).

1.10.3 Author’s Intent: I can recognize the author’s purpose and intended

audience.

1.10.4 Story Elements: I can identify, describe and compare the characters,

setting, conflict, sequence of events and theme in stories.

1.10.5 Poetry Elements: I can identify and describe patterns of sound such as

rhyme, meter, alliteration and onomatopoeia in poetry.

1.10.6 Figurative Language: I can recognize a secondary meaning

suggested by pictures, stories and similes.

1.10.7 Purposeful Reading Selection: I can select a text for personal

enjoyment based on my interests and reading level.

Speaking, Listening, and Viewing

11. Speaking

1.11.1 I can participate in class discussions according to established rules.

1.11.2 I can explain and clarify needs, feelings and ideas to peers and adults

in complete sentences.

1.11.3 I report on a topic by sharing prior knowledge, facts, opinions, ideas

and/or experiences in a logical order.

1.11.4 I can use an appropriate voice level, pacing, phrasing and intonation in

a given situation.

1.11.5 I can recite and/or retell familiar stories, poems, rhymes, patterns,

songs and memory verses.

1.11.6 I can look at my audience and speak to them politely.

12. Listening

1.12.1 I can listen attentively and respectfully when someone else is speaking.

1.12.2 I can listen attentively for information or entertainment.

1.12.3 I can follow 2-3 step oral directions.

1.12.4 I can paraphrase a spoken message.

13. Viewing

1.13.1 Conventions of Print: I can follow print from left to right, top to bottom

and front to back.

1.13.2 Book Knowledge: I can identify the cover and title page of a book.

1.13.3 Main Idea: I can identify the main idea or message in visual media.

1.13.4 Retelling: I can identify main characters, identify the setting and retell

the storyline after watching a movie.

1.13.5 Heroes and Villains: I can recognize heroes and villains using

distinguishing characteristics.

1.13.6 Distortion: I can compare and contrast real life with life depicted in

visual media.

14. Media

1.14.1 Media Types: I can recognize various types of media by distinguishing

characteristics (newspaper, radio, television).

1.14.2 Conventions of Media: I can recognize the beginning and ending of a

program by audio or visual cues.

1.14.3 Media Messages: I can understand that media messages and products

are created by people.

1.14.4 Environmental Print: I can recognize familiar signs and logos.

Handwriting First Semester – First Quarter Topic 1: Letter Form (9 weeks)

Units Standards Biblical

Integration

Suggested Activities and Methods

Suggested Resources

Suggested Assessment

Unit 1

Lower Case Letters (a, e, d, f, n)

2.6.1

God: Does God believe in handwriting? He must, for He wrote the 10 commandments Himself in stone to Israel to look at and treasure!

• Practicing formation of each letter

• Simple texts to copy and illustrate

• Write spelling list in best printing on handwriting paper

• Handwritingworksheets.com

• Simple print

• Spelling lists

• Zaner-Bloser.com for grade level appropriate lined paper and letter formation

• Proper student formation of letters

Unit 2

Lower Case Letters (r, s, p, I, o)

2.6.1




• Grade level appropriate Composition notebooks and lined paper

Amazing: handwritingworksheets.com


Unit 3

Lower Case Letters (i, z, t, g, u, x)

2.6.1




• Writing a poem in pretty print


• Simple print

• Spelling lists

• Zaner-Bloser.com


Unit 4

Lower Case Letters (c, k, m, q, b)

2.6.1







Unit 5

Lower Case Letters (h, j, v, w, y)

2.6.1





• Simple print

• Spelling lists



Unit 6

Upper Case Letters (A, E, D, F, L, N)

2.6.1




• Create acrostic poems using capital letter for first letter of each word




Unit 7

Upper Case Letters (R, S, P, O, I, W)

2.6.1





• Simple print

• Spelling lists



Unit 8

Upper Case Letters ( T, G, U, Z, C, K)

2.6.1







Unit 9

Upper Case Letters (M, Q, B, H, J, V, X, Y)

2.6.1




• Handwritingworkshe

ets.com

• Simple print

• Spelling lists


• Proper

student formation of letters

Second Quarter Topic 2: Keeping Form (9 weeks)


Integration


Suggested Resources


Unit 10

Keeping one slant

2.6.1

• Practicing formation of each letter as appropriate

• Simple texts to copy

• Practice writing shapes or letters in appropriately sized graph paper

• Spelling lists


• Consistent slant and letter form in written assignments

Unit 11

Keeping one size (for short letters)

2.6.1

• Write spelling lists in best printing on handwriting paper

• Practice creating shapes, lines the same size and space, then do it with actual words


• Consistent size and letter form in writing

Unit 12

Keeping one slant and one size at the same time

2.6.1

• Create poster of favourite (character, animal, toy, etc.) with beautiful printing on it


• Spelling lists


• Poster paper, art supplies, rulers

• Consistent slant, size and letter form in written assignments

Unit 13

Keeping even spacing between letters, words

2.6.1


• Look at calligraphy texts and see how important uniform size and shape and slant are

Look at calligraphy texts to see how people have considered attractive writing a high art

• Spelling lists

• Zaner-Bloser.com Amazing: handwritingworksheets.com

• Consistent slant, size and spacing in written assignments

Unit 14

Keeping tall letters tall

2.6.1

• Practicing formation of each letter as appropriate

• Simple texts to copy

• Practice writing shapes or letters in appropriately sized graph paper

• Spelling lists


• Consistent slant, size and spacing in written assignments

Unit 15

Keeping letters with flags and tails (b, p, etc.) sitting on the line

2.6.1


• Spelling lists


• Consistent slant, size and spacing and letter placement

Unit 16

Keeping circles round (p, d, etc.)

2.6.1


• Spelling lists


• Consistent slant, size, form and spacing

Unit 17

Problem letters

2.6.1

• Review letters children are having trouble forming

• Consistent slant, size, form and spacing

Unit 18

Problem words

2.6.1

• Note the words that are causing difficulties and practice them

• Consistent

slant, size, form and spacing in written assignments

Second Semester – Third Quarter Topic 3: Applying the Rules (9 weeks)


Integration


Suggested Resources


Unit 19

Recalling the rules and self-assessing (3 weeks)

2.6.1

• Create an attractive poster of the basic rules of good handwriting

• Write three sentences about the holiday (mini paragraph), and self-assess slant, size, spacing, form, placement on line

• Write spelling lists in good handwriting and self-assess



• Posterboard

• Self-assessment

• Spelling lists

• Sentences

Unit 20

Enjoying good penmanship (6 weeks)

2.6.1

• Practice problem words and letters to correct form, spacing, etc.

• Create a collage with important words beautifully written in it (i.e. art piece about pizza may have pizza, cheese, pepperoni, etc. written in various places in the picture on paper and then edge-torn and glued into the collage at angles among the other items in the artwork)

Create a poem or story for display, and matte

• Magazines, art materials, construction paper, scissors, glue


• Collage with calligraphy

• Personal writings

Fourth Quarter Topic 4: Self-discipline (9 weeks) Topic 4: Self-discipline (9 weeks)

Standards Biblical

Integration


Suggested Resources


Unit 21

Recalling the rules and self-assessing (6 weeks)

2.6.1

• Using the poster of handwriting rules, each student sets one goal every three weeks, and seeks to observe his or her improvement in that area

• Student conferences with teacher every 3 weeks to examine the work from that period to see if his or her goal was achieved, and to set a new goal

• Student creates graphs of their goals and progress, deciding as a group what 3 assignments they will look at each day/week to



• Self-assessment

• Spelling lists


Personal writings

assess improvement (you may want to target one that they are careless about)

Treasure chest awards for improvement

Unit 22

Enjoying good penmanship (3 weeks)

2.6.1

• Using the poster of handwriting rules, each student sets one goal every three weeks, and seeks to observe his or her improvement in that area

• Student conferences with teacher every 3 weeks to examine the work from that period to see if his or her goal was achieved, and to set a new goal

• Student creates graphs of their goals and progress, deciding as a group what 3 assignments they will look at each day/week to assess improvement (you may want to target one that they are careless about)

Treasure chest awards for improvement



• Self-assessment

• Spelling lists


Personal writings

Reading First Semester – First Quarter Topic 1: Reading Strategies (9 weeks)


Integration Suggested Activities

and Methods

Suggested Resources


Unit 1 Visualising (2 weeks)

1.9.5, 1.9.8, 1.1.5

• Read The Butterfly House (Open Court 2-1) and draw a picture of what they are visualizing at various parts throughout book

• Reading Personal Narratives and discussing the images based on words used

• Each week, introduce/drill spelling list each day in class, with a 10-word quiz on Friday (pre-test Mon. to see which ones to use, and use top 10 first)

• Spelling practice and quizzes

• Open Court Reader 2-1 • Books with great illustrations (ex. (How I Became a Pirate, Up the Tracks to Grandma’s, Don’t Forget to Write) • Required spelling and vocabulary 1, 2

• Running Record – reading ‘Eye Spy’ from North Carolina reader using the pictures and words to help visualize events in the story • Spelling quizzes

Unit 2 Visualising (2 weeks)

1.9.3, 1.9.5, 1.9.8, 1.9.9, 1.10.7, 1.9.1

• Reading Club (Connector, Illustrator, Summarizer, Questioner) for stories

• Reading favourite story with grade 1 class

• Encourage students to self-monitor for understanding

• Take-home reading program


• Open Court 2-1 • Required spelling and vocabulary 3, 4

• Running Record • Spelling quizzes

Unit 3 Making Predictions (2 weeks)

1.9.3, 1.9.5, 1.9.8, 1.9.9, 1.10.7, 1.10.4, 1.9.4, 1.12.1

• Novel Study of Frog and Toad are Friends (read as a class with character voices)

• Make predictions based on chapter titles

• Reading Club (Connector, Illustrator, Summarizer, Questioner) for stories

• Discuss and practice polite listening skills

• Take-home reading program

• DEAR (drop everything and read at desk)


• Novel: Frog and Toad are Friends • Required spelling and vocabulary 5, 6

• Running Record • Spelling quizzes

Unit 4 Finding the Root Word (2 weeks)

1.8.1-3, 1.13.1-2, 1.9.5

The Bible gives very good descriptions to help us imagine what it would have been like to be there with Jesus. Learning to read will give us the ability to get to know God better through his Word, the Bible

• Novel Study The Velveteen Rabbit

• Discuss what a root word of various words would be (baking: bake)

• Have students read certain sentences using strategy of ‘finding the root word’ (used: use)

• Oral reading with partners (simultaneously, facing each other, voice by ear) to build fluency and pacing

• Poster: Sketch your favourite moment of the text as a cover for book with title and author

• Respond via discussion


• Novel: The Velveteen Rabbit • Required spelling and vocabulary 7, 8

• Running Record • Root Word worksheet • Poster • Spelling quizzes

Unit 5 Compound Words (1 week)

1.10.4, 1.7.3-4

God: God is the master story teller. He is the author of our universe. Psalm 138:6-8 teaches us that God sees everything going on in His Creation and has plans for our lives. He is the greatest hero as He rescues us from evil.

• Find compound words in reading passages

• Worksheets to reinforce concept of compound words

• Novel Study Adventures of Spider

• Make a class plot chart of major events of adventures

• Enforce with home-reading program homework (find compound words in your book)

• Spelling practice and quiz

• Novel: Adventures of Spider • Required spelling and vocabulary 9

• evidence of identifying compound words during read-aloud and during reading evaluations (running record) • Worksheet • Spelling quizzes

Second Quarter Topic 2: Reading for Understanding (8 weeks)



and Methods

Suggested Resources


Unit 6 Plot Chart (1 week)

1.10.4

• Novel Study Adventures of Spider

• Make a class plot chart of major events of adventures

• Enforce with home-reading program homework (find compound words in your book)


• Novel: Adventures of Spider

• Required spelling and vocabulary 10

• Evidence of identifying compound words during read-aloud and during reading evaluations (running record) • Worksheet • Spelling quiz

Unit 7 Setting (2 weeks)

1.9.4, 1.9.8, 1.10.4, 1.9.5, 1.9.9

Our ability to analyze text allows us to understand truths in the Bible. Jesus spoke often in parables with vivid

• Novel: Hoot

• Students read the novel together and discuss the events

• Students make their own plot chart of major events

• Students write strategy to help

• Book: Hoot • Required spelling and vocabulary 11, 12

• Rubric assessment of comic strip evidence of reading comprehension

characters, settings and events to help us learn important life lessons.

Hoot in a 5 step process

• Discuss setting and have students make comic strip drawing only the setting in each frame (outline events of 6-frames prior to drawing)

• Discuss characters and their traits based on things they have said in book etc. Students will draw the characters next, paying attention to facial expressions, body gestures


in setting, characters, main events etc. • 5 step process to make predictions • Spelling quizzes

Unit 8 Main Events of a Story (Beginning, Middle, End) (2 weeks)

1.9.8, 1.9.10, 1.13.3-6

• Differentiate between major and minor details

• Class read-alouds to define beginning, middle, ending of a story

• Drama Tableau to show progression of main events of a story

• Comic strip of main events showing beginning, middle, end sequence

• View a video and journal: identify setting, main character(s), and summarize main events

• Identify heroes, villains and aspects of distortion (from reality) in video

• Use home reading books and summarize main events of these stories for homework


• Kids’ Videos for analyzing for plot, setting, characters, main idea, etc. • Required spelling and vocabulary 13, 14

• Sorting Minor and Major details of story, • Comic Strip (Beginning, Middle End) • Video journal • Spelling quizzes

Unit 9 Sequencing a Story (Beginning, Middle, End) (2 weeks)

1.13.4, 1.10.4, 1.9.8, 1.9.5, 1.11.1-5

• Rewriting activities of main events of a story into a shortened version (ex. Junk Day on Juniper Street in Up One Hill and Down Another reader book)

• Guest readers come to share stories and have students write summaries using main events

of stories

• Drama Tableaux to show main events of a story

• View a video and analyze for plot, setting, character etc. and summarize main events


• Reader: Up One Hill and Down the Other • Books with clear beginning, middle, end events • Required spelling and vocabulary 15, 16

• Beginning, middle, ending worksheets for homework • Individual work to define main events of a story (Juniper Street) • Spelling quizzes

Unit 10 Sequencing a Story (Beginning, Middle, End) (2 weeks)

1.9.8, 1.9.9, 1.4.1, 1.8.1-3

• Read Alabaster’s Song (book)

• Ask literal and inferential questions, have students journal answers

• Have students summarize beginning, middle, end of story

• Have students write a story and map out the main events before writing the story (Gingerbread man)


• Alabaster’s Song • Gingerbread man book • Gingerbread man poems/clues • Required spelling and vocabulary 17, 18

• Beginning, middle, ending worksheet (Alabaster’s song) • Final product of Gingerbread man story (clear beginning, middle and end) • Reading evaluation (fluency, errors etc.) • Spelling quizzes

Second Semester – Third Quarter Topic 3: Poetry (4 weeks)



and Methods

Suggested Resources


Unit 11 Reading with Meter, Alliteration (2 weeks)

1.10.1, 1.10.5, 1.4.4

David, the psalmist, used words as an art form of expressing himself and his worship. In the same way, poetry allows us to express our thoughts in an artistic way.

• Read poems aloud and CLAP-SNAP the meter (snap soft syllables, clap hard syllables)

• Write a class poem using rhythm and meter found in a familiar poem

• Partners write a poem with the same rhythm

• Write sentences with first sound consonants (alliteration) in poetry (ex. Flowers flew from the farmers fingers.)

• Read poetry aloud to learn more about rhythm, meter, syllables, etc.


• Poetry collections • Oxford Readers: stage 8-11 Jackdaws Poetry • Zin, Zin, Zin a Violin • Required spelling and vocabulary 19, 20

• Oral reading applying rhythm • Poetry writings • Spelling quizzes

Unit 12 Reading and creating pattern poetry: haiku, limericks, cinquain (2 weeks)

1.4.3-4, 1.2.3, 1.2.5

• Examine haiku examples and identify rhythm and imagery

• Write class models together

• Select more graphic words to improve class haiku

• Write personal expressions of haiku

• Read a variety of limericks and identify traits of limericks

• Students locate limericks online and share aloud

• Write class limerick

• Read a variety of cinquain

• Poetry collections • Oxford Readers: stage 8-11 Jackdaws Poetry • Required spelling and vocabulary 21, 22

• Oral reading applying rhythm • Poetry writings • Spelling quizzes

poems

• Write a class cinquain

• Write limericks and/or cinquains independently


Topic 4: Accelerated Readers (4 weeks)



and Methods

Suggested Resources


Unit 13 Perspective and Book Discussions (2 weeks)

1.4.3, 1.9.9, 1.9.10, 1.11.1-3

God has given us the ability to critically analyze the information we receive. When reading, we should use this discernment and discuss the thoughts and questions we have about the text.

• Begin Accelerated Reader program (15 minutes quiet reading after lunch every day) and earn points toward own personal goal, and class goal of 30 points for a Frappuccino Fun Fiesta

• Read story from reader individually and write discussion questions to bring up with classmates

• Participate in discussion of story, recognizing interesting/unknown words, interesting pictures, funny events etc.

• Perspective: Learning to understand perspective of classmates


• Books/short stories to discuss – Outline sheet for discussion preparation • Accelerated Reader program • Required spelling and vocabulary 23, 24

• Discussion questions prepared for discussion • Participation in discussion • Spelling quizzes

Unit 14 Alphabetical Order (2 weeks)

1.7.5, 1.9.8, 1.9.9

Understanding alphabetical order can help us use a concordance in a Bible to find verses according to a certain theme

• Continue Accelerated Reader program of 15 min. silent reading, and writing and discussing questions

• Write a class summary (5 w’s of who, what, where, when, why) of a book the class has read together

• Have student write a summary of each completed Accelerated Reader

• Learning Center: Sort words into correct alphabet basket (ex. Scarf – Sun)

• Using sentence chart, students brainstorm words that could be placed between first/last word

• Use dictionaries to find vocabulary words and find definitions

• Organize spelling words into alphabetical order


•http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/literacy_centers%20Final.htm • Accelerated Reader program • Required spelling and vocabulary 25, 26

• Learning Center worksheets • Definitions found in dictionary for vocabulary words • Accelerated Reader questions • Summaries • Spelling quizzes

Second Semester – Fourth Quarter

Topic 5: Novels (8 weeks)



and Methods

Suggested Resources


Unit 15 Novel Study: Puppy Power (using a thesaurus, dictionary) (1 week)

1.7.2-5, 1.9.4, 1.9.3, 1.10.4, 1.9.9, 1.10.3

When we read the Bible, it is important that we read in the context of what is happening. As we learn more, we can adapt our lives to model what we learn

• Find definitions of vocabulary words from book

• Write synonyms for underlined words from chosen paragraph in book

• Identify setting and main characters

• Make predictions about the characters using prior knowledge of characters and events

• Describe what experiences of your own enable you to identify with the story

• Comprehension questions about book

• Change predictions based on new events in story

• Discuss author’s purpose and intended audience in writing this


• Puppy Power (Judy Cox, 2008) • Required spelling and vocabulary 27

• Chapter 1, 2, 3 and 4 worksheet (comprehension and prediction) • Spelling quizzes

Unit 16 Novel Study and thesaurus (1 week)

1.7.2-5, 1.9.4, 1.9.3, 1.10.4, 1.9.9, 1.10.3

God: God is the author of earthly life, and He has written an amazing ending to His story. Have you heard about it? At the end there will be an incredible war that the whole earth will join in. Jesus will

• Read and discuss Puppy Power

• Write 5 boring words to describe the main character, then use the thesaurus to replace those words with 5 vivid words

• Write 2 sentences about the main character using those 5 new words

• Puppy Power (Judy Cox, 2008) • Required spelling and vocabulary 28 • Thesaurus

• Sentences • Plot chart • Journal • Spelling quiz

come down out of the sky with His army and defeat His enemies, and He will rule for 1,000 years. Then there will be another great war and He will make a new heaven and earth, with a beautiful huge city big enough to cover half of Europe. Jesus will bring it down out of the sky. It is an amazing ending!

• Create a simple plot chart of Puppy Power

• Discuss what children liked about the ending

• Student makes up a different ending for the story and writes it in his journal

Unit 17 Novel Study Class set (2 weeks)

1.4.3, 1.4.6, 1.9.4, 1.9.9, 1.10.4, 1.10.3

• Using class set novels, have students identify main characters and whether they are positive or negative (heroes? villains?)

• Write a letter to your favourite character to encourage him or her

• Students journal (independently) 4 story clues and make predictions from the clues

• Journal why you think the author wrote this and whom he wanted to read it (audience)

• Discuss why setting was important in story

• Journal answers to comprehension questions, using complete ideas

• Write a summary of the novel including all the 5 w’s


• Class novel • Required spelling and vocabulary 29, 30

• Journals • Summary • Spelling quizzes

Unit 18 Novel Study Class set (4 weeks)

1.4.2b, 1.9.3, 1.2.1, 1.2.4, 1.2.2, 1.9.6, 1.9.10

• Character: As you begin reading the story, notice how the main character is developed: have students journal his/her traits with ex. (words, actions, narrated description, reactions of other characters)

• Write a diary entry by another character using his/her personality and style of speaking about something the main character did

• Write a class character sketch (paragraph) with topic sentence and describe 3 main characteristics with story example for each, and closing sentence

• Making Connections: Have students journal about their own experiences that help them relate to this story

•

• Journal answers to comprehension questions

• Decide what is the most exciting or important moment of the story, and discuss how stories have climaxes (turning points that are exciting and signal the ending)


• Class novel • Required spelling and vocabulary 31, 32, 33, 34

• Diary entry • Journals • Spelling quizzes

Topic 6: Non – Fiction (2 weeks)



and Methods

Suggested Resources


Unit 19 Non - Fiction (2 weeks)

1.9.2, 1.10.1, 1.9.7, 1.9.9, 1.11.2-4, 1.11.6, 1.10.2

• Previewing the Text: Use text organizers and pictures to determine the main ideas and to locate information in a text (class together, independently)

• Identify characteristics of non-fiction

• Write comprehension questions beginning with What... Why... How... and have another classmate write the answers

• Interview 3 adults and record 2 non-fiction things they have read lately (news? Bible study? business report? magazine article? sports review? weather report?)

• Make oral report to class about findings


• Oxford Readers Stage 10, 11 Non-Fiction • Science or Social Studies textbooks • Required spelling and vocabulary 35, 36

Comprehension questions and answers • Oral report • Spelling quizzes

Grammar

First Semester

Topic 1: Reading Strategies (8 weeks)



and Methods

Suggested Resources


Unit 1 Complete Sentences (2 weeks)

1.3.1-2, 1.2.4

Using full sentences helps us communicate in a way that someone else can understand us, because communication is a gift from God

• Students came to front to underline the ‘naming part’ of sentences from story (The Ant and the 3 Little Figs –Open Court 2-1)

• Worksheet ‘The Naming Part’ (underlining naming part and matching naming – action)

• played charades to emphasize the ‘action part’ of the sentence

• in a circle, students write naming part of sentence, pass paper to next student who writes the action part

• Open Court Reader 2-1 • Houghton Mifflin English • Open Court Spelling and Vocabulary Skills (Note, this is not to substitute Academy spelling program)

• Worksheet ‘The Naming Part’ (underlining naming part and matching naming – action • Welcome Work: Underlining ‘action part’ of sentences

Unit 2 Types of Sentences, Punctuation (period, exclamation point, question mark, commas) (2 weeks)

1.3.1-3, 1.1.4

As part of the gift of communication, God created an order to it that helps us in better communication

• Theme days (punctuation based) in which during certain periods of time, only that type of sentence can be used

• CUPS (proofreading strategy )

• Capitals, Understanding, Punctuation, Spelling

• Houghton Mifflin (pg 37- 61)

• HomeworK: Writing 8 questions about book they take home

• When reading together as a class, saying exclamations in

• Open Court Reader 2-1 • Houghton Mifflin English • Spelling list

• worksheets • Sentences quiz (partnered with spelling quiz where students were asked to write a sentence or question using the spelling words) • Homework assignments

story (Come Back, Jack! OC 2-1)

• After reading through story (The Library OC 2-1), each coming up with one question about each page

Unit 3 Capitalization and Punctuation (3 weeks)

1.3.1-2, 1.2.4, 1.1.4


• Proofread and correct written pieces of work

• Have a cluster of sentences with no punctuation or capitals and have students correct it

• Use of the comma and how to read sentences using a comma

• HM – Unit 9

• Capitalization: days, holidays, months, people titles, book titles,

• Punctuation: run on sentences, commas in dates, commas in place names,

•

• Open Court Reader 2-1 • Houghton Mifflin English

• Verb worksheet • Spelling Test (circling verbs within the sentences

Unit 4 Run-on Sentences (1 week)

1.3.1, 1.1.4


• Houghton Mifflin (309-310)

• HM Workbook Plus (pg 115-116)

• Daily activities of changing run-ons to split sentences in welcome work

• Writing creatively in journals paying attention to making complete sentences


• written journal entries for novel study will be evaluated for run-on sentences • worksheets

Topic 2: Parts of Speech – Part 1 (10 weeks)



and Methods

Suggested Resources


Unit 5 Nouns (1 week)

1.3.4a

As part of the gift of communication, God created an order to it that helps us to have better communication

•••• Houghton Mifflin English pg 93-133

•••• Worksheets from HM Workbook Plus pg 25-49

•••• Underlining nouns in sentences in writing

•••• Plotting nouns from sentence onto a sentence structure chart

•••• Plural nouns (s, es endings)


• Worksheets • Circling nouns in spelling test

Unit 6 Linking Nouns and Nouns that Change Spelling (2 weeks)

1.3.4a


• Finding linked nouns in books during reading

• Have students brainstorm sentences that have linking nouns

• Worksheet categorizing nouns (‘s’, ‘es’, change spelling) and brainstorming some of each

• Open Court Reader 2-1 • Houghton Mifflin English • Spelling list • (Open Court Spelling and Vocabulary Skills)

• Long E categorizing nouns Worksheet • Nouns that Change Spelling worksheet (OC Workbook Plus pg 35) • Circling nouns in spelling test

Unit 7 Proper Nouns and Pronouns (3 weeks)

1.3.4a, 1.4.1, 1.3.2


• Special Nouns and Pronouns worksheets (HM Workbook Plus pg 37-42)

• Writing a story about going with a friend to a special street in another town being sure to include ‘proper’ nouns.

• Organize a sentence separating pronouns, proper nouns and other common nouns


• Homework of finding nouns • Dividing sentences worksheets • Written Story (underline proper nouns, circle pronouns)

• Find all of the proper nouns/pronouns in home reading book (homework)

• Have students search through a class read aloud story for pronouns and the nouns that have been replaced (ex. Junk Day on Juniper Street in ‘Up One Hill and Down Another’ book)

Unit 8 Naming Self Last, Possessive Nouns (2 weeks)

1.3.4a, 1.2.6, 1.3.2


• Special Nouns and Pronouns worksheets (HM Workbook Plus pg 43-46)

• Houghton Mifflin English Unit 3

• Find all of the possessive nouns/pronouns in home reading book (homework)

• Have students search through a class read aloud story for possessive nouns

• Distinguish between ‘s and s’ words by knowing if the noun is singular or plural

• Writing paragraph about children with pets with emphasis on using possessive nouns (have students read each other’s work and circle possessive nouns)


• Homework of finding possessive nouns • Class work to identify possessive nouns

Unit 9 They, They’re, Their (2 weeks)

1.3.4a, 1.3.3


•••• Class discussion

•••• Say sentences and have students write correct form of there/they’re/their

• Worksheet to distinguish they, they’re and their


• Worksheet: circling correct form of their • Spelling test (use of words their in sentences correctly)

Second Semester Topic 3: Parts of Speech – Part 2 (12 weeks)



and Methods

Suggested Resources


Unit 10 Verbs (2 weeks)

1.3.4b


•••• Review telling part/action part

•••• Read poems and have students identify the verb in each sentence

•••• Play charades as a class and have students come up with a sentence using the charade as a verb

•••• Verbs Worksheet from superteacherworksheets.com

•••• Homework: circle the verbs in spelling sentences

•••• During spelling test, have students circle the verbs in their sentences

••••


• Verb worksheet • Spelling Test (circling verbs within the sentences)

Unit 11 Verbs and ‘ed/ing’ endings (2 weeks)

1.3.4b, 1.3.3


•••• Read poems and have students identify the verb in each sentence

•••• Verbs Worksheet from superteacherworksheets.com

•••• Spelling Test: circle the verbs in spelling sentences

•••• Discuss rules of ‘dropping e and adding ed if ends with a vowel’ or ‘adding ed/ing if ends with a consonant’

•••• Welcome Work (combining words to make ‘ing/ed’ ending words


• Verb worksheet • Spelling Test (circling verbs within the sentences

Unit 12 Past and Present Tense Verbs (2 weeks)

1.3.4b


• Read story (Big Dog to the Rescue p.166 and Too Much Noise from Cats Sleep Anywhere book) and have students find all present tense verbs in sentences.

• Have students rewrite sentences into past tense.

• Workbook Plus (Open Court) worksheet pg 59-63

• Cats Sleep Anywhere (Reader) • Open Court Workbook

• Verb worksheet • Spelling Test (writing both present and past tense of verb spelling word

Unit 13 Synonyms, Antonyms (2 weeks)

1.2.3, 1.7.2, 1.7.5

• Dictionary Dash (find any word in the dictionary and the first person to think of a synonym for that word gets to choose the next word)

• Replace underlined word in sentence and replace with a synonym

• Welcome Work (write synonym of 3 words)

• Find synonyms for words from Book Study (Puppy Power)

• I Have/Who Has opposites game (antonyms)

• Dictionaries • Puppy Power (Judy Cox, 2008)

• Synonym worksheet • Welcome work • Writing synonyms for words on vocabulary test

Unit 14 Adjectives (2 weeks)

1.3.4c, 1.2.3

• As a class define what an adjective is, and locate some in our current reading, categorizing them as vivid (helpful in creating precise understanding), interesting (adding mood or unexpected imagery), or boring.

• Houghton Mifflin adjective practice

• Make posters of rich adjectives

• class novel • Houghton Mifflin English

• Poster • Applications in writings (Houghton Mifflin assessment or letter or summary)

to replace boring ones like “big” or “nice” or other adjectives that are vague

• Improve letter to character and summary with 3 new more vivid or interesting adjectives

Fourth Quarter Unit 15 Adverbs (2 weeks)

1.3.4c

• Charades (each students given a verb and adverb to act out. ie. Clean happily)

• Find adverbs in reading books and novel study

• Houghton Mifflin practice and worksheet

• List of adverbs/verbs • class novel • Houghton Mifflin English

• Finding adverbs and naming adverbs (homework and welcome work) • Adverb worksheet

Topic 3: Revision (6 weeks)



and Methods

Suggested Resources


Unit 16 Revising (2 weeks)

1.1.3

• Reviewing research notes and draft for communication errors (misquotes, grammatical errors, using the wrong word, etc.)

Improvements made in notes and draft

Unit 17 Editing (3 weeks)

1.1.4-6, 1.3.1-4

• Use what you have learned this year to correct grammatical, punctuation, capitalization, verb usage, spelling, etc. errors in your drafts to create error-free published papers

Revisions and editing Published papers

Unit 18 Review (1 week)

• Review parts of speech and sentence structure

Houghton Mifflin review pages

Writing

First Semester

Topic 1: The Writing Process – Part 1 (18 weeks)



and Methods

Suggested Resources


Unit 1 Autobiography (2 weeks)

1.1.1-6, 1.4.5

God planned each of our lives very specifically and God will use each event that happens for good things

• Each week work in Zaner-Bloser handwriting activities to reinforce proper printing

• Read through “Tiger Woods” autobiography and discuss events that were important in his life (relate to own life)

• Write own autobiography (include birthplace, family, things I like, things I don’t like, where I live now) using writing process (Prewriting, Drafting, Revising, Editing, Proofreading, Publishing)

• Prewriting (word web, outline)

• Tiger Woods Autobiography • Houghton Mifflin English • Zaner-Bloser writing materials

• Rubric used to evaluate criteria of Autobiography • Presentation of ‘My Box’ and Autobiography together • Written personal narrative

Unit 2 Personal Narratives and Friendly Letters (2 weeks)

1.4.6, 1.4.7

Some of the books of the Bible were written as a letter to different churches. The writers always had their audience in mind as they were writing.


• Write a friendly letter to a family member or friend

• Include a photo collage of pictures with students in key places mentioned in their letters (create on Picasa)

• Learn how to address envelope to send in post

• Computers (Picasa program) • Houghton Mifflin English

• Rubric to evaluate expectations of the friendly letter • Rubric to evaluate expectations of thank-you notes

Unit 3 Thank You Notes and Learning Logs (2 weeks)

1.4.6, 1.1.1-2, 1.1.6

God tells us to encourage each other and build each other up. By saying thank you, we are showing appreciation for the service people are doing. They will be encouraged to continue doing what they are doing


• Choose some people on ship to write a thank-you note to

• Pre-writing (brainstorm people and what they do, include words of encouragement)

• After brainstorming, have students responsible for writing a thank-you note on behalf of the whole class

• Make treats to deliver with the cards

• Creating cards that have to do with the thank you note inside

• Learning logs in response to novel study readings each day

• List of Ship Departments etc. • Materials to make thank-you cards • Houghton Mifflin English

• Checklist: Does writing apply to that person specifically? Did student put a lot of effort into it? Neatness, presentability? Follow grammatical/spelling rules?

Unit 4 Journal Writing (2 weeks)

1.4.3, 1.9.3, 1.9.4, 1.9.8, 1.11.1-4, 1.12.1-2, 1.11.6, 1.2.1, 1.4.7, 1.4.1

We must learn to be decisive and evaluate what we are reading, hearing, seeing etc. By responding critically to novel studies, we can learn decisiveness.


• write in response to readings of Velveteen Rabbit, and The Adventures of Spider

• complete activities from Velveteen Rabbit activity book

• Write a story using a chapter title from Adventures of Spider before reading it (prediction strategy)

• In Literature Circle groups perform role of summarizer, connector, illustrator, questioner about stories read in journals

• Write an ending to a half-read story

• Compare characters in story to people we know

• Velveteen Rabbit Class Sets • Velveteen Rabbit Activity Book/Study Guide • Adventures of Spider Class Sets • Adventures of Spider Book/Study Guide

• Students’ writing will show if they are grasping and comprehending the themes and events of the story Questioning Discussion

Unit 5 Business Letters (1 week)

1.11.1-2, 1.11.4, 1.11.6, 1.12.1-2, 1.1.1, 1.2.1-3, 1.4.7, 1.4.2a

There are many controversial issues that we, as Christians, must stand firm against. Learning how to stand up for what you believe is an important skill to learn.


• Open Court Writer’s Workbook (pg 26-29)

• Debate real-life topics (dog or cat a better pet? Pizza vs. Hamburger etc.) to learn to support points with information

• Decide on a change they want to see and write a paragraph about this, supporting their ideas with good reasons

• Discuss with partner how universally valid their reasons are

• Examine structure of business letters and create a blank draft with address, date, closing in

• Open Court Writer’s Workbook

• Paragraph • Pre-write of business letter (assessed via rubric)

place

• Decide on something they may want more information about (wii? iPod? Ship function?)

• Write effective question

• Decide who they need to ask

• Write sentences explaining their interest in the subject

Unit 6 Business Letter, Comic Strips (2 weeks)

1.1.2-6, 1.2.1, 1.2.6, 1.4.6, 1.4.2a

There are many controversial issues that we, as Christians, must stand firm against. Learning how to stand up for what you believe is an important skill to learn.

• Write sentences for spelling words, practicing good printing

• Structure ideas from last week into proper business letter draft

• Work with partners and teacher to revise wording to make clearer, and edit grammar and spelling

• Type the good copy of their letter on the computer and edit out errors

• Publish and mail letter

• Create a comic strip about space (to go along with Novel reading of Magic School Bus Space novel)

• Create a comic strip focusing on setting of story (magic school bus), characters in the story as well as facial expressions, body language etc. and draw each one of these separately (ex. Start with drawing all of the settings in each box, then add characters etc.)

• Magic School Bus Space Novel

• Final draft of business letter (assessed via rubric)

Unit 7 Writing Invitations/Lists, Finishing Comic Strips (2 weeks)

1.4.6, 1.4.7, 1.4.3, 1.1.6

Christ gives us strategies for reaching the lost, praying etc. It is important for us to learn to prioritize and organize our thoughts to be more effective in all areas of our life including our witness


• Continue working on Comic Strips

• Make invitations for ‘Space Party’ at the end of the week

• Create lists of ‘TO Dos’ for the party

• Sample Comic Strips to show setting, characters etc.

• Assess invitations and lists according to checklists • Comic strips assessed via rubric

Unit 8 Paragraphs that Explain (3 weeks)

1.2.3, 1.4.2b, 1.2.2, 1.2.6

Christ gives us strategies for reaching the lost, praying etc. It is important for us to learn to prioritize and organize our thoughts to be more effective in all areas of our life including our witness


• Unit 8 in Houghton Mifflin English

• Look at a picture and use sensory words to describe it

• Read stories and identify descriptive words they have used to help describe

• Use similes to help describe

• Choose own topic and go through writing process of descriptive paragraph, creating topic sentence, detail sentences and closing sentence: pre-write, draft, revise, edit

• Houghton Mifflin English • Christmas ornament template http://www.teacherhelp.org/chris.htm#crafts

• Written descriptive essay (rubric)

Unit 9 Paragraphs that Explain (2 weeks)

1.2.1-3, 1.2.5, 1.4.2b

God created everything with great detail and he loves it when we discover the details of what he has made. He gave us the ability to see, hear, taste, touch and smell what he has made to experience his creation.


• Decorate a Christmas ornament

• Write a descriptive essay with three paragraphs (looks like, feels like, sounds like etc.) on same template to create a book with ornament as cover about any Christmas topic

• Gingerbread Man Story • Gingerbread man Poem

• Written ornament descriptive essay (rubric) • Gingerbread man story (creativity, detail etc.)

• Discuss how the writer’s voice (attitude, interest, feelings) make a writing more fun to read, and encourage them to have “voice” in these writings

• Write a descriptive story about the Gingerbread Man Hunt and how he got around the ship

First Semester

Topic 2: The Writing Process – Part 2 (18 weeks)



and Methods

Suggested Resources


Unit 10 Poetry (2 weeks)

1.4.3, 1.4.4, 1.8.1-3, 1.10.1, 1.10.5-6

God created everything with great detail and he loves it when we discover the details of what he has made. He gave us the ability to see, hear, taste, touch and smell and therefore describe what he has made to experience his creation.

•••• Use excellent handwriting to write poems

•••• Reading samples of poetry with class and discussing the patterns found in various types

•••• Focus on Acrostic Poems, Pattern Poems, Free- Verse Poems, Concrete Poems, Limericks

•••• Create class poems as examples and have students complete individual poems after

•••• Field trip to Jungle Park: video taped various animals for 20-30 seconds. Students will write and read poetry over top of video of that animal (about the animal)

• ‘At the Zoo’ by A.A. Milne • Poetry books for samples of limericks, acrostics, concrete etc • Houghton Mifflin English

• Good draft of limerick and concrete poem • Rough draft of animal poem

•••• Begin animal poems: Use tree graphic organizer to brainstorm verbs/nouns, rhyming words, first sound rhymes, onomatopoeias

•••• Drafting (write sentences that end with words that rhyme)

•••• Write class poem replacing the words from A. A. Milne’s poem ‘At the Zoo’ with animals we saw

•••• Draw picture and make into a class book

Unit 11 Poetry and Perspective (2 weeks)

1.10.1, 1.10.5-6, 1.4.3, 1.9.9, 1.9.4, 1.4.1, 1.4.3, 1.4.4, 1.4.7

God created everything with great detail and he loves it when we discover the details of what he has made. He gave us the ability to see, hear, taste, touch and smell and therefore describe what he has made to experience his creation.

•••• Use excellent printing to write poems

•••• Finish animal poems and record voices

•••• Write Valentine’s Day poems ‘If I were’ poems from gigglepoetry.com

•••• Draw illustrations and make class book using previously written ‘At the Zoo’ poem

•••• Read Zin Zin ZIn a Violin and other poetry stories

•••• Students read story and write a response story from the perspective of another character in the story (Hungry Little Hare – Open Court 2-1, p268)

• Gigglepoetry.com • Book: Zin, Zin, Zin a Violin and other sample stories written poetry style • Open Court 2-1

• Final reading of animal poem on Jungle Park video (rubric for meter, rhythm, expression etc.) • Valentine’s Day poems (follow the outline of If I Were poem)

Unit 12 Writing Instructions (How Something Happens, How to Do something) (2 weeks)

1.4.7, 1.2.1-2, 1.9.11, 1.11.2-3, 1.11.4, 1.12.1-3, 1.1.1-6, 1.4.2a

God often gives us easy step-by-step instructions for following him and serving him. For example, the Ten Commandments were given to be followed and those who followed were rewarded.

•••• Students choose one theme to write a 4-step instruction (how to brush teeth etc.) and illustrate (first, next, then, finally)

•••• Write spelling words at partner’s dictation, using best printing

•••• Have students in partners (one blindfolded). The sighted partner instructs the blinded partner how to draw something without saying what exactly it is they are drawing) to illustrate value of simple, easy, achievable steps

•••• Create a board game. Write instructions that are in correct order and are clear enough for anyone to be able to pick up and play your game.

•••• Type good draft of instructions that are in correct order and are clear enough for anyone to be able to pick up and play the game.

• Board game instruction samples • materials to make board games

• 4 step instructions to an easy task • Board game instructions (order, clarity, easy to understand

Unit 13 Writing a Book Report (3 weeks)

1.10.7, 1.10.4, 1.11.3-4, 1.11.6

God often gives us easy step-by-step instructions for following him and serving him. For example, the Ten Commandments were given to be followed and those who followed were rewarded.

• Students choose a book from library to do a Book Report on.

• Using book report outline, students will fill in information about their book (ex. Plot, characters, setting etc.)

• Use excellent handwriting in book report

• Students present their book reports to the rest of the class

• Books for book report • Outline of book report (necessary information required)

• Book Report final draft • Book Report presentation

Units 14

Planning a Research Report

(2 weeks)

1.5.1-4, 1.5.6-7, 1.9.1-2, 1.9.7, 1.10.2, 1.13.2

• Students will pick a topic they want to know about and write 3 questions about it that they want to learn (questions must require full discussion answer, not a few words)

• Students will go to library and online and seek appropriate resources to learn about that topic

• Students will locate academically viable resources with assistance (from credible authors, not open-sourced like Wikipedia, and not written by some hobbyist)

• Students will create a list of their resources, citing authors, titles, and if a book, page numbers

• Appropriate topic • Topic questions • Bibliography

Unit 15

Doing Research (3 weeks)

1.5.3-6 • Practice paraphrasing ideas and teach about plagiarism

• Students will write out the information they learn about their questions on separate note cards (one question on a note card) using their own words

• Note cards

Unit 16

Writing and Publishing a Research Report (2 weeks)

1.5.7, 1.11.3-4, 1.11.6

• Students will organize their note cards into 3 categories

• Students will create an informative poster divided into sections with typed information from their note cards and pictures

• Students will present a talk to their class about what they have learned

• Sorting and organizing information • Poster • Oral report

Unit 17

Interview Biography (1 week)

1.12.1-2, 4 1.11.2-4, 6 1.5.2-3, 1.5.6-7

• Student selects a person on ship he or she is interested in and decides why he or she is interested in the person

• Student begins a journal recording the name, job, and why the person is interesting

• Student writes 10 questions to ask the person focused on writing a short biography about him or her

• Student sets up and conducts the interview, writing notes in journal

• Student organizes the information gained into a talk about the person

• Student gives talk about the person, telling a short biography of his/her life and why the student finds the person interesting

• Student invites person to come listen to the biography talk

• Journal • Biography talk

Academy Owned Resources:

Handwriting

Zaner-Bloser format.

Grade appropriate ruled paper and composition notebooks

chalk; highlighters; crayons, pencils; whiteboards and markers

Grammar

Houghton Mifflin English level 2. Boston: Houghton Mifflin, 2004. –Teachers Edition; student

texts; Blackline Masters Workbook Plus; Instructional Blackline Masters

sentence strips

Second Grade Protected Book List

Adler, David A. Cam Jansen and the Green School Mystery. New York: Scholastic Inc., 2008.

Arkhurst, Joyce Cooper. The Adventures of Spider. New York: Scholastic Inc., 1997.

Ballard, Robert. Finding the Titanic. New York: Scholastic Inc., 2003.

Bowkett, Stephen. London: Collins Educational, 1996.

Brown, Jeff. Flat Stanley. New York: Scholastic Inc., 2003.

Cox, Judy. Puppy Power. New York: Scholastic Inc., 2008.

Fox, Mem. Koala Lou. Orlando: Trumpet Club, 1998.

Johns, Eric. The Big Sniff. London: Collins Educational, 1996.

Kew, Katima. Emily’s Legs. Hempstead: Simon and Schuster, 1993.

Levy, Elizabeth. The Schoolyard Mystery. New York: Scholastic Inc., 1994.

Lobel, Arnold. Frog and Toad Are Friends. New York: Scholastic Inc., 1970.

Moore, Lilian. New York: Scholastic Inc., 1987.

Reynolds, Beverley and Ian. The Button Snatcher. London: Collins Educational, 1996.

Tomlinson, Jill. The Owl Who Was Afraid of the Dark. London: Mammoth, 1997.

Wade, Garrie and Maggie Moore. Daydream. London: Collins Educational, 1996.

Wade, Garrie and Maggie Moore. The Detectives. London: Collins Educational, 1996.

Wade, Garrie and Maggie Moore. Hoot. London: Collins Educational, 1996.

Williams, Margery. The Velveteen Rabbit. New York: Scholastic Inc., 1990.

Yeomans, Barbara. Inga’s Present. London: Collins International, 1996.

msa language arts curriculum course guide grade 2...1.3.4c i can identify adjectives and adverbs...

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