reading workshop: small group & … 2nd grade q1.pdf · d5=the daily 5 hmh= houghton mifflin...

Little Rock School District 2nd Grade Curriculum: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Language & Literacy Guide VR= Vocabulary Reader SUW=Step Up to Writing TE=Teacher’s Edition EXT=Teacher Support Booklet: Extending the Standards SB=Student Book LRSD Elementary Literacy and Social Studies Departments 2nd Grade Curriculum: Literacy & Integrated Content Revised 2017

1 The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling and guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these skills and strategies.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS

SPEAKING AND LISTENING 2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics & texts with peers & adults in small & larger groups. 2SL1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics & texts under discussion). 2SL1b Build on others’ talk in conversations by linking their comments to the remarks of others. 2SL1c Ask for clarification & further explanation as needed about the topics & texts under discussion. 2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2SL3 Ask & answer questions about what a speaker says to clarify comprehension, gather additional info, or deepen understanding of a topic or issue. 2SL5 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, & feelings. 2SL6 Produce complete sentences when appropriate to task & situation in order to provide requested detail or clarification. LANGUAGE 2L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. 2L3a Compare formal & informal uses of English. 2L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies. 2L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS 2RF4 Read with sufficient accuracy & fluency to support comprehension. 2RF4a Read grade-level text with purpose & understanding. 2RF4b Read grade-level text orally with accuracy, appropriate rate, & expression. 2RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS 2RI10 By the end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2RL10 By the end of the year, read & comprehend literature, including stories & poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SMALL GROUP INSTRUCTIONAL RESOURCES

• LLG pp. 182-183, “Small Group Teaching”

• Genre lessons for discussion starters pp. 247-258

• Teacher Support Booklet: Extending the CCSS (EXT) Unit 1 Instructional Routines: o p. C6 “Collaborative Conversations” o p. C7 “Recount Key Ideas” o p. C9 “Formal & Informal English”

• EXT Unit 1, pp. C16-C17 “Create Audio Recordings”

• EXT Unit 2, pp. C8-C9 “Hold a Discussion”

• EXT Unit 5, pp. C8-C9 “Formal & Informal English” Leveled texts from science & social studies should be used to study grade-level specific content.

• For other small group texts: Genre lessons in the LLG provide discussion questions for texts by genre.

• Leveled readers’ teacher’s guides* GUIDED OR INDEPENDENT PRACTICE Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself”

• LLG p. 184

• Leveled readers’ teacher’s guides** INTERVENTIONS

• HMH Decoding Power

• Red “Intervention” tab and the teal “English Language Learners” tab or behind “Small Group” tabs*

Teachers’ guides for the HMH Leveled readers provide additional, explicit instruction on comprehension & fluency. **Independent practice should include phonological awareness and phonics practice.

SCIENCE: Science maps are no longer in weekly format. Here is the link to the 1st quarter science map for second grade: https://docs.google.com/document/d/1Lpy9UOu0MxhmTKke2nfzD1dCUOlepTekucOZJKG3PgU/edit?usp=sharing Email Joel Spencer with questions regarding the science maps at [email protected]

https://docs.google.com/document/d/1Lpy9UOu0MxhmTKke2nfzD1dCUOlepTekucOZJKG3PgU/edit?usp=sharing

mailto:[email protected]



2 The Teacher Created Materials Social Studies Primary Source Readers can be used in a variety of ways – read aloud, shared/modeled reading, guided reading, and learning stations, etc. Note: Vocabulary is always found in the Teacher’s Guide for each title. The Interactiv-eBook (see DVD in kit) are great for shared/modeled reading, using the annotation tools provided. They are also great for learning stations. Students can record themselves reading for fluency, annotate text, or have the text read to them.

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 1 Lesson 1

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

RL25 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RI26 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. SL21 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups SL22 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Infer & Predict Genre: Realistic Fiction & Informational Text Establishing Rituals and Routines

Anchor Lesson LLG Sequence of Events pp. 186, 187 Henry and Mudge, SB pp. 14-26 Genre, p. 187 The Day the Monster Went to School Read the story aloud and discuss what the monster did wrong. Have students share how everyone should behave in the classroom. Start listing their ideas on a chart. Work with students to use these ideas when they create classroom rules. Sequence the events of the story. Timelines are used in Social Studies to sequence events. Sequence the events in the story and put on a timeline. The Day the Monster Went to School Building a School or The Soda Bottle School retell the story. Epic is free for educators www.getepic.com The Teacher From the Black Lagoon BookFlix Family and Community Section THE DAILY FIVE pp. 27-42 “What’s the Difference?” Appendix pp.111-126 CAFÉ pp. 27-47 “The First Days of School” Unit 1 EXT p. C7 Recount Key Ideas Unit 1 EXT p. C6 Collaborative Conversation CAFÉ p. 161 Predict What Will Happen

HMH Screening Assessment Create a timeline of 5-7 important events in your life. You must be able to justify why each event you chose was important enough to put on the timeline. Teacher should share a timeline

with events their life as an

example.

https://drive.google.com/open?id=0B2OxYfyPmeqgN2N4XzlrU0tUREE

http://www.getepic.com/



3 Introduce the word community. Have students share words or pictures that they think of when they hear the word community. Create a web as they share. Share the definition and have students write the definition in their own words. Talk about the fact that communities can be neighborhoods, churches, schools, classrooms, friends at work. List similarities between different types of communities to develop a list of community characteristics. Discuss how a classroom can be a learning community and what is needed for it to be successful. Introduce the classroom library sharing science and social studies books that relate to the topics for this nine-week period. Epic!-Books for Kids https://www.getepic.com Work at School, Berenstein Bears Go to School

TCM - Primary Source Reader: You and the Law Lesson (pp. 129-138) Interactiv-eBook (see DVD in kit)

SOCIAL STUDIES Unit 1 Lesson 1


G922 Describe ways different cultures help shape the diversity of a community, place, or region. C321 Interpret rules and laws as they relate to students.

Unit: Communities - Rules Essential Question: Is the classroom a community? Do we have to have rules? Guiding Questions: 1. What is a learning community? 2. What are my values and how do I show them? 3. Can we make classroom rules that reflect our values? 4. What would happen if we did not have rules? Anti-bullying curriculum lessons 1-6 will be taught during the first 9 weeks of

*See integrated lessons in reading workshop Inquiry: Do We Have to Have Rules? Includes detailed instructions for conducting inquiry and resources. Before Reading: Introduce vocabulary: community Define the word & discuss the need for rules & laws in a community. Brainstorm different types of communities. Begin by asking students to create a T-chart with "Rules We Like" on one side & "Rules We Dislike" on the other. Make a connection to how this relates to what we think is important or value. Next, students should role play different scenarios in inquiry & discuss: 1) how they felt in the scenario & why, 2) the rule(s) evident in the situation, and 3)

Inquiry Formative Assessments: List examples of values and explain how we show our values Categorize values and establish a set of classroom rules. Create a two-side argument chart with reasons for and against rules.

https://www.getepic.com/

https://drive.google.com/open?id=0BygUCc8vNmjcX2wzRjVBNTVoNXc

https://drive.google.com/open?id=0BygUCc8vNmjcOFZOTHNuVFRuMTg

https://drive.google.com/open?id=0B2OxYfyPmeqgenl4MUxuTmVpNmc



4 school. Refer to Bully-Proofing Your School Working with Victims and Bullies Click Here for Additional Resources to Support Bullying Curriculum and Address the Topic: (Use throughout the nine weeks) Recess Queen: Video Responsibility & Leadership - A wonderful story by Alexis O'Neill about a bully who has a change of heart thanks to a sweet little girl. A Bad Case of Tattle Tongue (student skit based on the book) Bad Case of the Stripes (10:00) Chrysanthemum (7:32) Interrupting Chicken (4:32) The Sneetches (12:36) Interdependence Friendship Lesson Little Blue Little Yellow

what idea or value they think is represented by the rule they named. Finally, work with students to craft a working definition of the term value. Use pp. 5-6 on inquiry to guide this part of the lesson. During Reading: Three supporting questions guide students in their inquiry to explore the role of values in the creation of rules, to examine the connection between group values and the creation of community rules, and to investigate what can happen in the absence of rules. Use the featured sources (readings) to complete the performance task for each question. (Refer to teacher guidelines for each supporting questions and formative performance task) After Reading: (At the conclusion of the inquiry) Agree or disagree—Do we have to have rules? Class T-chart---Evidence for "Yes, Rules Are Always Necessary"/Evidence for No, Rules Are Not Always Necessary Create a Classroom Promise---Lesson Getting to Know Your Classmates Activity

TCM - Primary Source Reader: You and the Law Lesson: (pp. 129-138) Primary Source Activity (p. 133) “Design a Sign” (p. 137)

TCM - Exploring Social Studies: Arkansas Edition: “What Do Rules Mean?” (p. 21) “Diversity in Arkansas” (p. 42)

TCM - Primary Source Reader: You and the Law Quiz (p. 138)

WORD STUDY Unit 1 Lesson 1

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS

https://www.dropbox.com/s/ehm9speb7qjv4rw/BULLYING%20RESOURCES.docx?dl=0

https://www.youtube.com/watch?v=yrcvsOKN9sA

https://www.youtube.com/watch?v=KfCVd2Bqy-Q

https://www.youtube.com/watch?v=ff_hC9akKRE

https://www.youtube.com/watch?v=kxMlxbgYvLI

https://www.youtube.com/watch?v=jfhbdD69qJw

https://www.youtube.com/watch?v=PdLPe7XjdKc

http://sssecondgrade.wikispaces.com/file/view/Lesson%201%20Interdependence%20Friendship.pdf/359024340/Lesson%201%20Interdependence%20Friendship.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%201Creating%20a%20Classroom%20Promise.pdf/439367820/Lesson%201Creating%20a%20Classroom%20Promise.pdf

https://www.dropbox.com/s/65ffr5vqs9pr44k/getting%20to%20know%20classmates.docx?dl=0





https://drive.google.com/open?id=0BygUCc8vNmjcMWxxamNFTkt0M3M



https://drive.google.com/open?id=0B8G1oEob-IxJRkFfNmNXaHlUcW8

https://drive.google.com/open?id=0B8G1oEob-IxJRkFfNmNXaHlUcW8



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L24 Use glossaries & beginning dictionaries, both print & digital, to determine or clarify the meaning of words & phrases.

STRATEGY: Alphabetical order ACADEMIC: sequence of events, infer, predict SOCIAL STUDIES: community, responsibility, friendship, bullying TARGETED CATEGORIES: Places, Groups of People

TE pp. T62-T63, T92, Projectable 1.8 A Lesson on Alphabetizing video by Spelling City Students can be asked to alphabetize a list of school words and names.

HMH Screening Assessment

RF23B Distinguish long & short vowels when reading regularly spelled one-syllable words.

SPELLING/ENCODING Words with short a and I CVC pattern

LLG pp. 56-57. TE pp. T16-T17, T36-T37, T46-T47, T58-T59, T86 Unit 1 EXT C10 Using Spelling Patterns


TCM - Primary Source Reader: You and the Law Lesson: Before and After Reading Vocabulary Activities (pp. 130, 132) “Tough Words” (p. 134) “Word Challenge” (p. 136)

WRITING WORKSHOP Unit 1 Lesson 1


GRAMMAR L21H Produce, expand, & rearrange complete simple & compound sentences

SKILL Subjects & Predicates

TE pp. T32, T42, T54, T70-T71, Projectable 1.2 L16-Snake Stories SUW 3-2 3 & 4 Part Sentences - Make a Human Being Sentence. Ask which students make the subject and which the predicate.


PROCESS WRITING L21 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. L22 Demonstrate command of conventions of standard English capitalization, punctuation, & spelling when writing.

WRITING TYPE Complete Sentences Workshop Procedures

LESSONS & TOOLS THE DAILY 5 (Day 1-5) p. 119, Focus lesson p. 82 SUW Tools B2-32 and B2-33 Complete Sentences SUW 4-part Sentences, Tools B2-36a B2-36b Using Sentence Strips, Tool B2-35 TCM - Primary Source Reader: You and the Law

Lesson: During Reading Writing Activity (p. 131)

“You Decide” (p. 135)

WRITING PROMPT: Write 3 examples from the Classroom Promise on how you to be a good student this year. Use complete sentences.



https://www.youtube.com/watch?v=oCDYoEm5Ls8







http://www.fcrr.org/_/images/pdfs/vpk_activities/LV16-1_color.pdf







6 RL21 Ask and answer such questions as, what, where, when, why, and how to demonstrate understanding of key details in a text.

COMPREHENSION/FLUENCY Skill: Compare & Contrast Strategy: Question Genre: Informational Text & Poetry

Anchor Lesson: Compare & Contrast LLG pp.188, 189 My Family, SB pp. 42-58, TE pp. T120-T137 Genre, TE p. T158 We Are Alike and We Are Different, BookFlix Lesson: Scaredy Squirrel Makes a Friend, Epic Books for Kids Introduce fiction & nonfiction books using the & paired books from Bookflix: Amazing Grace and Jackie Robinson: A Life of Determination Compare & contrast characteristics of fiction & nonfiction. Use classroom library to categorize books by fiction & nonfiction. Amazing Grace Paired Text Lesson Guide students to compare & contrast how Grace in the story Amazing Grace & Jackie Robinson in The Story of Jackie Robinson: A Life of Determination are alike & different. Encourage students to focus on characteristics that they both share, such as determination & courage. What challenges do they both face? Bookflix is a site on Central AR Library’s webpage. You need a library card to access: http://www.cals.lib.ar.us/ Strategy: Question CAFÉ p. 160, “Ask Questions Throughout the Reading Process”

TCM - Primary Source Reader: You Can Count on Me!

Lesson (pp. 139-148) Interactiv-eBook (see DVD in kit)



C223 Describe roles and responsibilities of individuals in a democracy.

Unit: Communities—I Am Special Essential Question

I Am Special---Lesson Amazing Grace Bookflix Lesson Plan

I Am Special Booklet

http://sssecondgrade.wikispaces.com/file/view/L2We%20Are%20Alike%20We%20Are%20Different%20Lesson%20Plan.pdf/588711592/L2We%20Are%20Alike%20We%20Are%20Different%20Lesson%20Plan.pdf

https://drive.google.com/open?id=0B2OxYfyPmeqgRkVfR1VGYnVNdG8

http://www.cals.lib.ar.us/

https://drive.google.com/open?id=0BygUCc8vNmjcTXdDQXp6VjVmY2M


https://drive.google.com/open?id=0BygUCc8vNmjcdzR2N2gzT0dwRE0

http://sssecondgrade.wikispaces.com/file/view/Lesson%201%20I%20Am%20Special.pdf/359160347/Lesson%201%20I%20Am%20Special.pdf

https://drive.google.com/open?id=0B2OxYfyPmeqgRkVfR1VGYnVNdG8



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What makes someone special? Guiding Questions: 1. How do people show they value themselves and others? 2. As a member of a community, why is it important to value yourself and others? Anti-bullying curriculum lessons 1-6 will be taught during the first 9 weeks of school. Refer to Bully-Proofing Your School Working with Victims and Bullies Recess Queen—Video Responsibility and Leadership A wonderful story by Alexis O'Neill about a bully who has a change of heart thanks to a sweet little girl.

Before Reading: Tell students: we’ll read a book about a child who learns to value her ability to be successful with help from her grandmother & mom. Discuss self-esteem & respecting ourselves & others. Intro. the book Amazing Grace by Mary Hoffman During Reading: While reading the book, have students respond to the story by drawing quick sketches each time you pause. They could also write in quick sketch boxes. Use the I Am Special lesson plan to guide the reading. SUW: Quick Sketch Response Lesson 1-1, p. 16 Tool 1-10b After Reading: Have students consider what they might have said to the students in Grace’s class who told her she could not be Peter. Talk w/children about things they are good at—sports, art, reading, etc. Then give each an opportunity to share his or her special abilities w/a partner. Emphasize that each one of them is unique & capable of many things that are special & meaningful. Have students complete the I Am Special Booklet .

Books: Be My Neighbor, by Maya Ajamera Library Lion Storyline Online Activity Guide Library Lion TCM - Primary Source Reader: You Can Count on Me Lesson: (pp. 139-148) Primary Source Activity (p. 143) “Thanks for Serving” (p. 147) TCM - Exploring Social Studies: Arkansas Edition Student Handbook: “Good Citizen Report” (p. 19)

TCM - Primary Source Reader: You Can Count on Me Quiz (p. 148)

WORD STUDY


L34D Use glossaries & beginning dictionaries, both print & digital, to determine or clarify the meaning of words & phrase.

STRATEGY: Using a Glossary ACADEMIC: connect, characters, compare, contrast SOCIAL STUDIES: community, rules

CAFÉ 190 Use Glossaries as Tools SUW 2-2 Reading Dictionary Definitions SUW 2-5 Meaningful Vocabulary Sentences TE pp. T160-T161 Using a Glossary

Use science and/or social studies glossaries to find definitions for 2 or 3 vocabulary words from this week or next and write sentences using


http://www.storylineonline.net/library-lion/

http://www.storylineonline.net/wp-content/uploads/2014/12/Library-Lion.pdf





https://drive.google.com/open?id=0BygUCc8vNmjcVkNxQUZiQmdLa3M




https://drive.google.com/open?id=0B8G1oEob-IxJemNsbG5PNmJIUWs





8 TARGETED CATEGORIES: Brain Actions

Projectable 2.8 the words correctly based on their glossary meaning.

RF23B Distinguish long & short vowels when reading regularly spelled one-syllable words.

SPELLING/ENCODING Words with short o, u, e CVC pattern

TE pp. T130, T140, T144-146, T162



GRAMMAR L21H Produce, expand, & rearrange complete simple & compound sentences

SKILL Complete Sentences

TE pp. T130, T140, T152, T168-169 SUW 3-10 My One Perfect Sentence, Tool B2-43a

Sentence Writing Scoring Guide

PROCESS WRITING L21 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. L22 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WRITING TYPE Sentence Writing Writer’s Workshop Procedures

SUW LESSONS & TOOLS THE DAILY FIVE (Day 1-5) p. 119 THE DAILY FIVE Focus lesson p. 82 SUW 3-5 Sentences Using Who, What, When, Why, Action & How, Tools B2-36 SUW 3-8 Kinds of Sentences, Tool B2-39a SUW 3-13 Parts of Speech, Tool B2-20a Tool B2-20b TCM - Primary Source Reader: You Can Count on Me Lesson: During Reading Writing Activity (p. 141) “Mini Book” (p. 145)

SUW 10-10 Sentence Writing Tools B2-36, B2-36 B2-39a (for Reference, Instruction, & Assessment) WRITING PROMPT: We are all special. Give three ways in which you are special. Use complete sentences.






9



RI27 Explain how specific images (e.g. a diagram showing how a machine works) contribute to and clarify a text.

COMPREHENSION/FLUENCY Skill: Authors Purpose Strategy: Analyze & Evaluate Genre: Realistic Fiction, Informational

and Fantasy

Anchor Lesson: LLG Authors Purpose p. 190 Dogs SB pp. 74-91, TE pp. T218-225 Choosing a Pet LLG p. 191 Read the following books as examples of an author's purpose to persuade and inform. Be the Change in Your School www.getepic.com My School Community www.getepic.com Strategy: Analyze & Evaluate Projectable S7 Have students read books and view short videos of books throughout the week to learn about the roles and responsibilities they have in the classroom, which will lead to good citizens with strong leadership skills. Discuss how this continues to develop as they become adults so we can lead others to improve communities and be responsible members of a democratic society. Possible books to expand the concept: The Recess Queen (4:26) A Bad Case of Tattle Tongue (student skit based on the book) Bad Case of the Stripes (10:00) Chrysanthemum (7:32) Interrupting Chicken (4:32) The Sneetches (12:36) TCM - Primary Source Reader: I’ll Lead the Way

Lesson (pp. 149-158) Interactiv-eBook (see DVD in kit)




https://www.youtube.com/watch?v=KfCVd2Bqy-Q

https://www.youtube.com/watch?v=ff_hC9akKRE

https://www.youtube.com/watch?v=kxMlxbgYvLI

https://www.youtube.com/watch?v=jfhbdD69qJw

https://www.youtube.com/watch?v=PdLPe7XjdKc

https://drive.google.com/open?id=0B8G1oEob-IxJNFRGb2lQYm9GUEE

https://drive.google.com/open?id=0B8G1oEob-IxJTTN4Mm5GYndRVGc



10 SOCIAL STUDIES Unit 1 Lesson 3


C223 Describe roles and responsibility of individuals in a democracy C323 Describe ways communities work to accomplish common tasks and establish responsibilities

Unit: Communities-Leadership Essential Question: What does it take to be a leader? Guiding Questions: What are some traits that leaders possess? Where can you see leaders in your community? How can you be a leader in the different communities in which you are a part? Anti-bullying curriculum lessons 1-6 will be taught during the first 9 weeks of school. Refer to Bully-Proofing Your School Working with Victims and Bullies

BEFORE READING: Introduce the terms leadership & courage. Brainstorm words to describe a leader. List examples of courage. Have students describe a time when someone treated them unfairly. Develop a plan for how to solve problems with friends at school using a problem solving grid. Problem/Possible Solutions/Consequences for Possible Solutions/ ID Solution. Introduce the book Spaghetti in the Hot Dog Bun by telling students they will be reading about a character that will need to make a choice DURING READING: Read or watch Spaghetti in the Hot Dog Bun (8:12) As they are listening they need to be able to describe the characters. What clues make you think Lucy is going to help Ralph? Describe the problem in the story and possible solutions. AFTER READING: What examples of courage did you observe in the story? Add to the list of leadership words that was started prior to reading. Talk about leadership & how responsible people (like Lucy) make choices to do the right thing all the time. Place your students in pairs to complete Leaders: act/say/think template. After all groups share, compile a class chart to display all year. Talk to students about how they are in charge (like Lucy) to stand up for themselves, take care of themselves, & to make good choices when given an opportunity. I'm in Charge of Me Leadership Application Use to establish classroom jobs.

Completed Leadership Application TCM - Primary Source Reader: I’ll Lead the Way Quiz (p. 158)

TCM - Primary Source Reader: I’ll Lead the Way

https://www.youtube.com/watch?v=3cXWrUJlOK8

https://www.youtube.com/watch?v=3cXWrUJlOK8

https://drive.google.com/a/students.lrsd.org/file/d/0B8GYo1DOI7nccnE1c3ZjTE9ubUU/view

https://drive.google.com/a/students.lrsd.org/file/d/0B8GYo1DOI7nccnE1c3ZjTE9ubUU/view

http://sssecondgrade.wikispaces.com/file/view/IminChargeofMeLeadershipCraftivity1.pdf/586338245/IminChargeofMeLeadershipCraftivity1.pdf

http://sssecondgrade.wikispaces.com/file/view/FREEClassJobLeaderApplication.pdf/586338239/FREEClassJobLeaderApplication.pdf

https://drive.google.com/open?id=0B8G1oEob-IxJVm92bUl6RHpZbTA

https://drive.google.com/open?id=0B8G1oEob-IxJVm92bUl6RHpZbTA



11 Lesson: (pp. 149-158) Primary Source Activity (p. 153) “Doing Your Part” (p. 157) Activities from the Book, “Your Turn Activity” (p. 152) During Reading Writing Activity (p. 151) “Cinquain Summary” (p. 156) TCM - Exploring Social Studies: Arkansas Edition Student Handbook: “Our Rules” (p. 23)


STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

L24 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies.

STRATEGY: Multiple Meaning Words ACADEMIC: author's purpose, infer, analyze, evaluate SOCIAL STUDIES: leader, citizenship, community, courage, responsibility, words that describe a leader TARGETED CATEGORIES: Characters (Types of people/groups) Communication/Brain Actions

TE pp. T244-T245 Multiple-Meaning Words Projectables S8, 3.8 Watch M&M commercial illustrating the multi-meaning word "fan" TCM - Primary Source Reader: I’ll Lead the Way Lesson: Before and After Reading Vocabulary Activities (pp. 150, 151) “What Do You Know” (p. 154)

Completed M&M sentences. SUW 10-10 Sentence Writing Scoring Guide Tools 10-10a &10-10b (for Reference, Instruction, & Assessment)

RF23B Know the letter/sound correspondences, including distinguishing long & short vowel sounds.

SPELLING/ENCODING Long vowels a, i Sounds for c

LLG pp. 60-61 TE pp. T212, T228, T232-T233, T238, T242-T243, T250, T254, T260

Grab & Go: Weekly Test T256 Phonics



GRAMMAR L21H Produce, expand, & rearrange complete simple & compound sentences L22 Demonstrate command of standard English conventions of capitalization, punctuation, & spelling when writing.

SKILL Statements & questions Kinds of Sentences

TE Weekly Plan pp. T192-T193 TE pp. T228, T238, T250, T266 SUW 3.8 Kinds of Sentences, Tool B2-39a SUW 3.9 Using Riddles, Tools B2-38a & B2-38b

Grab & Go: Weekly Test T271 Grammar










https://www.dropbox.com/s/l82q25iy0fddoxp/L3M%26MS%C2%AE%20%E2%80%9CFans%E2%80%9D%20Commercial.mp4?dl=0

https://www.dropbox.com/s/l82q25iy0fddoxp/L3M%26MS%C2%AE%20%E2%80%9CFans%E2%80%9D%20Commercial.mp4?dl=0

https://drive.google.com/open?id=0B8G1oEob-IxJNFRGb2lQYm9GUEE







12 Unit 1 Lesson 3

PROCESS WRITING W23 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. W25 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising and editing.

WRITING TYPE Story/Narrative

SUW Tools B2-2a, B2-2b, B2-2c

SOCIAL STUDIES WRITING PROMPT: Write about a time when someone treated you unfairly. What did you do?



13



RL22 Recount stories, including fables & folktales from diverse cultures, & determine their central message, lesson, or moral. RL23 Describe how characters in a story respond to major events and challenges. SL25 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. RI29 Compare & contrast most important points presented by 2 texts on same topic

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Summarize Genre: Humorous Fiction, Fables & Informational

Anchor Lesson: Cause & Effect LLG p. 192 Diary of a Spider, SB pp. 106-131, TE pp. T316-T337 Think Like a Scientist in the Garden www.getepic.com

Strategy: Summarize

CAFÉ 165 Summarize Text TCM - Primary Source Reader: You Can Count on Me!

Lesson: Activities from the Book Sing It! Activity (p. 142)



C223 Describe roles and responsibilities of individuals in a democracy. C222 Explain the procedure for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags.

Unit: Communities - American Symbols Essential Question: What symbol best represents the United States? Guiding Questions: How do people use the United States flag as a symbol? What symbols represent the United States? Do symbols mean the same thing to everyone? Why are symbols important in communities?

What Symbol Best Represents the United States? 2nd grade Civic Symbols Inquiry BEFORE READING: Introduce the vocabulary word “symbol” & define it with students. Use the “Inquiry Overview” to help guide this discussion & introduce to students that they will be asked to decide which symbol best represents the U.S. Students will explore what each U.S. symbol represents, how we use these symbols, & what we, as U.S. citizens value. Teachers can engage students in a discussion of symbols by showing them 3-5 examples of emoticons. Ask them to describe what each symbols represents & why people use emoticons.

What symbol best represents the United States? Students choose which symbol they believe best represents the United States and tells why with supporting evidence. They may write a paragraph, create a poster or other product that provides their argument and evidence to support it.


https://drive.google.com/open?id=0B2OxYfyPmeqgckRyUGVwOW9yYWc

https://drive.google.com/open?id=0B2OxYfyPmeqgckRyUGVwOW9yYWc



14 DURING READING: As you share images Guiding Questions 1 & 2 of the inquiry, find short passages about each image to read to provide more content to complete their “What Do I Think/What Did I Learn/What Do I Know” chart. AFTER READING: Complete the formative performance task for guiding questions 2 & 3 of the inquiry.

• Conduct a survey of how three other classmates feel about a national symbol.

• Discuss what the flag represents when it is used in different contexts.

Additional Symbols of the U.S: Smithsonian Symbols of the United States Liberty Kids Video- The First Fourth of July Liberty Kids Video- We the People

TCM - Primary Source Reader: You Can Count on Me! TCM - Exploring Social Studies: Arkansas Edition Student Handbook

“America the Beautiful” (p. 15) “Arkansas Flag” (p. 16) “Words in the Pledge” (p. 17) “What’s Wrong with the Flags?” (p. 18)


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS

L24A Use sentence-level context as a clue to the meaning of a word or phrase.

STRATEGY: Context Clues ACADEMIC: cause, effect, context SOCIAL STUDIES: symbols, courage, freedom, patriotism, national anthem, Independence Hall, Statue of Liberty TARGETED CLUSTERS/CATEGORIES: natural environment

CAFÉ p. 188 TE pp. T360-T361 Context Clues, Projectables S8, 4.7 Begin anchor chart entitled CONTEXT CLUES & definition "When a writer puts clues around an unknown word to help you define it." Keep the chart

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/

https://www.dropbox.com/s/cn7xcrgrbet1hiu/L5Libertys%20Kids%20114%20-%20The%20First%20Fourth%20of%20July.mp4?dl=0

https://www.dropbox.com/s/smtniblfxmnji0d/L5Libertys%20Kids%20140%20-%20We%20the%20People.mp4?dl=0











15

Add to it as new clues are introduced. (e.g. synonyms in Lesson 9)

RF23B Distinguish long & short vowels when reading regularly spelled 1-syllable words. RF23F Decode regularly spelled two syllable words with long vowels.

SPELLING/ENCODING Long vowels o, u, e Sounds for g

LLG pp. 62-63 TE pp. T308-T309, T334-T335, T344-T345, T356-T357, T362, T368



GRAMMAR L21 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SKILL What is a noun?

TE pp. T330, T340, T352, T368 What is a Noun? School House Rock video

PROCESS WRITING W23 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. W25 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING TYPE Story Writing

Personal Narrative

SUW LESSONS & TOOLS SUW 6-3 Prewriting & Planning (reference only), Tool B2-14a, ToolB6-4a SUW 6-6 Six Steps for Planning & Writing a Story, Tool B6-15a SUW 6-7 Quick Sketch, Tools B6-5a, B6-5b, B6-5c, B6-5d and B6-5e

SUW Quick Sketch, Tools B6-5a, B6-5b, B6-5c, B6-5d and B6-5e

https://www.dropbox.com/s/qsw6d1f47wvcswf/L4Schoolhouse%20Rock%20-WHat%20is%20a%20Noun.mp4?dl=0



16 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 1 Lesson 5

STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

RL21 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL22 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL23 Describe how characters in a story respond to major events and challenges. RL26 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL25 Describe the overall structure of a story, including describing how the beginning introduces the story & the ending concludes the action. RL29Compare & contrast 2 or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Visualize Genre: Realistic Fiction, Informational Text

Anchor Lesson: Story Structure LLG p. 194 Teacher's Pet, SB pp. 146-171 TE pp. T418-T439 "The Parts of a Story Song" The Curious Garden https://vimeo.com/53757320 The Gardener Common Core Activities – Select from pages 5-7 for BME record sheet appropriate to your class' needs. Strategy: Visualize CAFÉ - Make a Picture or Mental Image p. 159 Use the story “The Kingdom with No Rules, No Laws and No King” to reinforce the skill Story Structure. TCM - Primary Source Reader: Declaring Our Independence

Lesson (p. 59) Interactiv-eBook (see DVD in kit)

BME record sheet



C121 Identify founding documents of the United States (e.g., U.S. Constitution, Bill of Rights)

Unit: Communities-Founding Documents Essential Question: Why are the founding documents important to me? Guiding Questions: What is the purpose of the founding documents?

We the Kids: The Preamble to the Constitution of the United States of America Classroom Constitution Lesson Classroom Constitution Form We the People—ReadWorks.org Celebrate Constitution Day—Get to Know the Constitution

Have your students visualize what the classroom and school would be like if there were not any rules. Read “The Kingdom with No Rules, No Laws and No King” to your students and stop at appropriate interval in the story and ask students what they think happened next.

https://vimeo.com/53757320

https://www.dropbox.com/s/ynz0aeycnvvqgaw/L5The%20Gardener.mp4?dl=0

http://sssecondgrade.wikispaces.com/file/view/The%20Kingdom%20with%20No%20Rules%20and%20No%20Laws.pdf/592950908/The%20Kingdom%20with%20No%20Rules%20and%20No%20Laws.pdf


https://drive.google.com/open?id=0B8G1oEob-IxJa09jcUhHQ3plaXc


https://drive.google.com/open?id=0B8G1oEob-IxJbF9GV1dSdlh5dFE

https://www.youtube.com/watch?v=uhAQcT2HDYY

https://www.youtube.com/watch?v=uhAQcT2HDYY

http://ssthirdgrade.wikispaces.com/file/view/Lesson%201%20Week%201Classroom%20Constitution.pdf/358668403/Lesson%201%20Week%201Classroom%20Constitution.pdf

http://ssthirdgrade.wikispaces.com/file/view/Classroom%20Constitution.pdf/442938460/Classroom%20Constitution.pdf

http://sssecondgrade.wikispaces.com/file/view/We%20the%20People%202nd%20Readworks.pdf/586337447/We%20the%20People%202nd%20Readworks.pdf






17 What rights do you think you should have as a citizen of the classroom? What would happen if the founding documents were not created? Constitution Day

Constitution Preamble – Schoolhouse Rock In the story when Benjamin is watching the baseball game without rules, have the students write their version to the ending to the story. Allow them to share before reading the continuation of the story. Writing Scoring Guide Tools 10-10a &10-10b (for Reference, Instruction, & Assessment)

TCM - Primary Source Reader: Declaring Our Independence

Lesson: (pp. 59-68) Primary Source Activity (p. 63) “The King’s Reaction” (p. 67)

TCM - Exploring Social Studies: Arkansas Edition Student Handbook:

“Founding Documents” (p. 12)

TCM - Primary Source Reader: Declaring Our Independence Quiz (p. 68)



RF23D Decode words with common prefixes & suffixes.

STRATEGY: Base Words & Endings –ed, -ing ACADEMIC: plot, retell, character, setting SOCIAL STUDIES: citizen, constitution TARGETED CLUSTERS/CATEGORIES: Teacher-determined

CAFÉ 187 Use Word Parts to Determine Meaning of Words TE pp. T460-T461 TCM - Primary Source Reader: Declaring Our Independence Lesson Before and After Reading Vocabulary Activities (pp. 60, 62) “March to Independence” (p. 66)

RF23 Know & apply grade-level phonics & word analysis skills in decoding words.

SPELLING/ENCODING Consonant blends with r, l, s

LLG pp. 64-65 TE pp. T412, T436, T452, T456, T462, T468

https://www.pinterest.com/pin/102738435226916329/









https://drive.google.com/open?id=0B8G1oEob-IxJMjFCdEctdjkwUTg











18 WRITING WORKSHOP

Unit 1 Lesson 5


GRAMMAR L21B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) and use collective nouns (e.g., group). L21C Form & use frequently occurring irregular plural nouns (e.g. feet, children)

Singular & Plural Nouns TE pp. T442, T452, T468 http://www.stepinto2ndgrade.com/2014/11/singular-and-plural-nouns.html

Grab & Go: Weekly Test T473 Grammar

PROCESS WRITING W23 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. W26 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers.

WRITING TYPE Story Writing Personal Narrative

SUW LESSONS & TOOLS SUW 6-12 Ways to Begin a Story, Tools B6-10a, B6-10b, B6-10c and B6-10d SUW 9-8 Narrative Descriptive, Tool B3-21a, B10-3a and B10-3b

SUW 10-19 Personal Narrative Scoring Guide Tools B6-27c, B6-27d, Tools B6-27e-B6-27h (for Reference, Instruction, & Assessment) WRITING PROMPT: Write about a time when someone was not following the rules and how it affected you.

TCM - Primary Source Reader: Declaring Our Independence

During Reading Activity “Skit Planning Guide” Activity Sheet (p. 65)

http://www.stepinto2ndgrade.com/2014/11/singular-and-plural-nouns.html

http://www.stepinto2ndgrade.com/2014/11/singular-and-plural-nouns.html








Unit 1 Lesson 6


RI27 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RL27 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI29 Compare & contrast the most important points presented by 2 texts on the same topic SL21 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers & adults in small & larger groups. SL22 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL24 Tell a story or recount an experience with appropriate facts & relevant, descriptive details, speaking audibly in coherent sentences.

COMPREHENSION/FLUENCY Skill: Text and Graphic Features Strategy: Questioning Genre: Informational Text and Plays

Anchor Lesson: Text & Graphic Features LLG p. 196 Read: Animals Building Homes, SB pp. 190-207 TE pp. T22-T41 Provide students with books about our government and examine the graphic features (charts, graphs, pictures) and discuss how they support the text and help students understand the different types of government and how our government helps people. Discuss the branches of government Serving on a Jury www.myon.com The City Mayor www.myon.com The State Governor www.myon.com Government—ReadWorks Strategy: Questioning CAFÉ: “Ask Questions Throughout the Reading Process”, p. 160

LLG 14 “Writing About Reading” Prompt “Choose two animals from Animals Building Homes. Tell how their homes are the same and how they are different.” SUW Tool 10-11a “Quick Checks for Short Answers (for Reference, Instruction, & Assessment)

TCM - Primary Source Reader: You and the U.S. Government

Lesson (pp. 119-128) During Reading Activity (p. 121) “Text Features” (p. 124) After Reading Activity (p. 122) “Create a Quiz” (p. 126) Interactiv-eBook (see DVD in kit)

http://www.myon.com/



http://sssecondgrade.wikispaces.com/file/view/2nd%20Grade%20Government%20ReadWorks.pdf/592976354/2nd%20Grade%20Government%20ReadWorks.pdf

https://drive.google.com/open?id=0BygUCc8vNmjcWVZqQXhud0hNZUk


https://drive.google.com/open?id=0BygUCc8vNmjcUFVVSm91cE9PQXc







20 SOCIAL STUDIES Unit 1 Lesson 6

STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

C123 Explain the functions of government using local examples.

Unit: Communities-Levels of Government Essential Question: How does the government help people? Guiding Questions: Who are our leaders? In USA? In Arkansas? In Little Rock? What are the three branches of our governments? How are the local, state and national governments alike and different?

Purposes of Local Government Lesson Tell students that all communities have rules and laws and they will be learning about the role of government in establishing these rules and laws. They will also be reading about the services that government provides. BEFORE READING: Review last week’s story “The Kingdom with No Rules, No Laws and No King” and have students discuss who makes rules and who enforces rules. DURING READING: As students read books on the types/levels of government and the roles/services of government work with them to take notes. AFTER READING: Teacher & students work together to create a graphic that shows the different levels of government (national, state, local) and public officials for each level) Government Chart Three Government Branches Song School House Rock – I'm Just a Bill...

Journal Entry: How are the local, state, and national governments alike and different? Students could create a graphic feature to share this information. Student Mobile—Elected officials local government

TCM - Primary Source Reader: You and the U.S. Government:

Lesson: (119-128) During Reading Writing Activity (p. 121) “Branches of Government” (p. 125) Primary Source Activity (p. 123) “Voting Then and Now” (p. 127)


“Learning About Little Rock” (p. 10) “Showing Gratitude” (p. 14) TCM - Primary Source Reader: You and the U.S. Government

Lesson: Before and After Vocabulary Activities (pp. 120, 122)

TCM - Primary Source Reader: You and the U.S. Government Quiz (p. 128)

http://sssecondgrade.wikispaces.com/file/view/2nd%20The%20Purposes%20of%20Local%20Government.pdf/592976360/2nd%20The%20Purposes%20of%20Local%20Government.pdf









https://drive.google.com/open?id=0BygUCc8vNmjcMzNLelM1bjVjZjg









https://drive.google.com/open?id=0B8G1oEob-IxJRjBtVkNIYWNQUzg





21 WORD STUDY Unit 1 Lesson 6


L24B Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

STRATEGY: Base words & prefixes -un, -re ACADEMIC: plot, retell, character, setting SOCIAL STUDIES: government, judge, mayor, governor, president, local/state/national government, city council, congress, court

Daily Vocabulary Boost TE pp. T37, T47, T57, T69 TE pp. T64-T65

PB 87

RF23 Know and apply grade-level phonics and word analysis skills in decoding words.

SPELLING/ENCODING Common final blends nd, ng, nk, nt, ft, xt, mp

LLG pp. 66-67 TE pp. T16-T17, T18, T38-T39, T54, T58, T72,



GRAMMAR L21B Form & use frequently occurring irregular plural nouns

SKILL More Plural Nouns

SB pp. 218-219 TE pp. T34, T44, T72-T73,

SB, pg. 218 “Try This!”

PROCESS WRITING L21 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. L22 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

WRITING TYPE Topic Sentences Sentence Variety

SUW LESSONS & TOOLS SUW 3-11 Topic Sentences Tool B4-14a SUW 3-12 Sentence Variety, Tools B4-16a, B4-16b, B4-16c, B4-16d, B4-16e and B4-16f

SUW Topic Sentences WRITING PROMPT: Have students write a topic sentence for a paragraph on how our government helps people.

TCM – Primary Source Reader: You and the U.S. Government

Lesson: Activities from the Book Try It! Activity (p. 122)








Unit 1 Lesson 7


RL21 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. RI26 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. SL22 Recount or describe key ideas or details from a text read aloud, information presented orally or through other media. SL23 Ask & answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL26 Produce complete sentences when appropriate to task & situation in order to provide requested detail or clarification.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Analyze/Evaluate Genre: Realistic Fiction, Fantasy and Informational text

Anchor Lesson: Conclusions - LLG p. 198 The Ugly Vegetables SB pp. 226-251 TE pp. T122-143 Learn About Maps—ReadWorks Make a Map--ReadWorks The Lost Treasure of Larry Longfoot: Learning to Use a Map, www.myon.com TCM - Primary Source Reader: Mapping Our Nation

Lesson (pp. 169-178) After Reading Activity (p. 172) “Analyze This” (p. 176)

Interactiv-eBook (see DVD in kit)

PB p. 94 Use Inference Map to Draw Conclusion



G821 Use map keys, legends, symbols, intermediate directions, scale and compass rose to derive information from maps.

Unit: Communities-Maps Essential Question: How do maps help us find and describe location? Guiding Questions: Tell about a time you and/or your family used a map. Where are you on a map? What physical/geographic and human/man-made features can be found on maps?

Geography Perspective Lesson BEFORE READING: Share different types of maps and tell students that maps help us learn about communities. Discuss what information you can learn about a community from the different maps you share. This week’s lesson will focus on how maps help us find locations in our community. Introduce vocabulary (parts of a map). We will also be examining physical and human features. Use Google Earth and a map of Arkansas and the United States to locate places in your community, Arkansas, and the United States.

Arkansas Activity Book p. 7 "Parts of a Map"

http://sssecondgrade.wikispaces.com/file/view/Learn%20About%20Maps%20ReadWorks.pdf/593023586/Learn%20About%20Maps%20ReadWorks.pdf

http://sssecondgrade.wikispaces.com/file/view/Make%20a%20Map%202nd%20Readworks.pdf/586337981/Make%20a%20Map%202nd%20Readworks.pdf


https://drive.google.com/open?id=0B8G1oEob-IxJY0NBWElrLXJqYms

https://drive.google.com/open?id=0B8G1oEob-IxJb0VvRHItbi1RX1E



http://sssecondgrade.wikispaces.com/file/view/Geographical%20Perspective%20Lesson.docx/593023296/Geographical%20Perspective%20Lesson.docx



23 DURING READING:

As you read selections on maps and books about maps, discuss how they help us locate places. What conclusion can you draw about where places are located on maps? i.e. Little Rock is located near the Arkansas River AFTER READING: Geographic Feature Activity Geographic Feature Mini Book Discuss the difference in geographic/physical features & human/man-made features using one of the activities. Work with students on this activity. Using maps & Google Earth share some the features on maps. i.e. Hawaii is (Island) or Grand Canyon. Tell students that they will begin creating their own community next week & they will need to consider what physical & human features will be in their community. Social Studies Textbook: People We Know Homework and Practice Book = HPB Harcourt Social Studies Book Unit 1 (Read a Map Key pp. 46-47) HPB Read a Map Key p. 9 Symbols and Keys, www.myon.com

TCM - Primary Source Reader: Mapping Our Nation Lesson: Primary Source Activity (p. 173) “Using a Thematic Map” (p. 177)


“Community Map” (p. 37)

TCM - Primary Source Reader: Mapping Our Nation Quiz (p. 178)

http://sssecondgrade.wikispaces.com/file/view/GEO%20FEATURES%20Activity.pdf/593023228/GEO%20FEATURES%20Activity.pdf

http://sssecondgrade.wikispaces.com/file/view/GEO%20FEATURES%20Activity.pdf/593023228/GEO%20FEATURES%20Activity.pdf

http://sssecondgrade.wikispaces.com/file/view/5%20GEO%20FEATURES%20MINIBOOK.pdf/593043164/5%20GEO%20FEATURES%20MINIBOOK.pdf

http://sssecondgrade.wikispaces.com/file/view/5%20GEO%20FEATURES%20MINIBOOK.pdf/593043164/5%20GEO%20FEATURES%20MINIBOOK.pdf









https://drive.google.com/open?id=0B8G1oEob-IxJcmNybXoxUHI0elE







L24A Use sentence-level context as a clue to the meaning of a word or phrase.

STRATEGY: Homophones ACADEMIC: conclusion, analyze, homophones SOCIAL STUDIES: location, absolute location, place, map key, map symbols, physical features, human features SCIENCE: engineer, problem, communicate and test TARGETED CLUSTERS/CATEGORIES: Physical attributes

TE pp. T166-T167 Homophones Projectable 7.8 SUW 2-12 Homonyms, Homophones, & Homographs, Tools 2-12 A & C Dear Deer Read Aloud Homophones Song with Lyrics TCM - Primary Source Reader: Mapping Our Nation

Lesson: Before and After Reading Vocabulary Activities (pp. 170, 172)

“Word Work” (p. 175)

RF23 Know & apply grade-level phonics & word analysis skills in decoding words.

SPELLING/ENCODING Double consonants & -ck Double consonants CVC

LLG pp. 68-69 TE pp. T116, T140-T141, T150-T151, T168,



GRAMMAR L22a Capitalize holidays, product names, and geographic names.

SKILL Proper Nouns

TE pp. T136, T146, T158, T162-T163, T174 SUW 10-7 Editing with CUPS, Tool 10-7a

PROCESS WRITING W22 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. W25 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING TYPE Informative Writing Descriptive

SUW LESSONS & TOOLS SUW 4-2 Comparing 2 Kinds of Writing, Tool B2-2a, B2-2b SUW 4-5 The Writing Process, Tool B6-15a SUW 4-6 Color-Coding & the Five Elements of Information Writing, Tools B4-1a, B4-1b and B4-1c TCM - Primary Source Reader: Mapping Our Nation

Lesson: During Reading Writing Activity (p. 171)

My Favorite Region” (p. 174)

ASSESSMENTS SUW Tools B4-34a-34h SOCIAL STUDIES PROMPT: Use the “Geographic Perspective Lesson” to guide writing. Describe both location and place of your classroom.

https://www.dropbox.com/s/sbtc5vd4hf37x0w/L7Dear%20Deer%2C%20By%20Gene%20Barretta%2C%20Read%20By%20Angelina%20Jean.mp4?dl=0

https://www.dropbox.com/s/6jb5ec4ju701hy9/L7Homophones%20Song%20wLyrics.mp4?dl=0













Unit 1 Lesson 8


RI21 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI22 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI28 Describe how reasons support specific points the author makes in a text.

COMPREHENSION/FLUENCY Skill: Main Idea and Details Strategy: Visualize Genre: Informational Text and Poetry

Anchor Lesson: Main Idea & Details LLG p. 200 Super Storms, pp. SB 266-283, TE pp. T222-241 Flood: Dangerous Waters, LLG pg. 201 Read Roxaboxen to look for words and clues that tell about the town of Roxaboxen. (Book is on back order and will be sent when it arrives) Read Aloud Roxaboxen YouTube The setting of Roxaboxen takes place in the desert. Use the selection “What Lives in the Desert” from ReadWorks to reinforce this week’s skill lesson on “Main Idea and Details”. For additional reinforcement of the skill lesson read a selection from a book on deserts. Discuss characteristics of the desert. SUW 1-10 Quick Sketch Response CAFÉ p. 159 Make a Picture or Mental Image TCM - Primary Source Reader: Mapping Our World

Lesson (p. 159-168) Interactiv-eBook (see DVD in kit)



G822 Use geographic representations to describe the physical and human characteristics of a community G821 Use map keys, legends, symbols, intermediate directions, scale, & compass rose to derive information from maps. G823 Construct and label maps of familiar and unfamiliar places. G812 Use geographic representations (symbols on map, pictures) to describe the

Unit: Communities-Creating an ideal community Essential Question: What makes up a community? Guiding Questions: What are the roles and responsibilities of individuals in communities? What geographical/physical and human/man-made features were found in Roxaboxen?

Students will use what they have learned over the last weeks as they read about a community created by children & discuss what constitutes a community. BEFORE READING: Introduce the book Roxaboxen by Alice McLerran. Tell students that Roxaboxen is actually the name of a community that a group of children created nearly 100 years ago in Yuma, AZ using the resources of the desert and a few boxes to transform a desert area into a community. Briefly define the word

Class map of Roxaboxen TCM - Primary Source Reader: Mapping Our World Quiz (p. 168)

https://www.youtube.com/watch?v=MYazURngD40

https://www.youtube.com/watch?v=MYazURngD40

https://sssecondgrade.wikispaces.com/file/view/2nd%20Grade%20What%20LIves%20in%20the%20Desert.pdf/593267262/2nd%20Grade%20What%20LIves%20in%20the%20Desert.pdf

https://drive.google.com/open?id=0B8G1oEob-IxJSUFyay1SU1BvUVU

https://drive.google.com/open?id=0B8G1oEob-IxJZ0NRU3NvcGQ0bUE

https://drive.google.com/open?id=0B8G1oEob-IxJcnBrLWlINHBWb3M





26 physical (landforms, vegetation, weather, etc.) and human (buildings, cultural elements, economics, etc.) characteristics of a community C223 Describe roles and responsibilities of individuals in a democracy. C323 Describe ways communities work to accomplish common tasks and establish responsibility. E421 Discuss importance of scarcity in relation to choices and opportunity costs.

What would you include on a map of Roxaboxen?

community & review some of the important elements of community they learned about in previous lessons. i.e. rules/laws; human & man-made features; history & leaders Have students think about other things you find in communities. Chart all responses while categorizing into location, government, transportation, culture, ways in which people serve each other, and resources. Ask probing questions to help students. DURING READING: Read Roxaboxen & tell students to listen for natural resources used to create the community of Roxaboxen & what was included in their community. Reread the book & stop to have students add to the chart: What makes a community? AFTER READING: Mapping Roxaboxen: Arizona Geographic Alliance (Modify for 2nd Grade) Use the lesson to create a map of Roxaboxen. This can be done as a class map or the teacher can model each step as the students complete their own maps. Use Procedures on p. 2. In this lesson, students will recall story events while practicing mapping skills. Students will also identify physical & human/man-made features of Yuma, AZ. TCM - Primary Source Reader: Mapping Our World TCM - Exploring Social Studies: Arkansas Edition Student Handbook:

“Missing Symbols” (p. 38) “Classroom Map” (p. 39)

http://geoalliance.asu.edu/roxaboxen

http://geoalliance.asu.edu/roxaboxen










L24D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

STRATEGY: Compound Words ACADEMIC: Main Idea, Supporting Details, Topic, Visualize SOCIAL STUDIES: desert, natural resources, human features, climate, community TARGETED CLUSTERS/ CATEGORIES: Names for things

TE pp. T264-T265 Compound Words, Projectable 8.8 CAFÉ 187 Use Word Parts to Determine the Meaning of Words Thumbtacks, Earwax, Lipstick, Dipstick: What Is a Compound Word? https://www.getepic.com/app/ Sign up for free teacher membership TCM - Primary Source Reader: Mapping Our World

Lesson: Before and After Reading Vocabulary Activities (pp. 160, 162)

RF23 Know and apply grade-level phonics & word analysis skills in decoding words. RF23D Decode words with common prefixes and suffixes.

SPELLING/ENCODING Consonant digraphs t h, sh, wh, ch, tch, ph Base words & endings -s, -ed, -ing

WSG pp. 70-71 TE pp. T218, T238-T239, T248-T249, T260,


STANDARDS FOCUS TASKS/RESOUCRES/MATERIALS ASSESSMENTS

GRAMMAR L21 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

SKILL What is a verb?

TE pp. T234,T244, T256, T272-T273 Projectable 8.2, 8.5 SB pp. 290-291 School House Rock Verbs Verb Rap Song

PROCESS WRITING W22 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. W25 With guidance & support from adults and peers, focus on a topic & strengthen writing as needed by revising & editing.


SUW LESSONS & TOOLS: 4-6 Color-Coding & the Five Elements of Information Writing, Tools B4-1a, B4-1b and B4-1c 4-7 Planning with an Informal Outline, Tools B2-14a, B4-1a and B4-5a, B4-5b and B4-5c 9-8 Descriptive Writing, Factual, Tool B3-21a, B10-3a and B10-3b TCM - Primary Source Reader: Mapping Our World Lesson: During Reading Writing Activity (p. 161) “Travel the World” (p. 165)

SUW Informative/Explanatory Writing Scoring Guide Tools B4-34a-34h SOCIAL STUDIES WRITING PROMPT: After reading the book Roxaboxen, write an informative paragraph describing the physical & human features of the community.

https://www.getepic.com/app/





https://www.dropbox.com/s/gwxstw3q534unc9/L8Schoolhouse%20Rock%20Verbs.mp4?dl=0

https://www.dropbox.com/s/vi04l32amdonziy/L8Verb%20Rap%20Song.mp4?dl=0








Unit 1 Lesson 9


RL21 Ask & answer questions - who, what, where, when, why, & how to demonstrate understanding of key details in a text. RL22 Recount stories, including fables & folktales from diverse cultures, & determine their central message, lesson, or moral. RL27 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. SL22 Recount or describe key ideas or details from a text read aloud or info. presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Summarize Genre: Folktales

Anchor Lesson Understanding Characters, LLG p. 202 How Chipmunk Got His Stripes SB pp. 296-321 TE pp. T320-T343 City Green The Empty Pot SUW 1-41 3-Column Burrito Fold Bookmarks, Tool1-41b TCM - Primary Source Reader: Mapping Our World Lesson:

Primary Source Activity (p. 163) “Ancient Map of Nippur” (p. 167)

Three Column Chart with columns labelled: Words, Actions, What I Know. Select a read aloud and ask students to complete the chart for that story's character.



G822 Use geographic representations to describe the physical and human characteristics of a community G821 Use map keys, legends, symbols, intermediate directions, scale, & compass rose to derive information from maps. G823 Construct and label maps of familiar and unfamiliar places. G812 use geographic representations (symbols on map, pictures) to describe the physical (landforms, vegetation, weather, etc.) and human (buildings, cultural elements, economics, etc.) characteristics of a community C223 Describe roles and responsibilities of individuals in a democracy.

Unit: Communities-Creating an Ideal Community Essential Question: What makes up a community? Guiding Questions:

• What are the roles and responsibilities of individuals in communities?

• What geographical/physical and human/man-made features were found in Roxaboxen?

• What would you include on a map of Roxaboxen?

Creating a Classroom Community Lesson Somewhere, USA: Creating a Community, Part I Somewhere, USA: Creating a Community, Part II Somewhere, USA: Creating a Community, Part III BEFORE READING: Have students discuss what they think an ideal community would be like. Tell them they are going to have an opportunity to create their own imaginary community. DURING READING: Reread Roxaboxen and complete chart in “Creating a Classroom Community Lesson” on Roxaboxen as you read. Using a map of Little Rock and information on Little Rock compare the communities as

SUW B1-10 Framed Responses, pp. 25-26; Tool B1-10c-use the picture space for students to create a map key for the community. Plan for an ideal community

https://www.dropbox.com/s/3jcuzpuzja7pi0j/L9City%20Green%20read%20aloud.mp4?dl=0

https://www.dropbox.com/s/l8znmfbpxu8j4p6/L9THE%20EMPTY%20POT.mp4?dl=0



https://drive.google.com/open?id=0B8G1oEob-IxJSkE0Sm4zQmxTZTA

https://sssecondgrade.wikispaces.com/file/view/CREATING%20A%20CLASSROOM%20COMMUNITY.docx/593269588/CREATING%20A%20CLASSROOM%20COMMUNITY.docx

https://sssecondgrade.wikispaces.com/file/view/CREATING%20A%20CLASSROOM%20COMMUNITY.docx/593269588/CREATING%20A%20CLASSROOM%20COMMUNITY.docx

http://sssecondgrade.wikispaces.com/file/view/Somewhere1.pdf/586338505/Somewhere1.pdf





29 C323 Describe ways communities work to accomplish common tasks and establish responsibility. E421 Discuss importance of scarcity in relation to choices & opportunity costs.

defined by landforms, bodies of water, natural resources, transportation, climate, and human/man-made features. (Chart on Comparison Organizer) AFTER READING: Use the lessons above to help develop a plan for how your students will design an ideal community. Students will decide what to include in their community. Extension: A class model of the community can also be done. TCM - Exploring Social Studies: Arkansas Edition Student Handbook: “Hiking in the Mountains” (p. 26) “Arkansas State Map” (p. 40)



L25B Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

STRATEGY: Synonyms ACADEMIC: character, traits, infer, summarize, verb, present tense SOCIAL STUDIES: communities, landforms, climate, location, natural resources

TE pp. T366-T367 Synonyms, Projectable 9.7 Add "synonyms" to CONTEXT CLUES anchor chart from Lesson 4. Keep Chart. SUW 2-6 Vocabulary Maps, Tools 2-6b-c

PB132

RF23D Decode words with common prefixes and suffixes.

SPELLING/ENCODING Base words & endings -ed, -ing CV Syllable pattern

LLG pp. 72-73 TE pp. T316, T340, T350-T351, T362-T363,



GRAMMAR L21 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking L21c Form & use regular & irregular verbs

SKILL Verbs in the present tense

SB pp. 328-329 TE pp. T336, T346, T358, T368, T374-T375 Projectable 9.2, 9.5

SB p. 328 Try This!







30

Unit 1 Lesson 9

PROCESS WRITING W22 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. W25 With guidance & support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


SUW LESSONS & TOOLS SUW 4-7 Planning with an Informal Outline, Tools B2-14a, B4-1a, B4-5a, B4-5b and B4-5c SUW 9-8 factual descriptive, Tool B3-21a, B10-3a and B10-3b

SUW Tools B4-5b and B4-5c