revised 1-17-13 midland isd- ela scope and sequence 2nd ...€¦ · 2c-learn new language...

Midland ISD- ELA Scope and Sequence 2nd Grade

Unit 5A-Research: Communicating Findings 19 Days Unit Dates: February 19-March 22 Unit Assessment: March 18-22

1

Revised 1-17-13

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Read

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Gen

re Expository Expository Expository Expository (Interview/Media)

Fo

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Identify the main idea and topic of

an expository text and generate a list

of topics.

Identify the main idea in a text and

distinguish it from the topic (2.14A)

Generate a list of topics of class-

wide interest and formulate open-

ended questions about the major

research topic (2.24A)

Identify the main idea and topic of an expository text and generate a list of topics.

Generate a list of topics of class-wide interest and formulate open-ended questions about the major research topic (2.24A)

Gather evidence and use text features to locate information.

Locate the facts that are clearly stated in a text (2.14B)

Use text features to locate specific (2.14D)

Generate a list of topics of class-wide interest and formulate open-ended questions about the major research topic (2.24A)

Decide what sources of information might be relevant to answer these questions (2.24B)

Gather evidence from available sources as well as from interviews (2.25A)

Use text features in age-appropriate reference works to locate information (2.25B)

Gather evidence from available sources.

Gather evidence from available

sources as well as from interviews

(2.25A)

EL

PS

1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E - internalize new basic/academic language 2A - distinguish sounds/ intonation patterns of English 2C-learn new language structures and basic academic vocabulary 2D-monitor understanding and seek clarification 2E-use visual, contextual and linguistic support 2G - Understand meaning/main idea points/details of spoken language 2I - Demonstrate listening comprehension of spoken English 3C-speak using a variety of grammatical structures 3E-share in cooperative interactions 3F-ask and give information using a bank of HF words 4D-use pre-reading supports to enhance comprehension 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 5B-write using new basic and content vocabulary 5G-narrate, describe and explain with increasing detail

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Unit 5A, Exemplar Lesson 1 Daily Lesson 1, Shared Reading http://www.mycscope.us/module/content/

search/~/item/674277/viewdetail.ashx

Unit 5A, Exemplar Lesson 1 Daily Lesson 2, Shared Reading http://www.mycscope.us/module/content/

search/~/item/674277/viewdetail.ashx

Unit 5A, Exemplar Lesson 1 Daily Lesson 3, Shared Reading http://www.mycscope.us/module/content/se

arch/~/item/674277/viewdetail.ashx

Unit 5A, Exemplar Lesson 1 Daily Lesson 4, Shared Reading http://www.mycscope.us/module/content/se


Note: Select a collection of expository texts on a variety of topics. In Daily Lessons 1-4 you will lead students through a class research on a topic to teach the research process.

Note: Select additional expository texts on the selected topic (At least1 title/ small group)

Note: Arrange for a guest speaker or locate an online interview or video on the research topic.

Teacher Notes and Resources

http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx








MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5A-Research: Communicating Findings

2

Whole Group Word Study


Ph

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Decode and spell words with

common syllable patterns.

Use common syllabication patterns (closed syllables) to decode words (2.2B(i))

Decode and spell high frequency words.

Use common syllabication patterns (open syllables) to decode words (2.2B(ii))

Decode and spell words with common syllable patterns.

Use common syllabication patterns (closed syllables) to decode words (2.2B(i))

Use common syllabication patterns (open syllables) to decode words (2.2B(ii))

Decode and spell words with common syllable patterns

Use common syllabication patterns (closed/open syllables) to decode words (2.2Bi-Bii)

Use common syllabication patterns (final stable syllables) to decode words (2.2Biii)

Use common syllabication patterns (V-Ce) to decode words (2.2Biv)/spell V-Ce words (2.23Biii)

Use common syllabication patterns (r-controlled vowels) to decode words (2.2Bv)/spell words with r-controlled vowels (2.23Bii)

Use common syllabication patterns (vowel digraphs and diphthongs) to decode words (2.2Bvi)/spell words with vowel digraphs/diphthongs

(2.23Biv)

EL

PS

1B-monitor oral and written language production 2A-distinguish sounds and intonation patterns of English 2B-recognize elements of English sound system 3A-practice producing sounds of newly acquired vocabulary 4A-learn English sound-letter relationships/decode 4B-recongize directionality of English 4C-develp basic sight vocabulary 5A-learn relationships between sounds and letters in English 5B-write using new basic and content vocabulary

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Ph

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sso

ns Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas-Monthly Planning Guide pg. 44

Word Structure (WS) 26

Pg. 403-406


Pg. 407-410


Pg. 411-414

CS

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Unit 5A, Exemplar Lesson 1,

Daily Lesson 1, Word Study http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx

Note: Prepare a list of 1-2 syllable words that follow the 6 syllable types. See the Teacher Notes section of CSCOPE lesson. See resource page for links to word lists.

Hig

h

Fre

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Wo

rds Identify & read at least 300 HFW (2.2G)

High Frequency Words: across, find, carry, start, ever

ELPS 3B-learning and using English high frequency words





3

Whole Group Writing


Wri

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Record a topic of interest.

Write brief comments on literary or informational texts (2.19C)

Record basic information in simple visual formats (2.25C)

Formulate open-ended questions about a topic.

Write brief comments on literary or

informational texts (2.19C)


Write brief compositions using the information gathered from research.

Write brief compositions about topics of interest (2.19A)

Record information in a simple visual format.



EL

PS

1E - internalize new basic/academic language 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail

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Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx


Daily Lesson 2, Writing http://www.mycscope.us/module/content/se






Note: Shared Reading and Writing will be

closely connected in this unit. Select a book and topic from Shared Reading to use as the class research topic.

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4

Whole Group Reading


Wh

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Gro

up

Read

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Gen

re Expository Expository Expository Expository

Fo

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Select a topic to research and

gather resources.

Generate a list of topics of class-wide interest and formulate open-ended questions about one or two (2.24A)

Formulate open-ended questions about a topic.


Gather evidence and use text features to locate information.



Decide what sources of information might be relevant to answer questions (2.24B)



Gather evidence and use text

features to locate information.

Locate the facts that are clearly stated

in a text (2.14B)




sources as well as from interviews

(2.25A)


Revise the topic as a result of answers to initial research questions (2.26A)

EL

PS


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Unit 5A, Exemplar Lesson 1 Daily Lesson 5, Shared Reading http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx

Unit 5A, Exemplar Lesson 1 Daily Lesson 6, Shared Reading http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx

Unit 5A, Exemplar Lesson 1 Daily Lesson 7, Shared Reading

http://www.mycscope.us/module/content/se


Unit 5A, Exemplar Lesson 1 Daily Lesson 8, Shared Reading

http://www.mycscope.us/module/content/se


Note: In Daily Lessons 5-9 students will conduct a research project in small groups. Collect expository texts on student topics of interest. See Teacher Notes section of CSCOPE lesson.

Note: Collect additional resources including web-based resources on research topics.











5



Ph

on

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Fo

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Decode and spell high-frequency words.

Identify and read at least 300 High frequency words (2.2G)

Spell high frequency words (2.23C)







(2.23Biv)







(2.23Biv)







(2.23Biv)

EL

PS

1B-monitor oral and written language production 2A-distinguish sounds and intonation patterns of English 2B-recognize elements of English sound system 3A-practice producing sounds of newly acquired vocabulary 4A-learn English sound-letter relationships/decode 4B-recongize directionality of English 4C-develp basic sight vocabulary 5A-learn relationships between sounds and letters in English 5B-write using new basic and content vocabulary

Res

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Note: Select a grade-appropriate book for modeling. Locate words following the syllable patterns as examples.

Hig

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Identify & read at least 300 HFW (2.2G) High Frequency Words:

only, were, think, same, first

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6

Whole Group Writing


Wri

tin

g

Fo

cu

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Record a topic of interest in

simple visual format.



Formulate open-ended questions about a topic


Write brief compositions using the

information gathered from research.


Write brief compositions using the

information gathered from research.

Write brief compositions about

topics of interest (2.19A)

Recognize and use apostrophes

and possessives (2.22Ciii)


EL

PS


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7

Whole Group Reading


Wh

ole

Gro

up

Read

ing

Gen

re Expository Expository

Expository Expository *Performance Indicator

Fo

cu

s


sources including text features





Select a topic, write open-ended questions, collect information to answer their questions, and record it on a chart.

Identify main idea in a text and distinguish it from topic (2.14A)

Locate facts clearly stated in text(2.14B)

Generate a list of topics of class-wide interest and form open-ended questions (2.24A)





Collect information to answer their questions about the selected research topic and record it on a chart.

Locate facts that are clearly stated in a text (2.14B)


Generate list of topics of class-wide interest and form open-ended questions (2.24A)





Collect information to answer

questions about selected research

topic and record it on a chart.



Generate a list of topics of class-wide interest and form open-ended questions (2.24A)





EL

PS


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Daily Lesson 9, Shared Reading

http://www.mycscope.us/module/conten

t/search/~/item/674277/viewdetail.ashx


Daily Lesson 10, Shared Reading http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx


Daily Lesson 11, Shared Reading http://www.mycscope.us/module/content/search/~/item/674277/viewdetail.ashx


Daily Lesson 12, Shared Reading

http://www.mycscope.us/module/content/s

earch/~/item/674277/viewdetail.ashx

Note: Collection of resources on students’ topics of interest.

Note: Collection of resources on students’ topics of interest including print and electronic resources. This lesson begins a Performance Indicator that continues through lesson 12.

Note: Collection of resources on students’ topics of interest.

Note: Collection of resources on

students’ topics of interest.











8



Ph

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Fo

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(2.23Biv)

Identify and use synonyms and antonyms.

Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaingn2.5C

*Performance Indicator

Use context to determine the meaning of unfamiliar or multiple-meaning words.

Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words (2.5B)


EL

PS

1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new/essential language 1H-develop and expand learning strategies 2A-distinguish sound patterns in English 5B-write using new basic and content vocabulary 5F-write using a variety of grade-appropriate words and patterns 5G-narrate, describe and explain as more English is acquired

Re

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Note: Select 20-30 common words that have synonyms and antonyms.

Note: Collection of grade-appropriate

books.

Hig

h

Fre

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Wo

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Identify & read at least 300 HFW (2.2G) High Frequency Words: today, old, behind, best, those












9

Whole Group Writing


Wri

tin

g

Fo

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Record information in a simple

visual format.


Create visual display or dramatization to convey results of research (with adult assistance) (2.27A)



Revise topic as result of answers to initial research questions (2.26A)






Revise, edit, and publish brief compositions. Students record information in a simple visual format.





EL

PS


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Note: This lesson begins a Performance

Indicator that is continued through lesson

12.

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10

Whole Group Reading


Wh

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Gro

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Read

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Gen

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EL

PS

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Teach

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These blank days at the end of the unit may be placed anywhere within the unit

as needed.


11



Ph

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Alphabetize words to the third letter.

Alphabetize a series of words and use a dictionary or glossary to find words (2.5D)


Alphabetize a series of words and use a dictionary to find words.

Alphabetize a series of words and use a dictionary or glossary to find words (2.5D)

EL

PS

1B-monitor oral and written language production 2A-distinguish sounds and intonation patterns of English 2B-recognize elements of English sound system 3A-practice producing sounds of newly acquired vocabulary 4A-learn English sound-letter relationships/decode 4C-develp basic sight vocabulary 4B-recongize directionality of English 5A-learn relationships between sounds and letters in English 5B-write using new basic and content vocabulary

Reso

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CS

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Note: Prepare a list of previously taught High Frequency words for students to read and spell. You may create separate lists for reading and spelling or use the same words for both.

Note: Create sets of 10 cards with High Frequency Words (1 set/2-3 students).

Hig

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kind, always, before, night


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12

Whole Group Writing


Wri

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EL

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Teach

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These blank days at the end of the unit may be placed anywhere within the unit as

needed.


13

Whole Group Reading

Day 17 Day 18 Day 19

Wh

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Read

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EL

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Teach

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needed.


14



Ph

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Hig

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Te

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needed.


15

Whole Group Writing


Wri

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Teach

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needed.


16

Gu

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Rea

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Sm

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up

Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.

Ind

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de

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Read

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG pg. 6) Read independently for a sustained period of time. (2.12A)

Ongoing TEKS for Unit 5A: Reading: 2.3A,B,C; Fig19A,B,C; 2.14B,D; 2.25A,B; 2.28A,B; 2.29A; 2.30A

Word Study: 2.2Bi,ii,iii,iv, v,vi; 2.2H; 2.23A; 2.23Bii,iii,iv; Writing: 2.17A; 2.17B,C,D,E; 2.21B; 2.22A, Bi, Ci; 2.23F; 2.28A,B; 2.29A; 2.30A

CSCOPE Recommended Resources (expository texts):

About Space by Jana Carson

How Baby Animals Stay Safe by Mary Ann Fraser

Komodo Dragons by Jason Glaser

Little Kids First Big Book of Animals by Catherine Hughes

Rescue Helicopters by Rebecca Olien

Why Do Dogs Bark? by Joan Holub

Houghton-Mifflin Harcourt Resources: CLLG pg. 108 lists all Informational Text available in Student book. Some of these texts may match your class topics of interest for Shared

Reading/Writing.

CLLG pg. 108 lists all Teacher Read-Alouds from the Teacher’s Edition that are Informational Text. Some of these texts may match your class

topic of interest for Shared Reading/Writing.

CLLG pg. 109 lists all Leveled Readers that are Informational Text. Some of these texts may match your class topic of interest for Shared

Reading/Writing.


17

Resources for Word Study Syllable patterns (Days 1-7):

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Phonics_4.pdf http://www.proliteracynny.org/syllable_types_all_six.pdf http://www.wayne.k12.ut.us/webpages/ltorgerson/spelling.cfm?subpage=1182319 http://coaches4.wikispaces.com/K-2+Resources

Synonyms/Antonyms (Daily Lesson 8; Day 11 of the Scope and Sequence): http://freelanguagestuff.com/antonyms-and-synonyms/ http://www.english-for-students.com/Synonyms-and-Antonyms-F.html

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Phonics_4.pdf

http://www.proliteracynny.org/syllable_types_all_six.pdf

http://www.wayne.k12.ut.us/webpages/ltorgerson/spelling.cfm?subpage=1182319

http://coaches4.wikispaces.com/K-2+Resources

http://freelanguagestuff.com/antonyms-and-synonyms/

http://www.english-for-students.com/Synonyms-and-Antonyms-F.html

revised 1-17-13 midland isd- ela scope and sequence 2nd ...€¦ · 2c-learn new language...

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