washington township public schools grade 2 reading
TRANSCRIPT
Washington Township Public Schools
Grade 2
Reading
Crosswalk, Pacing Guides, and Resources
Marking Period 1
Revised 2014
Washington Township Public School
Language Arts/ Reading and Writing Crosswalk
Grade 2
*W2.8 - Should be covered in reading, science, and social studies.
1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period
2
Literacy
By Design
Themes/
Units
Proud to Be
Me
(1,2)
Patterns
in the Sky
(3,4)
Living in
America
(5,6)
Thinking Like
a Scientist
(7,8)
Making a
Difference
(9,10)
From Farm
to You
(11,12)
Earning and
Saving
(13,14)
Water Works
(15,16)
RL
2.3
RI
2.4
2.8
RL
2.1
2.3
RI
2.3
2.5
2.7
RL
2.3
2.6
RI
2.5
2.6
RL
2.5
2.6
2.7
RI
2.3
2.7
RL
2.1
2.6
RI
2.2
2.8
RL
2.2
2.3
RI
2.4
2.6
RL
2.2
2.5
RI
2.5
2.6
RL
2.3
2.7
RI
2.2
2.3
2.7
Writing
Writing
Community
Grammar: Capitalization
and Parts
of Speech
W 2.3,
2.5,
L2.1 a-d,
L2.2 a-b,
L2.5 a-b
Narrative
Telling
More
W 2.3,
2.5
Grammar
Text
Layout
and
Punctuation
L2.2
Narrative
Realistic
Fiction
W 2.3, 2.5
Informative
Explanatory
W 2.2,
2.5, 2.7,
Grammar:
Sentence
Structure,
Compound
Words,
and Plurals
L2.1e-f,
L2.2c
Informative
Explanatory
W 2.1, 2.2,
2.5
Opinion
W 2.1,
2.5
Poems and
Words
W 2.5 2.6
R2.4
Revised 2014
Washington Township Public School
Reading Crosswalk
Grade 2
Reading Whole Group Lesson:
Pacing Guide (Combination of shared text and close reading)
Reading Small Group Lesson:
Literacy by Design and Leveled Texts ~ Guided Reading
Independent Reading:
Independent Library ~ Use “Just Right Books” and Confer with Students; track and monitor reading logs
The Reading Pacing Guide addresses the whole group lesson. Continue to use Literacy by Design books and other Fountas and
Pinnell leveled texts for guided reading lessons. As always, the guided reading lessons should reinforce the whole class
lesson(s). Students will also continue to practice the strategies and standards in their own independent reading and
throughout literacy centers.
1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period
2
Literacy
By Design
Themes/
Units
Proud to Be
Me
(1,2)
Patterns
in the Sky
(3,4)
Living in
America
(5,6)
Thinking Like
a Scientist
(7,8)
Making a
Difference
(9,10)
From Farm
to You
(11,12)
Earning and
Saving
(13,14)
Water Works
(15,16)
RL
2.3
RI
2.4
2.8
RL
2.1
2.3
RI
2.3
2.5
2.7
RL
2.3
2.6
RI
2.5
2.6
RL
2.5
2.6
2.7
RI
2.3
2.7
RL
2.1
2.6
RI
2.2
2.8
RL
2.2
2.3
RI
2.4
2.6
RL
2.2
2.5
RI
2.5
2.6
RL
2.3
2.7
RI
2.2
2.3
2.7
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Revised (July 2014) Reading Guide– Grade 2
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Them
e 1
Ash
a in
th
e A
ttic
Wee
ks 1
an
d 2
Reading Strategy: Making Connections - Follow LBD
Target Skills: Distinguish Fantasy from Reality, Understand Sentences and
Paragraphs – Follow LBD
Essential Standards:
RL2.3 Describe characters, settings, and major events in a story, using key
details.
SL2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Create anchor chart to review story elements of character, setting, plot, problem, solution
While reading text create stopping points for students to turn and talk and share characters, settings, and key details to chart out as a whole class.
Discuss some way that Asha responds to challenges in the text. Students can complete graphic organizer on how characters respond to challenges.Appendix
Use Venn Diagram to compare and contrast Asha/Grandfather and how they respond to the attic
Create flip book of Asha’s emotions in the attic and how they change throughout the text.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Revised (July 2014) Reading Guide– Grade 2
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Th
eme
2 H
ello
! I
’m P
atty
Wee
ks 3
an
d 4
Reading Strategy: Create Images - Follow LBD Target Skill: Identify End Punctuation, Map- Follow LBD
Essential Standards: RI2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI2.8 Describe how reasons support specific points the author makes in a text SL2.1a Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) 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 and texts under discussion).
Additional Standard to work in during September:
RL2.9 Compare and contrast two or more versions of the same
story (e.g., Cinderella stories) by different authors or from
different cultures.
**RI2.4 ideas can be used in any/all vocabulary lesson(s). * Use whole class chart to discuss unknown words, give definitions and discuss synonyms and antonyms. With partners, students can write riddles for a vocabulary word and share with the class. *For Hello I’m Paty, students can play a matching game with the Spanish word and English definition. Appendix RI2.8 * Within text find, support, and list important activities in Paty’s life that identify her diverse background. *Make a chart comparing and contrasting Patty’s Mexican heritage to life in the US. * Optional Culture and Heritage project that students can do to get a family member’s point of view on their culture. Appendix For Additional Standard: Use The Story of Johnny Appleseed by Aliki (should be in book room) to compare and contrast with another version of Johnny Appleseed. There is also a Raz-Kids version. This can be built in during Social Studies over a few days. Digital options can be used as well. Some suggestions: http://www.bestapples.com/kids/teachers/johnny.shtml SchoolTube: http://www.schooltube.com/video/9e0ef9147f483c
0f55da/
You Tube: http://www.youtube.com/watch?v=484AJlOnOnc
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Revised (July 2014) Reading Guide– Grade 2
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Th
eme
3 T
he
Mis
sin
g M
oo
n M
yste
ry
Wee
ks 1
an
d 2
Reading Strategy: Ask Questions- Follow LBD Target Skills: Understand Role of Author and Illustrator, Identify Plot- Follow LBD Essential Standards: RL2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL2.3 Describe characters, settings, and major events in a story, using
key details.
SL2.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
*** Use The Missing Moon Mystery as a close read. *** Use The Missing Moon Mystery as a close read. Have students read it without any prior reading and work through. Students should annotate and use post it notes on first read. After read students should discuss text and ask each other questions about text. The text should then be read with support of the classroom teacher to answer questions. * Article on moon to make comparisons between a fiction and informational text. *Students can complete ask and answer questions organizer for this story and also for an independent reading story to show understand. * Character response organizer can be used to describe the character during major events in the story.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Revised (July 2014) Reading Guide– Grade 2
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Th
eme
4 S
up
er S
un
Sci
ence
W
eeks
3
an
d 4
Reading Strategy: Determine Importance- Follow LBD Target Skills: Text feature diagram- Follow LBD Essential Standards: RI2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI2.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI2.7 Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.
SL2.1.b Build on others’ talk in conversations by linking their
comments to the remarks of others.
RI2.3 Chart out with students the technical scientific procedures used to create a sun picture.* Describe connections between scientific concepts. RI2.5 Begin classroom anchor chart of informational text features. Discuss text features and how they support understanding. Add diagram to the anchor chart with a definition. Students should identify various diagrams in the text and make a diagram of the solar system. RI2.7 Students can work in groups to create a book of informational text features. In their booklet they would identify the text feature, define it, and find or create an example. *Appendix documents can be used for nonfiction text features
RL.2.3 Describe how characters in a story respond to major events and challenges.
Characters Respond to Challenges Cause: Challenge this character faces Effect: How the character reacts
Character __________________
Character __________________
Character __________________
Character __________________
Hello! I’m Paty Word Match
Abuelita
grandmother
fiesta
party
Papel picado
Cut paper banners
enchiladas
Tortillas filled
with cheese
pinata
Party decoration filled with toys
and candy
Mama and Papa
Mother and father
CULTURE AND HERITAGE PROJECT
What culture will your child be studying? _____________________________ Interview: 1. Write at least three interview questions to ask a family member about your family background and heritage 2. Interview a family member about his or her heritage 3. Write a paragraph that includes your questions and the responses of the person you interviewed (may be typed or handwritten) Research: Research and gather examples of elements of your culture (Include: food, music, art, dance, language, celebrations, family structure, other cultural traditions and characteristics) Create: A written report that includes (Can be handwritten or typed): A cover page Your interview paragraph Research on elements of your culture including a map (NOTE: Can include
written information as well a pictures with captions) Present: 1. Prepare an oral presentation of your work. Be sure to practice it well before the day it is due (HINT: You may want to use note cards to help you remember important information). 2. Make your presentation interesting by bringing in actual examples from your culture. These can include, but are not limited to: A music CD that we can listen to A short video clip (on CD, DVD, or Flash Drive) A poster collage of pictures related to your culture like family
pictures and pictures you have printed from the Internet or copied from a book Dressing in traditional clothing
Text Feature Page # How it Helped
Me
photograph
caption
diagram
map
graph/chart
table
table of contents
glossary
heading
types of print (bold, italics, underlined)
Name ____________________________
Nonfiction Text Features
Kristin Kennedy 2012
Name_________________________________
Title of Text___________________________
Ask and Answer Questions About Text
Who?
What?
Where?
When?
Why?
How?
Name__________________________________
Character Response
What major event
happened in the story?
The Challenge:
How did the character respond?
The Major Event:
Materials _______________________________________________________
Steps Details
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Name _______________________________________________ Date ______________________
Step-by-Step Chart -
Write each step in order. Add details.