2nd grade curriculum map: literacy & integrated content 2nd grade q2 2017_0.pdf · 2nd grade...

2nd Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Language & Literacy Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the Standards (insert from earlier Journeys edition) TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 2nd Grade Curriculum: Literacy & Integrated Content Revised 2017

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 2 Lesson 10

STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI8 Describe how reasons support specific points the author makes in a text. RI9 Compare and contrast the most important points presented by two texts on the same topic.

COMPREHENSION/FLUENCY Skill: Fact and Opinion Strategy: Monitor/Clarify Genre: Informational Text

Anchor Lesson Focus Wall TE p. T401 Jellies Fact and Opinion LLG pp. 204 TE pp. T422-T433, T442-T443 SB pp. 336-354 Performance Task T445 Sharks on the Run LLG p. 205 TE pp. T414-T415 Learning About Fact and Opinion https://www.myon.com/reader/index.html?a=mlfk_fopin_s15 Students examine pictures and read about urban, rural, and suburban communities to identify characteristics of each type of community. Use a T-Chart to record these characteristics. Use the information you gather to identify and create statements of fact and opinion about the different types of communities. Types of Communities T-Chart Provide students with books that have settings in different types of communities. Have them identify the type of community in which the book takes place and provide evidence from the book to support their answers. YouTube Video Urban/Suburban/Rural Communities—Use to complete chart on characteristics of the different types of communities.

Open Response AR Tab: Write two sentences to explain this statement in your own words: “Jellyfish are so simple that they look like plastic trash floating in the sea.” (Use rubric provided.) Have students respond to the following prompt: ______ is the best type of community. (Opinion) Have them provide three facts to support their opinion. Urban, Suburban, or Rural? Which Community is the Best and Why? Use to guide writing. Students will complete fact and opinion statements about the three types of communities they learn about this week. Writing Prompt: Which community is the BEST and why?

https://www.myon.com/reader/index.html?a=mlfk_fopin_s15

https://www.myon.com/reader/index.html?a=mlfk_fopin_s15

https://drive.google.com/open?id=0B2OxYfyPmeqgM20yUGxSUktkS2s

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


https://drive.google.com/file/d/0B2OxYfyPmeqgb2xiUi1walNVSWM/view?usp=sharing





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TCM - Primary Source Reader: A Family’s Story Lesson (pp. 49-58) Before, During, and After Reading Activities During Reading Activity (p. 51) “So Many Questions” (p. 55) Interactiv-eBook

SOCIAL STUDIES Unit 2 Lesson 10

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

G.8.22 Use geographic representation to describe the physical and human characteristics of a community G.9.2.3 Explain ways weather, climate, and other environmental characteristics affect people’s lives in a place or region G.10.2.1 Examine ways that natural resources influences where people settle G.10.2.2 Examine reasons and ways that people, goods, and ideas move from place to place E.5.2.2 Describe goods and services that people in the local community produce and those that are produced in other communities.

Unit: Geography Essential Question: How would our lives be different if we you lived in a different kind of communities? Guiding Questions: What makes a community urban, suburban, or rural? How are communities different and alike? What are the advantages and disadvantages of living in urban, suburban, or rural communities?

How Would Our Lives Be Different If We Lived in a Different Kind of Community? Inquiry By investigating the compelling question “How would our lives be different if we lived in a different kind of community” students will learn that locations offer a range of experiences for the people who live there and that there are advantages and disadvantages of living in each kind of community. Students will work through a series of supporting questions, formative performance tasks, and sources to address the question. BEFORE READING: Introduce vocabulary - suburban/rural/urban Urban, Suburban, Rural Rap Use to introduce vocabulary. Have students brainstorm and compile a list of the ways in which their lives might be different if they lived in a different place? Select a single location to use for the brainstorm. Introduce the first question of the inquiry “What makes a community urban, suburban, or rural?” Tell students that they will be completing a class chart on which they will compare and contrast community characteristics. Use the video City, Suburb and Rural Communities Video and featured sources for the first question on the inquiry to begin chart. Types of Communities T-Chart (Will add to the chart next week when reading “The Little House”.

Refer to the Summative Assessment in the inquiry. Students respond to the prompt “How would our lives be different if we lived in a different community?”

https://drive.google.com/open?id=0B8G1oEob-IxJRDNMRjktd29TN1E

https://drive.google.com/open?id=0B8G1oEob-IxJQ3NjU2xCbDVZMUU




https://drive.google.com/open?id=0B2OxYfyPmeqgWWVTNUNPWjhWN3M

https://drive.google.com/open?id=0B2OxYfyPmeqgWWVTNUNPWjhWN3M

https://www.youtube.com/watch?v=3OBN04BsfiU


https://drive.google.com/open?id=0B2OxYfyPmeqgM20yUGxSUktkS2s



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DURING READING: Choose books to read aloud or for students to read that have settings in different types of communities. Using clues from the books, identify the type of community from each book and have students provide evidence from the book to support their answer. If students find additional characteristics for one of the types of communities, add it to the chart. AFTER READING: Introduce the 2nd question on the inquiry, “How are communities different and alike? Use google images to display photographs/pictures of the students’ community and other communities. Have students write a paragraph describing three characteristic of Little Rock that are similar or different from a rural community. Introduce the 3rd question on the inquiry, “What are the advantages and disadvantages of living in urban, suburban, or rural communities?” Create a class chart listing advantages and disadvantages of each type of community. Use featured sources from inquiry. You may want to show the following video from earlier in the week again. Stop video after each type of community is described. Discuss advantages and disadvantages of each type of community. YouTube Video Urban/Suburban/Rural Communities

TCM - Primary Source Reader: A Family’s Story Lesson (pp. 49-58) After Reading Activity (p. 52) “I Wonder” (p. 56) Students ask I Wonder questions about Sharon’s life in the rural and urban communities.

TCM - Exploring Social Studies: Arkansas Edition Student Handbook:

“Goods and Services in the Community” (p. 29)

TCM - Primary Source Reader: A Family’s Story Quiz (p. 58)


https://drive.google.com/open?id=0B8G1oEob-IxJRDNMRjktd29TN1E






https://drive.google.com/open?id=0BygUCc8vNmjca3JEUkltWmNlTWs



https://drive.google.com/open?id=0B8G1oEob-IxJQlEwVzdHY2o0M2s

https://drive.google.com/open?id=0B8G1oEob-IxJQlEwVzdHY2o0M2s



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WORD STUDY Unit 2 Lesson 10


VOCABULARY RF3d Decode words with common prefixes and suffixes.

STRATEGY: Base Words and suffixes –er and -est ACADEMIC: millions, choices, drift, simple, weaker, wrapped, disgusting, decide SOCIAL STUDIES: urban, rural, suburban TARGETED CLUSTERS/CATEGORIES: Teacher determined

The Electric Company – I’m Prettier Add –er and –est to Suffix Chart TE pp. T464-T465 Projectable 10.7 CAFÉ 187 Use Word Parts to Determine the Meaning of Words Academic Language T442-T443

SPELLING/ENCODING L2c Use an apostrophe to form contractions & frequently occurring possessives.

Contractions

LLG pp. 74-75 Daily Phonics pp. T413, T439, T449, T459, T469 TTE pp. T416-T418, T440-T441, T450, T460-T461

WRITING WORKSHOP Unit 2 Lesson 10


GRAMMAR STANDARDS L1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

SKILL Present, Past & Future Verbs

TE pp. T436, T446, T456, T472 Projectable 10.2, 10.5 SB p. 363

PROCESS WRITING W3 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 W5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING TYPE Story Writing Imaginative

SUW LESSONS & TOOLS SUW 6-1 Introducing Story Terms, Tools 6-1a, 6-1b SUW 6-3 Prewriting and Planning, Tool B6-4a SUW 6-4 Planning with a story map, Tool 6-4a SUW 6-5 Alphabet Soup/Other Idea Teacher Tools B6-3a and B6-3b

Writing Prompt: Write a story about living in a rural community. Imagine what life would be like. Use information you learned about rural communities in your story.



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RI1 Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. RI3 Describe the connection between concepts in a text. RI5 Know and use various text features (e.g. captions, bold print, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI6 Identify the main purpose of a text, including what the author wants to answer, explain or describe. RI8 Describe how reasons support specific points the author makes in a text RL1 Describe how characters in a story respond to major events or challenges. SL1b Build on others’ conversations by linking their comments to the remarks of others.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Infer/Predict Genre: Humorous Fiction

Anchor Lesson Focus Wall TE p. T1, Conclusions LLG p. 206 Click Clack Moo: Cows That Type TE pp. T22-T35, T42-T44 SB pp. 372-394 Don't Play with a Dog in the Room, LLG p. 207, TE pp. T14-T15 Performance Task T45 The Little House by Virginia Lee Burton---Read the story aloud using the book or the YouTube Video. ReadWorks.org Read-Aloud: The Little House Lesson “Little House” is the character in this story. Throughout the lesson there are questions about how the “Little House” felt at different times in the story. Use the book to reinforce the skill lesson as students draw conclusions about how Little House felt and provide clues from the book to support their conclusion. Complete a “City vs. Country” chart to compare a city (suburban or urban) with a country (rural) area. TCM Trade Book – The Little House by Virginia Burton TCM Primary Sources My Community Then and Now

Farms Then and Now Lesson (pp. 40-47) Part A: Farms, photograph card Part B: 1891 Seed Catalog, The Facsimile

TCM - Exploring Social Studies: Arkansas Edition Student Handbook:

“Arkansas Maps” (pp. 7-8) TCM - Exploring Social Studies: Arkansas Edition Student Handbook:

“The Drought of 2015” (p. 43)

Grab & Go: Weekly Test Comprehension Use ReadWorks comprehension questions to assess student understanding of the story. Have students use clues from the book to draw conclusions about the following questions: What was life in the country like for the “Little House”? Was living in the city good or bad for the Little House? Provide evidence to support your answer.

https://www.youtube.com/watch?v=YqlOJKt4-RA

https://drive.google.com/open?id=0B2OxYfyPmeqgdVN3OVdhRlBKSFE

https://drive.google.com/open?id=0BygUCc8vNmjcSl9nRDluZ3FyVDA

https://drive.google.com/open?id=0BygUCc8vNmjcSEotd1VzR1NGelE

https://drive.google.com/open?id=0BygUCc8vNmjcSGRNdnZGNzhzbnc







https://drive.google.com/file/d/0B2OxYfyPmeqgdVN3OVdhRlBKSFE/view



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G.8.21 Use map keys, legends, symbols, intermediate directions, scale and compass rose to derive information from maps. G.8.22 Use geographic representation to describe the physical and human characteristics of a community G.9.2.3 Explain ways weather, climate, and other environmental characteristics affect people’s lives in a place or region G.10.2.1 Examine ways that natural resources influences where people settle G.10.2.2 Examine reasons and ways that people, goods, and ideas move from place to place E.5.2.2 Describe goods and services that people in the local community produce and those that are produced in other communities

Unit: Community Essential Question: Does the land and natural resources of a region have anything to do with the types of communities that are found in that region? Guiding Questions: What are the six regions of Arkansas? What natural resources and landforms are found in each region? Which regions in Arkansas are more likely to have urban/suburban or rural communities? How are urban, suburban or rural communities of Arkansas influenced by geography?

Little House Lesson Plan TCM Trade Book – The Little House by Virginia Burton

BEFORE READING: Review the characteristics of the three types of communities from last week and complete any work that was not finished. Introduce the vocabulary words natural resources, landforms, political map and physical map. Tell students that they will be examining physical and political maps of Arkansas to determine if the land and resources of the six regions of Arkansas relates to the types of communities in each region. DURING READING: Use the Document Based Questions (DBQ) resource from Unit 3 in the Harcourt Social Studies textbook “Land and Resources” to examine the question “How do people use land around them?”. For additional information refer to Unit 3 of the textbook. Guide students as they answer questions about each picture of landforms or natural resources that is found in the DBQ. AFTER READING: Arkansas: A Six Region Journey Use this website to introduce landforms in the different regions of Arkansas. Use information about each region to draw conclusions about which types of communities you are most likely to find in that region. Preview the videos and use to provide additional content on Arkansas regions and landforms. Introduce students to a physical map of AR and use the map key to point out different physical features. Maps of Arkansas

Write a paragraph to answer the question “How do people use the land around them? Use the landform and natural resources pictures to plan your paragraph DBQ Resource Unit 3—Harcourt SS Textbook

WORD STUDY

https://drive.google.com/open?id=0B2OxYfyPmeqgT1ViQldxYkZHSDg

https://drive.google.com/open?id=0B2OxYfyPmeqgT1ViQldxYkZHSDg

http://www.aetn.org/programs/sixregionjourney

http://www.mapsofworld.com/usa/states/arkansas/



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Unit 3 Lesson 11


L4b Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

STRATEGY: Prefixes pre- and mis- ACADEMIC: conclusion, infer, signal words, base word, prefix SOCIAL STUDIES: valley, ridge, plain, mountains, plateau, Arkansas River Valley, Crowley’s Ridge, Gulf Coastal Plain, Mississippi Alluvial Plain, Ouachita Mountains, Ozark Plateau TARGETED CATEGORIES: Teacher determined

LLG p. 137 Instructional Strategy #16 Prefixes: pre-and mis- TE pp. T64-T65 Projectables S8, 11.8 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

RF3d Decode words with common prefixes and suffixes

SPELLING/ENCODING Base Words with –s, -es

LLG pp. 76-77 Daily Phonics TE pp. T13, T39, T49, T59, T69 TE pp. T16-T18, T40-T41, T46, T56, T60-T61, T66,

Grab & Go: Weekly Test Phonics



GRAMMAR L1f Produce, expand, & rearrange complete simple & compound sentences.

SKILL Simple and Compound Sentences

TE pp. T36, T46, T56, T72, SB p. 403 Projectable 11.2, 11.5 Unit 3 EXT Simple & Compound Sentences C8- C9; Blackline Master CC3

Blackline Master CC3.1

PROCESS WRITING W3 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. W5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing. W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers.

WRITING TYPE Story Writing Imaginative

SUW LESSONS & TOOLS SUW 6-6 Six Steps for Planning and Writing a Story, Tools 6-7 a-f SUW 6-8 Sequencing events SUW 6-9 Creating Characters, Tool 6-9a SUW 6-12 Ways to Begin a Story, Tools 6-12 a-f SUW 6-15 Function and Variety of Story Transitions, Tools 6-15b SUW 6-16 Recognizing Story Transitions, Tools 6-16c SUW 6-17 Options for Writing the End of a Story, Tools 6-17a, b

Writing Prompt: SUW 10-18 Story Writing Scoring Guide, Tool 10-18a Write a story about living in a rural community. Imagine what life would be like. Use information you learned about rural communities in your story.



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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 & challenges. RL27 Use info. gained from illustrations & words in text to demonstrate understanding of characters, setting, plot RI28 Describe how reasons support specific points the author makes in a text RI29 Compare & contrast important points in 2 texts on the same topic SL2 Recount or describe key ideas or details from a text read aloud or info. presented orally or through other media. SL 2.1b Build on other's talk in conversations by linking their comments to the remarks of others

COMPREHENSION/FLUENCY Skill: Text and Graphic Features Strategy: Fact and Opinion Genre: Informational Text

Focus Wall TE p. T99 Ah! Music Story Structure LLG p. 208 TE pp. T122-129, T136-T139, SB pp. 408-425 Music in the Snow, LLG p. 209 TE pp. T112-T113 Pre-teaching for Success Ark. Tab TCM Primary Source Reader Families Through Time Lesson (pp. 3-12) Before, During, and After Reading Activities During Reading Activity (p. 5) “Chapter Ideas” (p. 8) *Reinforcement Skill After Reading Activity (p. 6) “Adding Details” (p. 10) *Reinforcement Skill Interactiv-eBook TCM Trade Book – Roxaboxen by Alice McLerra

Open Response Arkansas Tab “Write three sentences that describe the music Violet made when she was little. Use rubric provided to score. .



H.12.2.3 Compare life in your community past & present using maps, photographs, news stories, artifacts, or interviews. G.8.22 Use geographic representation to describe the physical and human characteristics of a community

Unit: Communities—Past and Present Essential Question: How have families and communities changed over time? Guiding Questions: Identify who was involved, what happened and where it happened in stories about your family and families of the past. What can we learn about people and events of long ago?

Students will be examining how families live in different communities today and in the past. TCM - Primary Source Reader: Families Through Time

Lesson (pp. 3-12) Before, During, and After Reading Activities During Reading Activity (p. 5) “Chapter Ideas” (p. 8) *Reinforcement Skill After Reading Activity (p. 6) “Adding Details” (p. 10) *Reinforcement Skill

Interactiv-eBook TCM Trade Book – Roxaboxen by Alice McLerra

TCM - Primary Source Reader: Families Through Time Quiz (p. 12)

https://drive.google.com/open?id=0B8G1oEob-IxJR3p0ZnlCem03WmM


https://drive.google.com/open?id=0B8G1oEob-IxJbGp3Z1pTX0Y4TVU






https://drive.google.com/open?id=0B8G1oEob-IxJSGw4S3hGWEpCZ0k





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L25 Demonstrate understanding of word relationships & nuances in word meanings. RI24 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

STRATEGY: Figurative Language/Idioms ACADEMIC: characters, plot, setting, solution, idiom SOCIAL STUDIES: TARGETED CLUSTERS/CATEGORIES: Teacher determined

TE pp.158-T159 Projectable 12.8 LLG. pp. 136-137 Academic Vocabulary TE pp. T 136-T137 TCM - Primary Source Reader: Families Through Time Before and After Reading Vocabulary Activities (pp. 4, 6)

L25 Know spelling-sound correspondences for additional common vowel teams. RF23c Decode regularly spelled 2- syllable words

SPELLING/ENCODING Words with ai, ay

LLG pp. 78-79 Daily Phonics TE pp. T111, T133, T143, T153, T163 TE pp. T114-T116, T130, T134-T135, T140, T150, T154-T155



GRAMMAR L2.1f Produce, expand, rearrange complete simple and compound sentences

SKILL Simple and compound Sentences

SUW 3-7 Sentence Structures (Simple & Compound only) Tools 3-7a-b (alter to remove complex sentences) TE pp. T130, T140, T150, T166 SB p. 431 Projectable 12.2, 12.5

Use SUW 10-10 Quick Check for Sentences (for Reference, Instruction, & Assessment)

PROCESS WRITING W 2.3 Write narrative 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.

WRITING TYPE Components of Editing, Revising, and Publishing

SUW LESSONS & TOOLS 10-3 Checklists for Revision, Tool 10-3a 10-4 Revising “To Be” Verbs, Tool 10-4a 10-7 Editing with CUPS

SUW: Section 10







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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 3, Lesson 13


RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI 2.2 Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 2.8. Describe how reasons support specific points the author makes in a text. SL2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

COMPREHENSION/FLUENCY Skill: Main Ideas/Details Strategy: Analyze/Evaluate Genre: Informational Text

Focus Wall TE p. T193 Schools Around the World Author's Purpose LLG pp. 210 TE pp. T216-217, T220-227 & T236-237 SB pp.436-456 One-Room Schoolhouse, LLG p. 211 TE pp. T206-T205 Schools Around the World ReadWorks Native American Life Wampanoag Use to reinforce skill lesson and/or write a summary. Bookflix: Central Arkansas Library (Library Card Number Needed to Access Books) Giving Thanks: A Native American Good Morning Message Thanksgiving Paired with Thanksgiving Lesson Plan Use the reading from this lesson to reinforce this week’s skill lesson “Author’s Purpose”. TCM - Primary Source Reader: Coming to America

Lesson (pp. 79-88) Before, During, and After Reading Activities Before Reading Activity (p. 80) “Through Immigrant Eyes” (p. 84) After Reading Activity (p. 82) “Cause and Effect” (p. 86) *Reinforcement Skill

Interactiv-eBook

Grab & Go: Weekly Test Comprehension

https://drive.google.com/open?id=0B2OxYfyPmeqgTGlZaEZYTHdXSU0


https://www.cals.org/

https://drive.google.com/open?id=0B2OxYfyPmeqgY1FXeWNGcVBabnM



https://drive.google.com/open?id=0B8G1oEob-IxJNzVMa283UGRyUk0

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








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G921 Interpret effects of human activities on the local environment G1021 Examine ways that natural resources influence where people settle G1022 Examine reasons and ways that people, goods, and ideas move from place to place G1023 Identify diverse groups that have come to Arkansas and where they settled H1323 Gather information from different kinds of sources in response to a compelling question about a significant historical event

Unit: Communities--Past and Present Thanksgiving Essential Question: Why did people settle in America? Guiding Questions: How did the lives of Wampanoag and Pilgrims compare to each other?

SSS TE Early America p 178-181, HWP p. 34 Use the Scholastic “First Thanksgiving” Lessons There are three topics with five lessons for each topic at this website. You will be choosing lessons from “Daily Life” and “The First Thanksgiving Feast”. The book If You Were at the First Thanksgiving by Anne Kamma will provide additional content for the lesson but is not necessary to complete the lesson goals. BEFORE READING: Tell students that they are going to be learning about the daily lives of the Pilgrims and the Wampanoag, the native people that lived in what is now New England before the arrival of the Pilgrims. DURING READING: Use resources in the lessons and Virtual Field Trip to compare & contrast the lives of the Wampanoag and Pilgrims. (Interviews) Daily Life First Thanksgiving Virtual Field Trips—Plimoth Plantation ReadWorks Native American Life Wampanoag AFTER READING: Use the lesson from the “The First Thanksgiving Feast” on the website to discuss the history of Thanksgiving and to compare the first thanksgiving to today’s Thanksgiving. What are some traditions that the student’s families have around Thanksgiving? Complete a Thanksgiving T-Chart Thanksgiving Then/Now Review the Thanksgiving Timeline on the website to discover and discuss the evolution of Thanksgiving

EXPOSITORY TASK The Pilgrims and the Wampanoag had many routines that helped them survive in the wilderness of America. Write about the routines that both the Pilgrims and the Wampanoag Indians had. Write at least three things that each group did.

http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-prek-2

http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-prek-2

http://www.scholastic.com/scholastic_thanksgiving/daily_life/

http://www.scholastic.com/scholastic_thanksgiving/daily_life/

http://www.scholastic.com/scholastic_thanksgiving/webcast.htm

http://www.scholastic.com/scholastic_thanksgiving/webcast.htm



https://drive.google.com/open?id=0B2OxYfyPmeqgWloxSV8yOWF1R0k

https://drive.google.com/open?id=0B2OxYfyPmeqgWloxSV8yOWF1R0k



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Day into a national holiday and the roles that different presidents & Sarah Hale played to make this happen.

TCM - Exploring Social Studies: Arkansas Edition Student Handbook: “Settling in Arkansas” (p. 46) TCM - Exploring Social Studies: Arkansas Edition Student Handbook: “Comparing the Land” (p. 44) Primary Source Reader Coming to America TCM – Primary Source Reader: Coming to America Lesson (pp. 79-88)

Primary Source Activity (p. 83) “Diverse Dishes” (p. 87)

TCM - Primary Source Reader: Coming to America Quiz (p. 88)







https://drive.google.com/file/d/0B8G1oEob-IxJMlhQWElUczZLVG8/view?usp=sharing

https://drive.google.com/open?id=0B8G1oEob-IxJNzVMa283UGRyUk0





https://drive.google.com/open?id=0B8G1oEob-IxJZ0ZPSUd0LVlJMUk

https://drive.google.com/open?id=0B8G1oEob-IxJZ0ZPSUd0LVlJMUk



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS

L2.2e Consult reference materials, including beginning dictionaries, as needed to check & correct spelling. L2.4e Use glossaries & beginning dictionaries, both print and digital, to determine or clarify the meaning of words & phrases.

STRATEGY: Using a Dictionary ACADEMIC: author's purpose, author's message, analyze, dictionary entry SOCIAL STUDIES: Pilgrim, Wampanoag, Thanksgiving, Native Americans, traditions, tribe TARGETED CLUSTERS/CATEGORIES: Teacher determined

TE pp. T256-T257 Projectable 13.8 Unit 3 EXT; C6-C7, Digital Dictionaries Student Magazine RA 30-31 Academic Language TE p. T234

RF2.3c Know spelling-sound correspondences for additional common vowel teams. RF2.3c Decode regularly spelled two-syllable words

SPELLING/ENCODING Words with ee, ea

LLG pp. 80-81 Daily Phonics TE pp. T205, T231, T241, T251, T261 TE pp. T208-T210, T232-T233, T242, T252-T253, T258

Grab & Go: Weekly Test/Phonics



GRAMMAR STANDARDS L2.2 Demonstrate command of the conventions of standards English capitalization, punctuation, and spelling when writing.

SKILL Quotation Marks

TE pp. T228, T238, T248, T264 Projectable 13.2, 13.5 SB p. 465

Grab & Go: Weekly Test/ Grammar

PROCESS WRITING W2.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W2.5 With guidance & support from adults & peers, focus on a topic & strengthen writing by revising & editing.

WRITING TYPE Topic Sentences for Opinion Pieces Sentences Variety

SUW LESSONS & TOOLS SUW 4-17 Defining a Topic Sentence, Tool 4-17a SUW 4-18 Topic Sentence Variety, Tool 4-18a

SUW 10-10 Quick Checks for Topic Sentences, Tool 10-10e (For Reference, Instruction, & Assessment) Writing Prompt: Use information learned about the Pilgrims and Wampanoag to write topic sentences for Opinion Pieces.



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RI 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI 2.3 Describe the connection between a sense of historical events in a text. RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 2.8 Describe how reasons support specific points the author makes in a text. RL 2.3 Describe how characters in a story respond to major events & challenges. SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Main Idea & Details Strategy: Summarize Genre: Informational Text/ Biography

Anchor Lesson Focus Wall TE P. T291 Main Ideas and Detail LLG p. 211 Helen Keller TE pp. T310-T325, T332-335 SB pp. 470-490 Whale of a Lesson LLG p. 212 TE T304-T305 Strategy: Summarize SUW 1-33 Summary Paragraphs Too Many Toys by David Shannon- Video Book Read by Author



H.12.2.3 Compare life in your community past and present using maps, photographs, news stories, artifacts, or interviews.

Unit: Toys Essential Question: How have toys changed over time? Guiding Questions: What were some of the most popular toys in the last few decades? What toys endured time? What toys this year?

December Holiday Lesson Story of Toys and Games BEFORE READING: Brainstorm with students the hottest-selling toys & games of the season. Make a list of the toys and discuss if they are new to the market or if they have been around for years. Tell students there are some toys that are popular that have been around for years. Make a list of some of those toys such as the Barbie Doll & Monopoly. DURING READING: Using the websites below to share information each day about at least two to three toys of the past. Model how to take notes identifying 2-3 facts on each toy shared. Work with students to

http://www.scholastic.com/teacher/videos/teacher-videos.htm

http://www.educationworld.com/a_lesson/03/lp327-01.shtml

http://www.educationworld.com/a_lesson/03/lp327-01.shtml



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develop criteria for what makes a toy stay popular for a long time. Use this to at the end of the week to identify ten most popular toys. Hot List of "History of Toys" Web Sites Toys Past and Present PowerPoint Too Many Toys Lesson Plan History of Toys and Games Website TIME All Time Greatest Toys By Decade Vintage Toys from the 1920’s to the 1990’s The National Toy Hall of Fame • History of Toys • The History of Toys and Games • Toys and Games

AFTER READING: As a class, have students agree on the ten toys that they think are the greatest. They need to identify which decade the toy was from.

WORD STUDY Unit 3, Lesson 14


RF3d Decode words with common prefixes & suffixes.

STRATEGY: Suffix -ly ACADEMIC: main idea, supporting detail, infer, suffix SOCIAL STUDIES: timeline, toys, consumer, money, shopping, games, vintage

TARGETED CLUSTERS/CATEGORIES: Teacher determined

TE pp. T354-T355 Projectable S8, 14.7 CAFÉ 187 Use Word Parts to Determine the Meaning of Words Academic Language TE pp. T332-T333

RF3b Know spelling-sound correspondences for additional common vowels teams. RF3c Decode regularly spelled two-syllable words with long vowel

SPELLING/ENCODING Long o (o, oa, ow)

LLG pp. 82-83 Daily Phonics TE pp. T303, T329, T339, T349, T359 TE pp. T306-T310, T330-T331, T340, T350-T351

https://drive.google.com/open?id=0B2OxYfyPmeqgeWhnUllFcnJxTjA

https://drive.google.com/open?id=0B2OxYfyPmeqgeWhnUllFcnJxTjA

https://drive.google.com/open?id=0B2OxYfyPmeqgU21KOXc3NURyQms


http://www.ideafinder.com/history/category/toys.htm

http://content.time.com/time/specials/packages/0,28757,2049243,00.html

http://content.time.com/time/specials/packages/0,28757,2049243,00.html

http://www.thepeoplehistory.com/toys.html

http://www.thepeoplehistory.com/toys.html

http://www.toyhalloffame.org/

http://inventors.about.com/library/inventors/bltoy.htm

http://www.ideafinder.com/history/category/toys.htm

http://www.teachers.ash.org.au/jmresources/toys/children.html



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GRAMMAR L2a Capitalize holidays, product names, and geographic names.

SKILL Using Proper Nouns

Unit 3 EXT Capitalize Proper Nouns, C10-11, Blackline Master CC3.2 TE pp. T326, T336, T346, T356, T362 SB p. 499 Projectable 14.2. 14.5

C11 Connect to Writing SUW 10-10 Sentence Writing Scoring Guide, Tools 10-10 a-b (for Reference, Instruction, & Assessment

PROCESS WRITING W1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

WRITING TYPE Informational Writing Opinion

SUW LESSONS & TOOLS SUW 4-6 Color-coding and the Five Elements of Information Writing, Tools 4-6a-b SUW 4-7 Planning with an Informal Outline, Tools 4-5c, 4-7a SUW 4-8 Accordion Paragraphs, Tool 4-8a SUW 4-9 Determining Key/Star Ideas with the Thinking Game, Tools 4-9a TCM - Primary Source Reader: Money and Trade in Our World

Lesson (pp. 189-198) After Reading Activity (p, 192) “Using Text Features” (p. 196) * Reinforcement skill

Interactiv-eBook

SUW 10-17 Persuasive Writing Scoring guide, Tool 10-17a (for Reference, Instruction, & Assessment) Modify for Opinion Writing Have each student, identify what he/she believes is the greatest toy ever. They should have two to three reasons why they believe it is the greatest. They will be presenting their toy to the class as the class works to come to consensus on the ten greatest toys ever.

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


https://drive.google.com/open?id=0B8G1oEob-IxJQU5HTElnakRKQlE






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RI2 Identify main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. RI3 Describe connection between a sense of historical events in a text. RI6 Identify main purpose of a text, including what author wants to answer, explain, or describe. RI8 Describe how reasons support specific points the author makes in a text. RL3 Describe how characters in a story respond to major events and challenges.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Monitor/Clarify Genre: Humorous

Anchor Lesson Focus Wall TE p. T389 Officer Buckle & Gloria, Cause & Effect LLG p. 214 TE pp. T408-T425, T432-T435, SB pp. 506-531 Adventures at Scout Camp LLG TE pp. T402-T403 Use the book ‘Too Many Toys” by David Shannon to reinforce this week’s literacy skill—Cause and Effect

Grab & Go: Weekly Test T1450-451 Comprehension

SOCIAL STUDIES Unit 3, Lesson 15


E421 Discuss the importance of scarcity in relation to choices & opportunity cost. E422 Explain a decision in terms of costs and benefits.

Unit: Toys Essential Question: Why can’t we have everything we want? Guiding Questions: What is opportunity cost? What does scarcity mean? What can you do to help you decide what to do when you have to make a decision?

Too Many Toys Economics Lesson BEFORE READING: Tell students that the story they read last week relates to a scarcity of room to put all the toys that Spencer. They will be rereading the story to learn about how the economic terms, scarcity, opportunity cost and limited resources relate to the story. They will also get a chance to create their own toy. DURING READING: In the lesson, there are guidelines for interacting with story and discussing the story and the economic concepts of the story under procedure. Read the story aloud using these guidelines to discuss it from an economic perspective. AFTER READING: Use the activities in the lesson to reinforce student understanding of the economic concepts. If time permits, students can make their own toy out of a box.

TCM - Primary Source Reader: Money and Trade in Our World Quiz (p. 198) TCM - Primary Source Reader: Money and Trade in Our World

During Reading Writing Activity (p. 191) “Big Adventure” (p. 195)


https://drive.google.com/open?id=0B8G1oEob-IxJWmY3dXFFZlBzdDQ










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TCM - Primary Source Reader: Money and Trade in Our World

Lesson (pp. 189-198) Primary Source Activity (p. 193) “Toys Around the World” (p. 197) Activities From the Book, Your Turn Activity (p. 192)



L2e Consult reference materials, including beginning dictionaries, as needed to check & correct spellings. L4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

STRATEGY: Root Words ACADEMIC: cause, effect, infer, dictionary entry, guide words SOCIAL STUDIES: choice, economic wants, opportunity cost, scarcity SCIENCE: water forms TARGETED CLUSTERS/CATEGORIES: Teacher determines

TE pp. T456-T457, Projectable S8, 15.7 Academic Language TE pp. T432-T433 TCM - Primary Source Reader: Money and Trade in Our World

Before and After Reading Vocabulary Activities (pp. 190, 192) “World Trade Study Mat” (194)

“World Trade Word Cards (cards.jpg) for struggling learners

RF3f Recognize & read grade-appropriate irregularly-spelled words. L4d Use knowledge of meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly)

SPELLING/ENCODING Compound Words Schwa Vowel Sound

LLG pp. 84-85 Daily Phonics TE pp. T401, T429, T439, T451, T461 TE pp. T404-T406, T430-T431, T440-T441, T452-T453, T464

Grab & Go: Weekly Test Phonics



GRAMMAR L2 Demonstrate command of the conventions of standard English capitalization, punctuation & spelling when writing.

SKILL Abbreviations

TE pp, T426, T436, T448, T464 SB p. 539 Projectable 15.2, 15.5

Grab & Go: Weekly Test T1450-451 Grammar













https://drive.google.com/open?id=0BygUCc8vNmjcaDRkMWctbzRzdjQ

https://drive.google.com/open?id=0BygUCc8vNmjcaDRkMWctbzRzdjQ



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PROCESS WRITING W1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W5 With guidance & support from adults & peers, focus on a topic& strengthen writing as needed by revising & editing.

PROCESS WRITING TYPE Informational Writing Opinion

SUW LESSONS & TOOLS 4-6 Color-Coding & the 5 Elements of Informational Writing, Tools 4-6a, b 4-7 Planning w/ an Informal Outline, Tools 4-5c, 4-7a 4-8 Accordion Paragraphs 4-9 Determining Key/Star Ideas with the Thinking Game, Tools 4-11a-c 9-2 Supporting an Opinion with Facts, Tool 9-2a 4-22 and 4-23 Transition Words, Tools 4-23a-b 4-26 Transitions in Reports and Essays, Tool 4-26a

SUW 10-17 Persuasive Writing Scoring guide, Tool 10-17a (for Reference, Instruction, & Assessment) Modify for Opinion Writing Have each student, identify what he/she believes is the greatest toy ever. They should have two to three reasons why they believe it is the greatest. They will be presenting their toy to the class as the class works to come to consensus on the ten greatest toys ever.



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RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI8 Describe how reasons support specific points the author makes in a text. RI9 Compare & contrast most important points presented by 2 texts on same topic. RL3 Describe how characters in a story respond to major events & challenges. SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Infer/Predict Genre: Realistic Fiction

Anchor Lesson Focus Wall T1, Story Structure, LLG pp. 216-217 Mr. Tanen’s Tie Troubles TE pp. T24-37, T44-T47, SB pp. 13-37 A Better Way to Save LLG. p. 217, TE pp. T14-T15 Toys for Me: A Lesson on Choice Poem TCM - Primary Source Reader: Money and Trade in Our Nation

Lesson (pp. 179-188) Before, During, and After Reading Activities After Reading Activity (p, 182) “New Words” (p. 184) *Reinforcement skill “Word Web” (p. 186) *Reinforcement skill

Interactiv-eBook

Open Response from Arkansas Tab “Think about the title of the selection. Write a four-sentence paragraph to describe Mr. Tanen’s tie trouble.” Use the rubric provided to score



E.4.21 Discuss the importance of scarcity in relation to choices and opportunity cost. E.4.22 Explain a decision in terms of costs and benefits. E.5.2.2 Describe goods and services that people in the local community produce and those that are produced in other communities

Unit: Toys Essential Question: Why can’t we have everything we want? Guiding Questions: What is opportunity cost? What does scarcity mean? What can you do to help you decide what to do when you have to make a decision?

BEFORE READING: Introduce the poem "Toys for Me: A Lesson on Choice Poem. Use the background information in the lesson to introduce the vocabulary words “opportunity cost” and “scarcity”. DURING READING: Read poem to the students stopping to discuss meaning of economic terms. Ask clarifying questions about what ‘s happening. Have students infer/predict as you read. AFTER READING: Use the discussion questions and activities in the lesson to guide student’s understanding of the economic concepts. Provide students with a list of 5-8 choices they may have

http://www.econedlink.org/teacher-lesson/517/Toys-Me-Lesson-Choice


https://drive.google.com/open?id=0B8G1oEob-IxJUURHZlQ5TW42X3c


https://drive.google.com/open?id=0B8G1oEob-IxJUVNsbW05ejJCU2M









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for a classroom activity. Tell them to choose 2. They must then choose one & identify the opportunity cost for their choice.

TCM - Primary Source Reader: Money and Trade in Our Nation

Lesson (pp. 179-188) Activities from the Book, “Learn It!” (p. 182) Letter.pdf (Resource CD)

TCM - Primary Source Reader: Money and Trade in Our Nation Quiz (p. 188) TCM - Primary Source Reader: Money and Trade in Our Nation

Writing Activity (p. 181) “Personal Narrative” (p. 185)



L4a Use sentence-level context as a clue to the meaning of a word or phrase.

STRATEGY: Homophone/Homographs ACADEMIC: infer, predict, story elements, characters SOCIAL STUDIES: scarcity, opportunity cost, choice, wants TARGETED CATEGORIES: Teacher determined

Instructional Strategy # 16 Raising Funds-Vocabulary Reader TE pp. T66-T67, Projectable 16.8 SUW 2-12 Homonyms, Homophones & Homographs Tools 2-12 a-c, modified, as needed TCM - Primary Source Reader: Money and Trade in Our Nation Before and After Reading Vocabulary Activities (p. 180, 182)

RF3d Decode words with common prefixes and suffixes

SPELLING/ENCODING Base Words & Endings –ed, -ing

LLG pp. 86-87 Daily Phonics TE pp. T13, T41, T51, T61, T71 TE pp. T16-T18, T42-T43, T52, T62-T63

WRITING WORKSHOP Unit 3, Lesson 16


GRAMMAR L1c Use reflexive pronouns (e.g., myself, ourselves)

SKILL Pronouns

TE pp. T38, T48, T58, T74 SB p. 45 Unit 4 EXT pp. C8-9 SUW 3-13 Recognizing Parts of Speech, Tool 3-13c modified to show pronouns symbol only.

EXT p. C12





https://drive.google.com/open?id=0BygUCc8vNmjcTHladzZyclhQVGc

https://drive.google.com/open?id=0B8G1oEob-IxJMElpRnBndUs3bTA













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PROCESS WRITING W2 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

PROCESS WRITING TYPE Informative Writing Opinion

SUW LESSONS & TOOLS 4-6 Color-coding & the 5 elements of information writing Tool 4-6a, b 4-7 planning w/an informal outline, Tool 4-5c, 4-7a 4-8 accordion paragraphs (Smart exchange has slides on accordion paragraphs) 4-9 Determining key/star ideas with the thinking game Tools 4-11a, b, & c are all variations of informal outlines. Use to differentiate for students or pick one to use w/all students 9-2 supporting an opinion with facts, Tool 9-2a 4-22 & 4-23 transitions words, Tools 4-23a, 4- 23b 4-26 transitions in reports & essays, Tool 4-26a

SUW 10-17 Persuasive (Opinion) Scoring Guide Tools 10-17a, 10-17b, 10-17c (for Reference, Instruction, & Assessment) change “Persuasive” to “Opinion

2nd grade curriculum map: literacy & integrated content 2nd grade q2 2017_0.pdf · 2nd grade...

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