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Instructional Guide
Grade Level Second Grade Subject English Language Arts School System Pickens County
School Year 2011-2012
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when)
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Date ofCommonFormative
Assessment(Pacing – how
well)
MappingComments (Whatworks what needs
adjustment)
1st SixWeeksBeginning1ST SixWeeksThroughoutthe year
Standard 1 2.1.a Demonstrate phonologicalskills, including manipulatingsounds and words of the Englishlanguage.
Reading Street- Taught dailythroughout the textSing with Me Big Book-AudioCDPhonics Song and RhymeChart-Audio CDSound-Spelling CardsDecodable Readers thatcorrespond with the storyAmazing Word ChartsPhonics and Spelling Practiceworkbook to correspond withstoryWord sortsSmall group instructionLiteracy Centers Tier II
2
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MappingComments (Whatworks what needsadjustment)
Beginningfirst sixweeksThroughoutthe year
Standard 3 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, AWalk in the Desert; Unit 2:Tara and Tiree; Unit 3: DearJuno, A Weed is a Flower;Unit 4: The Life Cycle of aPumpkin, Frogs , Helen Keller;Unit 5: FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation Tier II
3
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities(Pacing – how)
Curricular Alignment
Date ofCommonFormativeAssessment(Pacing –how well)
MappingComments (Whatworks what needsadjustment)
Beginning1ST SixWeeksThroughoutthe year
Standard 4 2.4.c Demonstratecomprehension of second gradematerials across the curriculumidentifying sequence frominformational and functionalreading materials,2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters
Taught throughout the textTen Most Important Sentences
Nonfiction/informationalcomprehensionCards (Scaffolding cards)
Resource RoomComprehension ToolkitActive Participation Tier II
Beginning1ST SixWeeksThroughoutthe year
Standard 4 2.4.d Demonstratecomprehension of second gradematerials across the curriculumretelling directions andinformation from informationaland functional reading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how question
Taught throughout the textTen Most Important SentencesLeveled Books
Nonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II
4
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ARMTCorrelations
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(Pacing – what)
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Curricular Alignment
Date ofCommonFormativeAssessment(Pacing –how well)
MappingComments (Whatworks what needsadjustment)
Beginningfirst sixweeksThroughoutthe year
Standard 3 2.5.a Read with fluency passagescontaining complex sentences.2.5.B.1 Reading 90-100 wordsper minute2.5.B.2 Recognizing secondgrade high frequency words2.5.B.3 Using punctuation tohelp phrase2.5.B.4 Making self-corrections2.5.B.5 Reading with expression
Taught throughout the textReader’s Theater AnthologyFresh ReadsAudio CD with textBig BooksPhonics and Songs andRhymes ChartLeveled Books FlashcardsWord Lists, Phrasing listsResource RoomDIBELS ORF ProgressMonitoring
Leveled text/passages-choralreading, echo reading
Beginningfirst sixweeksThroughoutthe year
Standard 4 2.7.a Explain how authors usetext features to identify key andsupporting ideas in informationaltexts.
Taught throughout the textComprehension toolkit(resource room)
5
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MappingComments (Whatworks what needsadjustment)
Beginningfirst sixweeksThroughoutthe year
2.8.a Organize sentences into aparagraph address a topic.2.8.B.1 Sorting information usinggraphic organizers2.8.B.2 Generating a topicsentence and a concludingsentence in a paragraph2.8.B.3 Drafting a written pieceincluding an introductoryparagraph and a concludingparagraph2.8.B.4 Editing for spelling,punctuation, capitalization andsentence variety2.8.B.5 Publishing final draft2.8.B. 6 Using descriptive,narrative Organize sentences intoa paragraph to, and expositorymodes of writing2.8.B.7 Writing free verse poetryto express ideas
Taught throughout the textGraphic OrganizersJournal WritingGrammar and Writing BookFour Square WritingTeach Me Writing
Literacy Centers
Resource Room
6
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Beginningfirst sixweeksThroughoutthe year
2.8.b Organize sentences into aparagraph to tell a story.2.8.B.1 Sorting information usinggraphic organizers2.8.B.2 Generating a topicsentence and a concludingsentence in a paragraph2.8.B.3 Drafting a written pieceincluding an introductoryparagraph and a concluding
paragraph2.8.B.4 Editing for spelling,punctuation, capitalization andsentence variety2.8.B.5 Publishing final draft2.8.B. 6 Using descriptive,narrative organize sentences intoa paragraph to, and expositorymodes of writing2.8.B.7 Writing free verse poetryto express ideas
Taught throughout the textGraphic OrganizersJournal WritingGrammar and Writing BookWriting TransparenciesFour Square WritingTeach Me Writing
Literacy Centers
Resource Room
7
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Beginningfirst sixweeksThroughoutthe year
2.11.a Write words in sentenceslegibly with proper spacing inmanuscript.
Taught throughout the textGrammar and WritingWorkbookPopsicle sticks for spacing
Beginningfirst sixweeksThroughoutthe year
2.15.a Select appropriate voice toenhance meaning.2.15.B.1 Using active listeningskills2.15.B.2 Retelling stories andevents in logical order2.15.B.3 Remaining on topicwhen speaking2.15.B.5 Using appropriategrammar and word choice in oralpresentations and in conversations
Taught throughout the textAudio CD’sTen Most Important SentencesRetelling CardsGrammar and WritingWorkbookModeling by teacher-Readalouds weeklyReaders’ Theater AnthologyActive Participation
8
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MappingComments (Whatworks what needsadjustment)
1ST SixWeeks
Standard 1 2.2.a Apply phonetic strategies todecode unfamiliar words usinggraphophonemic clues and lettersound correspondences, includingdiphthongs and diagraphs.2.2.B.1 Correcting wordrecognition errors2.2.B.2 Reading phoneticallyregular and irregular two syllablewords
Reading Street-Unit 1: Henry and Mudge, AWalk in the Desert, TheStrongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Multi-syllableWord Routine Cards,Decodable Text, GraphicOrganizers, Sound-SpellingCards, Vocabulary Cards,Literacy Centers, Small groupinstruction, Tier II
9
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors
Reading Street-Unit 1: Henry and Mudge, AWalk in the Desert, TheStrongest OneUnit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM;Unit 5: Horace and MoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook
Word work, choral reading,multi-syllable word routinecards, Small groups instruction(taken from third grade routinecards-Reading Street)Decodable Text, VocabularyCards, Literacy Centers, Tier II
10
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
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Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word Walls
Word Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
11
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(Pacing – how)
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Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing Book
Word Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
12
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 4 2.4.a Demonstratecomprehension of second gradereading materials across thecurriculum, including drawingsimple conclusions frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters
Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Leveled Texts, ELL Books andpostersResource RoomComprehension ToolkitActive Participation Tier II
13
TimePeriod
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Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 4 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II
14
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(Pacing –when)
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(Pacing – how)
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Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers, ActiveParticipation, Tier II
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Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
1ST SixWeeks
Standard 3 2.6.b Differentiate amongrealistic fiction and othernarrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersActive Participation, Tier IIFiction scaffolding cards
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(Pacing – what)
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(What works whatneeds adjustment)
1ST SixWeeks
2.10.a Use concrete nouns inwritten communication.2.10.B.1 Describing nouns usingadjective in writing2.10.B.2 Substituting nouns withpronouns in writing2.10.B.3 Using singular andplural nouns in writing
Reading Street- Unit 2Grammar TransparenciesGrammar and Writing Book
2.10.b Use action verbs inwritten communication
Reading Street-Unit 3Grammar TransparenciesGrammar and Writing Book
Pantomime action verbs, thensee in written communication,then write their own sentences.
17
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2nd SixWeeks2ND SixWeeks
Standard 1 2.2.a Apply phonetic strategies todecode unfamiliar words usinggraphophonemic clues and lettersound correspondences, includingdiphthongs and diagraphs.2.2.B.1 Correcting wordrecognition errors2.2.B.2 Reading phoneticallyregular and irregular two syllablewords
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbookDecodable Text, GraphicOrganizers, Sound-SpellingCards, Vocabulary CardsWorkbook, Multi-syllableRoutine Cards, DecodableText, Graphic Organizers,Sound-Spelling Cards,Vocabulary Cards, Centers
18
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Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
2ND SixWeeks
Standard 1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook ,Word work, choralreading, multi-syllable wordroutine cards(taken from third grade routinecards-Reading Street)Decodable Text, VocabularyCards, Literacy Centers
19
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Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
2ND SixWeeks
Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers
20
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(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
2ND SixWeeks
2.10.a Use concrete nouns inwritten communication.2.10.B.1 Describing nouns usingadjective in writing2.10.B.2 Substituting nouns withpronouns in writing2.10.B.3 Using singular andplural nouns in writing
Reading Street- Unit 2Grammar TransparenciesGrammar and Writing Book
2ND SixWeeksIntroducedin Unit 2TaughtthroughoutUnit 3-6
2.12.a Utilize research skills tocollect information on a specifictopic.2.12.B.2 Locating boldface anditalicized words to identifyessential information2.12.B.3 Using captions,illustrations, and photographs toextend meaning of written text
Reading Street- Unit 2Throughout the year,according to textReading Practice WorkbookComprehension Toolkit(Resource Room)
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adjustment)
3rd SixWeeks3RD SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
22
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ARMTCorrelations
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(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing Book
Word Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
23
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 2 2.3.c Exhibit vocabulary skills,including descriptive words2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.5 Recognizing possessiveforms2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
24
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ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 4 2.4.a Demonstratecomprehension of second gradereading materials across thecurriculum, including drawingsimple conclusions frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters
Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. Test,Nonfiction/informationalcomprehensionCards (Scaffolding cards)ELL Books and PostersResource RoomComprehension ToolkitActive Participation Tier II
25
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 4 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)ELL Books and PostersResource RoomComprehension ToolkitActive Participation Tier II
26
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersSmall group instructionComprehension Toolkit
27
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
Standard 3 2.6.b Differentiate amongrealistic fiction and othernarrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersSmall group instructionComprehension ToolkitFiction scaffolding cards
28
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
3RD SixWeeks
2.13.a Locate information inreference material usingalphabetical order,2.13.B.1 Generating oral andwritten questions before, duringand after research2.13.B.2 Using table of contents,glossary and index to locateinformation2.13.B.3 Reporting on a specifictopic with facts and details
Reading Street-Introduced inUnit 3: AnansiTaught throughout the rest ofthe text
Nonfiction/informationalcomprehensionCards (Scaffolding cards)Comprehension ToolkitTier II Instruction
29
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4th SixWeeks4TH SixWeeks
Standard 1 2.2.a Apply phonetic strategies todecode unfamiliar words usinggraphophonemic clues and lettersound correspondences, includingdiphthongs and diagraphs.2.2.B.1 Correcting wordrecognition errors2.2.B.2 Reading phoneticallyregular and irregular two syllablewords
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook multi-syllableword routine cards (taken fromthird grade routine cards-Reading Street) DecodableText, Vocabulary Cards,Literacy Centers, GraphicOrganizers, Sound-SpellingCards, Vocabulary Cards
30
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbookLiteracy Centers Ell Postersand booksWord work, choral reading,multi-syllable word routinecards(taken from third grade routinecards-Reading Street)Decodable Text
31
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
32
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing Book
Active Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
33
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 2 2.3.c Exhibit vocabulary skills,including descriptive words2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.5 Recognizing possessiveforms2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word Walls
Active Word WallsWord Sorts, Resource Room,Literacy Centers, LeveledTexts, ELL Books and posters
34
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 4 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)Resource RoomComprehension ToolkitActive Participation, Tier II
35
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled Readers,Comprehension ToolkitGraphic Organizers
36
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
4TH SixWeeks
Standard 3 2.6.b Differentiate amongrealistic fiction and othernarrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic Organizers,Comprehension ToolkitGraphic OrganizersFiction scaffolding cards
37
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
5th SixWeeks5TH SixWeeks
Standard 1 2.2.a Apply phonetic strategies todecode unfamiliar words usinggraphophonemic clues and lettersound correspondences, includingdiphthongs and diagraphs.2.2.B.1 Correcting wordrecognition errors2.2.B.2 Reading phoneticallyregular and irregular two syllablewords
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Word sortsSmall group instructionLiteracy Centers, Tier II
Decodable Text, GraphicOrganizers, Sound-SpellingCards, and Vocabulary Cards
38
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
5TH SixWeeks
Standard 1 2.2.b Apply phonetic strategiesto decode multi-syllable wordsusing graphophonemic clues andletter sound correspondences,including diphthongs anddiagraphs,2.2.B.1 Correcting wordrecognition errors
Reading Street-Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 2: Tara and Tiree,Turtle’s Race with Beaver;Unit 4: Frogs, I Like Where IAM; Unit 5: Horace andMoraceVocabulary Word CardsSound-Spelling CardsPractice Workbook thatcorresponds with storyPhonics and SpellingWorkbook, Word sortsSmall group instructionLiteracy Centers, Tier IIWord work, choral reading,multi-syllable word routine cards(taken from third grade routinecards-Reading Street) DecodableText
39
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments
(What works whatneeds adjustment)
5TH SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers Tier IIActive Participation
40
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
5TH SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing BookWord SortsSmall group instructionLiteracy Centers, Tier II
41
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
5TH SixWeeks
Standard 2 2.3.c Exhibit vocabulary skills,including descriptive words2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.5 Recognizing possessiveforms2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word Walls
Word sortsSmall group instructionLiteracy Centers, Tier II
42
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities(Pacing – how)
Curricular Alignment
Date ofCommonFormativeAssessment(Pacing –how well)
MappingComments (Whatworks what needsadjustment)
5TH SixWeeks
Standard 4 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)
Resource RoomComprehension ToolkitActive Participation, Tier II
43
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
5TH SixWeeks
Standard 3 2.6.b Differentiate amongrealistic fiction and othernarrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen Town Musicians,Turkey for Thanksgiving; Unit 3:Pearl and Wagner, Anansi, Roseand Blanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, Sign MakersAssistant; Unit 6-Just Like JoshGibson, A Birthday Basket forTia, Jingle DancerWorkbook pages that correspondwith storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersFiction scaffolding cardsActive Participation, Small groupinstruction, Tier II
44
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6th SixWeeks6TH SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation
45
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing BookWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation
46
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 2 2.3.a Exhibit vocabulary skills,including explaining simplecommon antonyms.2.3.B.1 Responding to questions2.3.B.2 Using symantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsWord sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation
47
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments
(What works whatneeds adjustment)
6TH SixWeeks
Standard 2 2.3.b Exhibit vocabulary skills,including simple commonsynonyms2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word WallsGrammar and Writing Book
Word sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation
48
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 2 2.3.c Exhibit vocabulary skills,including descriptive words2.3.B.1 Responding to questions2.3.B.2 Using semantic cues toachieve meaning2.3.B.3 Recognizing words in theenvironment2.3.B.4 Using new words fromindependent reading of storiesand texts2.3.B.5 Recognizing possessiveforms2.3.B.6 Identifying multiplemeaning words
Reading Street- Unit 1: Henryand Mudge, A Walk in theDesert, The Strongest One;Unit 3-6Corresponding readingworkbook pagesTeacher-Created worksheetson antonyms and synonymsELMOActive Word Walls
Word sortsSmall group instructionLiteracy Centers, Tier IIEll Posters and BooksActive Participation
49
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments
(What workswhat needsadjustment)
6TH SixWeeks
Standard 4 2.4.a Demonstratecomprehension of second gradereading materials across thecurriculum, including drawingsimple conclusions frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions2.4.B.3 Identifying characters
Reading Street-Unit1:Exploring Space, Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs, Helen Keller; Unit 5:Firefighter; Unit 6- Red,White, and Blue, CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. Test,Nonfiction/informationalcomprehensionCards (Scaffolding cards)
Resource RoomComprehension ToolkitActive Participation, Tier II
50
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 4 2.4.b Demonstratecomprehension of second gradematerials across the curriculumclassifying ideas and things frominformational and functionalreading materials.2.4.B.1 Relating events and ideasto specific life experiences2.4.B.2 Answering what if, why,and how questions
Reading Street-Unit1:Exploring Space, A Walk inthe Desert; Unit 2: Tara andTiree; Unit 3: Dear Juno, AWeed is a Flower; Unit 4: TheLife Cycle of a Pumpkin,Frogs , Helen Keller; Unit 5:FirefighterUnit 6: Red, White and Blue,CowboysLeveled BooksRead Aloud AnthologyReader’s Theater AnthologyReading Practice Workbookthat corresponds with storyA.R. TestNonfiction/informationalcomprehensionCards (Scaffolding cards)
Resource RoomComprehension ToolkitActive Participation, Tier II
51
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 5 2.6.a Differentiate amongfolktales, tall tales, and fables.2.6.B.1 Recognizing the author’spurpose or intent in a variety oftexts2.6.B.2 Inferring the main ideaand supporting details in narrativetexts2.6.B.3 Summarizing the plotand characters’ actions andmotivations in narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen TownMusicians, Turkey forThanksgiving; Unit 3: Pearland Wagner, Anansi, Rose andBlanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, SignMakers Assistant; Unit 6-JustLike Josh Gibson, A BirthdayBasket for Tia, Jingle DancerWorkbook pages thatcorrespond with storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersActive Participation, Tier IIComprehension Toolkit
52
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
Standard 3 2.6.b Differentiate among realisticfiction and other narrative texts.2.6.B.1 Recognizing the author’spurpose or intent in a variety of texts2.6.B.2 Inferring the main idea andsupporting details in narrative texts2.6.B.3 Summarizing the plot andcharacters’ actions and motivationsin narrative texts2.6.B.4 Recognizing morals andlessons in narrative texts
Reading Street-Unit 1:Iris andWalter, Henry and Mudge, TheStrongest One; Unit 2-RonaldMorgan, Turtle’s Race withBeaver, Bremen Town Musicians,Turkey for Thanksgiving; Unit 3:Pearl and Wagner, Anansi, Roseand Blanca; Unit 4- Quilt Story, ILike Where I Am; Unit 5-OneDark Night, Bad Dog Dodger,Horace and Morace, Sign MakersAssistant; Unit 6-Just Like JoshGibson, A Birthday Basket forTia, Jingle DancerWorkbook pages that correspondwith storyRead Aloud AnthologyLeveled ReadersGraphic OrganizersFiction scaffolding cardsSmall group instruction, ActiveParticipation, Resource Room
53
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
6TH SixWeeks
2.9.a Demonstrate correct use ofquestion marks in writtenexpression.
Reading Street- Unit 6Grammar TransparenciesGrammar and Writing Book
Teacher-created worksheetsELMOTeach Me Writing
2.9.b Demonstrate correct use ofcapitalization of names, months,days of the week, and holidays inwritten expression.2.9.B.1 Use abbreviations,apostrophes in a contractions,and apostrophes in possessives inwriting2.9.B.2 Using commas in writing2.9.B.3 Using exclamation pointsat the end of sentences to showemotion in writing
Reading Street- Throughoutthe text-especially Unit 6Grammar TransparenciesGrammar and Writing BookMarc Brown-Arthur Series
2.11.B.1 Forming upper andlower case letters in cursive
Taught second semesterCursive writing workbook
54
TimePeriod
(Pacing –when)
ARMTCorrelations
Standards/ Components
(Pacing – what)
Resources/Activities
(Pacing – how)
Curricular Alignment
Date ofCommonFormative
Assessment(Pacing –how well)
MappingComments (Whatworks what needs
adjustment)
Sixth SixWeeks
2.12.b Utilize research skills torecord information on a specifictopic.2.12.B.1 Listing key conceptsfrom texts2.12.B.3 Using captions,illustrations, and photographs toextend meaning of written text
Reading Street- Unit 2Throughout the year,according to textReading Practice WorkbookComprehension Toolkit(Resource Room)