pbworksfspsliteracy.pbworks.com › w › file › fetch › 60003865 › 2n… · web...
TRANSCRIPT
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Substitute Phonemes
Syllables in Spoken Words
TARGETED VOCABULARY &
STRATEGIES
STRATEGY: Compound Words
WORD CARDS:Cards 57-64
Weekly Plan T196-T197
Day 1T202-T203 DL
Substitute Phonemes
Day 2T214-T215 DL
Substitute Phonemes
Day 3T234-T235 DL
Syllables in Spoken Words
Day 4T244-T245 DL
Syllables in Spoken Words
Day 5T254-T255
Syllables in Spoken Words
AL: phonemes, syllables
Weekly Plan T196-T197
Day 1
Daily Vocabulary BoostT203
Read Aloud“Floods: Dangerous
Optional Weekly Tests
T2628.7-8.9
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context clues Phrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
I will use the meaning of individual words to predict the meaning ofcompound words.
PredictCompound
words
BWL
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
October 15, 2012 Quarter 2 –p.1
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10TARGET
VOCABULARYbeware, damage,
bend, flash, pounding, prevent, reach, equal
Water”T204-T205CLLG: p. 55
Projectable 8.1 (Read Aloud: Model Oral Fluency)
Introduce VocabularyT206-T207
Day 2
Daily Vocabulary BoostT215
Develop BackgroundT218-T219
“Storm Warning”
Day 3
Daily Vocabulary BoostT235
Day 4
Daily Vocabulary BoostT245
Vocabulary StrategiesT250-T251
Projectable 8.10 (Compound Words)PB: Vol. 1, p. 117
Day 5
Daily Vocabulary BoostT255
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectivesAdverbs
Responding to texts
IRA 2-3
Word Work/Phonics Phonics Optional Weekly
October 15, 2012 Quarter 2 –p.2
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10
Consonant Diagraphs th,
sh, wh, ch, tch, ph
Base Words and Endings -s, -ed, -ing
Weekly Plan T196-T197
Day 1 T208-T210 Words with
Consonant Digraphs th, sh, wh, ch, tch, and phPB: Vol. 1, p. 106
Decodable Reader“Splish! Splash!
Whales”T211
Day 2 T216-T217 Words with
Consonant Digraphs th, sh, wh, ch, tch, phInstructional Routine 3PB: Vol. 1, p. 108
Day 3 T236-T237 Base
Words and Endings –s, –ed, -ingPB: Vol.1, p 113
Decodable Reader“Drifting Up, Up, Up”
T239
Day 4 T246 Review Base
Words and Endings –s, -ed, -ing
T247 Review Words with Consonant Digraphs; Double Consonants and ck
Day 5T262 Assessment
TestsT262
8.13-8.14
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.
I will decode words with common prefixes and suffixes.
DecodePrefixesSuffixes
WJWTWBWL
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
I will identify words with inconsistent but common spelling sound patterns.
Common spelling-sound
patterns
WJWTWBWL
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7PTRWTWWJ
Comprehension Comprehension
Skill:
Main Selection“Super Storms”
Genre: Informational Text
Optional Weekly TestsT263
CC.RL.2.1 Ask and answer such questions as I will ask questions DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5
October 15, 2012 Quarter 2 –p.3
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10who, what, where, when, why, and how to demonstrate understanding of key details in a text.
such as who, what, where, when, why, and how. I will answer questions such as who, what, where, when, why and how.
CT:: Lessons 8-11 Main Ideas and Details
Strategy: Visualize
Genre: Informational Text/Poetry
Fluency:Rate
Essential Question:How do you know
what a story is mostly about?
T222-T230; SB: p. 230-244
CLLG: p.54
Day 2
Introduce Comprehension
T220-T221Main Ideas and Details;
Visualize Projectable 8.4(Main
Ideas & Details: Visualize)PB: Vol. 1, p. 109AL: main idea, supporting detail, topic, visualize
Develop Comprehension
T224-T229 Projectables 8.5a,
8.5b, 8.5c (Web)
Your TurnT231
Day 3
Deepen Comprehension
T240-T241Main Ideas & Details
Projectable 8.8 (Web: Infer Main Ideas)PB: Vol. 1, p. 114AL: infer, main idea, supporting detail, topic,
Day 4
Connect To“Weather Permits”
T248-T249Genre: Poetry
8.2-8.6
CC.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
I will recount stories, including fables and folktales. I will determine the central message or moral of the story.
FableDiverseCulture
DetermineMessage
MoralFolktales
STW : p. 181-182,198CT: Lessons 16-17
CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
PTTP: p. 11-29 (poetry)
CC.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend literature.
LiteratureProsePoetry
PTTP (poetry)GRSTW
Reading Standards for Informational TextCC.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.
I will ask and answer questions such as who, what, where, when, why, and how to understand key details in a text.
Key details STW2: p. 171-177http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.
Multi-paragraphIdentifyTopic
Specific
NRP: Chapter 5http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96
CC.RI.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will determine the meaning of words and phrases in a text or topic.
TextTopic
GR: p. 163-166WJ
CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
I will know and use text features to locate key facts or information in a text.
Text featuresKey factsCaptionsBold print
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com
October 15, 2012 Quarter 2 –p.4
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10efficiently. Subheading
GlossariesIndexes
ElectronicMenusIcons
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
MC: T249 CLLG: p.55 Connect to Poetry
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text.
IdentifyMain purpose
Text
NRP: Chapter 5STW2
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify as text.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.RI.2.8 Describe how reasons support specific points the author makes in a text.
I will describe how reasons support specific points the author makes.
SupportOpinion
NRP
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
ComprehendInformational
text
GRWSTW2RWMNRPRP
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
I will follow our rules when we are
Discussions GRWhttp://
October 15, 2012 Quarter 2 –p.5
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
having discussions. www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversation TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsExperience
GRWIs That a Fact?CLhttp://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)
I will produce complete sentences to provide detail or clarification.
DetailClarification
Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-
October 15, 2012 Quarter 2 –p.6
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522
Spelling Spelling
Words with th, sh, wh, ch, tch
Spelling Words:(Basic) dish, than, chest, such, thin, push, shine, chase, white, while, these, flash(Review) which, then(Challenge) catch, thumb
Weekly Plan T196-T197
Day 1T212 Teach the Principle/Pretest
Day 2T232 Teach/Word Sort
Day 3T242 Segment
Sounds/Build Words
Day 4T252 Connect to WritingPB: Vol. 1, p. 118
Day 5T258 Assessment
Weekly TestT258
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
What is a Verb?
Weekly Plan T196-T197
Day 1T212 Action Verbs Projectable 8.2
PB: Vol. 1, p. 107
Day 2T232 Action Verbs andSubjects Projectable 8.6
PB: Vol. 1, p. 111
Day 3
Optional Weekly TestsT263
8.18-8.19
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).(Language Progressive Skill)
I will use verbs to show past tense. I will use verbs to show present tense. I will use verbs to show future tense.
Past PresentFutureVerbs
MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.htmlhttp://
October 15, 2012 Quarter 2 –p.7
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
T242 Action Verbs inSentencesPB: Vol. 1, p. 116
Day 4T252 Spiral Review:Statements & QuestionsPB: Vol. 1, p. 119
Day 5T258-T259 WeeklyReview: What is a Verb?Connect to Writing: WordChoicePB: Vol. 1, p. 120
\
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; the little boy watched the movie; The action movie was watched by the little boy.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Comprehend
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
Writing Writing
Write to Inform:Informational Paragraph
Focus Trait: Voice
Weekly Plan T196-T197
Day 1T213 Introduce theModel: InformationalParagraph Projectable 8.3 (Writing
Model: Informational Paragraph)
Day 2T233 Introduce the FocusTrait: Voice Using Your Own WordsPB: Vol. 1, p. 112
Day 3T243 Main Ideas andSupporting Facts Projectable 8.9
Day 4T253 CombiningSentences Projectable 8.11
(Drafting
Optional Daily Writing Prompts
T196-T197
Write a postcard to someone telling about the weather where you are.
Write three or more sentences to tell about a storm you have experienced.(reference Journeys Open Response/Writing Rubric on Lesson 8 Overview [cardboard page before Focus Wall])
CC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
I will write to inform/explain by introducing a topic. I will write to inform/explain by using facts and definitions to develop points. I will write to inform/explain by providing a concluding statement.
Explanatorytext
Concludingstatement
Topic
Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C
CC.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure (conclusion).
NarrativeRecount
EventDetails
TransitionConclusion
Closure
Is That a Fact?, p 187-209Small MomentsAppendix AAppendix CGRWCLhttp://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabs
October 15, 2012 Quarter 2 –p.8
Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10 an Informational
Paragraph)
Day 5T260-T261 Revise andEdit: Voice Projectable 8.12
(Revising Greg’s Draft)
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
Participate ResearchProjects
IW: Chapter 11http://kids.britannica.com/
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
IW: Chapter 11http://kids.britannica.com/
SMALL GROUP STANDARDS Reading Standards: Foundational Skills
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDSDES STANDARDS:
FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.9
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Add Phonemes
Syllables in Spoken Words
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Synonyms
WORD CARDS:Cards 65-72
TARGET VOCABULARY
tunnel, curled, height,
Weekly Plan T290-T291
Day 1T296-T297 DLAdd Phonemes
Day 2T308-T309 DLAdd Phonemes
Day 3T332-T333 DL
Syllables in Spoken Words
Day 4T342-T343 DL
Syllables in Spoken Words
Day 5T352-T353 DL
Syllables in Spoken Words
Weekly Plan T290-T291
Day 1
Daily Vocabulary BoostT297
Read Aloud “On Thin Ice”T298-T299CLLG: p. 57
Optional Weekly Tests
T3609.2-9.4
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context clues Phrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using
I will use words and phrases learned through talking.
PhrasesAdjectivesAdverbs
WJBWLWTW
October 15, 2012 Quarter 2 –p.10
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Responding to texts
https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
direction, toward, healed, brag, tease
Projectable 9.1 (Read Aloud: Model
Oral Fluency)
Introduce VocabularyT300-T301
Day 2
Daily Vocabulary BoostT309
Develop BackgroundT312-T313“Folktales”
Day 3
Daily Vocabulary BoostT333
Day 4
Daily Vocabulary BoostT343
Vocabulary StrategiesT348-T349
Projectable 9.9 (Synonyms)PB: Vol. 1, p. 132
Day 5Daily Vocabulary
BoostT353
Word Work/Phonics Phonics
Base Words and Endings -
ed, -ing
Weekly Plan T290-T291Day 1
T302-T304 Base Words & Endings –ed, -ingPB: Vol. 1, p. 121
Optional Weekly TestsT360
9.8-9.11
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.
I will decode words with common prefixes and suffixes.
DecodePrefixesSuffixes
WJWTWBWL
October 15, 2012 Quarter 2 –p.11
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11CV Syllable
Pattern Decodable Reader“Maybe So”
T305
Day 2T310-T311 Base Words & Endings –ed, -ingPB: Vol. 1, p. 123
Day 3T334-T335 Words with the CV Syllable PatternPB: Vol. 1, p. 128
Decodable Reader“Racing Away!”
T337
Day 4T344 Review Words with the CV Syllable PatternT345 Review Consonant Digraphs and Base Words and Endings –ed, -ing
Day 5T360 Assessment
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7PTRWTWWJ
Comprehension Comprehension
Skill: Understanding
Characters
Strategy: Summarize
Genre: Folktale/Traditional Tale
Fluency:Phrasing: Punctuation
Essential Question:What can you learn
from the way a
Main Selection“How Chipmunk Got
His Stripes” Genre: Folktale
T316-T328; SB: p. 258-279
CLLG: p. 56
Day 2
Introduce Comprehension
T314-T315Understanding
Characters; Summarize Projectable 9.4
(Understanding Characters:
Optional Weekly TestsT361
9.5-9.7
CC.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT:: Lessons 8-11
CC.RL.2.2 Recount stories, including fables, and folktales from diverse cultures, and determine their central message, lesson, or moral.
I will recount stories, including fables and folktales. I will determine the central message or moral of the story.
FableDiverseculture
DetermineMessage
MoralFolktales
STW : p. 181-182,198CT: Lessons 16-17
October 15, 2012 Quarter 2 –p.12
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11character acts? Summarize
PB: Vol. 1, p. 124AL: character(s), summarize, traits
Develop Comprehension
T318-T327 Projectables 9.5a,
9.5b, 9.5c, 9.5d (Column Chart)
Your TurnT329
Day 3
Deepen Comprehension
T338-T339Infer Character Traits Projectable 9.8
(Column Chart: Infer Character Traits)PB: Vol. 1, p. 129AL: character(s), traits, infer
Day 4
Connect To“Why Rabbits Have
Short Tails”Genre: Traditional Tales
T346-T347 MC: T347 CLLG: p. 57 Connect to
Traditional Tales
CC RL.2.3 Describe how characters in a story respond to major events and challenges..
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
STW2: p. 94-97GRW
CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
PTTP: p. 11-29 (poetry)
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
IRA2-3: p. 95-100http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf
CC.RL.2.7 Use information gained form the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
I will use information gained form illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW
CC.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend literature.
LiteratureProsePoetry
PTTP (poetry)GRSTW
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
October 15, 2012 Quarter 2 –p.13
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversations TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions form understanding.
Questions GRWSTWRFMhttp://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
October 15, 2012 Quarter 2 –p.14
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsRecount
GRWIs That a Fact?CLhttp://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html
Spelling Spelling
Base Words with Endings -ed, -ing
Spelling Words:(Basic) liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked(Review) mixed, sleeping(Challenge) teasing, knocking
Weekly Plan T290-T291
Day 1T306 Teach the Principle/Pretest
Day 2T330 Teach/Word Sort
Day 3T340 Segment
Sounds/Build Words
Day 4T350 Connect to WritingPB: Vol. 1, p. 133
Day 5T356 Assessment
Weekly TestsT356
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
Verbs in the Present
Weekly Plan T290-T291
Day 1T306 Adding –s to Verbs Projectable 9.2
PB: Vol. 1, p. 122
Day 2T330 Adding –es toVerbs Projectable 9.6
PB: Vol. 1, p. 126
Optional Weekly TestsT361
9.12-9.14.
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).(Language Progressive Skill)
I will use verbs to show past tense. I will use verbs to show present tense. I will use verbs to show future tense.
Past PresentFutureVerbs
MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-
October 15, 2012 Quarter 2 –p.15
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11vocabulary-with-918.htmlhttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
Day 3T340 Verbs with –s and–esPB: Vol. 1, p. 131
Day 4T350 Spiral Review:Kinds of NounsPB: Vol. 1, p. 134
Day 5T356-T357 WeeklyReview: Verbs in thePresentConnect to Writing: Sentence FluencyPB: Vol. 1, p. 135
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; the little boy watched the movie; The action movie was watched by the little boy.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Comprehend
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
Writing Writing Optional Daily
October 15, 2012 Quarter 2 –p.16
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11
Write to Inform:Instructions
Focus Trait: Ideas
Weekly Plan T290-T291
Day 1T307 Introduce theModel: Instructions Projectable 9.3
(WritingModel: Instructions)
Day 2T331 Introduce theFocus Trait: IdeasImportant StepsPB: Vol. 1, p. 127
Day 3T341 Instructions: Usinga List
Day 4T351 Instructions:Telling the Steps inOrder Projectable 9.10(Prewriting – Planning Instructions)
Day 5T358-T359 Instructions
Writing PromptsT290-T291
Write about something in nature that no one can control.
Find and write three sentences that show that Bear liked to brag.(reference Journeys Open Response/Writing Rubric on Lesson 9 Overview [cardboard page before Focus Wall])
CC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
I will write to inform/explain by introducing a topic. I will write to inform/explain by using facts and definitions to develop points. I will write to inform/explain by providing a concluding statement.
Explanatorytext
Concludingstatement
Topic
Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C C
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
Participate ResearchProjects
IW: Chapter 11http://kids.britannica.com/
CC.W.2.8 Recall information from experiences I will participate in Recall IW: Chapter 11October 15, 2012 Quarter 2 –p.17
Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11or gather information from provided sources to answer a question.
writing projects. ExperiencesGather
http://kids.britannica.com/
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.18
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Add and Delete Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Base Words &
Suffixes –er, -est
WORD CARDS:Cards 73-80
TARGET VOCABULARY
millions, choices, drift,
Weekly Plan T388-T389
Day 1T394-T395 DL
Add & Delete Phonemes
Day 2T406-T407 DL
Add & Delete Phonemes
Day 3T428-T429 DL
Add & Delete Phonemes
Day 4T436-T437 DL
Add & Delete Phonemes
Day 5T446-T447 DL
Add & Delete Phonemes
Weekly Plan T388-T389
Day 1
Daily Vocabulary BoostT395
Read Aloud“Sharks on the Run!”
T396-T397CLLG: p. 59
Projectable 10.1 (Read
Optional Weekly Tests
T45410.2-10.3
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context clues Phrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
I will use known root words to help me understand the meaning of unknown words that share the same root.
Root word Clue
KnownUnknown Meaning
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://
October 15, 2012 Quarter 2 –p.19
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12foods that are spicy or juicy). www.teachingchannel.org/
videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
simple, weaker, wrapped, disgusting,
decide
Aloud: Model Oral Fluency)
Introduce VocabularyT398-T399
Day 2
Daily Vocabulary BoostT407
Develop BackgroundT410-T411“Ocean Life”
Day 3
Daily Vocabulary BoostT429
Day 4
Daily Vocabulary BoostT437
Vocabulary StrategiesT442-T443
Projectable 10.9 (Suffixes –er, -est)PB: Vol. 1, p. 147
Day 5Daily Vocabulary Boost
T447
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectivesAdverbs
Responding to texts
IRA 2-3
Word Work/Phonics Phonics
Contractions
Weekly Plan T388-T389
Day 1T400-T402 ContractionsPB: Vol. 1, p. 136
Decodable Reader“Let’s Have Fun”
T403
Day 2
Optional Weekly TestsT454
10.7-10.9
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
DistinguishSyllable
PTR: p.105-127WJWTW
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7PTRWTWWJ
CC.L.2.2 Demonstrate command of the conventions of I will use an Apostrophe MM2-3: p. 90October 15, 2012 Quarter 2 –p.20
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
apostrophe to form contractions. I will use an apostrophe to form possessives.
ContractionsPossessives
T408-T409 ContractionsPB: Vol. 1, p. 138
Day 3T430 Cumulative ReviewPB: Vol. 1, p. 143
Decodable Reader“I’m Going to Win”
T430
Day 4T438 Review ContractionsT439 Cumulative Review
Day 5T454 Assessment
Comprehension Comprehension Main Selection Optional Weekly TestsReading Standards for Informational Text
October 15, 2012 Quarter 2 –p.21
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12Skill:
Fact and Opinion
Strategy: Monitor/Clarify
Genre: Informational Text
Fluency:Stress
Essential Question:How do you know if something is a fact
or an opinion?
“Jellies”Genre: Informational Text
T414-T424; SB: p. 292-308 CLLG: p. 58
Day 2
Introduce ComprehensionT412-T413
Fact & Opinion; Monitor/Clarify
Projectable 10.4 (Fact & Opinion: Monitor/ClarifyPB: Vol. 1, p. 139AL: fact, opinion, monitor, clarify
Develop ComprehensionT416-T423
Projectables 10.5a, 10.5b, 10.5c (T-Map)
Your TurnT425
Day 3
Deepen ComprehensionT432-T433
Identify Facts & Opinions Projectable 10.8 (T-Map:
Identify Facts & Opinions)PB: Vol. 1, p. 144AL: fact, opinion, monitor,
Day 4
Connect To“Meet Norbert Wu”
Genre: Informational TextT440-T441
MC: T441 CLLG: p.59 Connect to Social
T45510.4-10.6
CC.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.
I will ask and answer questions such as who, what, where, when, why, and how to understand key details in a text.
Key details STW2: p. 171-177http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.
Multi-paragraphIdentifyTopic
Specific
NRP: Chapter 5http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96
CC.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
I will describe the connection between a series of historical events. I will describe the connection between scientific ideas or concepts. I will describe the steps in technical
SeriesHistorical events
Scientific procedures
Text
NRP: p. 110
October 15, 2012 Quarter 2 –p.22
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12procedures in a text.
Studies
CC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text or topic.
TextTopic
GR: p. 163-166WJ
CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
I will know and use text features to locate key facts or information in a text.
Text features Key facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
menusIcons
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.
IdentifyMain purpose
Text
NRP: Chapter 5STW2
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
ComprehendInformational
text
GRWSTW2RWMNRPRP
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings..
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
October 15, 2012 Quarter 2 –p.23
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversations TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions form understanding.
Questions GRWSTWRFMhttp://
October 15, 2012 Quarter 2 –p.24
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsRecount
GRWIs That a Fact?CLhttp://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html
CC.SL.2.5 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.
I will create recordings of stories or poems. I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.
RecordingsClarify
GR: p. 80-81STW2: p.127
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)
I will produce complete sentences to provide detail or clarification.
DetailClarification
Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522
Spelling Spelling
Contractions
Spelling Words:
Weekly Plan T388-T389
Day 1T404 Teach the Principle/Pretest
Weekly TestsT450
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy –
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
October 15, 2012 Quarter 2 –p.25
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12boil) (Basic) I’m, don’t,
isn’t, can’t, we’ll, it’s, I’ve, didn’t, you’re, that’s, wasn’t, you’ve(Review) us, them(Challenge) they’re, wouldn’t
Day 2T426 Teach/Word Sort
Day 3T434 Segment
Sounds/Build Words
Day 4T444 Connect to Writing
PB: Vol. 1, p. 148
Day 5T450 Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Reference materials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
Verbs Present, Past, & Future
Weekly Plan T388-T389
Day 1T404 Past-Time Verbs with -ed Projectable 10.2
PB: Vol. 1, p. 107
Day 2T426 Verbs in Future Time Projectable 10.6
PB: Vol. 1, p. 142
Day 3T434 Present, Past, &Future TimePB: Vol. 1, p. 146
Day 4T444 Spiral Review:Singular & Plural NounsPB: Vol. 1, p. 149
Day 5
Optional Weekly TestsT455
10.10-10.12
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walkhome). (Language Progressive Skill)
I will use verbs to show past tense. I will use verbs to show present tense. I will use verbs to show future tense.
PastPresentFutureVerbs
MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.htmlhttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
October 15, 2012 Quarter 2 –p.26
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12T450-T451Verbs in thePresent, Past & FutureConnect to Writing: Sentence FluencyPB: Vol. 1, p. 150
WritingCC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
I will write to inform/explain by introducing a topic. I will write to inform/explain by using facts and definitions to develop points. I will write to inform/explain by providing a concluding statement.
Explanatorytext
Concludingstatement
Topic
Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C
Writing
Write to Inform:Instructions
Focus Trait:Word Choice
Weekly Plan T388-T389
Day 1T405 Instructions Projectable 10.3
(DraftingInstructions)
Day 2T427 Introduce the FocusTrait: Word Choice Choosing Exact WordsPB: Vol. 1, p. 142
Day 3T435 Instructions: StrongOpeningsPB: Vol. 1, p. 146
Day 4T445 Instructions: StrongEndings
Day 5T452-T453 Revise, Edit, Publish: Instructions Projectable 10.10(Revising Alexa’s Draft)
Optional Daily Writing Prompts
T388-T389
Write a diary entry about a day you spent on a beach.
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.” (reference Journeys Open Response/Writing Rubric on Lesson 10 Overview [cardboard page before Focus Wall])
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
Participate ResearchProjects
IW: Chapter 11http://kids.britannica.com/
October 15, 2012 Quarter 2 –p.27
Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
IW: Chapter 11http://kids.britannica.com/
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.28
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Syllables in Spoken Words
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Prefixes pre- and
mis-
WORD CARDS:Cards 81-88:
TARGET VOCABULARY
understand, gathered, impatient, impossible, believe,
Weekly Plan T6-T7
Day 1T12-T13 DL
Syllables in Spoken Words
Day 2T24-T25 DL
Syllables in Spoken Words
Day 3T46-T47 DL
Syllables in Spoken Words
Day 4T54-T55 DL
Syllables in Spoken Words
Day 5T64-T65
Syllables in Spoken Words
Weekly Plan T6-T7
Day 1
Daily Vocabulary BoostT13
Read Aloud“Don’t Play Cards With a
Dog in the Room!”T14-T15
CLLG: p. 61Projectable 11.1 (Read
Aloud: Model Oral Fluency)
Optional Weekly Tests
11.2-11.3
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell,).
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print, and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
October 15, 2012 Quarter 2 –p.29
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13problem, demand,
furious Introduce VocabularyT16-T17
Day 2
Daily Vocabulary BoostT25
Develop BackgroundT28-T29
“Reaching an Agreement”
Day 3
Daily Vocabulary BoostT47
Day 4
Daily Vocabulary BoostT55
Vocabulary StrategiesT60-T61
Projectable 11.10 (Prefixes pre- and mis-)
PB: Vol. 1, p. 162
Day 5
Daily Vocabulary BoostT65
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are ha ppy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read
PhrasesAdjectivesAdverbs
Responding to texts
IRA 2-3
October 15, 2012 Quarter 2 –p.30
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Word Work/Phonics Phonics
Base Words and Endings-s, -es
Weekly Plan T6-T7
Day 1T18-T20 Base Words andEndings –s, -esPB: Vol.1, p. 151
Decodable Reader“Jess Makes Gifts”
T21
Day 2T26-T27 Base Words andEndings –s, -esPB: Vol. 1, p. 153
Day 3T48 Cumulative ReviewPB: Vol. 1, p. 158
Day 4T56 Review Base Wordsand Endings –s, --esT57 Cumulative Review
Day 5
T72 Assessment
Optional Weekly TestsT72
11.7-11.8
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
I will decode two-syllable words with long vowels.
DecodeTwo-syllableLong vowels
PTR: p. 114-126
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3d Decode words with common prefixes and suffixes.
I will decode words with common prefixes and suffixes.
Decode PrefixesSuffixes
WJWTWBWL
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
Recognize Irregularly
TRS: Chapter 7PTRWTWWJ
Comprehension Comprehension
Skill: Conclusions
Strategy:
Main Selection“Click, Clack, Moo Cows
That Type”Genre: Humorous FictionT32-T42 SB: p. 326-344
CLLG: p. 60
Optional Weekly TestsT73
CC.RL.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why and how questions. I will answer who,
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT:: Lessons 8-11
October 15, 2012 Quarter 2 –p.31
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13what, where, when, why, and how questions.
Infer/Predict
Genre: Humorous
Fiction/Informational Text
Fluency:Expression
Essential QuestionWhat helps you make a decision
about a character?
Day 2
Introduce Comprehension
T30-T31Conclusions; Infer/Predict Projectable 11.4 (Draw
Conclusions: Infer/PredictPB: Vol. 1, p. 154AL: conclusion, infer, signal words
Develop Comprehension T34-T41
Projectables 11.5a,11.5b, 11.5c (Inference Map)
Your TurnT43
Day 3
Deepen ComprehensionT50-T51
Support Conclusions Projectable 11.8
(Inference Map: Conclusions)PB: Vol. 1, p. 159AL: conclusion, signal words, support
Day 4
Connect To“Talk About Smart
Animals”Genre: Informational Text T58-T59; SB: p. 346-349
MC: T59 CLLG: p. 61
11.4-11.6
CC.RL.2.3 Describe how characters in a story respond to major events and challenges.
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
STW2: p. 94-97GRW
CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
PTTP: p. 11-29 (poetry)
CC.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW
CC.RL.2.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend literature.
LiteratureProsePoetry
PTTP (poetry)GRSTW
Reading Standards for Informational TextCC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
I will know and use text features to locate key facts or information in a text.
Text features Key facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
MenusIcons
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
Comprehend Informational
text
GRWSTW2RWMNRPRP
October 15, 2012 Quarter 2 –p.32
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13 Connect to ScienceCC.RF.2.4 Read with sufficient accuracy and fluency to
support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings..
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
ClarifyingTopicsTexts
TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.
I will describe key ideas form a text read aloud.
MediaDescribe
Brain PopKids CollegeEducation City
October 15, 2012 Quarter 2 –p.33
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13 I will describe key ideas from information presented orally. I will describe key ideas form media.
IRA 2-3: p. 49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions GRWSTWRFMhttp://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
Spelling Spelling
Base Words with Endings –s, -es
Spelling Words:(Basic) hens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes, grapes(Review) jets, frogs(Challenge) stitches, fences
Weekly Plan T6-T7
Day 1T22 Teach the Principle/Pretest
Day 2T44 Teach/Word Sort
Day 3T52 Segment
Sounds/Build Words
Day 4T62 Connect to Writing
PB: Vol. 1, p. 163
Day 5T68 Spelling Assessment
Weekly TestsT68
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Reference materials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
Kinds of Sentences
Weekly Plan T6-T7
Day 1
Optional Weekly TestsT73
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
I will produce simple declarative
DeclarativeInterrogative
MIIs That a Fact?
October 15, 2012 Quarter 2 –p.34
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13CC.L.1.1j Produce/expand complete simple and compound simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (Language Progressive Skill)
sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.
ImperativeExclamatory
Simple sentence
IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs
T22 Commands Projectable 11.2
PB: Vol. 1, p. 152
Day 2T44 Three Kinds ofSentences Projectable 11.6
PB: Vol. 1, p. 156
Day 3T52 Three Kinds ofSentencesPB: Vol. 1, p. 161
Day 4T62 Spiral Review: MorePlural NounsPB: Vol. 1, p. 164
Day 5T68-T69 Weekly Review: Kinds of SentencesConnect to Writing: Sentence FluencyPB: Vol. 1, p. 165
11.9-11.11
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns. (e.g. feet, children, teeth, mice, fish)
I will use irregular plural nouns.
Irregular plural nouns
MM2-3WTWWJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie: The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
WritingCC.W.2.1 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 (e.g., because, and, and also) to connect opinion and reasons, and provide a concluding statement or section.
I will write an introduction to an opinion piece. I will write to state my opinion. I will write reasons that support my opinion. I will use linking
OpinionLinking words Introduction
StateConcludingstatementSection
PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://
Writing
Write to Persuade:Persuasive Letter
Focus Trait: Ideas
Weekly Plan T6-T7
Day 1T23 Introduce the Model:
Persuasive Letter Projectable 11.3 (Writing
Model: Persuasive Letter)
Optional Weekly Writing Prompts
Describe what you think life is like for a cow on a farm.
Write three or more sentences
October 15, 2012 Quarter 2 –p.35
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13words to connect my opinion with my reasons. I will write a concluding statement or section.
2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS
PB: Vol. 1, p. 152
Day 2T45 Introduce the FocusTrait: Ideas Stating a Clear GoalPB: Vol. 1, p. 157
Day 3T53 Prewrite: Reasons Projectable 11.9
Day 4T63 Draft: Ending a
Persuasive Letter Projectable 11.11
(Drafting a Persuasive Letter)
Day 5T70-T71 Revise and Edit:Ideas Projectable 11.12
(Revising Kurt’s Draft)
telling why you would or wouldn’t have given the cows electric blankets.(reference Journeys Open Response/Writing Rubric on Lesson 11 Overview [cardboard page before Focus Wall])
CC.W.2.5 With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
ParticipateResearchProjects
IW: Chapter 11http://kids.britannica.com/
CC.W.2.8 Recall information from experiences or gather information form provided sources to answer a question.
I will recall information from experiences to answer a question. I will gather information to answer a question.
RecallExperiences
Gather
IW: Chapter 11http://kids.britannica.com/
SMALL GROUP STANDARDS
Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.36
Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13SCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.37
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Substitute Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Figurative
Language/Idioms
WORD CARDS:Cards 89-96
TARGET VOCABULARYshake, smooth,
hours, alone, real,
Weekly Plan T100-T101
Day 1T106-T107 DL
Substitute Phonemes
Day 2T118-T119 DL
Substitute Phonemes
Day 3T138-T139 DL
Substitute Phonemes
Day 4T146-T147 DL
Substitute Phonemes
Day 5T156-T157 DL
Substitute Phonemes
Weekly Plan T100-T101
Day 1
Daily Vocabulary BoostT107
Read Aloud“Rita Breaks the Rules”
T108-T109CLLG: p. 63
Projectable 12.1 (Read Aloud: Model Oral Fluency)
Optional Weekly Tests
T164
12.2-12.4
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding
PhrasesAdjectivesAdverbs
Responding to texts
IRA 2-3
October 15, 2012 Quarter 2 –p.38
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16to texts. I will use adjectives to describe. I will use adverbs to describe.
museum, nursery whenever Introduce Vocabulary
T110-T111
Day 2
Daily Vocabulary BoostT119
Develop BackgroundT122-T123
“What is a Band?”
Day 3
Daily Vocabulary BoostT139
Day 4
Daily Vocabulary BoostT147
Vocabulary StrategiesT152-T153
Projectable 12.10 (Idiom)PB: Vol. 1, p. 177
Day 5
Daily Vocabulary BoostT157
Word Work/Phonics Phonics
Vowel Digraphs ai, ay
Weekly Plan T100-T101
Day 1 T112-114 Words with
Vowel Digraphs ai, ay
Optional Weekly TestsT164
12.8-12.9
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
DistinguishSyllable
PTR: p.105-127WJWTW
October 15, 2012 Quarter 2 –p.39
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16PB: Vol. 1, p. 166
Decodable Reader“Trains”
T115
Day 2 T120-T121Words with
Vowel Digraphs ai, ayPB: Vol. 1, p. 168
Day 3 T140 Cumulative Review
PB: Vol. 1, p. 173
Day 4 T148 Review Words with
Vowel Digraphs ai, ay T149 Cumulative Review
Day 5 T164 Assessment
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b I will know spelling-sound patterns for words with vowel teams.
I will know spelling-sound patterns for words with vowel teams.
Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/studentCenterActivities.shtm
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
I will decode two-syllable words with long vowels.
DecodeTwo-syllableLong vowels
PTR: p. 114-126
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7PTRWTWWJ
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
I will use an apostrophe to form contractions. I will use an apostrophe to form possessives.
ApostropheContractionsPossessives
MM2-3: p. 90
Comprehension Comprehension
Skill:Story Structure
Strategy:Question
Genre: Realistic
Fiction/Biography
Fluency:Intonation
Essential Question:How do you find important story
characters?
Main Selection“Violet’s Music”
Genre: Realistic FictionT126-T134; SB: p. 358-
372CLLG: p. 62
Day 2
Introduce Comprehension
T124-T125Story Structure; Question Projectable 12.4 (Story
Structure: Question)PB: Vol. 1, p. 169AL: characters, plot, setting, solution
Develop Comprehension T128-T133
Projectables 12.5a, 12.5b, 12.5c (Story Map)
Optional Weekly TestsT165
12.5-12.7
CC.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT:: Lessons 8-11
CC.RL.2.3 Describe how characters in a story respond to major events and challenges.
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
STW2: p. 94-97GRW
CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrase
Alliteration
PTTP: p. 11-29 (poetry)
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
I will describe how the beginning introduces the story. I will describe how the ending concludes
DescribeAction
Concludes
IRA2-3: p. 95-100http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf
October 15, 2012 Quarter 2 –p.40
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16the action. I will describe the beginning, middle, and end of the story.
Your TurnT135
Day 3
Deepen ComprehensionT142-T143
Story Structure Projectable 12.8 (Story
Map: Story Structure)PB: Vol. 1, p. 174AL: characters, plot, setting, solution
Day 4
Connect To“Wolfgang Mozart”
T150-T151Genre: Biography
MC: T151 CLLG: p. 63 Connect to Social
Studies
CC.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
I will use information gained form illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
STW: p. 141-142GRW
CC.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend literature.
LiteratureProsePoetry
PTTP (poetry)GRSTW
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Reading Standards for Informational TextCC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
I will know and use text features to locate key facts or information in a text.
Text featuresKey facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
menusIcons
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer,
I will identify the main purpose of a
IdentifyMain purpose
NRP: Chapter 5STW2
October 15, 2012 Quarter 2 –p.41
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16explain, or describe. text.
I will identify what the author wants to answer, explain, or describe.
Text
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
ComprehendInformational
text
GRWSTW2RWMNRPRP
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
Conversations TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.
I will describe key ideas form a text read aloud. I will describe key ideas from information
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
October 15, 2012 Quarter 2 –p.42
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16presented orally. I will describe key ideas form media.
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions GRWSTWRFMhttp://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
I will produce complete sentences to provide detail or clarification.
DetailClarification
Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522
Spelling Spelling
Words with ai, ay
Spelling Words:(Basic) pay, wait, paint, train, pail, clay, tray, plain, stain, hay, gray, away(Review) stay, day(Challenge) raisin, birthday
Weekly Plan T100-T101
Day 1T116 Teach the Principle/Pretest
Day 2T136 Teach/Word Sort
Day 3T144 Segment Sounds
Day 4T154 Connect to Writing
PB: Vol. 1, p. 178
Day 5T160 Assessment
Weekly TestsT160
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Reference materials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
October 15, 2012 Quarter 2 –p.43
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, MATERIALS,
EXPLANATIONS & EXAMPLES
ASSESSMENTS
Grammar Grammar
Kinds of Sentences
Weekly Plan T00-T101
Day 1T116 Exclamations Projectable 12.2
PB: Vol. 1, p. 167
Day 2T136 Four Kinds of
Sentences Projectable 12.6
PB: Vol. 1, p. 172
Day 3T144 Four Kinds of SentencesPB: Vol. 1, p. 176
Day 4T154 Spiral Review:Writing Proper NounsPB: Vol. 1, p. 179
Day 5T160-T161 WeeklyReview: Kinds ofSentencesConnect to Writing:Sentence FluencyPB: Vol. 1, p. 180
Optional Weekly TestsT165
12.10-12.12
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1j Produce/expand complete simple and compound simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (Language Progressive Standard)
I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.
DeclarativeInterrogativeImperative
ExclamatorySimple sentence
MIIs That a Fact?IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie: The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2a Capitalize holidays, product names, and geographic names.
I will capitalize holidays. I will capitalize product names. I will capitalize geographic names.
CapitalizeHolidays
Product namesGeographic
names
MM2-3: p. 50-52
WritingCC.W.2.1 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 (e.g.,
I will write an introduction to an opinion piece. I will write to state
OpinionLinking wordsIntroduction
State
PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/
Writing
Write to Persuade:Opinion Paragraph
Weekly Plan T100-T101
Day 1T117 Introduce the Model:
Optional Daily Writing Prompts
Tell about a time
October 15, 2012 Quarter 2 –p.44
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16because, and, and also) to connect opinion and reasons, and provide a concluding statement or section.
my opinion. I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.
ConcludingstatementSection
page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS
Focus Trait: Voice
Opinion Paragraph Projectable 12.3 (Writing
Model: Opinion Paragraph)
Day 2T137 Introduce the FocusTrait: Voice Showing FeelingsPB: Vol. 1, p.172
Day 3T145 Prewrite: Reasons Projectable 12.9
Day 4T155 Draft: Stating a Clear
Opinion Projectable 12.11
(Drafting an Opinion Paragraph)
Day 5T162-T163 Revise andProofread: Voice Projectable 12.12
(Revising Han’s Draft)
when you sang with a group of people.
Find and write three sentences that describe the music Violet made when she was little.(reference Journeys Open Response/Writing Rubric on Lesson 12 Overview [cardboard page before Focus Wall])
CC.W.2.5 With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
ParticipateResearchProjects
IW: Chapter 11http://kids.britannica.com/
CC.W.2.8 Recall information from experiences or gather information form provided sources to answer a question.
I will recall information from experiences to answer a question. I will gather information to answer a question.
RecallExperiences
Gather
IW: Chapter 11http://kids.britannica.com/
CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.2.3a Compare formal and informal uses of English.
I will compare formal and informal uses of English.
CompareFormalInformal
uses
MM2-3
SMALL GROUP STANDARDS
October 15, 2012 Quarter 2 –p.45
Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.46
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Match Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Using a Dictionary
WORD CARDS:Cards 97-104
TARGET VOCABULARYtransportation,
community, lessons, subjects, culture,
languages, special,
Weekly Plan T192-T193
Day 1T198-T199 DL
Match Phonemes
Day 2T210-T211 DL
Match Phonemes
Day 3T232-T233 DL
Match Phonemes
Day 4T240-T241 DL
Match Phonemes
Day 5T250-T251 DL
Match Phonemes
Weekly Plan T192-T193
Day 1
Daily Vocabulary BoostT199
Read Aloud“One-Room
Schoolhouse”T200-T201CLLG: p. 65
Projectable 13.1 (Read Aloud: Model Oral Fluency)
Optional Weekly TestsT258
13.7-13.9
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print, and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
October 15, 2012 Quarter 2 –p.47
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17wear
Introduce VocabularyT202-T203
Day 2
Daily Vocabulary BoostT211
Develop BackgroundT214-T215
“School Days”
Day 3
Daily Vocabulary BoostT233
Day 4
Daily Vocabulary BoostT241
Vocabulary StrategiesT246-T247
Projectable 13.10 (Using a Dictionary)PB: Vol. 1, p. 192
Day 5
Daily Vocabulary BoostT251
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words
PhrasesAdjectivesAdverbs
Responding to texts
IRA 2-3
October 15, 2012 Quarter 2 –p.48
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
Word Work/Phonics Phonics
Vowel Digraphs ee, ea
Weekly Plan T192-T193
Day 1 T204-206 Words with
Vowel Digraphs ee, eaPB: Vol. 1, p. 181
Decodable Reader“The Shell Sheep”
T207
Day 2 T212-T213 Words with
Vowel Digraphs ee, eaPB: Vol. 1, p. 183
Day 3 T234 Cumulative
ReviewPB: Vol. 1, p. 188
Day 4 T242 Review Words
with Vowel Digraphs ee, ea
T243 Cumulative Review
Day 5 T258 Assessment
Optional Weekly TestsT258
13.3-13.4
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
DistinguishSyllable
PTR: p.105-127WJWTW
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b I will know spelling-sound patterns for words with vowel teams.
I will know spelling-sound patterns for words with vowel teams.
Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/studentCenterActivities.shtm
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
Recognize Irregularly
TRS: Chapter 7PTRWTWWJ
Comprehension Comprehension
Skill: Author’s Purpose
Strategy:
Main Selection“Schools Around the
World”Genre: Informational
TextT218-T228; SB:386-402
Optional Weekly TestsT259
CC.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I will ask who, what, where, when, why and how questions. I will answer who,
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT:: Lessons 8-11
October 15, 2012 Quarter 2 –p.49
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17what, where, when, why, and how questions.
Analyze/Evaluate
Genre:Informational Text/Poetry
Fluency:Stress
Essential Questions:Why do authors write
different kinds of texts?
CLLG: p. 64
Day 2
Introduce Comprehension
T216-T217Author’s Purpose; Analyze/Evaluate
Projectable 13.4 (Author’s Purpose: Analyze/Evaluate)PB: Vol. 1, p. 184AL: author’s purpose
Develop Comprehension
T220-T227 Projectables 13.5a,
13.5b, 13.5c (Inference Map)
Your TurnT229
Day 3
Deepen Comprehension
T236-T237Author’s Purpose
Projectable 13.8 (Inference Map: Author’s Purpose)PB: Vol. 1, p. 189AL: author’s purpose, author’s message, analyze
Day 4
Connect To“School Poems”
T244-T245Genre: Poetry
MC: T245
13.2-13.6
CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
I will describe how words and phrases supply rhythm and meaning in text.
RhythmPhrases
Alliteration
PTTP: p. 11-29 (poetry)
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Reading Standards for Information TextCC.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.
I will ask and answer questions such as who, what, where, when, why, and how to understand key details in a text.
Key details STW2: p. 171-177http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph. I will identify the focus of specific paragraphs within the text.
Multi-paragraph.
IdentifyTopic
Specific
NRP: Chapter 5http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96
CC.RI.2.4 Determine the meaning of words and phrase in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text
Text Topic
GR: p. 163-166WJ
October 15, 2012 Quarter 2 –p.50
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17or topic. CLLG: p. 65
Connect to PoetryCC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
I will know and use text features to locate key facts or information in a text.
Text featuresKey factsCaptionsBold print
SubheadingGlossaries
IndexesElectronic
menus
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.
Identify Main
purposeText
NRP: Chapter 5STW2
CC.RI.2.8 Describe how reasons support specific points the author makes in a text.
I will describe how reasons support specific points the author makes.
Support Opinion
GRWRWM
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
ComprehendInformational
text
GRWSTW2RWMNRPRP
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspx
October 15, 2012 Quarter 2 –p.51
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17remarks of others. TDC: p. 88-89
STW2: p.169-172GRW
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
ClarifyingTopicsTexts
TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.
I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas form media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
CC.SL.2.5 Create audio recording of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
I will create recordings of stories or poems. I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.
Visual displaysClarify
GR: p. 80-81STW2: p.127
Spelling Spelling
Words with ee, ea
Spelling Words:(Basic) free, teach, teeth, please, beach, wheel, team, speak, sneeze, sheep, meaning, weave(Review) eat, read(Challenge) between, reason
Weekly Plan T192-T193
Day 1T208 Teach the Principle/Pretest
Day 2T230 Teach/Word Sort
Day 3T238 Segment
Sounds/Build Words
Day 4T248 Connect to Writing
PB: Vol. 1, p. 193
Day 5
Weekly TestsT254
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Reference materials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
October 15, 2012 Quarter 2 –p.52
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17T254 Assessment
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
Quotation Marks
Weekly Plan T192-T193
Day 1T208 Using QuotationMarks Projectable 13.2
PB: Vol. 1, p.182
Day 2T230 More AboutQuotation Marks Projectable 13.6
PB: Vol. 1, p. 186
Day 3T238 Writing QuotationsPB: Vol. 1, p. 191
Day 4T248 Spiral Review:Action VerbsPB: Vol. 1, p. 194
Day 5T254-T255 WeeklyReview: Quotation MarksConnect to Writing:Conventions PB: Vol. 1, p. 195
Optional Weekly TestsT259
13.15-13.17.
CC.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.3.2c Use commas and quotation marks in dialogue. (Language Progressive Skill)
I will use commas and quotations marks in dialogue
CommasQuotation marks
Dialogue
http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5WP p.52-53 (dialogue)
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
WritingCC.W.2.1 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 (e.g., because, and, and also) to connect opinion and
I will write an introduction to an opinion piece. I will write to state my opinion.
OpinionLinking wordsIntroduction
StateConcluding
PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/
Writing
Write to Persuade:Persuasive Paragraph
Weekly Plan T192-T193
Day 1T209 Introduce the
Optional Daily Writing Prompts
T192-T193
October 15, 2012 Quarter 2 –p.53
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17reasons, and provide a concluding statement or section.
I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.
statementSection
assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS
Focus Trait: Word Choice
Model: PersuasiveParagraph Projectable 13.3
(Writing Model: Persuasive Paragraph)PB: Vol. 1, p. 182
Day 2T231 Introduce the FocusTrait: Word ChoiceUsing Exact WordsPB: Vol. 1, p. 187
Day 3T239 Prewrite: Audience Projectable 13.9
Day 4T249 Draft: BeginningSentences in DifferentWays Projectable 13.11
(Drafting a Persuasive Paragraph)
Day 5T256-T257Revise andEdit: Word Choice Projectable 13.12
(Revising Rachel’s Draft)
List as many types of transportation as you can think of.
Look back at Student Book p. 396 and the section titled “School Chores.” Continue that section by writing two sentences telling two school chores that you do.(reference Journeys Open Response/Writing Rubric on Lesson 13 Overview [cardboard page before Focus Wall])
CC.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
I will participate in shared research. I will participate in writing projects.
ParticipateResearchProjects
IW: Chapter 11http://kids.britannica.com/
CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
I will recall information from experiences to answer a question. I will gather information to answer a question.
RecallExperiences
Gather
IW: Chapter 11http://kids.britannica.com/
CC.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74, 112http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
SMALL GROUP STANDARDS
October 15, 2012 Quarter 2 –p.54
Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.55
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Segment Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Suffix -ly
WORD CARDS105-112TARGET
VOCABULARYcurly, straight, floppy,
drooled, weighed, stood, collars, row
Weekly Plan T286-T287
Day 1T292-T293 DL
Segment Phonemes
Day 2T304-T305 DL
Segment Phonemes
Day 3T326-T327 DL
Segment Phonemes
Day 4T334-T335 DL
Segment Phonemes
Day 5T344-T345 DL
Segment Phonemes
Weekly Plan T286-T287
Day 1
Daily Vocabulary BoostT293
Read Aloud“Whale of a Lesson”
T294-T295CLLG: p. 67
Projectable 14.1
Optional Weekly Tests
T352
14.2-14.4
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
I will use context clues to determine meaning of a word or phrase.
Context cluesPhrases
BWLTRS: p. 541-544
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
I will use known root words to help me understand the meaning of unknown words that share the same root.
Root wordClue
Meaning
TRS: p. 491-493
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english
CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
I will distinguish the meaning of closely related verbs.
DistinguishVerbs
AdjectivesClosely related
BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
I will use words and phrases learned through talking. I will use words
PhrasesAdjectivesAdverbs
Responding to
BWLWJWTWhttps://
October 15, 2012 Quarter 2 –p.56
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19other kids are happy that makes me happy). and phrases learned
through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
texts www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/
(Read Aloud: Model Oral Fluency)
Introduce VocabularyT296-T297
Day 2
Daily Vocabulary BoostT305
Develop Background“Braille and Keller”
T308-T309
Day 3Daily Vocabulary Boost
T327
Day 4Daily Vocabulary Boost
T335
Vocabulary StrategiesT340-T341
Projectable 14.9 (Suffix –ly mean “in a certain way”PB: Vol. 1, p. 207
Day 5
Daily Vocabulary BoostT345
Word Work/Phonics Phonics
Long o (o, oa, ow)
Weekly Plan T286-T287
Day 1 T298-T300 Words
with Long o (o, oa, ow)PB: Vol. 1, p. 196
Decodable Reader
Optional Weekly TestsT352
14.8-14.10
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
DistinguishSyllable
PTR: p.105-127WJWTW
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b Know spelling-sound correspondences for additional common vowel
I will know spelling-sound patterns for words with vowel teams.
Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/
October 15, 2012 Quarter 2 –p.57
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19teams. studentCenterActivities.shtm “Bill E. Goat and Wise
Crow”T301
Day 2 T306-T307 Words
with Long o (o, oa, ow)PB: Vol. 1, p. 198
Day 3 T328 Cumulative
ReviewPB: Vol. 1, p. 203
Day 4 T336 Review Words
with Long o (o, oa, ow)
T337 Cumulative Review
Day 5
T352 Assessment
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
I will decode two syllable words with long vowels.
DecodeTwo-syllableLong vowels
PTR: p. 114-126
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.
I will decode words with common prefixes and suffixes.
DecodePrefixesSuffixes
WJWTWBWL
CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
I will recognize and read irregularly spelled words.
Recognize Irregularly
TRS: Chapter 7PTRWTWWJ
Comprehension Comprehension
Skill: Main Ideas and Details
Strategy: Summarize
Genre: Biography/Informational
Text
Fluency:Natural Pauses
Essential Question:How do you know
when story ideas are important?
Main Selection“Helen Keller”
Genre: BiographyT312-T322 SB: 416-
432CLLG: p. 66
Day 2
Introduce Comprehension
T310-T311Main Ideas and Details;
Summarize Projectable 14.4 (Main
Ideas & Details: Summarize)PB: Vol. 1, p. 199AL: main idea, supporting detail
Optional Weekly TestsT353
14.5-14.7
Reading Standards for Informational TextCC.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.
I will ask and answer questions such as who, what, where, when, why, and how to understand key details in a text.
Key details STW2: p. 171-177http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html
CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
I will identify the main topic of a multi-paragraph. I will identify the focus of specific paragraphs within the text.
Multi-paragraph.
IdentifyTopic
Specific
NRP: Chapter 5http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96
CC.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
I will describe the connection between a series of historical events.
SeriesHistorical events
Scientific procedures
NRP: p. 110
October 15, 2012 Quarter 2 –p.58
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19 I will describe the connection between scientific ideas or concepts. I will describe the steps in technical procedures in a text.
Text Develop Comprehension
T314-T321 Projectables 14.5a,
14.5b (Idea-Support Map)
Your TurnT323
Day 3
Deepen Comprehension
T330-T331Infer Main Ideas &
Details Projectable 14.8
(Idea-Support Map: Main Ideas & Details)PB: Vol. 1, p. 204AL: main idea, supporting detail, infer
Day 4
Connect To“Talking Tools”
T338-T339Genre: Informational
Text MC: T339 CLLG: p. 67 Connect to Science
CC.RI.2.4 Determine the meaning of words and phrase in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text or topic.
Text Topic
GR: p. 163-166WJ
CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
I will know and use text features to locate key facts or information in a text.
Text featuresKey factsCaptionsBold print
SubheadingGlossaries
IndexesElectronic
menus
CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.
Identify Main
purposeText
NRP: Chapter 5STW2
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text)
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
CC.RI.2.8 Describe how reasons support specific points the author makes in a text.
I will describe how reasons support specific points the author makes.
Support Opinion
GRWRWM
CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
I will compare the most important points between two texts on the same topic. I will contrast the most important points between two texts on the same
CompareContrastPointsText
http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity
October 15, 2012 Quarter 2 –p.59
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19topic.
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
I will read and comprehend grade level informational text.
ComprehendInformational
text
GRWSTW2RWMNRPRP
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.
I will read grade-level text with purpose and understanding.
Purpose GRTRSSTW2RWM
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings..
I will read grade-level text fluently with expression on successive readings.
FluentlyExpressionSuccessive
readings
TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will reread using context to confirm or self-correct word recognition and understanding.
ContextRecognition
Confirm
TRS: p. 499-500IRA2-3: p. 145-150
Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
I will follow our rules when we are having discussions.
Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
I will build on others’ talk in conversation.
Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW
October 15, 2012 Quarter 2 –p.60
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
I will ask clarifying questions about the topics and texts.
ClarifyingTopicsTexts
TDC: p. 88-89STW2: p.169-172
CC.SL.2.2 Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.
I will describe key ideas form a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas form media.
MediaDescribe
Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52
CC.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
I will ask and answer questions for understanding.
Questions GRWSTWRFMhttp://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.
FactsDescriptive
detailsRecount
GRWIs That a Fact?CLhttp://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html
CC.SL.2.5 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.
I will create recordings of stories or poems. I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.
RecordingsClarify
GR: p. 80-81STW2: p.127
Spelling Spelling
Long o (o, oa, ow)
Weekly Plan T286-T287
Day 1T302 Teach the
Weekly TestsT348
Spelling
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
I will use generalized spelling patterns when writing
Spelling patterns
WJWTWMM2-3: p. 47-52, 81-96
October 15, 2012 Quarter 2 –p.61
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).
words. Spelling Words:(Basic) own, most, soap, float, both, know, loan, goat, flow, loaf, throw, coach(Review) so, grow(Challenge) swallow, ocean
Principle/Pretest
Day 2T324 Teach/Word Sort
Day 3T332 Segment
Sounds/Build Words
Day 4T342 Connect to WritingPB: Vol. 1, p. 208
Day 5T348 Assessment
Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
I will use reference materials to check my spelling.
Reference materials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar
Using Proper Nouns
Weekly Plan T286-T287
Day 1T302 Days of the Week Projectable 14.2
PB: Vol. 1, p. 197
Day 2T324 Months of the Yearand Holidays Projectable 14.6
PB: Vol. 1, p. 202
Day 3T332 Book TitlesPB: Vol. 1, p. 206
Day 4T342 Spiral Review:Present and FutureTime VerbsPB: Vol. 1, p. 209
Day 5T348-T349 Weekly
Optional Weekly TestsT353
14.11-14.13
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1b Use common, proper and possessive nouns. (Language Progression Standard)
I will use common nouns. I will use proper nouns. I will use possessive nouns.
CommonProper nounsPossessive
MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns (e.g., group).
I will use collective nouns.
Collective nouns MM2-3WJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
I will use irregular plural nouns.
Irregular plural nouns
MM2-3WTW
October 15, 2012 Quarter 2 –p.62
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
WJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm
Review: Using ProperNounsConnect to Writing:IdeasPB: Vol. 1, p. 210
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2a Capitalize holidays, product names, and geographic names.
I will capitalize holidays. I will capitalize product names. I will capitalize geographic names.
CapitalizeHolidays
Product namesGeographic
names
MM2-3: p. 50-52
WritingCC.W.2.1 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 (e.g., because, and, and also) to connect opinion and reasons, and provide a concluding statement or section.
I will write an introduction to an opinion piece. I will write to state my opinion. I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.
OpinionLinking wordsIntroduction
StateConcludingstatementSection
PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS
Writing
Write to Persuade:Persuasive Essay
Focus Trait: Ideas
Weekly Plan T286-T287
Day 1T303 Introduce theModel: PersuasiveEssay Projectable 14.3
(Writing Model: Persuasive Essay)PB: Vol. 1, p. 197
Day 2T325 Introduce theFocus Trait: IdeasFacts and OpinionsPB: Vol. 1, p. 202
Day 3T333 Prewrite:Persuasive Essay:Brainstorming IdeasPB: Vol. 1, p. 206
Day 4T343 PrewritePersuasive Essay:Supporting Facts Projectable 14.10
Optional Daily Writing Prompts
Close your eyes and touch a pencil all over. Describe how it feels.
Write three sentences to tell why you think the author wrote “Helen Keller.”(reference Journeys Open Response/Writing Rubric on Lesson 14 Overview [cardboard page before Focus Wall])
CC.W.2.5 With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing.
I will strengthen my writing by revising and editing.
ReviseEdit
Topic
AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
October 15, 2012 Quarter 2 –p.63
Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19(Prewriting: Planning a Persuasive Essay)
Day 5T350-T351 Prewrite:Persuasive Essay
CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.2.3a Compare formal and informal uses of English.
I will compare formal and informal uses of English.
CompareFormalInformal
Uses
MM2-3
SMALL GROUP STANDARDS
Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES
SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
October 15, 2012 Quarter 2 –p.64