Download - Habits of Mind - Neshaminy
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Neshaminy School District Curriculum Maps Second Grade ELA
Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map
Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SUPER Magazine, Write It Right, Daily Read Aloud Routine card, Superkids Skill-
Building Book, Big Book of Decoding)
Reading A to Z and Raz Kids (online)
Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons
The Fundamentals of Grammar and Conventions
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it iscompleted.
Identify characteristics of persistenceshown by individuals in well-knownevents
Imagine what might have occurred ifmore or less persistence was shown ina given scenario.
2. Managing Impulsivity -thinkingbefore acting.
Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.
3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.
Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.
4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.
Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.
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5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.
Diagram the relationship between awant and a need.
Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.
6. Striving for Accuracy and Precision -taking time to check over work.
Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.
Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.
8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.
Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”
9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.
Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.
10. Gathering Data through All Senses-knowing information gets into the brainthrough different sensory pathways.
Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.
11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.
Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.
12. Responding with Wonderment andAwe-having a passion for learning.
Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.
13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.
Create an environment where failureis analyzed, not punished.
14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.
Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.
Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.
15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.
Cooperative learning groups
Using digital and social mediaprovides opportunity forinterdependence.
16. Learning Continuously –alwaysstriving for improvement.
Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org
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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 2 ELA
PA Common Core Standard Common Core State Standard
Foundational Skills
1.1.2.D.- Know and apply grade level phonics and word analysis skills in
decoding words.
• Distinguish long and short vowels whenreading regularly spelled one-syllable words.
• Decode two-syllable words with long vowelsand words with common prefixes and suffixes.
• Read grade level high-frequency sight words
and words with inconsistent but commonspelling-sound correspondences.
Read grade-appropriate irregularly spelledwords.
RF.2.3 (Phonics and Word Recognition) - 3. Know and apply grade-level
phonics and word
analysis skills in decoding words. a. Distinguish long and short vowels when
reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for
additional common vowel teams.
c. Decode regularly spelled two-syllable wordswith long vowels.
d. Decode words with common prefixes andsuffixes.
e. Identify words with inconsistent but commonspelling-sound correspondences.
f. Recognize and read grade-appropriate
irregularly spelled words..
CC.1.1.2.E - Read with accuracy and fluency to support
comprehension:
• Read on-level text with purpose andunderstanding.
• Read on-level text orally with accuracy,appropriate rate, and expression on
successive readings.
• Use context to confirm or self-correct wordrecognition and understanding, rereading as
necessary
RF.2.4 (Fluency) - 4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose andunderstanding.
b. Read on-level text orally with accuracy,appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct wordrecognition and understanding, rereading as
necessary
Informational Text CC.1.2.2.A- Identify the main idea of a multi-paragraph text as well as the
focus of specific paragraphs within the text.
RI.2.2 - Identify the main topic of a multi-paragraph text as well as the focus
of specific paragraphs within the text.
CC.1.2.2.B. - Ask and answer questions such as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
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.
CC.1.2.2.C.- Describe the connection between a series of events, concepts, or
steps in a procedure within a text.
RI.2.3 - Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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CC.1.2.2.D – Intentionally Blank N/A
CC.1.2.2.E. - Use various text features and search tools to locate key facts or
information in a text efficiently.
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.
CC.1.2.2.F. - Determine the meaning of words and phrases as they are used in
grade level text including multiple-meaning words.
RI.2.4 - Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area. CC.1.2.2.G.- Explain how graphic representations contribute to and clarify a
text.
RI.2.7 - Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and
clarify a text. CC.1.2.3.H- Describe how reasons support specific points the author makes ina text.
R.I.2.8-Describe how reasons support specific points the author makes in atext.
CC.1.2.2.I-Compare and contrast the most important points presented by twotexts on the same topic.
R.I.2.9-Compare and contrast the most important points presented by two textson the same topic.
CC.1.2.2.J-Acquire and use grade-appropriate conversational, generalacademic, and domain-specific words and phrases.
L.2.6-Use words and phrases acquired through conversations, reading andbeing read to, and responding to texts, including using adjectives and adverbsto describe (e.g., When other kids are happy that makes me happy).
CC.1.2.2.K –Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content,choosing from a range of strategies and tools.
L.2.4-Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 2 reading and content, choosing flexiblyfrom an array of strategies.
CC.1.2.2.L-Read and comprehend literary nonfiction and informational text ongrade level, reading independently and proficiently.
R.I.2.10-By the end of the year, read and comprehend informational texts,including history/social studies, science, and technical texts, in the grades 2-3text complexity band proficiently, with scaffolding as needed at the high end ofthe range.
Literature CC.1.3.2.A -Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
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.
CC.1.3.2.B -Describe how characters in a story respond to major events and
challenges
RL.2.3 -Describe how characters in a story respond to
major events and challenges.
CC.1.3.2.C - Recount stories and determine their central message, lesson, or
moral.
RL.2.2 -Recount stories, including fables and folktales
from diverse cultures, and determine their central
message, lesson, or moral.
CC.1.3.2.D - Acknowledge differences in the points of views of characters,
including by speaking in a different voice for each character when readingdialogue aloud.
RL.2.6 -Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud.
CC.1.3.2.E - Describe the overall structure of a story, including describing how
the beginningintroduces the story and the ending concludes
the action.
RL.2.5 -Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue
aloud.
CC.1.3.2.F-Describe how words and phrases supply rhythm and meaning in a RL.2.4 -Describe how words and phrases (e.g., regular
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story, poem, or
song.
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
CC.1.3.2.G -Use information from illustrations and words, in print or digital
text, to demonstrate understanding of characters, setting, or plot.
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.
CC.1.3.2.H - Compare and contrast two or more versions of the same story by
different authors or from different culture.
RL.2.9 -Compare and contrast two or more versions of
the same story (e.g., Cinderella stories) by different authors or from different cultures.
CC.1.3.2.I - Determine or clarify the meaning of unknown and multiple-
meaning word and phrases based on grade level reading and content,
choosing from a range of strategies and tools.
L.2.4 -Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 2 reading and content, choosing flexiblyfrom an array of strategies.
CC.1.3.2.J - Acquire and use grade-appropriate
conversational, general academic and domain specific words and phrases.
L.2.6 -Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectivesand adverbs to describe (e.g., When other kids
are happy that makes me happy).
CC.1.3.2.K - Read and comprehend literature on grade level, reading
independently and proficiently.
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.-
Writing CC.1.4.2.A - Write informative/ explanatory texts to examine a topic and
convey ideas and
information clearly.
W.2.2. - Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to
develop points, and provide a concludingstatement or section.
CC1.4.2.B - Identify and introduce the topic. W.2.2. - Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to
develop points, and provide a concludingstatement or section.
CC.1.4.2.C - Develop the topic with facts and/or
definitions.
W.2.2. - Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to
develop points, and provide a concludingstatement or section.
C.1.4.2.D - Group information and provide a concluding statement or section. W.2.2. - Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to
develop points, and provide a concludingstatement or section.
CC.1.4.2.E - Demonstrate a grade appropriate command of L.2.1. - Demonstrate command of the conventions of
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the conventions of standard English grammar
and spelling. • Capitalize proper nouns.
• Use commas and apostrophes appropriately.
• Spell words drawing on common spellingpatterns.
• Consult reference material as needed.
standard English grammar and usage when
writing or speaking. Use collective nouns (e.g., group).
Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use collective nouns (e.g., group). Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
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).
CC.1.4.2.F - Choose words and phrases for effect. L.2.6. - Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectivesand adverbs to describe (e.g., When other kids
are happy that makes me happy).CC.1.4.2.G - Write opinion pieces on familiar topics or texts. W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state anopinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide a
concluding statement or section.
CC.1.4.2.H - Identify the topic and state an opinion. W.2.1. - Write opinion pieces in which they introduce the topic or book they
are writing about, state anopinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide a
concluding statement or section.
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CC.1.4.2.I - Support the opinion with reasons that include details connected to
the opinion.
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, also) to
connect opinion and reasons, and provide a
concluding statement or section.
CC.1.4.2.J - Create an organizational structure that includes reasons and
includes a concluding
statement.
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, also) toconnect opinion and reasons, and provide a
concluding statement or section.
CC.1.4.2.K - Use a variety of words and phrases to appeal
to the audience
N/A
CC.1.4.2.L - Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling.
L.2.1/L.2.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.• Use collective nouns (e.g., group).• Form and use frequently occurring irregular pluralnouns (e.g., feet, children, teeth, mice, fish).• Use reflexive pronouns (e.g., myself, ourselves).• Form and use the past tense of frequently occurringirregular verbs (e.g., sat, hid, told).• Use adjectives and adverbs, and choose betweenthem depending on what is to be modified.• Produce, expand, and rearrange complete simpleand compound sentences (e.g., The boy watched themovie; The little boy watched the movie; The actionmovie was watched by the little boy).Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling whenwriting.• Capitalize holidays, product names, and geographicnames.• Use commas in greetings and closings of letters.• Use an apostrophe to form contractions andfrequently occurring possessives.• Generalize learned spelling patterns when writing
words (e.g., cage → badge; boy → boil).
• Consult reference materials, including beginningdictionaries, as needed to check and correct spellings.
CC.1.4.2.M - Write narratives to develop real or imagined experiences or
events.
W.2.3. - Write narratives in which they recount a well elaborated event or
short sequence of events,
include details to describe actions, thoughts, andfeelings, use temporal words to signal event
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order, and provide a sense of closure.
CC.1.4.2.N - Establish a situation and introduce a narrator and/or characters. W.2.3. - Write narratives in which they recount a well elaborated event or
short sequence of events,
include details to describe actions, thoughts, andfeelings, use temporal words to signal event
order, and provide a sense of closure.
CC.1.4.2.O - Include thoughts and feeling to describe experience and events
to show the response of characters to situations.
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 eventorder, and provide a sense of closure.
CC.1.4.2.P - Organize a short sequence of events, using
temporal words to signal event order; provide
a sense of closure.
W.2.3. - Write narratives in which they recount a wellelaborated
event or short sequence of events,
include details to describe actions, thoughts, andfeelings, use temporal words to signal event
order, and provide a sense of closure.
CC.1.4.2.Q - Choose words and phrases for effect. N/A
CC.1.4.2.R- Demonstrate a grade appropriate command of
the conventions of standard English grammarand spelling.
• Capitalize proper nouns.• Use commas and apostrophes appropriately.
• Spell words drawing on common spelling
patterns.• Consult reference material as needed.
L.2.1/L.2.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.• Use collective nouns (e.g., group).• Form and use frequently occurring irregular pluralnouns (e.g., feet, children, teeth, mice, fish).• Use reflexive pronouns (e.g., myself, ourselves).• Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).• Use adjectives and adverbs, and choose betweenthem depending on what is to be modified.• Produce, expand, and rearrange complete simpleand compound sentences (e.g., The boy watched themovie; The little boy watched the movie; The actionmovie was watched by the little boy).Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling whenwriting.• Capitalize holidays, product names, and geographicnames.
• Use commas in greetings and closings of letters.• Use an apostrophe to form contractions andfrequently occurring possessives.• Generalize learned spelling patterns when writingwords (e.g., cage → badge; boy → boil).
• Consult reference materials, including beginningdictionaries, as needed to check and correct spellings.
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CC.1.4.3.S. – Intentionally Blank N/A
CC.1.4.2.T - With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
W.2.5. - With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
CC.1.4.2.U - With guidance and support, use a variety of digital tools to
produce and publish writing including in collaboration with peers.
W.2.6. - With guidance and support, use a variety of
digital tools to produce and publish writingincluding in collaboration with peers.
CC1.4.2.V - Participate in individual or shared research and writing projects. 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 scienceobservations).-
CC.1.4.2.W - Recall information from experiences or gather
information from provided sources to answer
a question.
W.2.8. - Recall information from experiences or gather
information from provided sources to answer a
question.
CC.1.4.2.X - Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day ortwo) for a range of discipline-specific tasks, purposes and audiences.
W.2.10. - (Begins in grade 3)
Speaking & Listening CC.1.5.2.A - Participate in collaborative conversations with peers and adults in
small and larger groups.
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.
o Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to
others with care, speaking one at a time aboutthe topics and texts under discussion).
o Build on others’ talk in conversations by linking
their comments to the remarks of others.o Ask for clarification and further explanation as
needed about the topics and texts underdiscussion.
CC.1.5.2.B - Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SL.2.2 - Recount or describe key ideas or details from a text read aloud or
information presented orally or
through other media. CC.1.5.2.C - 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.
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. CC.1.5.2.D - Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent
sentences.
SL.2.4 - Tell a story or recount an experience with
appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
CC.1.5.2.E - Add drawings or other visual displays to presentations when SL.2.5 - Create audio recordings of stories or poems; add drawings or other
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appropriate to
clarify ideas, thoughts, and feelings.
visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and feelings
CC.1.5.2.F - Produce complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
SL.2.6 - Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
CC.1.5.2.G - Demonstrate command of the conventions of standard English
when speaking based on grade 2 level and content.
L.2.1 - Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
o Use collective nouns (e.g., group).o Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,fish).
o Use reflexive pronouns (e.g., myself,
ourselves).o Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).o Use adjectives and adverbs, and choose
between them depending on what is to be
modified.Produce, expand, and rearrange complete simple
and compound sentences (e.g., The boy watchedthe movie; The little boy watched the movie; The
action movie was watched by the little boy).
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COURSE/ SUBJECT: GRAMMAR GRADE: 2 MONTH: ONGOING THROUGHOUT SCHOOL YEAR
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.2..F
CC.1.4.2.L
CC.1.4.2.R
The Fundamentals of
Grammar and Conventions
Capitalization
Parts of Speech
Text Layout
Punctuation
Sentence Structure
Compound Words
Plural Words
Explore letter writing – how letters begin and end, how to use capital
letters in salutations and closings and apply to writing
Review main rules of capitals and use an editing checklist when
writing
Notice how nouns and verbs work together and how they enhance the
way we speak and write
Learn that verbs can take the form of “be”(is, am, was, were, are, be,
being, and been) or of “have” (has, had, have).
Combine nouns and verbs to create sentences that engage readers’
senses and paint pictures in their minds
Notice how thoughtful text layout can enhance readers’ experiences
and understanding
Understand the importance of punctuation
Learn how writers use the introductory comma, capitalization, and end
punctuation when punctuating dialogue
Learn to comprehend meanings of newly formed compound words
and practice creating compound words
Learn the rules connected to writing plural words and practice
applying them
Review usage rules connected to punctuation
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COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.2.ASuperkids-
Word Work Book Units
SUPER Magazine
Book Club
Units 1-3
Write It Right
Unit 2
Phonics and Word
Recognition (Alphabetic
Principle)
Recognize that certain vowel combinations within words produce either a
short or long vowel sound ( foot/food; bread/read)
Apply rule and read single syllable words with final –e
( e.g.. cane, hope, tile, tale)
Write the spelling correspondences for vce words
Use a strategy to determine the syllables in printed word with a long vowel
sound e.g.( reptile, paper, monkey)
Demonstrate an understanding that a closed syllable has a single vowel with
a consonant after it, making the vowel sound short( e.g. map, sit , stop)
Demonstrate an understanding that an open syllable contains a vowel at the
end of the syllable and the vowel is usually long (e.g. we, go, hi, she)
Demonstrate and understanding that the final –e in a vowel-consonant –e
(vce) syllable makes the vowel long or “ say its own name”( e.g. made, time,
cute).
Demonstrate an initial understanding that the consonant –le syllable contains
a consonant followed by the letters le (e.g. apple, table).
Demonstrate an initial understanding that an r-controlled syllable contains a
letter combination made up of a vowel followed by the letter r(e.g. for, star,
first)
Demonstrate that some letter combinations result in one sound(e.g.
sh,th,wh,ch,wr,ph,kn)
Demonstrates an understanding of suffixes (e.g.tion,sion)
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
Teacher
Anecdotal
Records
Words Their
Way
Assessment
Daily Dictation
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CC.1.1.2.ESuperkids-
Word Work Book Units 1-3
SUPER Magazine Units 1-3
Fluency Demonstrates accuracy, automaticity and prosody in oral reading of grade
level text in a variety of genres
60 wpm
Adjust reading rate based on purpose, text, difficulty, form and style
Participate in guided/shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Determine genre of text before reading
Actively listen to different genres read aloud
Use punctuation to cue expression when reading on-level text
Determine when on-level text is not understood
Determine when a word is misread
DIBELS
MAP
Superkids
Assessments
DRA
Teacher
Anecdotal
Records
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COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC1.2.2)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.2.A
CC.1.2.2.B
CC.1.2.2.C
CC.1.2.2.E
CC.1.2.2.F
CC.1.2.2.G
CC.1.2.2.H
CC.1.2.2.I
CC.1.2.2.J
CC.1.2.2.K
CC.1.2.2.L
Superkids- SUPER Magazine
Units 1-3
SUPER Magazine
Units 1-3
SUPER Magazine
Units 1-3
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Vocabulary Acquisition & Use
Range of Reading and Level of
Text Complexity
Reads for understanding
Use textual evidence to ask and answer general questions about key details
using who, what, when, where, why and how
Generate questions to determine important ideas
Use text features to find information with proficiency to analyze the text
information
(Captions, bold print, subheadings, glossaries, electronic menus, icons, etc.)
Locates and discusses text features( title, charts, table of contents, bold fact
type, italics, glossary) to understand information
Follows written directions
Monitors comprehension and uses fix up strategies
Uses prior knowledge to clarify understanding
Find out word meaning and phrases specific to grade 2
Integrate visual and print information to clarify understanding
Creates visual images in mind based on text
Draw and support conclusions
Describe the author’s reasoning by finding support within the text
Find similarities and differences in the points they have identified when
reading about two texts that share the same topic
Acquire and use grade-appropriate conversational, general meaning words
and domain-specific words and phrases
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and contet, choosing from a range
of strategies and tools
Read information text in the grade 2-3 text complexity band proficiently with
scaffolding`
Acquires the habits of reading independently and closely, which are essential
to their future success.
Encounter appropriately complex texts to develop the language skills and
conceptual knowledge needed for success in school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
15
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
Literature (CC.1.3.2.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.2.A
CC.1.3.2.B
CC.1.3.2.C
CC.1.3.2.D
CC.1.3.2.E
CC.1.3.2.F
CC.1.3.2.G
CC.1.3.2.H
Superkids-
Word Work Book
SUPER Magazine
Book Club
Write It Right
Units 1-3
Book Club Unit 2
Word Work Book
Book Club Units 1-3
Book Club Units 1-3
Word Work Book
SUPER Magazine
Book Club Units 1-3
SUPER Magazine
Book Club Units 1-3
Word Work Book –
Unit 3
Book Club Unit 3
Comprehension
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Uses prior knowledge
Reads for Understanding
Monitors comprehension and uses fix-up strategies
Uses textual evidence to support thinking as questions are asked and
answered( who, what ,where, when, why and how)
Answers what – if, why and how question
Makes predictions based on content and prior knowledge
Retell story including main events
Identifies correct sequence of events
Answers questions about main characters in terms of the character’s reaction
to what is taking place in the story
Identifies and describes story elements: character and setting
Explain how the introduction is the beginning and the conclusion is where
the action ends
Read using different voices for different characters
Understands descriptive language
Identifies literary devices/ figurative language:
alliteration, onomatopoeia
Creates visual images in mind based on text
Tell how words and phrases provide meaning to a story, poem, or song
Describes the similarities and differences between settings, characters, events,
problems and solutions in a story
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
16
CC.1.3.2.I
CC.1.3.2.J
CC.1.3.2.K
Word Work Units 1-3
Word Work Units 1-3
Super Magazine Units
1-3
Word Work
SUPER Magazine
Book Club
Units 1-
Vocabulary Acquisition & Use
Range of Reading and Level of
text Complexity
Determine the meaning of unknow n and multiple-meaning word and phrases
based on grade level reading and content
Acquire and use grade-appropriate conversational, general academic and
domain specific words and phrases
Recognizes different types of genres
Read proficiently and understand various type of literature for the 2-3 text
complexity band
Make an increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more sensitive
to inconsistencies, ambiguities, and poor reasoning in texts
Acquire the habits of reading independently and closely which are essential to
their future success
Encounter appropriately complex texts at each grade level in order to develop
the mature skills and conceptual knowledge needed for success in school and
life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
Teacher
Anecdotal
Records
11/2/2015
17
COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.2.F
CC.1.4.2.L
CC.1.4.2.M
CC.1.4.2.N
CC.1.4.2.O
CC.1.4.2.P
CC.1.4.2.T
CC.1.4.2.U
CC.1.4.2.V
CC.1.4.2.W
Writing Fundamentals-
Unit 1 -How Writers Work
Unit 2 –Personal Narrative
Informative/Explanatory
Narrative
Response to Literature
Production and
Distributions of Writing
Learn rituals, routines, and resources for writing workshop
Identify reasons why writers write
Establish a community of writers who listen, share and respond to each
other’s thoughts, stories, and ideas
Follow agreed upon rules for discussion and build upon ideas and thinking
Recognize how writing is a process that takes hard work and time
Use mentor texts as inspiration for writing
Personalize writer’s notebook or folder
Understand the purposes of the various writing stages
Create a published piece of writing using stages of writing process
Identify features of personal narrative writing through independent and
teacher-supported reading and exploration of mentor texts
Participate in collaborative conversations with diverse partners about topics
and texts with peers and adults in small and large groups
Demonstrate an understanding of the purpose behind personal narrative
writing through active participation in immersion activities and writing
process
Generate ideas for writing in writer’s notebook
Publish a narrative recounting a well-elaborated event or short sequence of
events that includes details to describe actions, thoughts, and feelings
Checklists
Student
Work
Conferences
Teacher
Observation
& Notes
Rubrics
Self-
reflections
Focus
Correction
Areas
(FCAs)
District
Writing
Assessment
11/2/2015
18
COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: SEPTEMBER, OCTOBER, NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.2.A
CC.1.5.2.B
CC1.5.2.C.
CC.1.5.2.D
CC.1.5.2.E
CC.1.5.2.F
CC.1.5.2.G
Superkids- Units 1-3
Word Work Book
SUPER Magazine
Book Club
Write It Right
Writing Fundamentals
Units 1-2
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Participate in collaborative conversations with peers and adults in small and
larger groups
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
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
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences
Create audio recordings of stories or poems; add drawings or other visual
displays to stories
Produce complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Demonstrate command of the conventions of standard English when
speaking based on grade 2 level and content
Teacher
Anecdotal
Records
11/2/2015
19
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.2.D
CC.1.1.2.E
Superkids- Word Work Book
Units 4-6
Word Work Book
SUPER Magazine
Units 4-6
Phonics and Word Recognition
(Alphabetic Principle)
Fluency
Identity sounds for diphthongs or two consecutive vowels each which
contributes to the second sound heard oi in soil, oy in toy, ow in now, ou in
loud).
Write the spelling correspondences for diphthongs
Demonstrate an understanding that many words are made up of prefixes, base
words and suffixes (e.g. In the word return what is the prefix and what is the
base word?)
Read common prefixes(e.g. un-,re-,in-,dis-) and suffixes(e.g. –s,-ed, -ing ,-er
,ture, less, tion)
Decode single syllable words with variant vowel digraphs
( e.g. al, au, ew, ea/ĕ/)
Demonstrate that some letter combination result in one sound( e.g. ph,gh/f/)
Demonstrate an understanding of exceptions with unusual word patterns (e.g.
–old, -ost)
Demonstrates accuracy, automaticity and prosody in oral reading of grade
level text in a variety of genres
79 wpm
Adjust reading rate based on purpose, text, difficulty, form and style
Participate in guided/shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Determine genre of text before reading
Actively listen to different genres read aloud
Use punctuation to cue expression when reading on-level text
Determine when on-level text is not understood
Determine when a word is misread
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
Teacher
Anecdotal
Records
Words Their
Way
Assessment
Daily Dictation
DIBELS
MAP
Superkids
Assessments
DRA
Teacher
Anecdotal
Records
11/2/2015
20
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC1.2.2)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.2.A
CC.1.2.2.B
CC.1.2.2.C
CC.1.2.2.E
CC.1.2.2.F
CC.1.2.2.G
CC.1.2.2.H
CC.1.2.2.I
CC.1.2.2.J
CC.1.2.2.K
CC.1.2.2.L
Superkids- SUPER Magazine
Units 4-6
SUPER Magazine
Units 4-6
SUPER Magazine
Units 4-6
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Vocabulary Acquisition & Use
Range of Reading and Level of
Text Complexity
Reads for understanding
Use textual evidence to ask and answer general questions about key details
using who, what, when, where, why and how
Generate questions to determine important ideas
Use text features to find information with proficiency to analyze the text
information
(Captions, bold print, subheadings, glossaries, electronic menus, icons, etc.)
Locates and discusses text features( title, charts, table of contents, bold fact
type, italics, glossary) to understand information
Follows written directions
Monitors comprehension and uses fix up strategies
Uses prior knowledge to clarify understanding
Find out word meaning and phrases specific to grade 2
Integrate visual and print information to clarify understanding
Creates visual images in mind based on text
Draw and support conclusions
Describe the author’s reasoning by finding support within the text
Find similarities and differences in the points they have identified when
reading about two texts that share the same topic
Acquire and use grade-appropriate conversational, general meaning words
and domain-specific words and phrases
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and contet, choosing from a range
of strategies and tools
Read information text in the grade 2-3 text complexity band proficiently with
scaffolding`
Acquires the habits of reading independently and closely, which are essential
to their future success.
Encounter appropriately complex texts to develop the language skills and
conceptual knowledge needed for success in school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
21
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
Literature (CC.1.3.2)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.2.A
CC.1.3.2.B
CC.1.3.2.C
CC.1.3.2.D
CC.1.3.2.E
CC.1.3.2.F
CC.1.3.2.G
CC1.3.2.H
CC.1.3.2.I
Superkids- Word Work Book
SUPER Magazine
Book Club
Units 4-6
Write It Right
Units 5, 6
Book Club Units 4, 6
Word Work Book
Book Club
Units 4-6
Book Club Units 4-6
Word Work Book
SUPER Magazine
Units 4-6
Book Club Units 4, 5
Word Work Book
SUPER Magazine
Book Club
Units 4-6
Comprehension
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Answers questions about main characters and setting
Uses prior knowledge
Reads for Understanding
Monitors comprehension and uses fix-up strategies
Answers questions about main characters and setting
Uses textual evidence to support thinking as questions are asked and
answered( who, what ,where, when, why and how)
Generates questions to determine important ideas
Makes predictions based on content and prior knowledge
Answers questions about main characters in terms of the character’s reaction
to what is taking place in the story
Understands descriptive language
Recognize rhythm, rhyme and repetition
Identifies literary devices/ figurative language:
alliteration, onomatopoeia
Creates visual images in mind based on text
Tell how words and phrases provide meaning to a story, poem, or song
Identifies and describes story elements: character and setting
Draws and supports conclusions
Explain how the introduction is the beginning and the conclusion is where
the action ends
Read using different voices for different characters
Interacts with stories to clarify and extend comprehension
Describes the similarities and differences between settings, characters, events,
problems and solutions in a story
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
22
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.2.J
CC.1.3.2.K
CC.1.3.2.L
Superkids- SUPER Magazine
Book Club
Word Work Book
Units 4-6
Word Work Book
Units 4-6
SUPER Magazine
Book Club
Word Work Book
Units 4-6
Vocabulary Acquisition &
Use
Range of Reading and Level
of Text Complexity
Determine the meaning of unknow n and multiple-meaning word and phrases
based on grade level reading and content
Acquire and use grade-appropriate conversational, general academic and
domain specific words and phrases
Recognizes different types of genres
Read proficiently and understand various type of literature for the 2-3 text
complexity band
Make an increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more sensitive
to inconsistencies, ambiguities, and poor reasoning in texts
Acquire the habits of reading independently and closely which are essential to
their future success
Encounter appropriately complex texts at each grade level in order to develop
the mature skills and conceptual knowledge needed for success in school and
life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
23
COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT UNPACKING STANDARDS AND SKILLS ASSESSMENT
CC.1.4.2.A
CC.1.4.2.B
CC.1.4.2.C
CC.1.4.2.D
CC.1.4.2.E
CC.1.4.2.F
CC.1.4.2.G
CC.1.4.2.H
CC.1.4.2.I
CC.1.4.2.J
CC.1.4.2.L
CC.1.4.2.M
CC.1.4.2.N
CC.1.4.2.O
CC.1.4.2.P
CC.1.4.2.R
CC.1.4.2.T
CC.1.4.2.V
CC.1.4.2.W
Writing Fundamentals-
Unit 3-Folktales, Fairy Tales,
and Fable (Narrative)
Informative/Explanatory
Narrative
Response to Literature
Production and
Distributions of Writing
Learn about diverse cultures and traditions through folklore and
folktales
Learn about the universal nature of folktales, fables, and fairytales
(e.g., all human cultures tell stories and many variations of the same
tales are found among different cultures)
Participate in a collaborative conversation with a partner about the
cultures, traditions, and universal nature of folktales, fables and fairy
tales
Demonstrate an understanding of the unique characteristics of
folktales, fables, and fairy tales
Recount or describe key ideas from a folktale, fable or fairy tale and
determine central message, lesson, or moral
Include details to describe actions, thoughts, and feelings
Use temporal words to signal event order
Follow writing process to compose an original folktale, fable, or
fairy tale
Student Work
Teacher
Observation
Focus Correction
Areas( FCAs)
Conferring
Writer’s Notebook
I Can
Statements(self-
assessments)
11/2/2015
24
COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.2.A
CC.1.5.2.B
CC1.5.2.C.
CC.1.5.2.D
CC.1.5.2.E
CC.1.5.2.F
CC.1.5.2.G
Superkids- Units 4-6
Word Work Book
SUPER Magazine
Book Club
Write It Right
Writing Fundamentals
Units 3
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Participate in collaborative conversations with peers and adults in small and
larger groups
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
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
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences
Create audio recordings of stories or poems; add drawings or other visual
displays to stories
Produce complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Demonstrate command of the conventions of standard English when
speaking based on grade 2 level and content
Teacher
Anecdotal
Records
11/2/2015
25
COURSE/ SUBJECT: WORD WORK GRADE: SECOND MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.2.D
CC.1.1.2.E
Superkids-
Word Work Book Units
SUPER Magazine
Book Club
Units 7
Write It Right
Unit 2
Superkids-
Word Work Book Units
7
SUPER Magazine
Units 1-3
Phonics and Word Recognition
(Alphabetic Principle)
Fluency
Recognize grade –appropriate phonemic and morphemic spelling patterns(e.g.
, gem/j/ sound before e; when a one-syllable root word has a short vowel
sound followed by /f/,/l/,or/s/, it is usually spelled ff, ll, or ss in sniff ,hill, or
mess).
Identify lower frequency phonological and orthographic patterns (e.g. ough in
rough, tough, enough).
Decode single syllable words with variant vowel digraphs (e.g. ey, ay, ange,
eigh/ā/ -ey, -ine, -ease, -eeze, ie/ē/)
Read common prefixes( e.g. un, mis, dis) and suffixes(e.g. able, ible)
Recognize and decode contractions
Recognize and decode compound words
Recognize and decode schwa: a, e/ə/( alone, happen, direct, gallop, circus)
Demonstrates accuracy, automaticity and prosody in oral reading of grade
level text in a variety of genres
99 wpm
Adjust reading rate based on purpose, text, difficulty, form and style
Participate in guided/shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Determine genre of text before reading
Actively listen to different genres read aloud
Use punctuation to cue expression when reading on-level text
Determine when on-level text is not understood
Determine when a word is misread
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
Anecdotal
Records
Words Their
Way
Assessment
Daily Dictation
DIBELS
MAP
Superkids
Assessments
DRA
Teacher
Anecdotal
Records
11/2/2015
26
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.2.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.2.A
CC.1.2.2.B
CC.1.2.2.C
CC.1.2.2.E
CC.1.2.2.F
CC.1.2.2.G
CC.1.2.2.H
CC.1.2.2.I
CC.1.2.2.J
CC.1.2.2.K
CC.1.2.2.L
Superkids- SUPER Magazine
Unit 7
SUPER Magazine
Unit 7
SUPER Magazine
Unit 7
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Vocabulary Acquisition & Use
Range of Reading and Level of
Text Complexity
Reads for understandingUse textual evidence to ask and answer general
questions about key details using who, what, when, where, why and how
Generate questions to determine important ideas
Use text features to find information with proficiency to analyze the text
information
(Captions, bold print, subheadings, glossaries, electronic menus, icons, etc.)
Locates and discusses text features( title, charts, table of contents, bold fact
type, italics, glossary) to understand information
Follows written directions
Monitors comprehension and uses fix up strategies
Uses prior knowledge to clarify understanding
Find out word meaning and phrases specific to grade 2
Integrate visual and print information to clarify understanding
Creates visual images in mind based on text
Draw and support conclusions
Describe the author’s reasoning by finding support within the text
Find similarities and differences in the points they have identified when
reading about two texts that share the same topic
Acquire and use grade-appropriate conversational, general meaning words
and domain-specific words and phrases
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and contet, choosing from a range
of strategies and tools
Read information text in the grade 2-3 text complexity band proficiently with
scaffolding`
Acquires the habits of reading independently and closely, which are essential
to their future success.
Encounter appropriately complex texts to develop the language skills and
conceptual knowledge needed for success in school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
27
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
Literature (CC.1.3.2.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.2.A
CC.1.3.2.B
CC.1.3.2.C
CC.1.3.2.D
CC.1.3.2.E
CC.1.3.2.F
Superkids- Word Work Book
SUPER Magazine
Book Club
Units 7
Write It Right
Units 7
Book Club Units 7
Word Work Book
Book Club
Units 7
Book Club Units 7
Comprehension-Literature
Key Ideas and Details
Craft and Structure
Uses prior knowledge
Reads for Understanding
Monitors comprehension and uses fix-up strategies
Answers questions about main characters and setting
Uses textual evidence to support thinking as questions are asked and
answered( who, what ,where, when, why and how)
Generates questions to determine make and confirm predictions
Makes and confirms predictions based on content and prior knowledge
Summarizes a story including main events
Identifies correct sequence of events
Retell stories to include main ideas, reflections and connections ( text to
text, text to self, text to world)*
Distinguishes fact from opinion
Answers questions about main characters in terms of the character’s reaction
to what is taking place in the story
Understands descriptive language
Recognize rhythm, rhyme and repetition
Identifies literary devices/ figurative language:
alliteration, onomatopoeia
Creates visual images in mind based on text
Tell how words and phrases provide meaning to a story, poem, or song
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response Journal
11/2/2015
28
CC.1.3.2.G
CC1.3.2.H
CC.1.3.2.I
CC.1.3.2.J
CC.1.3.2.K
CC.1.3.2.L
Word Work Book
SUPER Magazine
Units 4-6
Book Club Units 7
Word Work Book
SUPER Magazine
Book Club
Units 7
Superkids- SUPER Magazine
Book Club
Word Work Book
Units 7
Word Work Book
Units 7
SUPER Magazine
Book Club
Word Work Book
Units 7
Integration of Knowledge and
Ideas
Vocabulary Acquisition & Use
Range of Reading and Level of
Text Complexity
Recognizes plot: beginning, middle and end
Identifies and describes story elements: character and setting
Draws and supports conclusions
Explain how the introduction is the beginning and the conclusion is where
the action ends
Identifies main idea and supporting details
Read using different voices for different characters
Makes predictions based on content and prior knowledge
Determines important ideas
Distinguishes main idea/details; fact/opinion; cause/effect
Use information from pictures, print, or digital text to show understanding
of characters, setting and plot
Compare and contrasts texts or pictures
Interacts with stories to clarify and extend comprehension
Describes the similarities and differences between settings, characters,
events, problems and solutions in a story
Determine the meaning of unknow n and multiple-meaning word and
phrases based on grade level reading and content
Acquire and use grade-appropriate conversational, general academic and
domain specific words and phrases
Recognizes different types of genres
Read proficiently and understand various type of literature for the 2-3 text
complexity band
Make an increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more sensitive
to inconsistencies, ambiguities, and poor reasoning in texts
Acquire the habits of reading independently and closely which are essential
to their future success
Encounter appropriately complex texts at each grade level in order to
develop the mature skills and conceptual knowledge needed for success in
school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response Journal
Teacher
Anecdotal
Records
11/2/2015
29
COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: MARCH/APRIL
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.2.A
CC.1.4.2.B
CC.1.4.2.C
CC.1.4.2.D
CC.1.4.2.E
CC.1.4.2.F
CC.1.4.2.G
CC.1.4.2.H
CC.1.4.2.I
CC.1.4.2.J
CC.1.4.2.L
CC.1.4.2.M
CC.1.4.2.N
CC.1.4.2.O
CC.1.4.2.P
CC.1.4.2.R
CC.1.4.2.T
CC.1.4.2.U
CC.1.4.2.V
CC.1.4.2.W
Writing Fundamentals
Unit 3-Gail Gibbons
Nonfiction Author Study
(Information/Explanatory)
Informative/Explanatory
Opinion/Argumentative
Production and
Distributions of Writing
Learn about Gail Gibbons as a writer, illustrator, and person
Participate in collaborative conversations with partners and small groups
about various nonfiction topics
Identify how Gibbons uses her life experiences, curiosity, interests, and
observations about the world around her to generate ideas for writing
Name the nonfiction techniques and feature Gibbons uses in her texts to
develop topics and present information (mixing genres, speaking directly to
readers, using labels, defining words in context, including extra-textual
information on the back, detailed illustrations
Use Gibbons’s books as inspiration for writing and drawing
Select a topic to focus on and strengthen writing by revising and editing
Use a variety of digital tools and sources to research, gather information,
and produce writing
Publish an informative/explanatory piece which introduces a topic, uses
facts and definitions to develop points, and provides a concluding sections
Incorporate Gibbons’s nonfiction text features in published work such as
visuals that inform, bold print, captions, a glossary with definitions, and a
“Fun Facts” page
Checklists
Student
Work
Conferences
Teacher
Observation
& Notes
Rubrics
Self-
reflections
Focus
Correction
Areas
(FCAs)
District
Writing
Assessment
11/2/2015
30
COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.2.A
CC.1.5.2.B
CC1.5.2.C.
CC.1.5.2.D
CC.1.5.2.E
CC.1.5.2.F
CC.1.5.2.G
Superkids- Units 7
Word Work Book
SUPER Magazine
Book Club
Write It Right
Writing Fundamentals
Units 4
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Participate in collaborative conversations with peers and adults in small and
larger groups
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
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
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences
Create audio recordings of stories or poems; add drawings or other visual
displays to stories
Produce complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Demonstrate command of the conventions of standard English when
speaking based on grade 2 level and content
Teacher
Anecdotal
Records
11/2/2015
31
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.2.D
CC.1.1.2.E
Superkids-
Word Work Book Units
SUPER Magazine
Book Club
Units 7
Write It Right
Unit 2
Superkids-
Word Work Book Units
8
SUPER Magazine
Units 8
Phonics and Word Recognition
(Alphabetic Principle)
Fluency
Decode single syllable words with variant vowel digraphs (e.g. , -ease, -eeze, ie/ē/)
Read common prefixes and suffixes(e.g. –ness)
Decode single and multi-syllable words with r- controlled
vowels(e.g.or,oar,ar,our,ore/ôr/; er,or,ir,ur,ear,ure/êr/); air,ear,are,-airy,eery,ary/â/.)
Identify sound for diphthongs or two consecutive vowels, each contributes to the
sound heard (ui,ew,ue,oo,u-e/ōō/
Recognizes and decodes exceptions with unusual word patterns
Demonstrates accuracy, automaticity and prosody in oral reading of grade level text in
a variety of genres
110 wpm
Adjust reading rate based on purpose, text, difficulty, form and style
Participate in guided/shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Determine genre of text before reading
Actively listen to different genres read aloud
Use punctuation to cue expression when reading on-level text
Determine when on-level text is not understood
Determine when a word is misread
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
Teacher
Anecdotal
Records
Words Their
Way
Assessment
Daily Dictation
11/2/2015
32
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.2.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.2.A
CC.1.2.2.B
CC.1.2.2.C
CC.1.2.2.E
CC.1.2.2.F
CC.1.2.2.G
CC.1.2.2.H
CC.1.2.2.I
CC.1.2.2.J
CC.1.2.2.K
CC.1.2.2.L
Superkids- SUPER Magazine
Unit 8
SUPER Magazine
Unit 8
SUPER Magazine
Unit 8
Key Ideas and Details
Craft and Structure
Integration of Knowledge and
Ideas
Vocabulary Acquisition & Use
Range of Reading and Level of
Text Complexity
Reads for understanding
Use textual evidence to ask and answer general questions about key details
using who, what, when, where, why and how
Generate questions to determine important ideas
Use text features to find information with proficiency to analyze the text
information
(Captions, bold print, subheadings, glossaries, electronic menus, icons, etc.)
Locates and discusses text features( title, charts, table of contents, bold fact
type, italics, glossary) to understand information
Follows written directions
Monitors comprehension and uses fix up strategies
Uses prior knowledge to clarify understanding
Find out word meaning and phrases specific to grade 2
Integrate visual and print information to clarify understanding
Creates visual images in mind based on text
Draw and support conclusions
Describe the author’s reasoning by finding support within the text
Find similarities and differences in the points they have identified when
reading about two texts that share the same topic
Acquire and use grade-appropriate conversational, general meaning words
and domain-specific words and phrases
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and contet, choosing from a range
of strategies and tools
Read information text in the grade 2-3 text complexity band proficiently with
scaffolding`
Acquires the habits of reading independently and closely, which are essential
to their future success.
Encounter appropriately complex texts to develop the language skills and
conceptual knowledge needed for success in school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
33
COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
Literature (CC.1.3.2.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.2.A
CC.1.3.2.B
CC.1.3.2.C
CC.1.3.2.D
CC.1.3.2.E
CC.1.3.2.F
CC.1.3.2.G
Superkids- Word Work Book
SUPER Magazine
Book Club
Units 8
Write It Right
Units 8
Book Club Units 8
Word Work Book
Book Club
Units 8
Book Club Units 8
Word Work Book
SUPER Magazine
Comprehension-Literature
Key Ideas and Details
Craft and Structure
Craft and Structure
Uses prior knowledge
Reads for Understanding
Monitors comprehension and uses fix-up strategies
Answers questions about main characters and setting
Uses textual evidence to support thinking as questions are asked and answered(
who, what ,where, when, why and how)
Generates questions to determine make and confirm predictions
Makes and confirms predictions based on content and prior knowledge
Summarizes a story including main events
Identifies correct sequence of events
Retell stories to include main ideas, reflections and connections ( text to text, text
to self, text to world)*
Distinguishes fact from opinion
Answers questions about main characters in terms of the character’s reaction to
what is taking place in the story
Understands descriptive language
Recognize rhythm, rhyme and repetition
Identifies literary devices/ figurative language:
alliteration, onomatopoeia
Creates visual images in mind based on text
Tell how words and phrases provide meaning to a story, poem, or song
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
11/2/2015
34
CC1.3.2.H
CC.1.3.2.I
CC.1.3.2.J
CC.1.3.2.K
CC.1.3.2.L
Units 8
Book Club Units 8
Word Work Book
SUPER Magazine
Book Club
Units 8
Superkids- SUPER Magazine
Book Club
Word Work Book
Units 8
Word Work Book
Units 8
SUPER Magazine
Book Club
Word Work Book
Units 8
Integration of Knowledge
and Ideas
Vocabulary Acquisition &
Use
Range of Reading and Level
of Text Complexity
Recognizes plot: beginning, middle and end
Identifies and describes story elements: character and setting
Draws and supports conclusions
Explain how the introduction is the beginning and the conclusion is where the
action ends
Identifies main idea and supporting details
Read using different voices for different characters
Makes predictions based on content and prior knowledge
Determines important ideas
Distinguishes main idea/details; fact/opinion; cause/effect
Use information from pictures, print, or digital text to show understanding of
characters, setting and plot
Compare and contrasts texts or pictures
Interacts with stories to clarify and extend comprehension
Describes the similarities and differences between settings, characters, events,
problems and solutions in a story
Determine the meaning of unknow n and multiple-meaning word and phrases
based on grade level reading and content
Acquire and use grade-appropriate conversational, general academic and domain
specific words and phrases
Recognizes different types of genres
Read proficiently and understand various type of literature for the 2-3 text
complexity band
Make an increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts
Acquire the habits of reading independently and closely which are essential to
their future success
Encounter appropriately complex texts at each grade level in order to develop the
mature skills and conceptual knowledge needed for success in school and life
Teacher
Anecdotal
Records
DIBELS
MAP
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps
Reading
Response
Journal
Teacher
Anecdotal
Records
11/2/2015
35
COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: MARCH/APRIL
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.2.A
CC.1.4.2.B
CC.1.4.2.C
CC.1.4.2.D
CC.1.4.2.E
CC.1.4.2.F
CC.1.4.2.G
CC.1.4.2.H
CC.1.4.2.I
CC.1.4.2.J
CC.1.4.2.L
CC.1.4.2.M
CC.1.4.2.N
CC.1.4.2.O
CC.1.4.2.P
CC.1.4.2.R
CC.1.4.2.T
CC.1.4.2.U
CC.1.4.2.V
CC.1.4.2.W
Writing Fundamentals-
Unit 4- Letter Writing
(Opinion/Argument)
Informative/Explanatory
Narrative
Opinion/Argumentative
Response to Literature
Production and
Distributions of Writing
Discuss and learn about multiple reasons for writing and receiving letters
Participate in collaborative conversations with diverse partners about
topics and texts
Identify common features of letters
Write individual and class letters for real audiences
Experiment with different types of letters for various purposes including
informative/explanatory, persuasive, epistolary/narrative, and thank you
Focus on a letter writing topic and strengthen writing as needed
Incorporate linking words to connect opinions and reasons within letters
Understand the structure and tone of both formal and informal letters
Publish a letter that expresses an opinion on a topic or book, uses reasons
and examples that support opinion, and provides a concluding statement
Checklist
Student Work
Teacher
Observation &
Notes
Rubrics
Self-
reflections
Focus
Correction
Areas( FCAs)
Conferring
Writer’s
Notebook
District
Writing
Assessment
11/2/2015
36
COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.2.A
CC.1.5.2.B
CC1.5.2.C.
CC.1.5.2.D
CC.1.5.2.E
CC.1.5.2.F
CC.1.5.2.G
Superkids- Units 8
Word Work Book
SUPER Magazine
Book Club
Write It Right
Writing Fundamentals
Units
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Participate in collaborative conversations with peers and adults in small and
larger groups
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
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
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences
Create audio recordings of stories or poems; add drawings or other visual
displays to stories
Produce complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Demonstrate command of the conventions of standard English when
speaking based on grade 2 level and content
Teacher
Anecdotal
Records