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Paramount Unified School District Educational Services

Unit 1

Friends and Family

English Language Arts Curriculum Guide

Grade 2

2018-19

English Language Arts Year-at-a-Glance

Grade 2


Year-at-a-Glance

# of Days Unit Title Unit Big Idea RF RL RI W SL L HSS

8/22/18 – 8/31/18 (8 days)

Start Smart – establishing and maintaining routines and procedures Universal Screening – baseline data for small group instruction

9/4/18 – 10/19/18 (34 days)

Friends and Family How do families and friends learn, grow, and help one another?

RF.2.3 RF.2.4

RL.2.1 RL.2.3 RL.2.7

RI.2.1 RI.2.4 RI.2.7 RI.2.9

W.2.3 W.2.4 W.2.5 W.2.7 W.2.8

SL.2.1 SL.2.2 SL.2.3 SL.2.4

L.2.2 L.2.2d L.2.4 L.2.6

HSS 2.3.2 HSS 2.4.2

10/22/18 -12/14/18 (34 days)

Animal Discoveries How do animals play a part in the world around us?

RF.2.3 RF.2.4

RL.2.1 RL.2.3 RL.2.5 RL.2.7

RI.2.1 RI.2.2 RI.2.5 RI.2.7 RI.2.9

W.2.2 W.2.4 W.2.5 W.2.7 W.2.8

SL.2.1 SL.2.2 SL2.3 SL2.4

L.2.1 L.2.2 L.2.4 L.2.6

HSS 2.3.2

1/17/19 – 2/27/19 (34 days)

Live and Learn What have you learned about the world that surprises you?

RF.2.3 RF.2.4

RL.2.1 RL.2.3 RL.2.5 RL.2.7

RI.2.1 RI.2.2 RI.2.5 RI.2.6 RI.2.8 RI.2.9

W.2.1 W.2.4 W.2.5 W.2.7 W.2.8

SL.2.1 SL.2.2 SL.2.3 SL.2.4

L.2.1 L.2.2 L.2.4 L.2.6

HSS 2.5

2/28/19 –4/12/19 (32 days)

Our Life/Our World How do different environments make the world an interesting place?

RF.2.3 RF.2.4

RL.2.1 RL.2.2 RL.2.3 RL.2.5 RL.2.7

RI.2.1 RI.2.3 RI.2.5 RI.2.7 RI.2.9

W.2.3 W.2.4 W.2.5 W.2.7 W.2.8

SL.2.1 SL.2.2 SL.2.3 SL.2.4

L.2.1 L.2.2 L.2.4 L.2.6

4/22/19 – 6/13/19 (38 days)

Let’s Make a Difference

How can people make a difference?

RF.2.3 RF.2.4

RL.2.1 RL.2.2 RL.2.3 RL.2.5 RL.2.6 RL.2.7

RI.2.1 RI.2.3 RI.2.5 RI.2.7 RI.2.9

W.2.2 W.2.4 W.2.5 W.2.7 W.2.8

SL.2.1 SL.2.2 SL.2.3 SL.2.4

L.2.1 L.2.2 L.2.4 L.2.6

1


English Language Arts Stage 1: Unit 1 Desired Results

Grade 2

Theme: Friends and Family September 4 – October 19 (34 days)

Transfer Goals 1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.

2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.

3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.

4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations

Making Meaning Essential Understandings - Student Outcomes Essential Questions

Students will understand that…

Theme:

Building relationships and supporting families and friends have positive impacts.

Content Standards:

Authors develop and support main ideas with key details.

Readers use many strategies to figure out unknown words.

Authors use devices such as transitions, organizational patterns, and

strategies. to emphasize certain ideas, events, concepts, or information

to build meaning.

Collaborative conversations with others help to build and clarify ideas.

Writers tell stories by using descriptive details and clear event

sequences.

A command of English Language conventions and grammar brings clarity

and sophistication to writing.

Investigating topics of interest builds knowledge.

Students will keep considering…

Theme:

How do families and friends learn, grow, and help one another?

Content Standards:

What is the author trying to tell me?

How do authors build ideas?

How do I share what I know?

What story do I want to tell?

How do I make my writing better?

How do I learn more about topics that are interesting to me?

2



Grade 2

Acquisition

Knowledge Skills

Students will need to know… Making Meaning

Key details in text

Story elements: characters, setting or plot

Academic vocabulary

Illustrations in text Effective Expression

Text evidence

Elements and structure of narrative writing

Process for research and investigation

Rules of collaborative conversations

Paraphrasing

Presentation of information Language Development

Capitalization and punctuation

Subjects and predicates

Academic vocabulary

Vocabulary strategies: context clues and word structure

Foundational Skills

Spelling patterns based on short vowel a, e, i, o, u

Spelling patterns based on two-letter blends

Spelling patterns based on long vowel i and a

Fluency strategies

Content Knowledge

Social Studies

Students will need to develop skill at and able to… Making Meaning

Demonstrate understanding of key details in text RL.2.1, RI.2.1

Describe how characters respond to major events RL. 2.3

Determine the meaning of words and phrases RI.2.4

Use illustrations and text to demonstrate understanding RL.2.7, RI.2.7

Compare and contrast important points on the same topic RI.2.9

Effective Expression

Draw evidence from text W.2.8

Write narrative texts W.2.3, W.2.10

Produce writing that is organized and appropriate to task and purpose W.2.4

Develop and strengthen writing W.2.5

Conduct research W.2.7, W.2.8

Engage in collaborative conversations SL.2.1, SL.2.3

Paraphrase information SL.2.2

Present information SL.2.4

Language Development

Use conventions of grammar to produce coherent sentences L.2.2

Use vocabulary strategies to understand the meaning of a word L.2.4, L.2.4a, L.2.4c

Acquire and use academic vocabulary L.2.6

Foundational Skills

Blend and spell words with short a, e, i, o, u RF.2.3, RF.2.3a

Blend and spell words with two-letter blends RF.2.3

Blend and spell words with long vowel i and a RF.2.3, RF.2.3a

Read with fluency to comprehend text RF.2.4

Content Knowledge

Social Studies – Obtain information and communicate: o How families interact and how families are consumers and producers. HSS.2.3.2,

HSS.2.4.2

3


English Language Arts Stage 1: Unit 1 Source and Standards Alignment

Grade 2

Unit 1 Source and Standards Alignment The source and standards alignment document highlights key standards addressed within each source, indicated by an X. It is a tool to support the planning of standards based lessons.

We

ek

Sou

rce

Gen

re

RF.

2.3

– P

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ord

reco

gnit

ion

RF.

2.4

– F

lue

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an

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com

pre

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on

RL.

2.1

– K

ey

de

tails

, te

xt

evi

de

nce

RL.

2.3

– C

har

acte

r, s

ett

ing,

eve

nts

RL.

2.7

– Il

lust

rati

on

s an

d t

ext

RI.

2.1–

Ke

y d

eta

ils, t

ext

evi

de

nce

RI.

2.4

– M

ean

ing

of

wo

rds

and

ph

rase

s

RI.

2.7

– T

ext

fe

atu

res:

illu

stra

tio

ns

RI.

2.9

– C

om

par

e a

nd

co

ntr

ast

imp

ort

ant

po

ints

on

sam

e t

op

ic

L.2

.2 –

Cap

ital

izat

ion

an

d

pu

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ion

L2.2

d -

Sp

elli

ng

L. 2

.4a –

Vo

cab

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ry:

con

text

clu

es

L.2

.4c –

Vo

cab

ula

ry:

roo

t w

ord

s

L.2

.6 –

Vo

cab

ula

ry a

cqu

isit

ion

SL.2

.1 –

Co

llab

ora

tive

con

vers

atio

ns

SL.2

.2 –

Par

aph

rase

SL.2

.3 –

Ask

an

d a

nsw

er

qu

est

ion

s

SL.2

.4 -

Pre

sen

t

HSS

2.3

.2-E

xplo

re in

tera

ctio

ns

of

dif

fere

nt

gro

up

s

HSS

2.4

.2 –

Exp

lore

ho

w f

amili

es

are

co

nsu

me

rs a

nd

pro

du

cers

1

Little Flap Learns to Fly Fantasy X X X X X X X X X X X X X

Help! A Story of Friendship

Fantasy X X X X X X X X X X X X X

Crayons Poetry X X X X X X X X X X X X X

2

Maria Celebrates Brazil Realistic Fiction X X X X X X X X X X X X X X X

Big Red Lollipop Realistic Fiction X X X X X X X X X X X X X X X

A Look at Families Expository X X X X X X X X X X X X X X X X

3

Finding Cal Fiction X X X X X X X X X X X X

Not Norman Fiction X X X X X X X X X X X X

My Puppy Poetry X X X X X X X X X X X X

4

Taking Care of Pepper Narrative Nonfiction

X X X X X X X X X X X X

Lola and Tiva: An Unlikely Friendship

Narrative Nonfiction

X X X X X X X X X X X X

Animal Needs Interview X X X X X X X X X X X X X

5

Families Work! Expository X X X X X X X X X X X X X X

Families Working Together

Expository X X X X X X X X X X X X X X

Why We Work Expository X X X X X X X X X X X X X X X

* Source can be used to address the standard, but Wonders does not provide the text dependent questions

HSS: History-Social Sciences Standards, adopted 2016

4

English Language Arts Stage 2: Unit 1 Evidence

Grade 2


Stage 2: Evidence

Assessments Unit investigation

Summative “Assessment OF learning”

Formative “Assessment FOR learning”

Inquiry and Investigation During the unit, students will participate in the inquiry process. They will… 1. Pose a class question to research 2. Find relevant resources to support the

research which may include digital sources 3. Study the resources and interpret the

information to answer the question 4. Report findings in a variety of ways that

may include the following:

Class Thinking Maps

Class poster

Class Power Point

Class essay Research findings should be reported on or before October 19, 2018. The Unit Investigation Board should be used as a resource center for students to interact with relevant resources and artifacts that pertain to the class investigation. College and Career Readiness Anchor Standards for Writing 7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Summative assessments evaluate student learning and understanding at the end of the unit of study.

End of Unit Benchmark Assessments will be sent to sites before the assessment window. They will include the following components:

Foundational Skills Standard Students are given a one-minute timed fluency passage to address the following standard:

RF.2.3

RF.2.4

Reading and Language Standards Students will read passages and answer selected and constructed response questions addressing the following standards: Key Ideas and Details:

RI.2.1 Craft and Structure:

RI.2.4 Integration of Knowledge and Ideas:

RI2.7 Conventions of Standard English:

L.2.2, L.2.2d Vocabulary Acquisition and Use:

L.2.4a, c

Writing Standard Student will write to an on-demand prompt addressing the following standard: Text Types and Purpose:

W.2.3 Research to Build and Present Knowledge:

W.2.8

Formative assessments monitor student learning and provide ongoing feedback to improve student learning during the unit of study.

Formative assessments address all the learning goals for the unit of study. However, not all learning goals are formally addressed in the summative assessment.

Teacher created tests, quizzes, and observations should be used as evidence to address the following standards:

Foundational Skills RF.2.3

RF.2.4

Reading RL.2.1

RL.2.3

RL.2.7

RI.2.1

RI.2.4

RI.2.7

RI.2.9

Language L.2.2, L.2.2d

L.2.4a, c

L.2.6

Writing

W.2.3

W.2.4

W.2.5

W.2.7

W.2.8

Speaking and Listening

SL.2.1

SL.2.2

SL.2.3

SL.2.4

Writing Modeled Writing (Assisted Writing): Teacher selects writing prompt.

Prompt Writing (Unassisted Writing): Write about a time you had fun with a friend.

An optional unit 1

assessment is available for

classroom use. Data will

not be collected.

Universal Screening Baseline data for small

group instruction (First 2 weeks of school)

5

English Language Arts Stage 3: Unit 1 Learning Plan

Grades 2-5


Learning Plan

Common Core Writing Standard

The purpose of writing instruction is to help strengthen students’ writing skills so they become successful independent writers. A careful balance between assisted writing and unassisted writing must be established to provide opportunities for students to observe good writing and also practice writing on their own. The following writing guidelines clarify the two kinds of writing experiences.

Grades 2-5 Writing Program

Modeled Writing

(Assisted Writing) Prompt Writing

(Unassisted Writing)

Purpose: Provide students a strong model for writing Provide students an opportunity to practice independent

writing

Feedback: Conferencing at various stages (brainstorm, organize, write)

and provide feedback on writing Conferencing using the WFBB Analytical Writing Rubric

Use: Celebrate and display best writing in the classroom Writing placed in a writing folder/file to reflect and show

growth over time for the teacher and student

Teacher/student selects 1 piece of writing and takes it

through the writing process to publish (trimester) Teacher/student uses information from WFBB analytical rubric to reflect, guide instruction, and plan mini-lessons

Frequency: At least 1-2 modeled pieces per unit of the

3-5 day model to the draft (rainbow writing) At least 1 unassisted writing piece per unit

Prompt type: Teacher selected prompt District prompt

6


Grade 2


Unit 1 Learning Plan Common Core Genre Writing

September 4 – October 19 (34 days)

Common Core Genre Writing for Narrative Writing

Narrative Writing Type Timeline How many for the unit?

Universal Screening: Narrative Writing

Teacher selects writing prompts

Unassisted writing

Use WFBB Analytical Rubric to assess for baseline data

Use baseline data to plan for mini lessons at students’ appropriate instructional level

Recommended to be completed during the first 2 weeks of the year during Start Smart: August 22 – August 31, 2018

1

Modeled Writing (Assisted Writing): Focused Modeled Writing

Teacher selects writing prompt

Teacher models “I do, you do, I monitor” strategy

3-5 day model to the draft (rainbow writing)

Suggested prompts for narrative modeled writing can be found: - WFBB Setting the Stage for grade 2, pages 46-47 - WFBB Narrative for grade 2, page 88

To be completed during the unit: September 4 – October 19, 2018

At least 1-2 within the unit

Prompt Writing (Unassisted Writing): Write about a time you had fun with a friend.

Use district writing prompt for all students

Unassisted writing

Use WFBB Analytical Rubric to assess student skills o 2nd Grade Personal Chronological Narrative Rubric,

WFBB Narrative page 92

Recommended to be completed during the first 2-3 weeks of the unit: September 13 – September 22, 2018

1

What else should be happening in the classroom?

Conferencing with Students

Goal of conferencing is to help the student react to his or her own writing so that he or she can identify possible writing problems and improve upon them.

WFBB Setting the Stage, pages 317 – 319

Mini-Lessons

Goal of mini-lessons are to create a climate in which students develop as writers as they are exposed repeatedly to those criteria necessary for effective writing.

WFBB Setting the Stage, pages 131 – 265

7


Grade 2


Big Idea: How do families and friends learn, grow, and help one another?

Week 1 - Essential Question: How do friends depend on each other?

Wh

ole

Gro

up

: EL

A C

ore

Teach and Model Days 1-2

Source:

Reading/Writing Workshop, Short Complex Text: Little Flap Learns to Fly (Fantasy)

Practice and Apply

Days 3-5

Source:

Literature Anthology, Anchor Text: Help! A Story of Friendship (Fantasy)

Literature Anthology, Compare Text: Crayons (Poetry)

Close Reading Companion

Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging

B/EI Expanding

I Bridging

EA/A

Days 1-3

Optional differentiated lesson for the Big Idea:

Language Support, pages 6-7

Set Purpose

Oral Language Shared Read, pages 8-9

Source: Little Flap Learns to Fly Language Support, pages 14-15

Set Purpose

Vocabulary Close Read, pages 16-17

Source: Little Flap Learns to Fly Writing, page 21

Write to Sources



Set Purpose



Set Purpose



Write to Sources



Set Purpose



Set Purpose



Write to Sources

Days 4-5

Listening Comprehension, pages 14-15

Source: The New Kid Differentiated Text, pages 24-25

Set Purpose

Source: Little Flap Learns to Sing

Respond to the Text Writing, page 28

Set Purpose

Write to Two Sources



Set Purpose



Set Purpose




Set Purpose



Set Purpose


Sample Language Objective: Discuss prior knowledge of a topic prior to reading a text, using appropriate register, and complete sentences.

8

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Grade 2



Week 1 - Essential Question: How do friends depend on each other?

Smal

l Gro

up

Approaching Level On Level Beyond Level EL Source:

Leveled Reader: Cat and Dog (Fiction)

Paired Read: Uncle Max and I (Poetry)

Source:

Leveled Reader: The Quest (Fantasy)

Paired Read: Together (Poetry)

Source:

Leveled Reader: Class Pets (Fantasy)

Paired Read: What Friends Do (Poetry)

Source:

Short Complex Text: Little Flap

Learns to Fly (Fantasy) Leveled Reader: The Quest

(Fantasy)

Paired Read: It Takes a Friend (Poetry)

Additional small group instructional activities based on formative assessment needs Phonemic Awareness:

Phonemic Awareness

Phoneme Blending

Phoneme Segmentation Phonics:

Connect i to /i/ and a to /a/

Blend words with short i and short a

Build words with short i and short a Structural Analysis:

Review plural nouns with -s, -es

Reteach plural nouns with-s, -es High Frequency Words/ Vocabulary:

Review high frequency words

Review vocabulary words Comprehension:

Read for fluency

Identify key details

Review key details

Self-selected reading

Phonics:

Build words with short i and short a Vocabulary:

Review words Comprehension:

Review key details


Vocabulary:

Review domain-specific words

Inflectional endings Comprehension:

Review key details


Vocabulary:

Preteach vocabulary

Review vocabulary

Inflectional endings

Additional vocabulary Writing/Spelling:

Writing trait: ideas

Words with short a and short i Grammar:

Sentences

Re

sear

ch a

nd

In

vest

igat

ion


Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Set Research Goals

Identify Sources

Find and Record

Information

Organize and Summarize

Complete Project

Present

9


Grade 2



Week 2 - Essential Question: How are families around the world the same and different?

Wh

ole

Gro

up

: EL

A C

ore


Source:

Reading/Writing Workshop, Short Complex Text: Maria Celebrates Brazil (Realistic Fiction)

Practice and Apply

Days 3-5

Source:

Literature Anthology, Anchor Text: Big Red Lollipop (Realistic Fiction)

Literature Anthology, Compare Text: A Look at Families (Expository)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging

B/EI Expanding

I Bridging

EA/A

Days 1-3


Set Purpose


Source: Maria Celebrates Brazil Language Support, pages 40-41

Set Purpose


Source: Maria Celebrates Brazil Writing, page 47

Write to Sources


Set Purpose



Set Purpose



Write to Sources


Set Purpose



Set Purpose



Write to Sources

Days 4-5


Source: Dinner at Alejandro’s Differentiated Text, pages 50-51

Set Purpose

Source: : A Festival from India


Set Purpose




Set Purpose

Source: A Festival from India


Set Purpose




Set Purpose

Source: A Festival from India


Set Purpose


10

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Grade 2



Week 2 - Essential Question: How are families around the world the same and different?

Smal

l Gro

up


Leveled Reader: Music in My Family (Realistic Fiction)

Paired Read: Making Music (Informational Text)

Source:

Leveled Reader: Happy New Year! (Realistic Fiction)

Paired Read: New Year’s Eve (Expository)

Source:

Leveled Reader: I’m Down Under (Realistic Fiction)

Paired Read: Perfect Pavlova (Expository)

Source:

Short Complex Text: Maria Celebrates Brazil (Realistic Fiction)

Leveled Reader: Happy New Year! (Realistic Fiction)

Paired Read: New Year’s Eve (Expository)


Phoneme blending

Phoneme isolation

Identify and generate rhyme

Phoneme blending/segmentation Phonics:

Connect to short e /e/, o /o/, u /u/

Blend words with short e, o, u

Build words with short e, o, u Structural Analysis:

Review inflectional endings -s, -es

Reteach inflectional endings -s, -es High Frequency Words/Vocabulary:



Read for fluency

Identify characters

Review characters, setting, events


Phonics:

Build words with short e, o, u Vocabulary:


Review characters, setting, events


Vocabulary:


Root words Comprehension:

Review problem and solution


Vocabulary:

Preteach vocabulary

Review vocabulary

Root words


Writing trait: organization

Words with short e, o, u Grammar:

Commands and exclamations

Re

sear

ch a

nd

In

vest

igat

ion



Set Research Goals

Identify Sources

Find and Record

Information


Complete Project

Present

11


Grade 2



Week 3 - Essential Question: How can a pet be an important friend?

Wh

ole

Gro

up

: EL

A C

ore


Source:

Reading/Writing Workshop, Short Complex Text: Finding Cal (Fiction)

Practice and Apply

Days 3-5

Source:

Literature Anthology, Anchor Text: Not Norman (Fiction)

Literature Anthology, Compare Text: My Puppy (Poetry)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging

B/EI Expanding

I Bridging

EA/A

Days 1-3


Set Purpose


Source: Finding Cal Language Support, pages 66-67

Set Purpose


Source: Finding Cal Writing, page 73

Write to Sources


Set Purpose



Set Purpose



Write to Sources


Set Purpose



Set Purpose



Write to Sources

Days 4-5


Source: My Partner and Friend Differentiated Text, pages 76-77

Set Purpose

Source: Cal Makes New Friends


Set Purpose




Set Purpose



Set Purpose




Set Purpose



Set Purpose


12

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Grade 2



Week 3 - Essential Question: How can a pet be an important friend?

Smal

l Gro

up


Leveled Reader: Too Many Pets? (Fiction)

Paired Read: My Dog Loves Me (Poetry)

Source:

Leveled Reader: A New Home for Henry (Fiction)

Paired Read: My Best Friend Forever (Poetry)

Source:

Leveled Reader: Hello, Koko! (Fiction)

Paired Read: Who is My Best Friend? (Poetry)

Source:

Short Complex Text: Finding Cal (Fiction)

Leveled Reader: A New Home for Henry (Fiction)

Paired Read: Hoppy (Poetry)


Phoneme categorization

Phoneme substitution

Phoneme blending Phonics:

Connect to two-letter blends

Blend words with two-letter blends

Build words with two-letter blends Structural Analysis:

Review closed syllables

Reteach closed syllables High Frequency Words/Vocabulary:



Read for fluency

Identify characters

Review character, setting, events


Phonics:

Build words with two-letter blends Vocabulary:




Vocabulary:


Context clues Comprehension:



Vocabulary:

Preteach vocabulary

Review vocabulary

Context clues


Writing traits: word choice

Words with two-letter blends Grammar:

Subjects

Re

sear

ch a

nd

In

vest

igat

ion



Set Research Goals

Identify Sources

Find and Record

Information


Complete Project

Present

13


Grade 2



Week 4 - Essential Question: How do we care for animals?

Wh

ole

Gro

up

: EL

A C

ore


Source:

Reading/Writing Workshop, Short Complex Text: Taking Care of Pepper (Narrative Nonfiction)

Practice and Apply

Days 3-5

Source:

Literature Anthology, Anchor Text: Lola and Tiva: An Unlikely Friendship (Narrative Nonfiction)

Literature Anthology, Compare Text: Animal Needs (Interview)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging

B/EI Expanding

I Bridging

EA/A

Days 1-3


Set Purpose


Source: Taking Care of Pepper Language Support, pages 92-93

Set Purpose


Source: Taking Care of Pepper Writing, page 99

Write to Sources


Set Purpose



Set Purpose



Write to Sources


Set Purpose



Set Purpose



Write to Sources

Days 4-5


Source: Different Kinds of Vets Differentiated Text, pages 102-103

Set Purpose

Source: Freddy the Pet Rabbit


Set Purpose




Set Purpose



Set Purpose




Set Purpose



Set Purpose


14

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https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EZTHffOznDRPmxI-YzumPmwBYzu0V4TNCtrnFKk-GMlrvg?e=u60n1Q

https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EZUt3DJ1tKxHtkfYKhSqHjgBDvFrWlo32rCpGQiDzljdag?e=KqF08l


Grade 2



Week 4 - Essential Question: How do we care for animals?

Smal

l Gro

up


Leveled Reader: People Helping Whales (Informational Text)

Paired Read: Working with Animals (Expository)

Source:



Source:



Source:

Short Complex Text: Taking Care of Pepper (Narrative Nonfiction)





Phoneme blending

Phoneme segmentation Phonics:

Connect to short a and long a

Blend words with short a and long a

Build words with short a and long a Structural Analysis:

Review inflectional endings -ed, -ing

Reteach inflectional endings -ed,-ing High Frequency Words/Vocabulary:



Read for fluency

Identify details

Review key details


Phonics:

Build words with short a and long a Vocabulary:


Review key details


Vocabulary:


Root words Comprehension:

Review key details


Vocabulary:

Preteach vocabulary

Review vocabulary

Root words


Writing traits: sequence

Words with short a and long a Grammar:

Predicates

Re

sear

ch a

nd

In

vest

igat

ion



Set Research Goals

Identify Sources

Find and Record

Information


Complete Project

Present


15


Grade 2


Week 5 - Essential Question: What happens when families work together?

Wh

ole

Gro

up

: EL

A C

ore


Source:

Reading/Writing Workshop, Short Complex Text: Families Work! (Expository)

Practice and Apply

Days 3-5

Source:

Literature Anthology, Anchor Text: Families Working Together (Expository)

Literature Anthology, Compare Text: Why We Work (Expository)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging

B/EI Expanding

I Bridging

EA/A

Days 1-3


Set Purpose


Source: Families Work! Language Support, pages 118-119

Set Purpose


Source: Families Work! Writing, page 125

Write to Sources


Set Purpose



Set Purpose



Write to Sources


Set Purpose



Set Purpose



Write to Sources

Days 4-5


Source: Families Today Differentiated Text, pages 128-129

Set Purpose

Source: A Family Works Together


Set Purpose

Write to Two Sources Optional Emerging – End of Unit Assessment

Listening

Reading



Set Purpose



Set Purpose

Write to Two Sources Optional Expanding – End of Unit Assessment

Listening

Reading



Set Purpose



Set Purpose

Write to Two Sources Optional Bridging – End of Unit Assessment

Listening

Reading

16

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https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EWhE-txAvC1FjaKHVaMvGJIBN_FCW0FgT4l9Fj1NI_MwHw?e=rfRWUL

https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EW2Lo30z89ZLvzesh4fQtFkBPDiSKASYLbKQUr98E12iJQ?e=EF92at

https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EdzD6ud42d1Ase31Ud-0exkBRR9MNdX1XTdMjpZVM7dvLw?e=Vn1T8E

https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/Ec0Jj-DfkAtIoDvnMaDGP9IB-dNPhfyKozQV0AaAoKYveg?e=Ql17J9

https://pusdschools-my.sharepoint.com/:b:/g/personal/kcacpal_paramount_k12_ca_us/EfvEVoMJ4Z5JnnoHGyM2Zo4BY1zwhzufH601NLsxM8XS3Q?e=APIdHw


Grade 2



Week 5 - Essential Question: What happens when families work together?

Smal

l Gro

up


Leveled Reader: Families at Work (Expository)

Paired Read: A Family Sawmill (Expository)

Source:



Source:



Source:

Short Complex Text: Families Work! (Expository)




Phoneme isolation


Phoneme blending Phonics:

Connect i to /i/ and i_e to /i/

Blend words with short i and long i

Build words with short i and long i Structural Analysis:

Review possessives

Reteach possessives High Frequency Words/Vocabulary:



Read for fluency

Identify key details

Review key details


Phonics:

Build words with short i and long i Vocabulary:


Review key details


Vocabulary:


Inflectional endings Comprehension:

Review key details


Vocabulary:

Preteach vocabulary

Review vocabulary

Inflectional endings


Writing traits: sentence fluency

Spell words with short i and long i Grammar:

Expanding and combining sentences

Re

sear

ch a

nd

In

vest

igat

ion



Set Research Goals

Identify Sources

Find and Record

Information


Complete Project

Present

17

English Language Arts Suggested Sample Schedules

Grade 2


Suggested Sample 1 2 Small Group Sessions

Content Instructional

Delivery Time

(minutes)

Reading Whole Group 35-40

Reading/Foundational Skills Small Group 20-25

Foundational Skills Whole Group 20-25


Genre Writing (includes daily mini-lesson)

Whole/Small Group

30-35

Total Number of Minutes 150

Designated ELD Whole Group 35

Suggested Sample 2 3 Small Group Sessions

Content Instructional

Delivery Time

(minutes)

Reading Whole Group 20-25

Foundational Skills Whole Group 15-20



Genre Writing (includes daily mini-lesson)

Whole/Small Group

25-30


Total Number of Minutes 150

Designated ELD Whole Group 35

18



Grade 2

Theme: Friends and Family September 4 – October 19 (34 days)

Reading Standards for Foundational Skills

RF.2.3—Short vowels a and e, Two-letter blends Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. RF.2.3a—Short a, long a_e, short i, long i_e Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4 - Fluency and comprehension Read with sufficient accuracy and fluency to support comprehension.

Reading Standards

RL.2.1 – Key details, text evidence Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3—Character, setting, events Describe how characters in a story respond to major events and challenges. RL. 2.7 – Illustrations and text Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI. 2.1—Key details, text evidence Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4 – Meaning of words and phrases Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.7- Text features: illustrations Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.9 – Compare and contrast important points on same topic Compare and contrast the most important points presented by two texts on the same topic.

ELD.PI.2.6-Reading/viewing closely Emerging- Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support. Expanding- Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support. Bridging- Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support. ELD.PI.2.7-Evaluating language choices Emerging- Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support. Expanding- Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary or phrasing to portray characters, places, or real people), with prompting and moderate support. Bridging- Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary used to present evidence is strong enough), with light support.

Language Standards

L.2.2—Capitalization and punctuation Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2d – Spelling Generalize learned spelling patterns when writing words. L.2.4a—Vocabulary: context clues Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4c—Vocabulary: root words Use a known root word as a clue to the meaning of an unknown word with the same root.

ELD.PII.2.5-Modifying to add details Emerging- Expand sentences with frequently used adverbials (e.g., prepositional phrases, such as at school, with my friend) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently. Expanding- Expand sentences with a growing number of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process with increasing independence.

19



Grade 2

L.2.6 – Vocabulary acquisition Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Bridging- Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) independently. ELD.PII.2.6-Connecting ideas Emerging- Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently. Expanding- Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/ effect (e.g., She jumped because the dog barked) with increasing independence Bridging- Combine clauses in a wide variety of ways (e.g., rearranging complete simple to form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. The boy was hungry so he ate a sandwich) independently.

Writing Standards

W. 2.3—Narrative performance task 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. W.2.4 – Organized and appropriate to task and purpose With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.2.5 – Develop and strengthen writing With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.7—Conduct Research Participate in shared research and writing projects. W. 2.8—Writing about text Recall information from experiences or gather information from provided sources to answer a question.

ELD.PI.2.10-Writing Emerging- Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently. Expanding- Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence. Bridging- Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and independently. ELD.PII.2.2-Understanding cohesion Emerging- Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., today, then) to comprehending and composing texts in shared language activities guided by the teacher, with peers, and sometimes independently. Expanding- Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., after a long time, first/ next) to comprehending texts and writing texts with increasing independence. Bridging- Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, suddenly) to comprehending and writing texts independently.

Speaking and Listening Standards

SL. 2.1 – Collaborative conversations Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL. 2.2 – Paraphrase Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL. 2.3 – Ask and answer questions

ELD.PI.2.1-Exchanging information and ideas Emerging- Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases. Expanding- Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

20



Grade 2

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.2.4 - Present Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Bridging- Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building on responses, and providing useful feedback. ELD.PI.2.5-Listening actively Emerging- Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with oral sentence frames and substantial prompting and support. Expanding- Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and occasional prompting and support. Bridging- Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

History-Social Science Standards

HSS 2.3.2 – Explore interactions of different groups Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force. HSS 2.4.2 – Explore how families are consumers and producers Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.

21

Download - Unit 1 Friends and Family - paramount.k12.ca.us€¦ · Paramount Unified School District Educational Services Unit 1 Friends and Family English Language Arts Curriculum Guide Grade

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