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Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1EADING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

Daily Language/Vocabulary VocabularySetting Up Rituals

& Routines

• Teacher selected read-alouds

Optional ComprehensiveScreening Assessment

CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

(Refer to FSPS Vocabulary Instruction Guidelines K-6)

I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned through responding to texts.

PhrasesAdjectives Adverbs

Responding to texts

IRA2-3

Word Work/Phonics PhonicsTeach Rituals &

Routines for Word Work

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

I will distinguish long and short vowels in one syllable words.

Distinguish SyllableVowels

PTR: p.105-127WJ:WTW :

Comprehension Comprehension/ Teacher selects read

Quarter 1-1

Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1Fluency

Setting Up Rituals & Routines for Reading Workshop

Skill: Read to self (on independent level text

Strategy: Retelling

Genre: all types

aloud texts to model and make thinking transparent

Work on procedures to:Read to Self (on level texts)Work on procedures to: Retell a Familiar TextWork on procedures to: Establishing Routines

Optional ComprehensiveScreening Assessment:

CC.RL.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.

(Refer to FSPS ongoing CCSS standards grade 2)

I will ask who, what, where, when, why and how questions. I will answer who, what, where, when, why, and how questions.

DemonstrateKey details

STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:

WRITING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS


EXAMPLESASSESSMENTS

Spelling Spelling patternsWJ

Work on procedures to Establish routines.

Optional:Comprehensive Screening Assessment

CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)

I will use generalized spelling patterns when writing words

Spelling patterns

WTW

MM2-3: p. 47-52, 81-96

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I will demonstrate command of standard English capitalization, punctuation, and spelling when writing.

CapitalizationPunctuationCommand

WTW

MM

Grammar Work on procedures for

Quarter 1-2

Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1Grammar

Teach Rituals & Routines for

Grammar

grammar materials Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f.

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy.)

I will produce complete simple and compound sentences. I will expand complete simple and compound sentences.

I will rearrangecomplete simple and compound sentences.

Produce Expand

CompleteSimple

Compound

MM2-3:TDC: p. 57-58

Writing WritingTeach Rituals &

Routines for Writing Workshop

Work on establishing routinesWork on introducing 2Kinds of WritingWork on planning aNarrativeBrainstorming a list of topicsBrainstorming a list of forms

CC.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)

Narrative Recount

Event Include Details

TransitionConclusion

ClosureTemporal words

http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:

Quarter 1-3

http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabs



FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic Awareness

J-L1

Identify PhonemesCount Syllables

TARGETED VOCABULARY &

STRATEGIES

STRATEGY:Alphabetical Order

WORD CARDSCards 1-8

TARGET VOCABULARY:

curly, straight, floppy, drooled, weighed, stood,

collars, row

Weekly Plan T6-T7 J-L1

Day 1T13Day 2T25Day 3T43Day 4T53Day 5T63AL: phonemes, syllables

Weekly Plan T6-T7Day 1Daily Vocabulary BoostT13Read Aloud “The Perfect Pet”T14-T15CLLG: p. 41Projectable 1.1(Model Oral Fluency)Introduce VocabularyT16-T17Day 2Daily Vocabulary BoostT25Develop BackgroundT28-T29“At the Animal Shelter”Day 3Daily Vocabulary BoostT43Day 4Daily Vocabulary BoostT53Vocabulary Strategies

(OPTIONAL)

Weekly TestsT70

1.2-1.3


I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Responding to texts

IRA2-3:

Quarter 1-4

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2T58-T59Projectable 1.10(Alphabetical Order)PB: Vol. 1, p. 12Day 5Daily Vocabulary BoostT63

Word Work/Phonics PhonicsJ-L1

Short Vowels a, i

CVC Syllable Pattern


Day 1T18-T20Short Vowels a, iPB: Vol. 1, p. 1Decodable Reader

(OPTIONAL)Weekly Tests

T701.7-1.8




PTR: p.105-127WJ:WTW:

Quarter 1-5

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2“We Camp”Day 2T26-T27Short Vowels a, iPB: Vol. 1, p. 3Day 3T44-T45CVC Syllable PatternPB: Vol. 1, p. 8Day 4T54-T55ReviewDay 5T70Assessment

Comprehension ComprehensionJ-L1

Skill:Sequence Events

Strategy: Infer/Predict

Genre: Realistic Fiction/ Informational

Text

Fluency:Accuracy: Word

Recognition

Essential Question:Why is the order of

events in a story important?

Main Selection J-L1

“Henry and Mudge”Genre: Realistic FictionT32-T38; SB: p. 14-24CLLG: p. 40Introduce: Sequence of Events; Infer/Predict T30-T31Projectable 1.4PB: Vol. 1, p. 4 Develop Comprehension T34-T37Projectables 1.5a, 1.5b (Flow Chart)Deepen Comprehension T48-T49Projectable 1.8(Flow Chart: Retell Sequence of Events)PB: Vol. 1, p. 9

AL: infer, predict, sequence of events, event

Connect To“All in the Family”Genre: Informational Text


T711.4-1.6

Optional Unit Assessment:

Benchmark and Unit Test Unit 1

(Arkansas Benchmark and

Unit Test)

Main CC StandardsCC.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.

(This standard is the Focus Wall target strategy for the week.)

I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.

IllustrationsCharacters

SettingPlot

Demonstrate

STW: p. 141-142GRW:

CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

(This standard is the Focus Wall target skill for the week.)

I will describe how the beginning introduces the story. I will describe how the ending concludes the action.

describe the beginning, middle, and end of the story

DescribeAction

Concludes

http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100

Embedded CC Standards

Quarter 1-6

http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf



FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2T56-T57; SB: p. 26-27MC: T57CLLG: p. 41

CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

(This standard is only taught in the “Connect To” section (Day 4) of Journeys.)

I will know and use text features to locate key facts or information in a text.

Text features Key facts CaptionsBold print

SubheadingGlossaries

IndexesElectronic

menusIcons

http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com

Spelling SpellingJ-L1

Short Vowels a, i

Weekly Plan T6-T7J-L1

Day 1T22 Teach the

Principle/PretestDay 2T40 Teach/Word SortDay 3T50 Segment

Sounds/Build WordsDay 4T60 Connect to WritingPB: Vol. 1, p. 13Day 5T66 Spelling Assessment


T66Spelling

Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).

(Refer to FSPS Ongoing CCSS Standards.)

I will use generalized spelling patterns when writing words.

Spelling patterns

WJ:WTW:MM2-3: p. 47-52, 81-96

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

(The entire standard is not addressed in this Journeys lesson.)

I will use reference materials to check my spelling.

Referencematerials

http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:




EXAMPLESASSESSMENTS

Grammar GrammarJ-L1

Subjects and Predicates


Day 1T22 SubjectsProjectable 1.2PB: Vol. 1, p. 2Day 2


T71

1.9-1.10

Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1fCC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1e Use adjectives and adverbs and

I will use adjectives and adverbs correctly.

AdjectivesAdverbs

MM2-3: p. 72-74,112

Quarter 1-7

http://kids.yahoo.com/reference/dictionary/english


http://www.wordcentral.com/

http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html



FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2choose between them depending on what is to be modified.

(This standard is only addressed on Day Four of Writing.)

T40 PredicatesProjectable 1.6PB: Vol. 1, p. 6Day 3T50 What is a Sentence?PB: Vol. 1, p. 11Day 4T60 Spiral Review:

ContractionsPB: Vol. 1, p. 14Day 5T66-T67 Review: Subjects

& PredicatesConnect to Writing:

Sentence FluencyPB: Vol. 1, p. 15AL: subject, predicate


(The rigor of this standard is not addressed in this Journeys lesson.)

I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.

Produce Expand

CompleteSimple

Compound

MM2-3:TDC: p. 57-58

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

(This standard is only taught in the “Spiral Review” section (Day 4) of Journeys.)

I will use an apostrophe to form contractions. I will use an apostrophe to form possessives.

ApostropheContractionsPossessives

MM2-3: p. 90

Writing WritingJ-L1

Write to Narrate:


Day 1T23 Introduce the Model:

Sentences That Tell a

Writing Trait Scoring Rubric

T69Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.

Refer to FSPS Narrative Writing Criteria A

Quarter 1-8

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2Sentences That Tell a

True Story

Focus Trait: Ideas

True Story Projectable 1.3(Writing Model: Sentences

That Tell a True Story)Day 2T41 Focus Trait: Ideas(Details)PB: Vol. 1, p. 7Day 3T51 Sequence of Events Projectable 1.9Day 4T61 AdjectivesProjectable 1.11(Drafting Sentences That

Tell a True Story)Day 5T68-T69 Revise & Edit(Ideas)Projectable 1.12(Revising Megan’s Draft)

Optional Weekly Writing Prompt:

Describe your neighborhood in a

few sentences.

Write three or more sentences to tell about a favorite

pet or a pet you would like to have,

(reference Journeys writing

rubric before lesson 1Foucs

Wall)



Narrative Recount




http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments: Appendix A:Appendix C:GRW:CL:

Quarter 1-9







EXAMPLESASSESSMENTS


J-L2

Identify PhonemesSyllables


STRATEGIES

STRATEGY:Using a Glossary

WORD CARDSCards 9 – 16

TARGET VOCABULARY:

remembered, porch, crown, spend, stuck, visit, cousin, piano


Day 1T105Day 2T117Day 3T137Day 4T147Day 5T157

Weekly Plan T98-T99Day 1Daily Vocabulary BoostT105 Read Aloud“More Than a Best Friend”T106-T107 CLLG: p. 43Projectable 2.1 (Model

Oral Fluency)Introduce VocabularyT108-T109 Day 2Daily Vocabulary BoostT117Develop BackgroundT120-T121“Family Visits”Day 3Daily Vocabulary BoostT137Day 4Daily Vocabulary BoostT147Vocabulary StrategiesT152-T153Projectable 2.10

(OPTIONAL)

Weekly TestsT164

2.2-2.4

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

(This standard is only taught in the “Vocabulary Strategies” section (Day 4) of Journeys.)

I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.

GlossariesDictionaries

http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL :TRS:


I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Responding to texts

IRA2-3:

Quarter 1-10




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3(Using a Glossary)PB: Vol. 1, p. 27Day 5Daily Vocabulary Boost157


Short Vowels o ,u, e

CVC Syllable Pattern


Day 1T110-T113Short Vowels o, u, ePB: Vol. 1, p. 16Decodable Reader“Bud, Ben, and Roz”Day 2T118-T119Short Vowels o, u, ePB: Vol. 1, p. 18Day 3T138-T141CVC Syllable PatternPB: Vol. 1, p. 23Day 4T148-T149ReviewDay 5T164Assessment

(OPTIONAL)

Weekly Tests

T1642.7-2.8





Comprehension Comprehension J-L2

Skill: Compare and Contrast

Strategy: Question

Genre: Informational Text/Poetry

Fluency:Accuracy: Words Connected in Text

Main Selection J-L2

“My Family”Genre: Informational TextT124-T132; SB: p. 38-52CLLG: p. 42Introduce: Compare and Contrast; Question

T122-T123Projectable 2.4PB: Vol. 1, p. 19Develop Comprehension T126-T131

Projectables 2.5a, 2.5b(Venn Diagram)Deepen Comprehension


T1652.5-2.6




Unit Test)

Main CC StandardsCC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, scaffolding as needed at the high end of the range.


(Refer to FSPS Ongoing CCSS for Grade 2.)

I will read and comprehend grade level informationaltext.

ComprehendInformational

text

GRW:STW2:RWM:NRP:RP:

CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

I will compare the most important points between two texts on the same topic.

Compare ContrastPoints Text

http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity

Quarter 1-11




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3(This standard is the Focus Wall target skill for the week.)

(Journeys Lesson 2 focuses on comparing events, characters and conflicts in literary selections from a variety of cultures to student’s experiences. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.RI.2.9).

I will contrast the most important points between two texts on the same topic.

Essential Question:

How are families alike and different?

T142-T143Projectable 2.8(Venn Diagram: Compare & Contrast)

PB: Vol. 1, p. 24

AL: compare, contrast, characters, connect, events

Connect To “Family Poetry”Genre: PoetryT150-T151; SB: p. 54-57MC: T151CLLG: p. 43

Embedded CC StandardsCC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

I will determine the meaning of words and phrases in a text or topic.

TextTopic

GR: p. 163-166 WJ :BWL:

CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


I will know and use text features to locate key facts or information in a text.

Text features Key facts CaptionsBold print

SubheadingGlossaries

IndexesElectronic

MenusIcons

http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


I will explain how an image helps me understand the text.

ExplainImageText

NRP: p. 78


Short Vowels o, u, e


Day 1T114 Teach the Principle/Pretest

Day 2T134 Teach/Word Sort


T160Spelling

Assessment




Referencematerials


Quarter 1-12







FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Day 3T144 Segment Sounds/Build Words

Day 4T154 Connect to Writing

PB: Vol. 1, p. 28

Day 5T160 Spelling Assessment




EXAMPLESASSESSMENTS

Grammar Grammar J-L2

Complete Sentences


Day 1T114 Is it a Sentence?Projectable 2.2PB: Vol. 1, p. 17Day 2T134 Word Order in SentencesProjectable 2.6PB: Vol. 1, p. 21Day 3T144 Run-on SentencesPB: Vol. 1, p. 26Day 4T154 Spiral Review: AbbreviationsPB: Vol. 1, p. 28Day 5T160-T161 Review: Complete SentencesConnect to Writing:Sentence FluencyPB: Vol. 1, p. 30AL: sentence, run-on sentence


T165 2.9-2.10


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f. CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).



ProduceExpand

CompleteSimple

Compound

MM2-3TDC: p. 57-58

Writing Writing J-L2

Write to Narrate:


Day 1T115 Introduce the Model: Friendly Letter


T163

Optional Weekly Writing Prompt:

Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.


Quarter 1-13

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Friendly Letter

Focus Trait:Voice

Projectable 2.3(Writing Model: Friendly Letter)Day 2T135 Focus Trait: Voice(Expressing Feelings) PB: Vol. 1, p. 22Day 3T145 Planning A LetterProjectable 2.9Day 4T155 Parts of a Friendly LetterProjectable 2.11 (Drafting a Friendly Letter)Day 5T162-T163 Revise & Edit (Voice)Projectable 2.12(Revising Nestor’s Draft)

Tell about the family members

you live with.

What does the author of “My

family” want you to know about

families? Write three or more

sentences telling what the author

wants you to know.

(reference Journeys writing

rubric before lesson 2 Focus

Wall)



Narrative Recount




http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix AAppendix C:GRW:CL:

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.2.2b Use commas in greetings and closings of letters.

(This standard is only addressed on day four and five of writing.)

I will use commas in greetings and closings of letters.

CommasGreetingsClosings

MM2-3: p. 100CL:NCL:

CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CC.L.2.3a Compare formal and informal uses of English.


I will compare formal and informal uses of English.

CompareFormalInformal

Uses

MM2-3:GRW:

Quarter 1-14







EXAMPLESASSESSMENTS

Daily Language/Vocabulary

Teacher Selected Vocabulary Materials for Vocabulary StudyCC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.




http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:

CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


I will distinguish the meaning of closely related verbs. I will distinguish the meaning of closely related adjectives.

DistinguishVerbs

AdjectivesClosely related

https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/WJ:BWL:WTW :



I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learned through being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Responding to texts

IRA2-3:

Word Work/Phonics Phonics

Quarter 1-15

http://www.readingrockets.org/strategies/semantic_gradients/

http://www.readingrockets.org/strategies/semantic_gradients/

https://www.teachingchannel.org/videos/improving-student-vocabulary






FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4J-L3

Long Vowels a, i

Sounds for c

Weekly Plan T192-193J-L3

Day 1T204-T207Long Vowels a, iPB: Vol. 1, p. 31Decodable Reader“City Ride”Day 2T212-T213Long Vowels a, iPB: Vol. 1, p. 33Day 3T230-T233Sounds for cPB: Vol. 1, p. 38Day 4T240-T241ReviewDay 5T256Assessment


T2563.12-3.15





Comprehension FSPS Comprehension/

Fluency

Skill: Conclusions

Strategy: Analyze/Evaluate

Essential Question:Why might an author

write a story?

Teacher Selected Materials for Read Aloud(Narrative)

Main CC StandardsCC.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.(This standard is the Focus Wall target strategy for the week.)



SettingPlot

Demonstrate

STW: p. 141-142GRW:

CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle,

DescribeAction

Concludes


Quarter 1-16




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4and end of the story.


Long a, i

Weekly Plan T192-193J-L3

Day 1T208 Teach the Principle/ PretestDay 2T226 Teach/Word SortDay 3T236 Segment Sounds/Build WordsDay 4T246 Connect to WritingPB: Vol. 1, p. 43Day 5T252 Spelling Assessment

(OPTIONAL)Weekly TestsT252

Spelling Assessment




Referencematerials





EXAMPLESASSESSMENTS

Grammar FSPS Grammar Focus:

Complete Sentences

Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f.

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).


ProduceExpand

CompleteSimple

Compound

MM2-3:TDC: p. 57-58

Writing Writing J-L3



T255Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.

Quarter 1-17




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4

Refer to FSPS Narrative Writing Criteria A Write to Narrate:Sentences That

Describe

Focus Trait: Word Choice

Day 1T209 Introduce the Model: Description Projectable 3.3(Writing Model: Descriptive

Sentences)Day 2T227 Focus Trait: Word

Choice (Sense Words)PB: Vol. 1, p. 37Day 3T237 Prewrite: Exploring a

DescriptionProjectable 3.9Day 4T247 Draft: Putting Details

in OrderProjectable 3.11(Drafting

Descriptive Sentences)Day 5T254-T255 Revise and

Edit: Word ChoiceProjectable 3.12 (Revising

Nadia’s Draft)

Optional Weekly Writing Prompt:Describe what fall is like where you

live.

Write three or more sentences to tell how you

know that Henry and Mudge are good friends. (reference

Journeys writing rubric before

lesson 3 Focus Wall)



Narrative Recount





Quarter 1-18







EXAMPLESASSESSMENTS


J-L4

Segment, Substitute Phonemes

Sort Phonemes


STRATEGIES

STRATEGY:Context Clues

WORD CARDSCards 25-32

TARGET VOCABULARY:

insects, dangerous, scare, sticky, rotten, screaming, breeze,

judge



Weekly Plan T284-T285Day 1Daily Vocabulary BoostT291Read Aloud “Bats: Beastly or

Beautiful”T292-T293 CLLG: p. 47Projectable 4.1 (Model Oral Fluency)Introduce VocabularyT294-T295 Day 2Daily Vocabulary BoostT303Develop BackgroundT306-T307“Spiders”Day 3Daily Vocabulary BoostT327Day 4Daily Vocabulary Boost T337Vocabulary Strategies


T3544.2-4.4




Responding to texts

IRA2-3

Quarter 1-19

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5T342-T343Projectable 4.9(Context Clues)PB: Vol. 1, p. 57Day 5Daily Vocabulary Boost T347


Long Vowels o, u, e

Sounds for g


Day 1T296-T298Long Vowels o, u, ePB: Vol. 1, p. 46Decodable Reader“A Bed of Roses”Day 2T304-T305Long Vowels o, u, ePB: Vol. 1, p. 48Day 3T328-T329Sounds for gPB: Vol. 1, p. 53Day 4T338-T339ReviewDay 5T354Assessment


T3544.8-4.11






Skill: Cause and Effect

Strategy: Summarize

Genre: Humorous Fiction/Fable

Fluency: Intonation

Essential Question:What might cause a story character to

Main SelectionJ-L4

“Diary of a Spider”Genre: Humorous Fiction T310-T322 SB: p. 90-113

CLLG: p. 46Introduce: Cause and Effect; Summarize T308-T309

Projectable 4.4PB: Vol. 1, p. 49Develop Comprehension

T312-T321


T355 4.5-4.7




Unit Test)

Main CC StandardsCC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


(This Standard is the Focus Wall target skill for the week.)

I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story

DescribeAction

Concludes


Embedded CC StandardsCC.RL.2.3 Describe how characters in a story I will describe how

characters in a story Major eventsChallenges

GRW:STW2: p. 94-97

Quarter 1-20




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5respond to major events and challenges. .

(The rigor of this entire standard is not addressed in this Journeys lesson.)

respond to major events and challenges.

CharactersRespond

change? Projectables 4.5a, 4.5b, 4.5c, 4.5d

(T-Map)Deepen Comprehension T332-T333Projectable 4.8 (T-Map: Identify & Infer Cause & Effect)

PB: Vol. 1, p. 54AL: cause, effect

Connect To“A Swallow and a Spider”

Genre: Fable T340-T341; SB: p.114-117

MC: T341CLLG: p. 47

CC.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.


I will recognize the different points of view of characters. I will speak in a different voice for each character when reading dialogue aloud.

Point of viewDialogue

CharactersVoice

ActionsThoughts

Text

http://www.readwritethink.org/classroom-resources/printouts/character-30199.htmlIRA2-3: p. 121-124

CC.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.



SettingPlot

Demonstrate

STW: p. 141-142GRW


Long Vowels o, u


Day 1T300 Teach the Principle/Pretest Day 2T324 Teach/Word SortDay 3T334 Segment Sounds/Build WordsDay 4T344 Connect to WritingPB: Vol. 1, p. 58Day 5T350 Spelling Assessment


T350

Spelling Assessment




Referencematerials


WRITING WORKSHOP: WHOLE GROUP LESSONCOMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL

VOCABULARYRESOURCES LESSON FOCUS MATERIALS,

EXPLANATIONS & ASSESSMENTS

Quarter 1-21




http://www.readwritethink.org/classroom-resources/printouts/character-30199.html



FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5EXAMPLES

Grammar GrammarJ-L3

Statements and Questions


Day 1T208 StatementsProjectable 3.2PB: Vol. 1, p. 32Day 2T226 QuestionsProjectable 3.6PB: Vol. 1, p. 36Day 3T236 Statements &

QuestionsPB: Vol. 1, p. 41Day 4T246 Spiral Review:

Kinds of AdjectivesPB: Vol. 1, p. 44Day 5T252-253 Review:

Statements & Questions

Connect to Writing: Sentence Fluency

PB: Vol. 1, p. 45AL: sentences, statement, question


T2573.16-3.18


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.l.2.1e and CC.L.2.1f

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

(This standard is only taught in the “Spiral Review” section (Day 4) of Journeys.)

I will use adjectives and adverbs correctly.

AdjectivesAdverbs

MM2-3: p. 72-74,112

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).



ProduceExpand

CompleteSimple

Compound

MM2-3:TDC: p. 57-58

Writing Weekly Plan T284-T285 Writing Trait

Quarter 1-22

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5WritingJ-L14

Write to Narrate: True Story

Focus Trait: Ideas

J-L14

Day 1T301 Introduce the

Model: True StoryProjectable 4.3(Writing Model: True

Story)Day 2T325 Introduce the Focus

Trait: Ideas (Main Idea)PB: Vol. 1, p. 52Day 3T335 Prewrite: True

Story: Choosing a Topic

Day 4T345 Prewrite: True

Story: Leaving Out Unimportant Details Projectable 4.10

(Prewriting: Planning a True Story)

Scoring RubricT353

Optional Weekly Writing Prompt:Write sentences

about a sleep-over you have been to.

Write three or more sentences to tell how the title,

“Diary of a Spider,” helps you

understand the story. (reference Journeys writing


Wall)


Refer to FSPS Writing Criteria A

Quarter 1-23

FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5Day 5T352-T353 Prewrite:

True Story



Narrative Recount





Quarter 1-24







EXAMPLESASSESSMENTS


J-L5Segment Phonemes


STRATEGIES

STRATEGY: Base Words and Endings –

ed, -ing

WORD CARDSCards 33-40

TARGET VOCABULARY:

wonderful, noises, quiet, sprinkled, share,

noticed, bursting, suddenly



Weekly Plan T382-T383Day 1Daily Vocabulary BoostT389Read Aloud“Lester”T390-T391CLLG: p. 49Projectable 5.1 (Model Oral Fluency)Target VocabularyT392-T393Day 2Daily Vocabulary BoostT401Develop Background T404-T405“Classroom Pets”Day 3Daily Vocabulary BoostT425Day 4Daily Vocabulary Boost T433Vocabulary StrategiesT438-T439Projectable 5.9


T4505.2-5.4

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.








Responding to texts

IRA2-3

Quarter 1-25




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6(Word Endings –ed, -ing)PB: Vol. 1, p. 72 Day 5Daily Vocabulary BoostT443


Consonant Blends withr, l, s


Day 1T394-T397Consonant Blends r, l, sPB: Vol. 1, p. 61Decodable Reader“Flint Cove Clambake”Day 2T402-T403Consonant Blends r, l, sPB: Vol. 1, p. 63Day 3T426Cumulative ReviewPB: Vol. 1, p. 68Day 4T434-T435ReviewDay 5T450Assessment


T4505.8-5.9






Skill: Story Structure

Strategy: Visualize

Genre: Realistic Fiction/Informational

Text

FluencyPhrasing: Punctuation

Essential Question:What clues tell you where and when a

Main Selection J-L5

“Teacher’s Pets”Genre: Realistic Fiction

T408-T420; SB: p.126-148CLLG: p. 48Introduce: Story Structure; Visualize T406-T407

Projectable 5.4PB: Vol. 1, p. 64Develop Comprehension T410-T419

Projectables 5.5a, 5.5b, 5.5c, 5.5d

(Story Map)Deepen Comprehension T428-T429


T4515.5-5.7

Main CC StandardsCC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.

DescribeAction

Concludes


CC.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

I will use information gained from illustrations and words. I will demonstrate understanding of


SettingPlot

Demonstrate

STW: p. 141-142GRW:

Quarter 1-26




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6(This standard is the Focus Wall target skill for the week.) characters, setting,

or plot.story takes place? Projectable 5.8

(Story Map: Story Structure)

PB: Vol. 1, p. 69AL: characters, setting, plot, retell

Connect To“See Westburg by Bus”

Genre: Informational Text

T436-T437; SB: p.150-153MC: T437CLLG: p.49

Embedded CC StandardsCC.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

(This standard is only addressed in the Your turn section of Journeys.).

I will describe how characters in a story respond to major events and challenges. I will recount stories, including fables and folktales.

FableDiverseCulture

DetermineMessage

MoralFolktales

STW: p. 181-182,198CT: Lessons 16-17

CC.RL.2.3 Describe how characters in a story respond to major events and challenges

I will determine the central message or moral of the story.

Major eventsChallengesCharactersRespond

GRWSTW2: p. 94-97

CC.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.


I will describe how words and phrases supply rhythm and meaning in text.

PoemsSongs

Poetry: PTTP: p. 11-29


Consonant Blends with r, l, s


Day 1T398 Teach the Principle/PretestDay 2T422 Teach/Word SortDay 3T430 Segment Sounds/Build WordsDay 4T440 Connect to WritingPB: Vol. 1, p. 73Day 5T446 Spelling Assessment

(OPTIONAL)

Weekly TestsT446

Spelling Assessment



Referencematerials

http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW

WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL

VOCABULARYRESOURCES LESSON FOCUS MATERIALS,

EXPLANATIONS & ASSESSMENTS

Quarter 1-27




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6EXAMPLES

Grammar GrammarJ-L4

Nouns


Day 1T300 Nouns for People &

AnimalsProjectable 4.2PB: Vol. 1, p. 47Day 2T325 Nouns for Places &

ThingsProjectable 4.6PB: Vol. 1, p. 51Day 3T334 Names for People,

Animals, Places & Things

PB: Vol. 1, p. 56Day 4T344 Spiral Review:

Possessive PronounsPB: Vol. 1, p. 59Day 5T350-T351Review: What

is a Noun?Connect to Writing: Word

ChoicePB: Vol. 1, p. 60AL: noun


T3554.12-4.14


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1, CC.L.2.1b, and CC.L.2.1f. CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns (e.g., group).


I will use collective nouns.

Collectivenouns

http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).


I will use irregular plural nouns.

Irregular plural nouns

http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3WTWWJ

CC.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

(This standard is only addressed in the Connect to Writing portion of grammar.)


ProduceExpand

CompleteSimple

Compound

MM2-3TDC: p. 57-58

Writing WritingJ-L5

Write to Narrate: True


Day 1


T353

Optional Weekly


Refer to FSPS Writing Criteria A

Quarter 1-28

http://www.nclrc.org/essentials/grammar/grindex.htm



http://www.readingrockets.org/article/27876/







FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6Story

Focus Trait: Ideas

T301 Introduce the Model: True Story

Projectable 4.3(Writing Model: True

Story)Day 2T325 Introduce the Focus

Trait: Ideas (Main Idea)PB: Vol. 1, p. 52Day 3T335 Prewrite: True

Story: Choosing a TopicDay 4T345 Prewrite: True

Story: Leaving Out Unimportant Details Projectable 4.10

(Prewriting: Planning a True Story)

Day 5T352-T353 Prewrite: True

Story

Writing Prompt:Write sentences

about a sleep-over you have been to.

Write three or more sentences to tell how the title,

“Diary of a Spider,” helps you

understand the story. (reference Journeys writing


Wall)



Narrative Recount





Quarter 1-29







EXAMPLESASSESSMENTS


Teacher Selected Materials for Vocabulary during Research Connections

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).


I will determine the meaning of the new word formed when a prefix is added.

PrefixDetermine

TRS: p. 491-493

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.







I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.

PhrasesAdjectivesAdverbs

Responding to texts

IRA2-3:

Word Work/Phonics Phonics

Quarter 1-30




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7J-L6

Common Final Blends

nd, ng, nk, nt, ft, xt, mp


Day 1T18-T21Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 76Decodable Reader“A Job for Bob”Day 2TT26-T27Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 78Day 3T46Cumulative ReviewDay 4T54-T55ReviewDay 5T70Assessment

J-L6(OPTIONAL)Weekly Tests

T70

6.6-6.7

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.

(Refer to FSPS Ongoing CCSS for Grade 2)

I will recognize and read irregularly spelled words.

RecognizeIrregularly

TRS: Chapter 7 PTR:WTW:WJ:

Comprehension: Research Connections

Teacher Selected Materials for Research Connections Teacher may choose standards that best match the research connections genre. Suggested Comprehension strategies & skills: Fact & Opinion & Infer/Predict Refer to FSPS Research Connections Criteria


Common Final Blends nd, ng, nk, nt,

ft, xt, mp


Day 1T22 Teach the

Principle/PretestDay 2T42 Teach/Word SortDay 3T50 Segment

Sounds/Build WordsDay 4T60 Connect to WritingPB: Vol. 1, p. 88Day 5T66 Spelling Assessment


T66

Spelling Assessment




Referencematerials


WRITING WORKSHOP: WHOLE GROUP LESSONSQuarter 1-31




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7



EXAMPLESASSESSMENTS

Grammar FSPS Grammar Focus:

Irregular Plural Nouns

Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar

components and standards. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1 and CC.L.2.1b.CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

(This standard is the FSPS Grammar Focus for the week.


Irregular-plural nouns

http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:

Writing FSPS Writing Focus

Informational(Inform)


Refer to FSPS Narrative Writing Criteria ACC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

(This standard is the FSPS Writing Focus for the week.)

I will participate in writing projects.

RecallExperiences

Gather

http://kids.britannica.com/IW: Chapter 11

Reference FSPS Year at a GlanceWeek 8: TLI Assessment and Review

Quarter 1-32

http://kids.britannica.com/






FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Reference FSPS Year at a GlanceWeek 8: TLI Assessment and Review

READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS


Teacher Selected Materials for Vocabulary Study During Research Connections

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.







Double Consonants and ck

Double Consonants (CVC)


Day 1T110-T112Double Consonants & ckPB: Vol. 1, p. 91Decodable Reader“Jill & Mack”Day 2T118-T119Double Consonants & ckPB: Vol. 1, p. 93Day 3T142-T143Words with Double

Consonants (CVC)PB: Vol. 1, p. 98Day 4T152-T153ReviewDay 5T168Assessment

Weekly Tests T168

7.8-7.11CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.(Refer to FSPS Ongoing CCSS for Grade 2).

I will recognize and read irregularly spelled words.

RecognizeIrregularly

TRS: Chapter 7 PTR:WTW:WJ:

Comprehension: Research Connections

Quarter 1-33




FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Teacher Selected Materials for Research Connections Teacher may choose standards that best match the research connections genre.

Suggested Comprehension strategies & skills: Main Ideas & Details & Summarize Refer to FSPS Research Connections Criteria

Spelling Spelling J-L7

Double Consonants and ck


Day 1T114 Teach the

Principle/PretestDay 2T138 Teach/Word SortDay 3T148 Segment Sounds/

Build wordsDay 4T158 Connect to WritingPB: Vol. 1, p. 103Day 5T164 Spelling Assessment

Weekly TestsT164

Spelling Assessment




Referencematerials




MATERIALS, MATERIALS,

EXPLANATIONS & EXAMPLES

ASSESSMENTS

Grammar GrammarJ-L6

More Plural Nouns


Day 1T22 Adding –es to NounsProjectable 6.2PB: Vol. 1, p. 77Day 2T42 Nouns That Change

SpellingProjectable 6.6PB: Vol. 1, p. 82Day 3T50 More Nouns That

Change Spelling


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1b. CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).


Irregular-plural nouns

http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:

Quarter 1-34










FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Day 4T60 Spiral Review: Parts

of a SentencePB: Vol. 1, p. 89Day 5T66-T67 Review: More

Plural NounsConnect to Writing:

Sentence FluencyPB: Vol. 1, p. 90AL: plural nouns


(This standard is only addressed on the Connect to Writing on Day Five of writing.)


ProduceExpand

CompleteSimple

Compound

MM2-3:TDC: p. 57-58

Writing FSPS Writing Focus

Narrative(Personal)





Narrative Recount





END OF FIRST QUARTER

Quarter 1-35




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