gtps curriculum english language arts-grade 2 grade 2.pdf · gtps curriculum – english language...

GTPS Curriculum – English Language Arts-Grade 2

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Unit 1 6 weeks

Topic: What can we learn from new places and things

New Jersey Learning Standards

Reading Lit Key Ideas and Details 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. xRL.2.3. Describe how characters in a story respond to major events and challenges.

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

Integration of Knowledge and Ideas RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of it s characters, setting, or plot. RL.2.8. (Not applicable to literature) 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.

Range of Reading and Level of Text Complexity 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.

Reading Informational Key Ideas and Details RI.2.2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.

Craft and Structure RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Fundamentals Phonics and Word Recognition xxxxxxxxRF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. xa. Distinguish long and short vowels when reading regularly spelled one-syllable words.


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c. Decode regularly spelled two-syllable words with long vowels. f. Recognize and read grade-appropriate irregularly spelled words. Fluency RF.2.4. Read with sufficient accuracy and fluency to support comprehension. xxxxb. Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English xxxxxL.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xxxxxf. 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). xL.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary Acquisition and Use L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. xxxL.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).

Speaking and Listening Comprehension and Collaboration xxxxxxxxSL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.xa. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Writing Text Types and Purposes xxxW.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. xxxxxxW.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.

Production and Distribution of Writing xW.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Research to Build and Present Knowledge xW.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


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Essential Questions (Thematic) Week 1-A Walk in the Desert-What can we learn by exploring the desert?

Week 2-The Strongest One-What can learn by exploring the desert?

Week 3- The Twin Club-What can we learn by exploring different

communities?

Week 4-Exploring Space with an Astronaut-What can we learn by exploring

different communities?

Week 5-Henry and Mudge-What can we discover by exploring nature?

Writing – Personal Narrative

District on-demand prompt: “What makes you laugh?”

Week 1 – RS Personal Narrative

Week 2 – RS Expository (explanatory)

Week 3 - RS Realistic fiction (narrative)

Week 4 -RS Expository (explanatory)

Week 5 – RS Play Scene

Week 6 – RS Writing Process: Personal Narrative

Learning Activities/ Materials/ Assessment Core Materials: Scott Foresman-Reading Street Common Core

Edition©2011 Web Site Resources:Pearsonsuccessnet.com X

Supplemental Materials: Reading A-Z, ABCya, F&P

:\TLF\Write On\Completed Binders

Leveled Text Guided Readers F & P aligned:

Concepts Literacy

Below level

On level

Above level

Assessments: Formative: Complete DIBELS assessment to establish reading groups and submit the scores to the UOREGON site. (dibels.uoregon.edu)

Use fall DIBELS assessment along with F&P Benchmark levels to establish reading groups Teacher observation Student sheets

Summative: Unit Test

On Demand Pieces

Alternative Assessment: Reading Theatre, Portfolio Assessments Writer's Workshop, District Prompt - What makes you laugh? Revised 2011 Write On! 2 Binder


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Unit 2 6 weeks

Topic: Working Together: How can we work together?


Reading Lit Key Ideas and Details xRL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Craft and Structure xxRL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Integration of Knowledge and Ideas 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.

Reading Informational Key Ideas and Details xxRI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Craft and Structure xxRI.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. RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Fundamentals Phonics and Word Recognition xxxxxxxRF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. xa. Distinguish long and short vowels when reading regularly spelled one-syllable words. c. Decode regularly spelled two-syllable words with long vowels. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

Fluency RF.2.4. Read with sufficient accuracy and fluency to support comprehension. xa. Read grade-level text with purpose and understanding. xxb. Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English xL.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xb. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The


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action movie was watched by the little boy). xL.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. c. Use an apostrophe to form contractions and frequently occurring possessives. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Vocabulary Acquisition and Use 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).

Speaking and Listening Comprehension and Collaboration 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. xa. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. xSL.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.

Writing Text Types and Purposes xxxW.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. xxxxW.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. Research to Build and Present Knowledge W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


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Essential Questions Week 1-Tara and Tiree, Fearless Friends-How can we help each

other in dangerous situations?

Week 2-Abraham Lincoln-How has working together changed

history?

Week 3-Scarcity-How can we work together to meet people’s needs?

Week 4-The Bremen Town Musicians-Why is it a good idea to work

together?

Week 5-One Good Turn-How can we work together to solve

problems?

Learning Activities/ Materials/ Assessment Core Materials: Scott Foresman-Reading Street Common Core

Edition©2011

Web Site Resources: Pearsonsuccessnet.com; X:\TLF\Write

On\Completed Binders Great Resources for you…..Strategies That Work

by Stephanie Harvey. Strategies That Work training materials.

Supplemental Materials: Reading A-Z, ABCya, F&P Assessments: Formative: Teacher observation

Student sheets Story

Assessments Short

Writing pieces

Process Writing pieces

Summative: Unit Test

On Demand Pieces

District Benchmark 2

Alternative Assessment: Reading Theatre, Portfolio Assessments


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Unit 3 6 weeks

Topic: Creative Ideas: What does it mean to be creative?


Reading Lit Key Ideas and Details 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. xxRL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Craft and Structure xRL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 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.

Integration of Knowledge and Ideas 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. 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.

Reading Informational Key Ideas and Details 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.

Craft and Structure xRI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Fundamentals Phonics and Word Recognition xxxxxRF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. xa. Distinguish long and short vowels when reading regularly spelled one-syllable words. xb. Know spelling-sound correspondences for additional common vowel teams.

Fluency RF.2.4. Read with sufficient accuracy and fluency to support comprehension. xxxb.Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English xxxL.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xd. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in greetings and closings of letters.


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Vocabulary Acquisition and Use 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. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). xxxxL.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).

Speaking and Listening Comprehension and Collaboration 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. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.2. 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 about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Writing Text Types and Purposes xW.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. xxxxW.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.

Production and Distribution of Writing xxW.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Essential Questions Week 1-Pearl and Wagner-When does support from others help with a

creative idea?

Week 2-Dear Juno-In what creative ways do we communicate?

Week 3-Anansi Goes Fishing- How can creative thinking solve a problem?

Learning Activities/ Materials/ Assessment Core Materials: Scott Foresman-Reading Street Common

Core Edition©2011

Web Site Resources:Pearsonsuccessnet.com; X:\TLF\Write Supplemental Materials: Reading A-Z, ABCya, F&P

On\Completed Binders Resources: Strategies That Work by Harvey. Strategies That Work


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Week 4-Rosa and Blanca-When does a creative idea lead to a surprise?

Week 5- A Weed is a Flower-Where do creative ideas come from?

training materials.

(Another good resource is Reading for Meaning by Debbie Miller.) Assessments: Formative Benchmarking should be completed in November before

report card distribution in December.

Use F&P benchmark kit(s) - signed out from library

Teacher observation


Assessments Short

writing pieces Process

writing pieces

Summative

Unit Test

On Demand Pieces



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Unit 4 6 weeks Topic: Our Changing World: How do things change? How do they stay the same?


Reading Lit Key Ideas and Details 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. xxRL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Craft and Structure 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. xRL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Integration of Knowledge and Ideas 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.

Reading Informational Key Ideas and Details xxRI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Craft and Structure RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8. Describe how reasons support specific points the author makes in a text.

Fundamentals Phonics and Word Recognition RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. xxb. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes.

Fluency RF.2.4. Read with sufficient accuracy and fluency to support comprehension. xxxb. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Language Conventions of Standard English


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L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xe. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. 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). L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use xL.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. xxa. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). xL.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). xxb. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). xxL.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). Speaking and Listening Comprehension and Collaboration xSL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. xa.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


Writing Text Types and Purposes xxW.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. xxW.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. xxW.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.

Production and Distribution of Writing xW.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Research to Build and Present Knowledge W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


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Essential Questions Week 1- A Froggy Fable-How can familiar things help us with

changes?

Week 2-Life Cycle of a Pumpkin-How do plants change over

time?

Week 3-Soil-What changes occur under ground?

Week 4-The Night the Moon Fell-Why are some changes

difficult?

Week 5-The First Tortilla-How do changes in the weather

affect us?

Learning Activities/ Materials/ Assessment Core Materials: Scott Foresman-Reading Street Common Core Edition©2011 Web Site Resources:Pearsonsuccessnet.com

Supplemental Materials: Reading A-Z, ABCya, F&P

X:\TLF\Write On\Completed Binders

Assessments:

Formative: Teacher observation, Student sheets, Story Assessments, Short writing Pieces, Process writing pieces Summative:

Unit Test On Demand Pieces

District Benchmark 4



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Unit 5 6 weeks

Topic: Responsibility: What does it mean to be responsible?


Reading Lit Key Ideas and Details xRL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

Integration of Knowledge and Ideas RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of it s characters, setting, or plot.

Reading Informational Key Ideas and Details 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. Craft and Structure RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Fundamentals Phonics and Word Recognition RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. xd. Decode words with common prefixes and suffixes.

Fluency RF.2.4. Read with sufficient accuracy and fluency to support comprehension. xb. Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English xxL.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xL.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Vocabulary Acquisition and Use 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. c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Speaking and Listening


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Comprehension and Collaboration SL.2.2. 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 about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


Writing Text Types and Purposes 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. xxxxxW.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.

Production and Distribution of Writing W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Essential Questions Week 1- Fire Fighter-Why should we be responsible for doing a

good job?

Week 2-Carl the Complainer-How can we be responsible

community members?

Week 3-Bad Dog Dodger-How can we be responsible animal

owners?

Week 4-Horace and Morris-How can we be responsible friends

and neighbors?

Week 5-The Signmaker’s Assistant-How can we be responsible when we make a mistake?

Learning Activities/ Materials/ Assessment Core Materials: Scott Foresman-Reading Street Common Core Edition©2011 Web Site Resources:Pearsonsuccessnet.com; X:\TLF\Write On\Completed

Binders Supplemental Materials: Reading A-Z, ABCya, F&P Complete DIBELS assessment to re-establish reading groups and submit the scores

to the UOREGON site. (dibels.uoregon.edu) You do not need to benchmark in

January

Assessments: Formative: Teacher observation


Assessments Short

writing pieces Process

writing pieces

Summative

Unit Test

On Demand Pieces



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ELA Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions

● Scribe ● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials


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Integration of 21st Century skills through NJSLS 9

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP11. Use technology to enhance productivity.

Integration of Technology through NJSLS 9

8.1.2.E.1 (Internet to explore questions with support)

gtps curriculum english language arts-grade 2 grade 2.pdf · gtps curriculum – english language...

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