[type text] roswell independent school district … maps/la gr 2 .pdf[type text] roswell independent...

[Type text]

Roswell Independent School District Language Arts Curriculum Map 2013-2014 2nd Grade [Type text]

1

Quarter 1 October 17, 2013

Quarter 2 December 18, 2013

Quarter 3 March 18, 2014

Quarter 4 May 16, 2014

37 second grade sight words

country, move, make, mother, father, well, must, eyes, tell, turn, came, through, white, air, call, end, hand, head, last, line, same, sister, still, then, why, guess, world, more, much, hard, went, word, first, after, arm, begin, both

Decodable 5A “Will the Whale”

50 WCPM

Comprehension (TBA)


chose, high, just, letter, made, men, number, play, part, side, spell, time, us, watch, town, most, been, answer, something, such, where, try, city, sentence, hour, next, began, change, earth, example, group, large, leave, mean, near, oil, seam, second

Decodable 11C “What We Do”

66-76 WCPM

Comprehension (TBA)


teacher, clean, each, even, need, ask, seat, these, brown, land, plant, clear, direction, several, young, single, blue, gave, hear, often, page, point, state, until, year, little, quickly, anything, garden, place, night, other, know, write, great, animal, happy

Decodable 20A “Is It True?”

82-92 WCPM

Comprehension (TBA)


brother, month, long, best, name, soft, space, stop, those, walk, off, choose, children, flower, return, might, important, paint, found, back, life, without, light, start, which, late, form, could, follow, really, sea, sometimes, sound, study, talk, than, think, while

Decodable 26A “The Nicest Surprise”

90-100 WCPM

Comprehension (TBA)

[Type text]


2

Grade Level: 2

Unit 1 Approximate TimeLine: August 12- September 20, 2013

Essential Questions: 1) What can we learn by exploring different communities? 2) What can we learn by exploring space? 3) What can we

discover by exploring nature? 4) What can we learn by exploring the desert? 5) How does exploration help us find answers?

CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 3. Describe how characters in a story respond to major events and challenges. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 10. Read literature independently, proficiently, and fluently within the grades 2–3 text complexity band; read texts at the high end of the range with scaffolding as needed. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 1.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). S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent

The students will read with

fluency and comprehend a

realistic fiction story, an

expository text, and a drama

on exploration.

With guidance the students

will complete a graphic

organizer to identify the

character and setting, main

idea and details, the facts

and details of each story.

The students will read and

spell words containing short

vowels and consonants,

long vowels VCe,

consonant blends, inflected

endings, and consonant

digraphs.

Baseline Assessment

Reading Street Weekly

and Unit Tests

Fluency Tests

Spelling Tests

Sight Words Tests

Country, move, make,

mother, father, well,

must, eyes, tell, turn,

came, through, white,

air, call, end, hand,

head, last, line, same,

sister, still, then, why

Scott Foresman

Reading Street Unit 1

Reader’s and Writer’s Notebook

ELL Posters

Sing with Me Big Book

Sound Spelling Cards

Read-Aloud Anthology

Teacher Resources DVD

Leveled Readers

Decodable Readers

Practice Station Flipcharts

Letter Tiles

Retelling Cards

Readers’ Theater Anthology 21st Century Project (Writing Project) Time For Kids

Nonfiction Readers Teacher Created Materials Publishing

Step Up to Writing

http://www.havefunteaching.com/reading-

worksheets/reading-comprehension/

www.corestandards.org

text exemplars

ELA Appendix B

http://www.havefunteaching.com/reading-worksheets/reading-comprehension/

http://www.havefunteaching.com/reading-worksheets/reading-comprehension/

http://www.corestandards.org/

[Type text]


3

sentences. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L2 5. a. Build real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L2 6. Use newly learned words acquired through conversations, reading, and responding to texts. L2 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). Writing W2 3. Write narratives in which they recount a well-elaborated event or series of events, use temporal words and phrases to signal event order, include details to tell what the narrator did, thought, and felt, and provide closure. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 8. Recall information from experiences or gather information from provided sources to answer a question. Informational Text IT 2 2. Identify the main focus of a multipara graph text as well as that of specific paragraphs within the text. IT2 5. Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution of events, ideas, concepts, or information in two or more texts. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. IT2 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

The students will recognize

25 common sight words for

Unit 1.

The students will produce a

personal narrative about a

place that they have visited

using activities in Step Up

to Writing.

The students will participate

in collaborative

conversations using agreed

upon rules for discussions

involving the essential

question of the week.

.

The students will participate

in writing conferences using

peers, teachers, and/or

fishbowl conferencing

Pearson Scoring Rubric:

Personal Narrative

(The Twin Club)

Scoring Guides from

Step Up To Writing

Fluency: The students

will read 50-60 words

per minute

www.pearsonsuccessnet.com

Envision It

Grammar Jammer

Letter Tile Drag and Drop

Vocabulary Activities

Story Sort

eReaders Paired eSelection

Journal Word Bank Sing With Me Animation

Concept Talk Video

Big Question Video

Writing Transparencies (Editing)

Scoring Rubrics http://www.scottsboro.org/~flewis/SF%20Reading%20Str

eet/Reading%20Street%20Teacher%20Resources.htm

http://www.freidalewis.com

http://www.readwritethink.org

http://www.prometheanplanet.com

http://www.lexile.com

http://www.fcrr.org/Curriculum/student CenterActivities23.shtm

Story Elements Vocabulary Review

Promethean Plant

Search: Story Elements

Submitted by Stephanie Delaune Includes a video

Sequencing Graphic Organizer

www.havefunteaching.com/worksheets/graphic-organizers/sequencing/circle-graphic-organizer.pdf

http://www.pearsonsuccessnet.com/

http://www.scottsboro.org/~flewis/SF%20Reading%20Street/Reading%20Street%20Teacher%20Resources.htm


http://www.freidalewis.com/

http://www.readwritethink.org/

http://www.prometheanplanet.com/

http://www.lexile.com/

http://www.fcrr.org/Curriculum/student%20CenterActivities23.shtm

http://www.fcrr.org/Curriculum/student%20CenterActivities23.shtm

http://www.havefunteaching.com/worksheets/graphic-organizers/sequencing/circle-graphic-organizer.pdf

http://www.havefunteaching.com/worksheets/graphic-organizers/sequencing/circle-graphic-organizer.pdf

[Type text]


4

Grade Level: 2

Unit 2 Approximate TimeLine: September 23 - November 1, 2013

Essential Questions: 1) How can we help each other in dangerous situations? 2) How has working together changed history? 3) How can we work

together to meet people’s needs? 4) Why is it a good idea to work together? 5) How can we work together to solve problems?

CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 3. e. Identify words with inconsistent but common spelling-sound correspondences. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deeper understanding of a topic or issue. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


fluency and comprehend a

realistic fiction story, an

expository text, and a

drama on exploration.

The students will complete

a graphic organizer to

identify the character and

setting, main idea and

details, the facts and details

of each story.


spell words containing short

vowels and consonants,

long vowels VCe,

consonant blends, inflected

endings, and consonant

digraphs.

Reading Street

Weekly and Unit

Tests

Fluency Tests

Spelling Tests

Graphic Organizer

Rubric: 4- identifies character

and setting, main idea

and details, the facts and

details

3- identifies character

and setting, main idea

and details

2- identifies character

and setting

1- does not identify

anything

Sight Words Tests

Guess, world,

more, much, hard,

went, word, first,

after, arm, begin,

both, chose, high,

Scott Foresman



ELL Posters





Leveled Readers

Decodable Readers


Letter Tiles

Retelling Cards

Readers’ Theater Anthology

21st Century Project (Writing Project)

Time For Kids

Nonfiction Readers

Teacher Created Materials Publishing

Step Up to Writing

http://www.havefunteaching.com/readingworkshe

ets


text exemplars

ELA Appendix B


Envision It

Grammar Jammer



[Type text]


5

L2 1. a. Use collective nouns (e.g. group). 1. b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 2. a. Capitalize holidays, product names, and geographic names. L2 2. c. Use an apostrophe to form contractions and frequently occurring possessives. L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 5. Demonstrate understanding of word relationships and nuances in word meanings. Writing W2 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. W2 3. Write narratives in which they recount a well-elaborated event or series of events, use temporal words and phrases to signal event order, include details to tell what the narrator did, thought, and felt, and provide closure. W2 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). Informational Text IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


spell words containing r-

controlled ar, or, ore, oar,

er, ir, ur, contractions,

plurals, and long a: a, ai, ay.



Unit 2.

The students will produce a

fairy tale story about

helping one another using

activities in Step Up to

Writing.

The students will

participate in

collaborative conversations

using agreed upon rules for

discussions involving the

essential question of the

week

just, letter, made,

men, number,

play, part, side,

spell, time, us.

Scoring Guides

from Step Up To

Writing

Pearson Scoring

Rubric: Fairy-Tale

(Bremen Town

Musical)

Decodable 5A

“Will the Whale”

Fresh Reads:

Fluency: The

students will read

58-68 words per

minute

_______________

(by 10-18-13)


Story Sort

eReaders

Paired eSelection

Journal Word Bank

Sing With Me Animation

Concept Talk Video

Big Question Video


Scoring Rubrics

http://www.scottsboro.org/~flewis/SF%20Re

ading%20Street/Reading%20Street%20Teac

her%20Resources.htm





http://www.fcrr.org/Curriculum/student

CenterActivities23.shtm

www.havefunteaching.com/worksheets/graphicorg

anizers

www.scholastic.com/free-graphic-

readingcomprehension

www.spellingcity.com

[Type text]


6

Grade Level: 2

Unit 3 Approximate TimeLine: November 4 – December 18

Essential Questions: 1) When does support from others help with a creative idea? 2) In what creative ways do we communicate? 3) How

can creative thinking solve a problem? 4) When does a creative idea lead to a surprise? 5) Where do creative ideas come from?

CCSS Activities Assessment Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. FS2 3. b. Know spelling-sound correspondences for additional common vowel teams. FS2 3. f. Recognize and read grade-appropriate irregularly spelled words. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. S/L2 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

The students will read with fluency

and comprehend selections including

fantasy, realistic fiction, folk tale,

and biography focusing on different

uses of creativity.

The students will determine the

author’s purpose and describe how it

affects the interpretation of fantasy

literature. Using a graphic organizer,

small groups of students will discuss

and decide how the stories would be

different if the author had written

to inform.

Students will use facts and details to

draw conclusions necessary to reach

a decision or opinion from realistic

fiction text. Listing ideas on a 3

column graphic organizer, students

will apply what is read and what they

know to draw conclusions.

As they read, students will

compare/contrast characters’

actions, setting and plot of two

Reading Street

Weekly and Unit Tests

Fluency Tests

Spelling Tests

Sight Words Tests:

Watch, town, most, been,

answer, something, such,

where, try, city, sentence,

hour, next, began, change,

earth, example, group,

large, leave, mean, near,

oil, seam, second

Scott Foresman



ELL Posters





Leveled Readers

Decodable Readers


Letter Tiles

Retelling Cards



Time For Kids

Nonfiction Readers


Step Up to Writing

http://www.havefunteaching.com/reading

worksheets


text exemplars

ELA Appendix B


Envision It

Grammar Jammer


[Type text]


7

care, speaking one at a time about the topics and texts under discussions). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 3. Ask and answer questions about what a speaker says in order to Writing W2 5. With guidance and support from adults and peers focus on a topic and strengthen writing as needed by revising and editing. Informational Text IT2 1. Ask and answer such questions as who, what, when, where,

why, and how to demonstrate understanding of key details in a text. IT2 6. Identify the main purpose of a text including what the author

wants to answer explain or describe.

different folktales (Anansi stories.)

Students will complete a written or

picture story map detailing, sequence

of events in the beginning, middle,

and end of a realistic fiction story.

Using sentences from the

biographical story, students will

provide evidence such as signal

words (e.g. always, never, best) to

determine if statements are fact or

opinion.

The students will read and spell

words containing various spellings of

long e (e, ee, ea, y) long o (o, oa,

ow), long i (i, ie, igh, y) compound

words, and comparative endings.

The students will write a compare

and contrast (i.e. presidential

candidates) essay, using the

accordion essay format of Step Up To

Writing.

The students will participate in

collaborative conversations using

agreed upon rules for discussions

involving the essential question

of the week.

Scoring Guides from

Step Up To Writing


Compare and Contrast

Essay ( Unit 3 Writing

Process)

Decodable 11C “What We

Do”

Fresh Reads:

Fluency: The students will

read 66-76 words correct per

minute.



Unit 3.

_________________ by (12-18-13)


Story Sort

eReaders

Paired eSelection

Journal Word Bank


Concept Talk Video

Big Question Video


Scoring Rubrics

http://www.scottsboro.org/~flewis/SF%20

Re

ading%20Street/Reading%20Street%20T

eac

her%20Resources.htm







www.havefunteaching.com/worksheets/gr

aphicorganizers




[Type text]


8

Grade Level: 2

Unit 4 Approximate TimeLine: January 6 – February 13, 2014

Essential Questions: 1) How can familiar things help us with change? 2) How do plants change over time? 3) What changes occur under

the ground? 4) Why are some changes difficult? 5) How do changes in the weather affect us?

CCSS Activities Assessments Resources Foundational Skills

FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. b. Know spelling-sound correspondences for additional common vowel teams. FS2 3. c. Decode regularly spelled two-syllable words with long vowels. FS2 3. d. Decode words with common prefixes and suffixes. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. FS2 4. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. L2 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Speaking/Listening

S/L2 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and Larger groups. S/L2 1.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). S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Language 1.e. Use adjectives and adverbs, and choose between them depending

on what is to be modified. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 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. L2 4. a. Use sentence-level context as a clue to the meaning of a word or phrase. L2 4. 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). L2 5. Demonstrate understanding of word relationships and nuances in word meanings. L2 5. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L2 5. b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L2 6. Use words and phrases acquired through conversations, reading and being


fluency and comprehend

selections including fables,

expository text, myths, and

legends to understand that things

may change or stay the same.

Students will draw conclusions

from facts and details in the fable

and use prior knowledge to make

sense of what they read.

Students read an expository text

and create a lifecycle that

includes correct sequence.

Students will use myth and

legend selections to identify

the plot and theme through

small group discussions and

computer generated

presentations.


and Unit Tests

Fluency Tests

Spelling Tests

Sight Words Tests:

Teacher, clean, each, even,

need, ask, seat, these,

brown, land, plant, clear,

direction, several, young,

single, blue, gave, hear,

often, page, point, state,

until, year

Scott Foresman



ELL Posters





Leveled Readers

Decodable Readers


Letter Tiles

Retelling Cards



Time For Kids

Nonfiction Readers


Step Up to Writing

http://www.havefunteaching.com/reading

worksheets


text exemplars

ELA Appendix B


Envision It

Grammar Jammer


[Type text]


9

read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Writing

W2 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. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 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). Informational Text IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate IT2 key facts or information in a text quickly and efficiently. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. IT2 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. IT2 8. Describe how reasons support specific points the author makes in a text.


words containing syllables C + le,

vowels oo, u (as in book),

diphthongs ou, ow/ou, Syllables

CV, CVC, and vowels oo, ue,

ew, ui (as in moon).

The students will write a

Description text about the life

cycle previously created using

Step Up To Writing format.

The students will orally share

writing project (outlined above)

with the class. Speaker will

include appropriate facts,

descriptive details, and speak

with appropriate volume and

tone.

Students will write a

description essay on a life

cycle.

Scoring Guides from Step

Up To Writing


Description ( Unit 4

Writing Process)


read 74-84

words correct per minute.

The students will

recognize 25

common sight words for

Unit 4.


Story Sort

eReaders

Paired eSelection

Journal Word Bank


Concept Talk Video

Big Question Video


Scoring Rubric

http://www.scottsboro.org/~flewis/SF%20

Re

ading%20Street/Reading%20Street%20T

eac

her%20Resources.htm







www.havefunteaching.com/worksheets/gr

aphicorganizers




Grade Level: 2

[Type text]


10

Unit 5 Approximate TimeLine: February 18 – March 28, 2014

Essential Questions: 1) Why should we be responsible for doing a good job? 2) How can we be responsible community members? 3) How

can we be responsible animal owners? 4) How can we be responsible friends and neighbors? 5) How can we be responsible when we

make a mistake?

CCSS Activities Assessments Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. b Know spelling-sound correspondences for additional common vowel teams. FS2 3. d. Decode words with common prefixes and suffixes. FS2 3. f. Recognize and read grade-appropriate irregularly spelled words. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Literature

L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 3. Describe how characters in a story respond to major events and challenges. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Speaking/Listening

S/L2 1.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). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 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. S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.. L2 1.c. Use reflexive pronouns (e.g. myself/ourselves) L2 1. 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). L2 2. c. Use an apostrophe to form contractions and frequently occurring possessives.

L2 2. d. Generalize learned spelling patterns when writing words (e.g., cage ➝

badge; boy ➝ boil).

L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 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. L2 4. 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). L2 4. c. Use a known root word as a clue to the meaning of an unknown word with


fluency and comprehend

selections including literary non-

fiction, realistic fiction, fantasy,

and humorous fiction to

understand different aspects of

responsibility.

Working in pairs students will

read a literary non-fiction

selection and identify the facts

and opinions.

Students will be given statements

from a realistic fiction text

containing the cause or effect and

they will illustrate the missing

element.

Using story structure, students

will identify character, setting,

and an important detail from the

beginning, middle, and end of the

story to determine the theme.

Students will research a topic on

the internet, print a paragraph,

affix it to construction paper and

complete a web to determine the


and Unit Tests

Fluency Tests

Spelling Tests

Sight Words Tests

Little, quickly, anything,

garden, place, night, other,

know, write, great, animal,

happy, brother, month,

long, best, name, soft,

space, stop, those, walk,

off, choose, children


Scott Foresman



ELL Posters





Leveled Readers

Decodable Readers


Letter Tiles

Retelling Cards



Time For Kids

Nonfiction Readers

Teacher Created Materials Publishing Step Up to Writing

Activity 9-2

http://www.havefunteaching.com/readingworksheet

s


text exemplars

ELA Appendix B


Envision It

Grammar Jammer



[Type text]


11

the same root (e.g., addition, additional). L2 4. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L2 4. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L2 5. Demonstrate understanding of word relationships and nuances in word meanings. Writing

W2 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. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W2 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Informational Text IW2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. W2 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. W2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

main idea and details.


words containing suffixes –ly, -

ful, -er, -ish, -or, prefixes un, re,

pre, dis, silent consonants, ck, ph,

gh/f/, ng, and vowels aw, au,

augh, al.

The students will write an opinion

piece on the topic researched,

supplying reasons that support

their opinion. (Step Up To

Writing Activity 9-2)

The students will read their

opinion pieces completed in the

writing project (outlined above).

Listeners will ask questions to

clarify comprehension.

Up To Writing

Pearson Scoring Rubrics

Decodable Book 20A “Is it

True?”

Fresh Reads:


read 82-92

words correct per minute.

The students will

recognize 25

common sight words for

Unit 5. _________________ by (3-18-13)

Story Sort

eReaders

Paired eSelection

Journal Word Bank


Concept Talk Video

Big Question Video


Scoring Rubrics

http://www.scottsboro.org/~flewis/SF%20Re

ading%20Street/Reading%20Street%20Teac

her%20Resources.htm







www.havefunteaching.com/worksheets/graphicorg

anizers




[Type text]


12

Grade Level: 2

Unit 6 Approximate TimeLine: March 31 – May 16, 2014

Essential Questions: 1) Why are sports traditions important in our country? 2) What traditions and celebrations involve our country’s flag? 3) Why are family

celebrations special? 4) What can we learn about cowboy traditions? 5) How are different traditions celebrated and shared?

CCSS Activities Assessments Resources Foundational Skills FS2 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS2 3. d. Decode words with common prefixes and suffixes. FS2 4. Read with sufficient accuracy and fluency to support comprehension. FS2 4. a. Read on-level text with purpose and understanding. FS2 4. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. FS2 4. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Literature L2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. L2 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L2 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Speaking/Listening

S/L2 1.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). S/L2 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. S/L2 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. S/L2 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. S/L2 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language L2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 1. 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). L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2 2. a. Capitalize holidays, product names, and geographic names. L2 2. b. Use commas in greetings and closings of letters.

L2 2. d. Generalize learned spelling patterns when writing words (e.g., cage ➝

badge; boy ➝ boil).

L2 2. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L2 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. L2 4. a. Use sentence-level context as a clue to the meaning of a word or phrase.

The students will read with fluency and

comprehend selections including

realistic fiction and informational texts

to learn that traditions and celebrations

are important in our lives.

Students will predict and set purpose,

monitor and clarify, and question to

compare and contrast, identify facts and

details and draw conclusions while

reading the realistic fiction selections.

Through text structure students will

determine sequence and summarize the

author’s purpose using informational

text selections.

The students will read and spell words

containing inflected endings,

abbreviations, syllables –tion, -ture, -

ion, suffixes –ness, -less, -able, -ible,

prefixes mis-, mid-, micro-, non-.


and Unit Tests

Fluency Tests

Spelling Tests

Sight Words Tests

Flower, return, might,

important, paint, found,

back, life, without, light,

start, which, late, form,

could, follow, really, sea,

sometimes, sound, study,

talk, than, think, while

Pearson Scoring Rubrics

Scott Foresman



ELL Posters





Leveled Readers

Decodable Readers


Letter Tiles

Retelling Cards


21st Century Project (Writing

Project)

Time For Kids

Nonfiction Readers


Step Up to Writing

http://www.havefunteaching.com/rea

ding-worksheets

http://www.havefunteaching.com/reading-worksheets

http://www.havefunteaching.com/reading-worksheets

[Type text]


13

L2 4. c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L2 5. Demonstrate understanding of word relationships and nuances in word meanings. L2 5. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Writing

W2 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. W2 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Informational Text

IT2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IT2 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. IT2 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. IT2 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. IT2 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 quickly and efficiently. IT2 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

The students will create a family flag,

poster, or collage identifying a family

tradition or celebration and write a

personal narrative explaining their

choice.

The students will share their completed

project (outlined above) in a small

group setting. Listeners will ask

questions to clarify comprehension


Up To Writing

Decodable 26A “The

Nicest Surprise”

Fresh Reads:

Fluency: The students

will read 90-100 words

correct per minute.

The students will

recognize 25 common

sight words for Unit 6.

_________________ by (5-16-13)


Envision It

Grammar Jammer



Story Sort

eReaders

Paired eSelection

Journal Word Bank Sing With Me Animation

Concept Talk Video

Big Question Video


Scoring Rubrics http://www.scottsboro.org/~flewis/SF%20Reading

%20Street/Reading%20Street%20Teacher%20Resources.htm


http:/www.readwritethink.org http://www.prometheanplanet.com


http://www.fcrr.org/Curriculum/student CenterActivities23.shtm

www.havefunteaching.com/worksheets/graphic-organizers

www.scholastic.com/free-graphic-reading-comprehension



text exemplars

ELA Appendix B





http://www.freidalewis.com/

http://www.readwritethink.org/

http://www.prometheanplanet.com/

http://www.lexile.com/

http://www.havefunteaching.com/worksheets/graphic-organizers

http://www.havefunteaching.com/worksheets/graphic-organizers

http://www.scholastic.com/free-graphic-reading-comprehension

http://www.scholastic.com/free-graphic-reading-comprehension

http://www.spellingcity.com/

http://www.corestandards.org/

[type text] roswell independent school district … maps/la gr 2 .pdf[type text] roswell independent...

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