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<ul><li><p>Paramount Unified School District Educational Services </p><p>Unit 1 </p><p>Friends and Family </p><p>English Language Arts Curriculum Guide </p><p> Grade 2 </p><p>2018-19 </p></li><li><p>English Language Arts Year-at-a-Glance </p><p>Grade 2 </p><p>Paramount Unified School District Educational Services </p><p>Year-at-a-Glance </p><p># of Days Unit Title Unit Big Idea RF RL RI W SL L HSS </p><p>8/22/18 8/31/18 (8 days) </p><p>Start Smart establishing and maintaining routines and procedures Universal Screening baseline data for small group instruction </p><p>9/4/18 10/19/18 (34 days) </p><p>Friends and Family How do families and friends learn, grow, and help one another? </p><p>RF.2.3 RF.2.4 </p><p>RL.2.1 RL.2.3 RL.2.7 </p><p>RI.2.1 RI.2.4 RI.2.7 RI.2.9 </p><p>W.2.3 W.2.4 W.2.5 W.2.7 W.2.8 </p><p>SL.2.1 SL.2.2 SL.2.3 SL.2.4 </p><p>L.2.2 L.2.2d L.2.4 L.2.6 </p><p>HSS 2.3.2 HSS 2.4.2 </p><p>10/22/18 -12/14/18 (34 days) </p><p>Animal Discoveries How do animals play a part in the world around us? </p><p>RF.2.3 RF.2.4 </p><p>RL.2.1 RL.2.3 RL.2.5 RL.2.7 </p><p>RI.2.1 RI.2.2 RI.2.5 RI.2.7 RI.2.9 </p><p>W.2.2 W.2.4 W.2.5 W.2.7 W.2.8 </p><p>SL.2.1 SL.2.2 SL2.3 SL2.4 </p><p>L.2.1 L.2.2 L.2.4 L.2.6 </p><p>HSS 2.3.2 </p><p>1/17/19 2/27/19 (34 days) </p><p>Live and Learn What have you learned about the world that surprises you? </p><p>RF.2.3 RF.2.4 </p><p>RL.2.1 RL.2.3 RL.2.5 RL.2.7 </p><p>RI.2.1 RI.2.2 RI.2.5 RI.2.6 RI.2.8 RI.2.9 </p><p>W.2.1 W.2.4 W.2.5 W.2.7 W.2.8 </p><p>SL.2.1 SL.2.2 SL.2.3 SL.2.4 </p><p>L.2.1 L.2.2 L.2.4 L.2.6 </p><p>HSS 2.5 </p><p>2/28/19 4/12/19 (32 days) </p><p>Our Life/Our World How do different environments make the world an interesting place? </p><p>RF.2.3 RF.2.4 </p><p>RL.2.1 RL.2.2 RL.2.3 RL.2.5 RL.2.7 </p><p>RI.2.1 RI.2.3 RI.2.5 RI.2.7 RI.2.9 </p><p>W.2.3 W.2.4 W.2.5 W.2.7 W.2.8 </p><p>SL.2.1 SL.2.2 SL.2.3 SL.2.4 </p><p>L.2.1 L.2.2 L.2.4 L.2.6 </p><p>4/22/19 6/13/19 (38 days) </p><p>Lets Make a Difference </p><p>How can people make a difference? </p><p>RF.2.3 RF.2.4 </p><p>RL.2.1 RL.2.2 RL.2.3 RL.2.5 RL.2.6 RL.2.7 </p><p>RI.2.1 RI.2.3 RI.2.5 RI.2.7 RI.2.9 </p><p>W.2.2 W.2.4 W.2.5 W.2.7 W.2.8 </p><p>SL.2.1 SL.2.2 SL.2.3 SL.2.4 </p><p>L.2.1 L.2.2 L.2.4 L.2.6 </p><p>1</p></li><li><p>Paramount Unified School District Educational Services </p><p>English Language Arts Stage 1: Unit 1 Desired Results </p><p>Grade 2 </p><p>Theme: Friends and Family September 4 October 19 (34 days) </p><p>Transfer Goals 1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes. </p><p>2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose. </p><p>3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond. </p><p>4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations </p><p>Making Meaning Essential Understandings - Student Outcomes Essential Questions </p><p>Students will understand that </p><p>Theme: </p><p> Building relationships and supporting families and friends have positive impacts. </p><p>Content Standards: </p><p> Authors develop and support main ideas with key details. </p><p> Readers use many strategies to figure out unknown words. </p><p> Authors use devices such as transitions, organizational patterns, and </p><p>strategies. to emphasize certain ideas, events, concepts, or information </p><p>to build meaning. </p><p> Collaborative conversations with others help to build and clarify ideas. </p><p> Writers tell stories by using descriptive details and clear event </p><p>sequences. </p><p> A command of English Language conventions and grammar brings clarity </p><p>and sophistication to writing. </p><p> Investigating topics of interest builds knowledge. </p><p>Students will keep considering </p><p>Theme: </p><p> How do families and friends learn, grow, and help one another? </p><p>Content Standards: </p><p> What is the author trying to tell me? </p><p> How do authors build ideas? </p><p> How do I share what I know? </p><p> What story do I want to tell? </p><p> How do I make my writing better? </p><p> How do I learn more about topics that are interesting to me? </p><p>2</p></li><li><p>Paramount Unified School District Educational Services </p><p>English Language Arts Stage 1: Unit 1 Desired Results </p><p>Grade 2 </p><p>Acquisition </p><p>Knowledge Skills Students will need to know Making Meaning </p><p> Key details in text </p><p> Story elements: characters, setting or plot </p><p> Academic vocabulary </p><p> Illustrations in text Effective Expression </p><p> Text evidence </p><p> Elements and structure of narrative writing </p><p> Process for research and investigation </p><p> Rules of collaborative conversations </p><p> Paraphrasing </p><p> Presentation of information Language Development </p><p> Capitalization and punctuation </p><p> Subjects and predicates </p><p> Academic vocabulary </p><p> Vocabulary strategies: context clues and word structure </p><p> Foundational Skills </p><p> Spelling patterns based on short vowel a, e, i, o, u </p><p> Spelling patterns based on two-letter blends </p><p> Spelling patterns based on long vowel i and a </p><p> Fluency strategies </p><p>Content Knowledge </p><p> Social Studies </p><p>Students will need to develop skill at and able to Making Meaning </p><p> Demonstrate understanding of key details in text RL.2.1, RI.2.1 </p><p> Describe how characters respond to major events RL. 2.3 </p><p> Determine the meaning of words and phrases RI.2.4 </p><p> Use illustrations and text to demonstrate understanding RL.2.7, RI.2.7 </p><p> Compare and contrast important points on the same topic RI.2.9 </p><p>Effective Expression </p><p> Draw evidence from text W.2.8 </p><p> Write narrative texts W.2.3, W.2.10 </p><p> Produce writing that is organized and appropriate to task and purpose W.2.4 </p><p> Develop and strengthen writing W.2.5 </p><p> Conduct research W.2.7, W.2.8 </p><p> Engage in collaborative conversations SL.2.1, SL.2.3 </p><p> Paraphrase information SL.2.2 </p><p> Present information SL.2.4 </p><p>Language Development </p><p> Use conventions of grammar to produce coherent sentences L.2.2 </p><p> Use vocabulary strategies to understand the meaning of a word L.2.4, L.2.4a, L.2.4c </p><p> Acquire and use academic vocabulary L.2.6 </p><p>Foundational Skills </p><p> Blend and spell words with short a, e, i, o, u RF.2.3, RF.2.3a </p><p> Blend and spell words with two-letter blends RF.2.3 </p><p> Blend and spell words with long vowel i and a RF.2.3, RF.2.3a </p><p> Read with fluency to comprehend text RF.2.4 </p><p>Content Knowledge </p><p> Social Studies Obtain information and communicate: o How families interact and how families are consumers and producers. HSS.2.3.2, </p><p>HSS.2.4.2 </p><p>3</p></li><li><p>Paramount Unified School District Educational Services </p><p>English Language Arts Stage 1: Unit 1 Source and Standards Alignment </p><p>Grade 2 </p><p>Unit 1 Source and Standards Alignment The source and standards alignment document highlights key standards addressed within each source, indicated by an X. It is a tool to support the planning of standards based lessons. </p><p>We</p><p>ek </p><p>Sou</p><p>rce </p><p>Gen</p><p>re </p><p>RF.</p><p>2.3</p><p> P</p><p>ho</p><p>nic</p><p>s an</p><p>d w</p><p>ord</p><p>reco</p><p>gnit</p><p>ion</p><p>RF.</p><p>2.4</p><p> F</p><p>lue</p><p>ncy</p><p> an</p><p>d </p><p>com</p><p>pre</p><p>he</p><p>nsi</p><p>on</p><p>RL.</p><p>2.1</p><p> K</p><p>ey </p><p>de</p><p>tails</p><p>, te</p><p>xt </p><p>evi</p><p>de</p><p>nce</p><p>RL.</p><p>2.3</p><p> C</p><p>har</p><p>acte</p><p>r, s</p><p>ett</p><p>ing,</p><p>eve</p><p>nts</p><p>RL.</p><p>2.7</p><p> Il</p><p>lust</p><p>rati</p><p>on</p><p>s an</p><p>d t</p><p>ext</p><p>RI.</p><p>2.1 </p><p>Ke</p><p>y d</p><p>eta</p><p>ils, t</p><p>ext</p><p> evi</p><p>de</p><p>nce</p><p>RI.</p><p>2.4</p><p> M</p><p>ean</p><p>ing </p><p>of </p><p>wo</p><p>rds </p><p>and</p><p> ph</p><p>rase</p><p>s </p><p>RI.</p><p>2.7</p><p> T</p><p>ext</p><p> fe</p><p>atu</p><p>res:</p><p>illu</p><p>stra</p><p>tio</p><p>ns </p><p>RI.</p><p>2.9</p><p> C</p><p>om</p><p>par</p><p>e a</p><p>nd</p><p> co</p><p>ntr</p><p>ast </p><p>imp</p><p>ort</p><p>ant </p><p>po</p><p>ints</p><p> on</p><p> sam</p><p>e t</p><p>op</p><p>ic </p><p>L.2</p><p>.2 </p><p> Cap</p><p>ital</p><p>izat</p><p>ion</p><p> an</p><p>d </p><p>pu</p><p>nct</p><p>uat</p><p>ion</p><p>L2.2</p><p>d -</p><p> Sp</p><p>elli</p><p>ng </p><p>L. 2</p><p>.4a </p><p>Vo</p><p>cab</p><p>ula</p><p>ry: </p><p>con</p><p>text</p><p>clu</p><p>es </p><p>L.2</p><p>.4c </p><p>Vo</p><p>cab</p><p>ula</p><p>ry: </p><p>roo</p><p>t w</p><p>ord</p><p>s </p><p>L.2</p><p>.6 </p><p> Vo</p><p>cab</p><p>ula</p><p>ry a</p><p>cqu</p><p>isit</p><p>ion</p><p>SL.2</p><p>.1 </p><p> Co</p><p>llab</p><p>ora</p><p>tive</p><p>con</p><p>vers</p><p>atio</p><p>ns </p><p>SL.2</p><p>.2 </p><p> Par</p><p>aph</p><p>rase</p><p>SL.2</p><p>.3 </p><p> Ask</p><p> an</p><p>d a</p><p>nsw</p><p>er </p><p>qu</p><p>est</p><p>ion</p><p>s </p><p>SL.2</p><p>.4 -</p><p> Pre</p><p>sen</p><p>t </p><p>HSS</p><p> 2.3</p><p>.2-E</p><p>xplo</p><p>re in</p><p>tera</p><p>ctio</p><p>ns </p><p>of </p><p>dif</p><p>fere</p><p>nt </p><p>gro</p><p>up</p><p>s </p><p>HSS</p><p> 2.4</p><p>.2 </p><p> Exp</p><p>lore</p><p> ho</p><p>w f</p><p>amili</p><p>es </p><p>are</p><p> co</p><p>nsu</p><p>me</p><p>rs a</p><p>nd</p><p> pro</p><p>du</p><p>cers</p><p>1 </p><p>Little Flap Learns to Fly Fantasy X X X X X X X X X X X X X </p><p>Help! A Story of Friendship </p><p>Fantasy X X X X X X X X X X X X X </p><p>Crayons Poetry X X X X X X X X X X X X X </p><p>2 </p><p>Maria Celebrates Brazil Realistic Fiction X X X X X X X X X X X X X X X </p><p>Big Red Lollipop Realistic Fiction X X X X X X X X X X X X X X X </p><p>A Look at Families Expository X X X X X X X X X X X X X X X X </p><p>3 </p><p>Finding Cal Fiction X X X X X X X X X X X X </p><p>Not Norman Fiction X X X X X X X X X X X X </p><p>My Puppy Poetry X X X X X X X X X X X X </p><p>4 </p><p>Taking Care of Pepper Narrative Nonfiction </p><p>X X X X X X X X X X X X </p><p>Lola and Tiva: An Unlikely Friendship </p><p>Narrative Nonfiction </p><p>X X X X X X X X X X X X </p><p>Animal Needs Interview X X X X X X X X X X X X X </p><p>5 </p><p>Families Work! Expository X X X X X X X X X X X X X X </p><p>Families Working Together </p><p>Expository X X X X X X X X X X X X X X </p><p>Why We Work Expository X X X X X X X X X X X X X X X </p><p>* Source can be used to address the standard, but Wonders does not provide the text dependent questions </p><p> HSS: History-Social Sciences Standards, adopted 2016 </p><p>4</p></li><li><p>English Language Arts Stage 2: Unit 1 Evidence </p><p>Grade 2 </p><p>Paramount Unified School District Educational Services </p><p>Stage 2: Evidence </p><p>Assessments Unit investigation </p><p>Summative Assessment OF learning </p><p>Formative Assessment FOR learning </p><p>Inquiry and Investigation During the unit, students will participate in the inquiry process. They will 1. Pose a class question to research 2. Find relevant resources to support the </p><p>research which may include digital sources 3. Study the resources and interpret the </p><p>information to answer the question 4. Report findings in a variety of ways that </p><p>may include the following: </p><p> Class Thinking Maps </p><p> Class poster </p><p> Class Power Point </p><p> Class essay Research findings should be reported on or before October 19, 2018. The Unit Investigation Board should be used as a resource center for students to interact with relevant resources and artifacts that pertain to the class investigation. College and Career Readiness Anchor Standards for Writing 7. Conduct short as well as more sustained </p><p>research projects based on focused questions, demonstrating understanding of the subject under investigation. </p><p>8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. </p><p>9. Draw evidence from literary or informational texts to support analysis, reflection, and research. </p><p>Summative assessments evaluate student learning and understanding at the end of the unit of study. </p><p>End of Unit Benchmark Assessments will be sent to sites before the assessment window. They will include the following components: </p><p>Foundational Skills Standard Students are given a one-minute timed fluency passage to address the following standard: </p><p> RF.2.3 </p><p> RF.2.4 </p><p>Reading and Language Standards Students will read passages and answer selected and constructed response questions addressing the following standards: Key Ideas and Details: </p><p> RI.2.1 Craft and Structure: </p><p> RI.2.4 Integration of Knowledge and Ideas: </p><p> RI2.7 Conventions of Standard English: </p><p> L.2.2, L.2.2d Vocabulary Acquisition and Use: </p><p> L.2.4a, c </p><p>Writing Standard Student will write to an on-demand prompt addressing the following standard: Text Types and Purpose: </p><p> W.2.3 Research to Build and Present Knowledge: </p><p> W.2.8 </p><p>Formative assessments monitor student learning and provide ongoing feedback to improve student learning during the unit of study. </p><p>Formative assessments address all the learning goals for the unit of study. However, not all learning goals are formally addressed in the summative assessment. </p><p>Teacher created tests, quizzes, and observations should be used as evidence to address the following standards: </p><p>Foundational Skills RF.2.3 </p><p> RF.2.4 </p><p>Reading RL.2.1 </p><p> RL.2.3 </p><p> RL.2.7 </p><p> RI.2.1 </p><p> RI.2.4 </p><p> RI.2.7 </p><p> RI.2.9 </p><p>Language L.2.2, L.2.2d </p><p> L.2.4a, c </p><p> L.2.6 </p><p>Writing </p><p> W.2.3 </p><p> W.2.4 </p><p> W.2.5 </p><p> W.2.7 </p><p> W.2.8 </p><p>Speaking and Listening </p><p> SL.2.1 </p><p> SL.2.2 </p><p> SL.2.3 </p><p> SL.2.4 </p><p>Writing Modeled Writing (Assisted Writing): Teacher selects writing prompt. </p><p>Prompt Writing (Unassisted Writing): Write about a time you had fun with a friend. </p><p>An optional unit 1 </p><p>assessment is available for </p><p>classroom use. Data will </p><p>not be collected. </p><p>Universal Screening Baseline data for small </p><p>group instruction (First 2 weeks of school) </p><p>5</p></li><li><p>English Language Arts Stage 3: Unit 1 Learning Plan </p><p>Grades 2-5 </p><p>Paramount Unified School District Educational Services </p><p>Learning Plan </p><p>Common Core Writing Standard </p><p>The purpose of writing instruction is to help strengthen students writing skills so they become successful independent writers. A careful balance between assisted writing and unassisted writing must be established to provide opportunities for students to observe good writing and also practice writing on their own. The following writing guidelines clarify the two kinds of writing experiences. </p><p> Grades 2-5 Writing Program </p><p> Modeled Writing </p><p>(Assisted Writing) Prompt Writing </p><p>(Unassisted Writing) </p><p>Purpose: Provide students a strong model for writing Provide students an opportunity to practice independent </p><p>writing </p><p>Feedback: Conferencing at various stages (brainstorm, organize, write) </p><p>and provide feedback on writing Conferencing using the WFBB Analytical Writing Rubric </p><p>Use: Celebrate and display best writing in the classroom Writing placed in a writing folder/file to reflect and show </p><p>growth over time for the teacher and student </p><p> Teacher/student selects 1 piece of writing and takes it </p><p>through the writing process to publish (trimester) Teacher/student uses information from WFBB analytical rubric to reflect, guide instruction, and plan mini-lessons </p><p>Frequency: At least 1-2 modeled pieces per unit of the </p><p>3-5 day model to the draft (rainbow writing) At least 1 unassisted writing piece per unit </p><p>Prompt type: Teacher selected prompt District prompt </p><p>6</p></li><li><p>English Language Arts Stage 3: Unit 1 Learning Plan </p><p>Grade 2 </p><p>Paramount Unified School District Educational Services </p><p>Unit 1 Learning Plan Common Core Genre Writing </p><p>September 4 October 19 (34 days) </p><p>Common Core Genre Writing for Narrative Writing </p><p>Narrative Writing Type Timeline How many for the unit? </p><p>Universal Screening: Narrative Writing </p><p> Teacher selects writing prompts </p><p> Unassisted writing </p><p> Use WFBB Analytical Rubric to assess for baseline data </p><p> Use baseline data to plan for mini lessons at students appropriate instructional level </p><p>Recommended to be completed during the first 2 weeks of the year during Start Smart: August 22 August 31, 2018 </p><p>1 </p><p>Modeled Writing (Assisted Writing): Focused Modeled Writing </p><p> Teacher selects writing prompt </p><p> Teacher models I do, you do, I monitor strategy </p><p> 3-5 day model to the draft (rainbow writing) </p><p> Suggested prompts for narrative modeled writing can be found: - WFBB Setting the Stage for grade 2, pages 46-47 - WFBB Narrative for grade 2, page 88 </p><p>To be completed during the unit: September 4 October 19, 2018 </p><p>At least 1-2 within the unit </p><p>Prompt Writing (Unassisted Writing): Write about a time you had fun with a friend. </p><p> Use district writing prompt for all students </p><p> Unassisted writing </p><p> Use WFBB Analytical Rubric to assess student skills o 2nd Grade Personal Chronological Narrative Rubric, </p><p>WFBB Narrative page 92 </p><p>Recommended to be completed during the first 2-3 weeks of the unit: September 13 September 22, 2018 </p><p>1 </p><p>What else should be happening in the...</p></li></ul>

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