2 ELA Curricul… · Web vie

Gloucester Township Public Schools

English Language ArtsGrade 2

CurriculumUpdated-Summer 2017

Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 1: Friends Help Friends

Time Frame: 6 Weeks

Description: The Big Idea: How do families and friends learn, grow, and help one another?Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice Friendly Letter; Personal Narrative: Focus on an Event, Analyze key details

Unit OverviewReading Strategy

Reading Skill

Writing Grammar, Mechanics

Speaking and Listening

Word Work

Visualize Key details Trait ideas Expanding and combining sentences

Readers theater Short a, I,o, e, u

Ask and answer questions

Character, setting, events

Trait organization Sentence, Capitalization, punctuation

Fluency: accuracy, rate, expression

Ending: -s,-es,-ed,-ing

Trait Word choice Letter punctuation Publishing celebration Two letter blends: (t,s,r,l)Trait sentence fluency

Comma after sequence word

Closed syllables

Quotation marks Long a_e, i_e

Predicates possessives

Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the conventions

of standard English grammar and usage when writing or speaking. [1 lesson]

L.1.4.C Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [7 lessons]

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [13 lessons]

L.2.2.B Use commas in greetings and closings of letters. [1 lesson]

L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]

L.2.2.E Consult print and digital resources, including beginning, dictionaries, as needed to check and correct spelling.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]

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. [5 lessons]

L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]

L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [3 lessons]

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]

L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]

L.2.6 Use words and phrases acquired through

Week 1: Meeting A Need

Essential Question:How do friends depend on

each other?

Reading

Language- Vocabulary- Phonics- Grammar and

Mechanics

Writing

Research and Inquiry

Handwriting-practice weekly spelling words

Technology

ReadingInteractive Read AloudTitle: The New KidGenre: Fiction/FantasyStrategy: VisualizationSkill: Key details

Reading/Writing WorkshopComprehensionShort Text: Little Flap Learns to FlyLexile: 390LGenre: Fiction/FantasyStrategy: VisualizeSkill: Key details

Literature AnthologyStrategy: VisualizeSkill: Key details

Main SelectionTitle: Help! A Story of FriendshipGenre: Fiction/FantasyLexile: 410L

Paired SelectionTitle: CrayonsGenre: PoetryLexile: NP

Fluency Skill: Expression

Leveled ReadersStrategy: VisualizeSkill: Key details

Main SelectionsGenre: Fantasy

Grade 2, Wonders, McGraw-Hill, 2014

Your Turn Practice Book

www.connected.mcgraw-hill.com

Gloucester Township Share Network

See District Benchmark Assessment Plan & K-5 ELA Assessment Plan

http://www.connected.mcgraw-hill.com/



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). [5 lessons]

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [8 lessons]

RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]

RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]

RF.1.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [21 lessons]

RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [4 lessons]

RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]

RF.2.4.A Read on-level text with purpose and understanding. [5 lessons]

RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]

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. [2 lessons]

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. [13 lessons]

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. [5 lessons]

RL.2.7 Use information gained from the illustrations and words in a print or digital text

A: Cat and Dog Lexile:230LO: The Quest Lexile:340L E: The Quest Lexile:300LB: Class PetsLexile: 500L

Paired SelectionsGenre: PoetryA: Uncle Max and I O: Together E: It Takes a FriendB: What Friends Do

Access Complex Text (ACT)Reading/Writing Workshop: Genre

Literature Anthology: Connection of Ideas; Genre; Specific Vocabulary

LanguageVocabularyVocabulary Words: actions, afraid, depend, nervously, peered, perfectly, rescue, secret

High Frequency Words: ball, blue, both, even, for, help, put, there, why, yellow

Additional Domain Words: hedgehog, prickles

Additional Academic Words: characters,events,evidence

Vocabulary Strategy: inflectional endings

Phonics/Spelling Skill: Short a/i

to demonstrate understanding of its characters, setting, or plot. [10 lessons]

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed. [1 lesson]

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. [6 lessons]

SL.2.1.A Follow agreed-upon norms 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). [1 lesson]

SL.2.1.B Build on others’ talk in conversations by linking their explicit comments to the remarks of others. [1 lesson]

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]

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. [1 lesson]

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. [3 lessons]

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing. [5 lessons]

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]

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

GrammarGrammar Skill: Statements and QuestionsGrammar Mechanics: Sentence capitalization/punctuation

WritingWriting Trait: Ideas: Focus on an EventWrite to Research: Write a comparisonWrite About Reading: Analyze key details

Research & InquiryWeekly: How do friends support and depend on one another?

Handwriting –-practice weekly spelling words

Technology – Go Digital!

science observations). [1 lesson] W.2.8 Recall information from experiences or

gather information from provided sources to answer a question. [1 lesson]

W.2.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]





L.2.2.E Consult print and digital resources, including beginning, dictionaries, as needed to check and correct spelling.




L.2.4.C Use a known root word as a clue to the

Week 2: Families Around the World

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

Reading


Mechanics

Writing



Technology

ReadingInteractive Read AloudTitle: Dinner at Alejandro’sGenre: FictionStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: Maria Celebrate BrazilLexile: 460LGenre: Realistic Fiction, FictionStrategy: VisualizeSkill: Character, Setting, Events

Literature AnthologyStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionTitle: Big Red LollipopGenre: Informational TextLexile: 480LPaired SelectionTitle: A Look at FamiliesGenre: Informational TextLexile: 480L


Leveled ReadersStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionsGenre: Informational Text









meaning of an unknown word with the same root (e.g., addition, additional). [4 lessons]



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). [3 lessons]


RF.2.3. A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams. [1 lesson]

RF.2.3.D Decode words with common prefixes and suffixes. [1 lesson]




A: Music in My FamilyLexile: 250LO: Happy New YearLexile: 350LE: Happy New YearLexile: 300LB: I’m Down UnderLexile: 560L

Paired SelectionsGenre: FictionA: Making MusicO: New Year’s EveE: New Year’s EveB: Families Around the World

Access Complex Text (ACT)Reading/Writing Workshop: Connections of Ideas

Literature Anthology: Lack of Prior Knowledge; Connections of Ideas; Purpose; Specific Vocabulary

Language

Vocabularyaside, culture, fair, invited, language,plead, scurries, share

High Frequency Wordscould, find, funny, green, how,little, one, or, see, sounds

Additional Domain Words:musical, triangle

Additional Academic Words:compare, exclamation, setting,

Vocabulary Strategy: Root words

RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]


RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]


RL.2.3 Describe how characters in a story respond to major events and challenges using key details. [12 lessons]

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections. [2 lessons]

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. [1 lesson]

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. [9 lessons]


Phonics/Spelling Skill: Short e,o,u

Structural Analysis: Inflectional Endings: -s, -es

Grammar Skill: Commands and Exclamations

Grammar Mechanics: Sentence Capitalization/ Punctuation

WritingWriting Trait: Organization: Strong Openings

Write to Research: Write a comparison

Write About Reading: Analyze Story Structure Using Text Evidence

Research & InquiryWeekly: How are celebrations, food, clothing and sports the same and different around the world?




SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]



W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [4 lessons]

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]

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). [2 lessons]

W.2.8 Recall information from experiences or gather information from provided sources to

answer a question. [1 lesson] L.2.1 Demonstrate command of the conventions

of standard English grammar and usage when writing or speaking. [2 lessons]


L.2.2.B Use commas in greetings and closings of letters. [6 lessons]


L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed to check and correct spelling.


L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. [4 lessons]


L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]





RF.2.4.A Read on-level text with purpose and

Week 3: Pets are our Friends

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

Reading


Mechanics

Writing



Technology

ReadingInteractive Read AloudTitle: My Partner And FriendGenre: FictionStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Finding CalLexile: 410LGenre: FictionStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events: Use illustrations

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events: Use illustrationsMain SelectionTitle: Not NormanGenre: FictionLexile:450LPaired SelectionTitle: My PuppyGenre: PoetryLexile: NP

Fluency Skill: Intonation

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key details: Use illustrationsMain SelectionsGenre: FictionA: Too Many PetsLexile: 240LO: A New Home for HenryLexile450E: A New Home for Henry









understanding. [9 lessons] RF.2.4.B Read on-level text orally with

accuracy, appropriate rate, and expression on successive readings. [3 lessons]

RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [3 lessons]

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]



RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.. [2 lessons]





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. [3 lessons]

Lexile: 350LB: Hello,Koko!Lexile: 510L

Paired SelectionsGenre: PoetryTitles:A: My Dog Loves MeO: My Best Friend ForeverE: HoppyB: Who is My Best Friend


Literature Anthology: Purpose; Specific Vocabulary

LanguageVocabularyVocabulary Words: decide, different, friendship, glance, proper, relationship, stares, trade

Additional Domain Words: goldfishAdditional Academic Words:closing,, greeting, rhyming

High-Frequency Words:boy, by, girl, he, here, she,small, want, were, what

Vocabulary Strategy: Sentence Clues

Phonics/Spelling Skill: 2-letterblends (r, s, t, l)

Structural Analysis: Closed





W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

Syllables

Grammar Skill: Subjects

Grammar Mechanics: Letter Punctuation

WritingWriting Trait: Word Choice: Precise Language

Write About Reading: Analyze Story Structure

Research & InquiryWeekly: What makes an animal a good pet?

Handwriting-practice weekly spelling wordsTechnology – Go Digital!

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]




L.2.4.A Use sentence-level context as a clue to the

Week 4: Animals Need Our Care

Essential Question:How do we care for animals?

Reading

Language- Phonics- Vocabulary- Grammar and

Mechanics

Writing


Handwriting-practice weekly

ReadingInteractive Read AloudTitle: All Kinds of VetsGenre: Informational TextStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Taking Care of PepperLexile: 520LGenre: Informational Text/Nonfiction NarrativeStrategy: Ask and Answer QuestionsSkill: Key Details: Use PhotosText Features: Photos, CaptionsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Key Details: Use Photos









meaning of a word or phrase. [2 lessons]





RF.2.3.A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams. [20 lessons] (Original RF.2.3.A moved to RF.1.3.D)

RF.2.3.D Decode words with common prefixes and suffixes. [6 lessons]





spelling words

Technology

Main SelectionTitle: Lola and Tiva:An Unlikely FriendshipGenre: Informational TextLexile:630L

Paired SelectionTitle: Animal NeedsGenre: Informational Text: InterviewLexile: 430L


Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key details: Use photosMain SelectionsGenre: Informational textA: People Helping WhalesLexile: 240LO: People Helping WhalesLexile: 550LE: People Helping WhalesLexile: 360LB: People Helping WhalesLexile: 610L

Paired SelectionsGenre: Informational TextTitles:A: Working With AnimalsO: Working With AnimalsE: Working With AnimalsB: Working With AnimalsAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Purpose

Literature Anthology: Lack of Prior Knowledge; Specific Vocabulary

Language



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. [9 lessons]RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. [1 lesson]


RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed. [1 lesson]


RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. [5 lessons]

VocabularyVocabulary Words: allowed, care, excited, needs, roam, safe, wandered, wild

Additional Domain Words: conservancy, rhino

Additional Academic Words:categorize, organization,sequence, subject

High-Frequency Words:another, done, into, move, now,show, too, water, year, your

Vocabulary Strategy: Root Words

Phonics/Spelling Skill: short a, long a: a_e

Structural Analysis: Inflectional Endings: -ed, -ing

Grammar Skill: Predicates

Grammar Mechanics: Commas in a Sequence

WritingWriting Trait: Organization: SequenceWrite About Reading: Analyze Key Details

Research & InquiryWeekly: What are the basic needs of animals?



RL.2.3 Describe how characters in a story respond to major events and challenges using key details. [1 lesson]


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. [6 lessons]





W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. [2 lessons]

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and

editing.. [3 lessons]


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). [2 lessons]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [5 lessons]

L.2.1.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). [7 lessons]


L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives. [8 lessons]

L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [1 lesson]


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. [2

Week 5: Families Working Together

Essential Question:What happens when families work together?

Reading


Mechanics

Writing



Technology

ReadingInteractive Read AloudTitle: Families TodayGenre: Informational TextStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Families WorkLexile: 500LGenre: Informational Text/Time for KidsStrategy: Ask and Answer QuestionsSkill: Key DetailsText Features: Photos, Captions, ChartLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Key Details

Main SelectionTitle: Families Working TogetherGenre: Informational Text/Time For KidsLexile:560L

Paired SelectionTitle: Why We WorkGenre: Informational TextLexile: 510L









lessons]


L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]





RF.2.3.A (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams.. [16 lessons] (Original RF.2.3.A moved to RF.1.3.D)

RF.2.3.C Decode regularly spelled two-syllable words with long vowels. [1 lesson]

Fluency Skill: Phrasing

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key detailsMain SelectionsGenre: Informational textA: Families At WorkLexile: 300LO: Families At WorkLexile: 400LE: Families At WorkLexile: 370LB: Families At WorkLexile: 630L

Paired SelectionsGenre: Informational TextTitles:A: A Family SawmillO: A Family SawmillE: A Family SawmillB: A Family Sawmill

Access Complex Text (ACT)Reading/Writing Workshop: Purpose

Literature Anthology: What Makes This Text Complex?; Specific

Vocabulary

Language

Vocabulary

Vocabulary Words: checks, choose, chores, cost, customers, jobs, spend, tools

Additional Domain Words:







RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [11 lessons]

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]

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. [3 lessons]

RI.2.7 Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]

Additional Academic Words: combine, comparison, expand

High-Frequency Words:all, any, goes, new, number, other,right, says, understands, work

Vocabulary Strategy: Inflectional Endings

Phonics/Spelling Skill: short i, long i: i_e

Structural Analysis: Possessives

Grammar Skill: Expanding and Combining Sentences

Grammar Mechanics: Quotation Marks with Dialogue

WritingWriting Trait: Analyze Text Features That Inform and Explain a Topic

Write About Reading: Analyze Text Features That Inform and Explain a Topic

Research & Inquiry

Weekly: What do different people do at work?Research Skill: Recall InformationUnit Project: Self-select and developfrom options for unit research projects.











W.2.4 (Begins in grade 3) [1 lesson]

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [1 lesson]


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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [5 lessons]



RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]

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. [1 lesson]

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. [1 lesson]

RI.2.10 By the end of year, read and comprehend informational texts, including

Week 6Review and Assess

Reading

Writing


Technology

ReadingReader’s Theatre: Focus on Vocabulary

Fluency: Intonation, Phrasing, Accuracy

Level Up Accelerating Progress

WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative

Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas

TechnologyReading DigitallySkimming and Scanning





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan




history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed. [4 lessons]

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, , at grade level text complexity or above with scaffolding as needed [1 lesson]


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. [1 lesson] SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]

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 conclusion. [1 lesson]

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). [1 lesson]


Navigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills Skimming and Scanning

Navigating Links

Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 2: Animal Discoveries

Time Frame: 6 Weeks

Description: The Big Idea: How do animals play a part in the world around us?Unit 2 Comprehension Skills and Strategies: reread, identify character, setting, and plot. Make, confirm, and revise predictions. Vocabulary Strategies: context clues Writing: Students learn and use Informative/Explanatory Text, How-to Text; How-to Directions.

Unit overviewReading Strategy

Reading Skill

Writing Grammar, Mechanics


Word Work

Make, confirm, revise, predictions

Main Topic and Key details

Trait ideas Expanding and combining sentences

Readers theater Short ,o, u

reread Character, setting, plot

Trait organization Capital letters Fluency: accuracy, rate, expression

Inflectional Ending: -ed,-ing

Trait Word choice

Singular, plural, possessive nouns

Publishing celebration Prefixes: re-, un-,dis-Suffixes: -ful,-less

Trait linking words

Comma in a series 3-letter blends: scr,spr,str,thr,spl,shr

Abbreviations Long u_e, o_e

Apostrophes Diagraphs: ch,-tch,sh,ph,th,ng,wh

CVCe

Standards Topics Activities Resources AssessmentL.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]

L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]


Week 1: Animals in Nature

Essential Question:How do animals play a

part in the world around us?

Reading

Language- Vocabulary

ReadingInteractive Read AloudTitle: Swamp LifeGenre: FictionStrategy: Make, confirm, revise predictionsSkill: character, setting, plot

Reading/Writing WorkshopComprehensionShort Text: A Visit to the DessertLexile: 490L


















- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

Genre: Fiction/Real FictionStrategy: Make, confirm, revise predictionsSkill: character, setting, plot

Literature AnthologyStrategy: Make, confirm, revise predictionsSkill: character, setting, plot

Main SelectionTitle: Sled Dogs RunGenre: Fiction/Real FictionLexile: 480L

Paired SelectionTitle: Cold Dog Hot FoxGenre: Informational/ExpositoryLexile: 510L


Leveled ReadersStrategy: Make, confirm, revise predictionsSkill: character, setting, plot

Main SelectionsGenre: Realistic Fiction

A: Hippos at the Zoo Lexile:220LO: Where Are They Going ? Lexile: 440L E: Where Are They Going? Lexile:380LB: An Artic Life for UsLexile: 600L

Paired Selections



RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]

RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]

RF.1.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]






RI.2.1 Ask and answer such questions as who,

Genre: Informational TextA: Hippos O: A Whale’s JourneyE: A Whale’s JourneyB: What is a Ptarmigan?

Access Complex Text (ACT)Reading/Writing Workshop: Purpose; Connections of Ideas

Literature Anthology: What Makes This Text Complex?; Organization; Specific Vocabulary

LanguageVocabularyVocabulary Words: adapt, climate, eager, freedom, fresh, sense, silence, shadows

High Frequency Words: because, cold, family, friends, have, know, off, picture, school, took

Additional Domain Words: N/A

Oral Vocabulary Words: capture, chorus, croak, reason, visitor

Additional Academic Words: opinion

Vocabulary Strategy: Prefixes

Phonics

Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Blending

Phonics/ Spelling Skill: short o, long

what, where, when, why, and how to demonstrate understanding of key details in a text. [2 lessons]








SL.2.2 Recount or describe key ideas or details

o: o_e

Structural Analysis: Doubling Final Consonants; Drop Final e: -ed, -ing

Grammar

Grammar Skill: NounsGrammar Mechanics: Commas in a series

Writing

Writing Trait: Ideas Descriptive Details

Write About Reading: Analyze illustrations

Research & InquiryWeekly: How do animals survive in their natural environments?

Handwriting Practice with weekly spelling words


from a text read aloud or information presented orally or through other media. [3 lessons]







W.2.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when

Week 2: Animals in Stories

ReadingInteractive Read AloudTitle: The Fox


See District Benchmark Assessment Plan

writing or speaking. [5 lessons]





L.2.3.a Compare formal and informal uses of English. [1 lesson]



L.2.4.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). [2 lessons]


Essential Question:What can animals in stories teach us?

Reading


Mechanics

Writing


Handwriting

Technology

Genre: Fiction/FableStrategy: Make, Confirm, Revise PredictionsReading/Writing WorkshopComprehensionShort Text: The Boy who Cried WolfLexile: 460LGenre: Fiction/FableStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Literature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Main Selection:Title: Wolf! Wolf!Genre: Fiction/FableLexile: 580L

Paired Selection:Title: Cinderella and FriendsGenre: Informational Text/ExpositoryLexile: 520L


Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionsGenre: FableA: The Cat and the MiceLexile: 220LO: The Dog and the Bone




& K-5 ELA Assessment Plan






R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [1 lesson]


RF.2.3.A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams.[20 lessons] (Original RF.2.3.A moved to RF.1.3.D)





Lexile: 440LE: The dog and the BoneLexile: 320LB:The Spider and the Honey TreeLexile: 590L

Paired SelectionsGenre: FableA: Beware of TigerO: The Dingo and His ShadowE: The Dingo and His ShadowB:The Girl and the Spider

Access Complex Text (ACT)

Reading/Writing Workshop: Specific Vocabulary; Organization

Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Specific Vocabulary

LanguageVocabularybelieve, delicious, feast, fond,lessons, remarkable, snatch, stories

High Frequency Wordschange, cheer, fall,five, look,open, should, their, won, yes

Oral Vocabulary Words: affection,crave, frustrated, nourishment, seekAdditional Domain Words:morsel,scrumptious

Additional Academic Words:fable, reflect, root words,

Vocabulary Strategy: Suffixes

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. [1 lesson] RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]





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. [1 lesson]


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

Phonics

Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Blending

Phonics/ Spelling Skill: short u, long u: u_e

Structural Analysis: CVCe Syllables

Grammar

Grammar Skill: Singular and Plural Nouns

Grammar Mechanics: Commas in a Series

WritingWriting Trait: Ideas: Supporting DetailsWrite to Research: N/A

Write About Reading: Analyze Themes

Research & InquiryWeekly: How can animal fables teach us lessons?Handwriting – Practice with weekly

spelling wordsTechnology – Go Digital!

setting, or plot. [1 lesson]

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. [1 lesson]







W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen

writing as needed through self-reflection, revising and editing.. [4 lessons]


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). [1 lesson]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [4 lessons]

L.2.1.A Use collective nouns (e.g., group). [2 lessons]

L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [1 lesson]


L.2.2.A Capitalize holidays, product names, and geographic names. [5 lessons]



L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or

Week 3: Animal Habitats

Essential Question:What are features of different animal habitats?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Explore a Coral ReefGenre: Informational TextStrategy: Make, Confirm, Revise PredictionsReading/Writing WorkshopComprehensionShort Text: Prairie Guard DogLexile: 480LGenre: Informational Text/Nonfiction NarrativeStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key DetailsText Features: Bold Print, Subheading, Chart, LabelsLiterature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key Details

Main SelectionTitle: Turtle, Turtle, Watch OutGenre: Informational TextLexile:520LPaired SelectionTitle: At Home in the RiverGenre: Informational/Text Expository








listening. [1 lesson]

L.2.3.A Compare formal and informal uses of English. [1 lesson]



L.2.4.BDetermine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [2 lessons]

L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [1 lesson]





Lexile: 500LFluency Skill: Phrasing

Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key Details

Main SelectionsGenre: Informational TextA: A Tree Full of LifeLexile: 310LO: A A Tree Full of LifeLexile:460LE: A Tree Full of LifeLexile: 410LB: A Tree Full of LifeLexile: 630L

Paired SelectionsGenre: Informational TextTitles:A: Life in a Termite MoundO: Life in a Termite MoundE: Life in a Termite MoundB: Life in a Termite Mound


Reading/Writing Workshop: Connections of Ideas; Genre

Literature Anthology: What Makes This Text Complex?; Connections of

Ideas; Specific Vocabulary

LanguageVocabularyVocabulary Words: buried, escape, habitat, journey, nature, peeks, restless, spies


RF.2.3.d Decode words with common prefixes and suffixes. [8 lessons]

RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]








RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key

Additional Domain Words: hatch, raccoons

Additional Academic Words:abbreviation, collective noun,common noun,

High-Frequency Words:almost, buy, food, out, pull, saw, sky, straight, under, wash

Oral Vocabulary Words:defend, encounter, located, positive,react


Phonics

Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Blending

Phonics/Spelling Skill: Soft c and g

Structural Analysis: Prefixes: re-, un-, dis-

Grammar

Grammar Skill: Kinds of Nouns

Grammar Mechanics: Capital Letters

WritingWriting Trait: Organization: Sequence

Write About Reading: Analyze Key Details

facts or information in a text efficiently. [2 lessons]

RI.2.7 Explain how specific, illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]


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. [1 lesson]

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. [1 lesson]


SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]



Research & InquiryWeekly: What are the features of animal habitats?

HandwritingPractice with weekly spelling words






L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [3 lessons]




L.2.3.A Compare formal and informal uses of

Week 4: Baby AnimalsEssential Question:

How are offspring like their parents??

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Wild Animal FamiliesGenre: NonfictionStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Eagles and EagletsLexile: 520LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Main topic and Key DetailsText Features: Captions, Diagram, LabelsLiterature AnthologyStrategy: RereadSkill: Main topic and Key Details

Main SelectionTitle: Baby BearsGenre: Nonfiction








English. [1 lesson]








RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [1 lesson]


Lexile:590L

Paired SelectionTitle: From Caterpillar to ButterflyGenre: Informational TextLexile: 560L

Fluency Skill:Pronunciation

Leveled ReadersStrategy: RereadSkill: Main topic and Key Details

Main SelectionsGenre: NonfictionA: Animal FamiliesLexile: 320LO: Animal FamiliesLexile: 490LE: Animal FamiliesLexile: 390LB: Animal FamiliesLexile: 600L

Paired SelectionsGenre: Informational TextTitles:A: Tadpoles Into FrogsO: Tadpoles Into FrogsE: Tadpoles Into FrogsB: Tadpoles Into Frogs


Reading/Writing Workshop: Genre; Connections of Ideas

Literature Anthology: What Makes This Text Complex?








RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]

RI.2.7 Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [2 lessons]

RI.2.9 Compare and contrast the most

LanguageVocabularyVocabulary Words: adult, alive, covered, fur, giant, groom, mammal, offspring


Additional Academic Words:diagram

High-Frequency Words:baby, early, eight, isn't,learn, seven, start, these, try,walkOral Vocabulary Words: affection,crave, frustrated, nourishment, seek

Vocabulary Strategy: Multiple-Meaning Words

PhonicsPhonemic Awareness: Identify and Generate Rhymes; Phoneme

Segmentation; Phoneme Blending

Phonics/Spelling Skill: Consonant Digraphs: ch, -tch, sh, ph, th, ng, wh

Structural Analysis: Suffixes:-ful, -less

GrammarGrammar Skill: More Plural Nouns

Grammar Mechanics: Abbreviations

WritingWriting Trait: Word Choice: Linking Words

Write About Reading: Analyze Key

important points presented by two texts on the same topic. [4 lessons]








W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points,

Details

Research & InquiryWeekly: How are baby animals like

their parents? How are they different?

Handwriting – Practice with weekly spelling words


and provide a conclusion. [3 lessons]



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). [2 lessons]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [8 lessons]L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives. [5 lessons]L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [3 lessons]


L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]L.2.3.A Compare formal and informal uses of English. [1 lesson]L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content,

Week 5: Animals in Poems

Essential Question:What do we love about animals?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: The Furry Alarm ClockGenre: PoetryStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "Cats and Kittens," "Desert Camels," "A Bat is Not a Bird"Lexile: NPGenre: PoetryStrategy: Ask and Answer QuestionsSkill: Key DetailsLiterary Element: Rhythym

Literature AnthologyStrategy: RereadSkill: Key Details

Main SelectionTitle: Beetles," "The Little Turtle"Genre: PoetryLexile:NP








choosing flexibly from an array of strategies. [6 lessons]L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [1 lesson]L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [8 lessons]

L.2.4.E Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [1 lesson]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [7 lessons]L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]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). [4 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [5 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [13 lessons]RF.2.4.A Read on-level text with purpose and understanding. [6 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on

Paired SelectionTitle: Gray GooseGenre: PoetryLexile: NP


Leveled ReadersStrategy: RereadSkill: Key DetailsMain SelectionsGenre: FictionA: Animals Petting ZooLexile: 250LO: Alice’s New PetLexile: 470LE: Alices’ New PetLexile: 350LB: Ava’s AnimalsLexile: 570L

Paired SelectionsGenre: PoetryA: Sheep SeasonO: Baby JoeyE: Four Little DucklingsB: Nanook

Access Complex Text (ACT)Reading/Writing Workshop: Purpose

Literature Anthology: What Makes This Text Complex?; Specific

VocabularyLanguage

VocabularyVocabulary Words: checks, choose, chores, cost, customers, jobs, spend, toolsAdditional Domain Words:Additional Academic Words: combine, comparison, expandHigh-Frequency Words:

successive readings. [2 lessons]RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]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. [1 lesson]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [4 lessons]RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]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. [9 lessons]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. [7 lessons]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. [11 lessons]SL.2.1.A Follow agreed-upon norms 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). [2 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]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. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [4 lessons]

all, any, goes, new, number, other,right, says, understands, work

Vocabulary Strategy: Inflectional Endings

Phonics/Spelling Skill: short i, long i: i_e

Structural Analysis: Possessives

Grammar Skill: Expanding and Combining Sentences

Grammar Mechanics: Quotation Marks with Dialogue

WritingWriting Trait: Analyze Text Features That Inform and Explain a Topic

Write About Reading: Analyze Text Features That Inform and Explain a Topic

Research & Inquiry

Weekly: What do different people do at work?Research Skill: Recall InformationUnit Project: Self-select and developfrom options for unit research projects.

Handwriting Practice with weekly spelling words


W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]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). [2 lessons]W.2.9 (Begins in grade 4) [1 lesson]






RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at grade level text complexity proficiently with scaffolding as needed. [4 lessons]

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed [1 lesson]


SL.2.5 Use multimedia, add drawings or other


Reading

Writing


Technology


Fluency: Intonation, Phrasing, Accuracy, Expression




TechnologyReading DigitallySkimming and ScanningNavigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills








visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]



Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 3: Live, Learn

Time Frame: 6 Weeks

Description: The Big Idea: What have you learned about the world that surprises you? Unit 2 Comprehension Skills and Strategies: reread, author’s purpose, identify character, setting, and plot, sequence, ask and answer questions, main idea. Make, confirm, revise predictions. Vocabulary Strategies: context clues Writing: Students learn and write Opinion Letters; Book Review.


Reading Skill Writing Grammar, Mechanics


Word Work

Ask and answer questions

Main Topic and Key details

Trait voice Verb: have Readers theater Contractions with ‘s, ‘re, ‘ll, ‘veContractions with not

Reread Character, setting, plot

Trait organization Sentence and letter Punctuation

Fluency: accuracy, rate, expression, inotation

Open syllables

Author’s purpose Trait Word choice Book titles Publishing celebration Plural –s, -es

Trait sentence fluency

Combining and rearranging sentences

Comparative endings –er, -est

Commas in a series Long a, ai, ay, ea, ei eigh, ey, I, y, igh, ie, o, oa, ow, oe, e, ee, ea, ie, y, ey, e_e, u_e, ew, ue, u

Past and future-tense verbs

Present tense verbs

abbreviations

Standards Topics Activities Resources AssessmentL.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [5 lessons]





Week 1:Weekly Concept: The

Earth’s Forces

Essential Question:How do the Earth's forces affect us?

Reading


Mechanics

Writing


Handwriting

ReadingInteractive Read AloudTitle: Apples and GravityGenre: NonfictionStrategy: reread

Reading/Writing Workshop

ComprehensionShort Text: Magnets WorkLexile: 560LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Author’s purposeText Features: Diagram With Labels, Bold Print, Subheadings

Literature AnthologyStrategy: RereadSkill: Author’s purpose















RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [3 lessons]


RF.2.4 Read with sufficient accuracy and

Technology Main SelectionTitle: I Fall DownGenre: NonfictionLexile: 560L

Paired SelectionTitle: Move ItGenre: Informational Text/ExpositoryLexile: 530L


Leveled ReadersStrategy: RereadSkill: Author’s purpose

Main SelectionsGenre: Informational Text

A: Forces at Work Lexile:220LO: Forces at Work

Lexile: 460L E: Forces at Work Lexile:360LB: Forces at WorkLexile: 600L

Paired SelectionsGenre: Informational TextA: Machines to Push and Pull O: Machines to Push and PullE: Machines to Push and PullB: Machines to Push and Pull


Reading/Writing Workshop:

fluency to support comprehension. [12 lessons]








RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [8 lessons]

RI.2.7 Explain how specific illustrations and

Genre; Sentence Structures

Literature Anthology: What Makes This Text Complex?;Specific Vocabulary

LanguageVocabularyVocabulary Words: amazing, force, measure, objects, proved, speed, true, weight

High Frequency Words: about, around, good, great, idea, often, part, second, two, world

Additional Domain Words: gravity

Oral Vocabulary Words: college, famous, path, planets, straight

Additional Academic Words:author's purpose,comparison,contractions,

Vocabulary Strategy: Similes

Phonics

Phonemic Awareness: Identify and Generate Rhyme; Phoneme Categorization; Phoneme Blending

Phonics/Spelling Skill: Long a: a, ai, ay, ea, ei, eigh, ey

Structural Analysis: Contractions with 's, 're, 'll, 've

images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]

RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. [4 lessons]






RL.2.8 (Not applicable to literature) [1 lesson]


SL.2.1.B Build on others’ talk in

Grammar

Grammar Skill: Action verbsGrammar Mechanics: Abbreviations

Writing

Writing Trait: Organization: Order Ideas

Write About Reading: Analyze Author’s Purpose

Research & InquiryWeekly: How do Earth's forces affect us? Research the pushes and pulls in your everyday life.

Handwriting Practice weekly spelling words


conversations by linking their explicit comments to the remarks of others. [1 lesson]







Week 2:Weekly Concept: Look At the Sky

Essential Question:What can we see in the sky?

Reading

Language- Vocabulary

ReadingInteractive Read AloudTitle: The Hidden SunGenre: Fiction Strategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Starry NightLexile: 540LGenre: FictionStrategy: Reread













L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [3 lessons]



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

- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

Skill: Character, Setting, Plot: Sequence

Literature AnthologyStrategy: RereadSkill: Character, Setting, Plot: SequenceMain Selection:Title: Mr. Putter & Tabby See the StarsGenre: FictionLexile: 580L

Paired Selection:Title: Day to NightGenre: Informational Text/ExpositoryLexile: 550L


Leveled ReadersStrategy: RereadSkill: Character, Setting, Plot: SequenceMain SelectionsGenre: FictionA: A Special SunsetLexile: 200LO: A Different Set of StarsLexile: 390LE: A Different Set of StarsLexile: 330LB:Shadows in the SkyLexile: 540L

Paired SelectionsGenre: Informational Text

A: Shadows and Sun Dials

happy). [2 lessons]

R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. [1 lesson]


RF.2.3. A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams. [4 lessons]

RF.2.3.C Decode regularly spelled two-syllable words with long vowels. [5 lessons]


RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [1 lesson]




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

O: StarsE: StarsB:Eclipses


Reading/Writing Workshop: Purpose

Literature Anthology: What Makes This Text Complex?; Organization;Connections of Ideas; Specific Vocabulary

LanguageVocabularyadventure, delighted, dreamed,enjoyed, grumbled, moonlight, neighbor, nighttime

High Frequency Wordsalso, apart, begin, either,hundred, over, places, those,which, without

Oral Vocabulary Words: exactly, present, reports, telescopes, total

Additional Domain Words:jellyroll, Big Dipper, Milky Way

Additional Academic Words:N/A

Vocabulary Strategy: Compound Words

PhonicsPhonemic Awareness: Phoneme Isolation; Phoneme

text. [1 lesson]






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. [1 lesson]



Substitution; Phoneme Blending; Phoneme Categorization

Phonics/Spelling Skill: Long i: i, y, igh, ieStructural Analysis: Open Syllables

GrammarGrammar Skill: Present-Tense Verbs

Grammar Mechanics: Commas in a Series

WritingWriting Trait: Word Choice: Linking Words

Write to Research: N/A

Write About Reading: Analyze Story Structure

Research & InquiryWeekly: Explore the phases of the Moon.Handwriting – Practice weekly

spelling words






SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]



W.2.6 With guidance and support from

adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]


L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [4 lessons] L.2.1.A Use collective nouns (e.g., group). [2 lessons]

L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [1 lesson]






Week 3:Weekly Concept: Ways People Help

Essential Question:How can people help out their community?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read Aloud

Title: Color Your CommunityGenre: Nonfiction/NarrativeStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: Ways People HelpLexile: 650LGenre: Informational Text/Nonfiction NarrativeStrategy: Ask and answer questionsSkill: Author’s PurposeText Features: Photos With Captions

Literature AnthologyStrategy: Ask and answer questionsSkill: Author’s Purpose

Main SelectionTitle: Biblioburro: A True Story from ColombiaGenre: Narrative NonfictionLexile:700LPaired SelectionTitle: The Enormous TurnipGenre: Fiction/Folktale

















Lexile: 610L


Leveled ReadersStrategy: Ask and answer questionsSkill: Author’s Purpose

Main SelectionsGenre: Narrative NonfictionA: City CommunitiesLexile: 290LO: City CommunitiesLexile:470LE: City CommunitiesLexile: 400LB: City CommunitiesLexile: 620L

Paired SelectionsGenre: FolktaleTitles:A: Magic AnansiO: Magic AnansiE: Magic AnansiB: Magic Anansi


Reading/Writing Workshop: Connections of Ideas;

Literature Anthology: What Makes This Text Complex?; Specific Vocabulary; Sentence Structure

LanguageVocabularyVocabulary Words: across, borrow, countryside, ideas,











insists, lonely, solution, villages

Additional Domain Words: burro, Colombia

Additional Academic Words:narrator

High-Frequency Words:better, group, long, more, only,our, started, three, who, won't

Oral Vocabulary Words:artist, celebration, commented, community, mural

Vocabulary Strategy: Synonyms

PhonicsPhonemic Awareness: Phoneme Deletion; Phoneme Substitution; Phoneme Addition; Phoneme Blending

Phonics/Spelling Skill: Long o: o, oa, ow, oe

Structural Analysis: Contractions with not

GrammarGrammar Skill: Past- and Future-Tense VerbsGrammar Mechanics: Letter Punctuation

WritingWriting Trait: Voice: Opinions

Write About Reading: Analyze Author's Purpose





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. [1 lesson]


SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]


SL.2.3 Ask and answer questions about what

Research & InquiryWeekly: How do people solve

problems or help in your community?



a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]





L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [4 lessons]


L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -

Week 4:Weekly Concept:Weather Alert

Essential Question:How does weather affect us?

Reading


Mechanics

Writing

ReadingInteractive Read AloudTitle: Clouds All Around UsGenre: ExpositoryStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: TornadosLexile: 660LGenre: Informational Text/ExpositoryStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Photos With








> boil). [5 lessons]








L.2.5.B Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). [2 lessons]

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


Handwriting

Technology

Captions, Bold Print, Subheadings, Sidebar With DirectionsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details

Main SelectionTitle: Wild WeatherGenre: ExpositoryLexile:670L

Paired SelectionTitle: Can You Predict the WEatherGenre: Informational Text/Expository Lexile: 610L


Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details

Main SelectionsGenre: Expository TextA: Weather All AroundLexile: 290LO: Weather All AroundLexile: 460LE: Weather All AroundLexile: 370LB: Weather All AroundLexile: 630L

Paired SelectionsGenre: Expository TextTitles:A: Colors in the Sky

happy). [3 lessons]




RF.2.4.A Read on-level text with purpose and understanding. [5 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]




RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to

O: Colors in the SkyE: Colors in the SkyB: Colors in the Sky


Reading/Writing Workshop: Purpose

Literature Anthology: Connections of Ideas; Specific

Vocabulary

LanguageVocabularyVocabulary Words: damage, dangerous, destroy, event, harsh, prevent, warning, weather

Additional Domain Words: temperature

Additional Academic Words:Pattern

High-Frequency Words:after, before, every, few, first,hear, hurt, old, special, would

Oral Vocabulary Words: gloomy, pleasant, predict, reflect, rises

Vocabulary Strategy: -Antonyms

PhonicsPhonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme

locate key facts or information in a text efficiently. [1 lesson]


RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. [1 lesson]


RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.. [1 lesson]




W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that

Blending

Phonics/Spelling Skill: Long e: e, ee, ea, ie, y, ey, e_eStructural Analysis: -s, -es

GrammarGrammar Skill: The Verb Have

Grammar Mechanics: Book titles

WritingWriting Trait: Organization: Strong Conclusions

Write About Reading: Analyze Text Features

Research & InquiryWeekly: How can people stay safe in extreme weather?



support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a conclusion. [1 lesson]






L.2.1.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). [6 lessons]

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

Week 5:Weekly Concept: Express Yourself

Essential Question:How do you express yourself?

Reading


Mechanics

Interactive Read AloudTitle: Why People DrumGenre: Time for KidsStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: They’ve Got the Beat! "Lexile: 620LGenre: Time for KidsStrategy: Ask and Answer Questions








writing. [6 lessons]









Writing


Handwriting

Technology

Skill: Main Idea and Key DetailsText Features: Photos With Captions, Bar GraphLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionTitle: Many Ways to Enjoy MusicGenre: Time for KidsLexile:680L

Paired SelectionTitle: A Musical MuseumGenre: Time for KidsLexile: 640L


Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational TextA: The Sounds of TrashLexile: 410LO: The Sounds of TrashLexile: 530LE: The Sounds of TrashLexile: 380LB: The Sounds of TrashLexile: 590L

Paired SelectionsGenre: Informational TextA: Talking UnderwaterO: Talking UnderwaterE: Talking UnderwaterB: Talking Underwater


RF.2.3.A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams. [15 lessons] (Original RF.2.3.A moved to RF.1.3.D)








RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of

Access Complex Text (ACT)Reading/Writing Workshop Organization; Sentence Structures

Literature Anthology: What Makes This Text Complex?; Purpose of Text; Specific Vocabulary

LanguageVocabularyVocabulary Words: cheered, concert, instrument, movements, music, rhythm, sounds, understand


Additional Academic Words: blend,combine,

High-Frequency Words:America, beautiful, began, climbed,come, country, didn't, give, live,turned

Oral Vocabulary Words: communicate, festivals, respect, squeezing, tradition

Vocabulary Strategy: Prefixes

PhonicsPhonemic Awareness: Phoneme Addition and Deletion; Identify and Generate Alliteration; Phoneme Blending

Phonics/Spelling Skill: Long u:

specific paragraphs within the text. [12 lessons]




RI.2.7 Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [3 lessons]





u_e, ew, ue, u

Structural Analysis: Comparative Endings: -er, -est

GrammarGrammar Skill: Combining and Rearranging SentencesGrammar Mechanics: Sentence Punctuation

WritingWriting Trait: Sentence Fluency: Vary Sentence Length

Write About Reading: Analyze Key Details

Research & Inquiry

Weekly: How do different musical instruments work?

Research Skill: Parts of the LibraryUnit Project: Self-select and developfrom options for unit research projects.

HandwritingPractice weekly spelling words



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 conclusion. [4 lessons]











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. [1 lesson]

SL.2.1.A Follow agreed-upon norms 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). [2 lessons]

SL.2.1.C Ask for clarification and further explanation as needed about the topics and


Reading

Writing


Technology


Fluency: Intonation, Phrasing, Accuracy, Expression




TechnologyReading DigitallySkimming and ScanningNavigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills








texts under discussion. [1 lesson] SL.2.5 Use multimedia, add drawings or

other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]

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 conclusion. [1 lesson]

W.2.7 Participate in shared research and writing projects [1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 4: Our Life / Our World

Time Frame: 6 WeeksDescription: The Big Idea: Our Life/Our WorldHow do different environments make the world an interesting place?

Unit 4 Comprehension Skills and Strategies: visualize, reread, character, setting, plot: compare and contrast. Vocabulary Strategies: compound words, sentence clues, similes, root words, Writing: ideas, word choice, voice, narrative, poems.


Reading Skill Writing Grammar, Mechanics Speaking and Listening

Word Work

Visualize Connections within text: Compare and

Trait voice Helping, irregular and linking verbs

Readers theater r- Controlled vowels er, ur,ir, or, ore, oar, ar, eer, ere, ear, are, air

contrastReread Connections

within text: Cause and effect

Trait word choice

Capitalization of proper nouns and book titles

Fluency: pronunciation, phrasing, expression

Silent letters: wr, kn, gn, mb, sc

Plot: Compare and contrast

Quotation marks Publishing celebration Inflectional endings

Theme Letter punctuation

Contractions, apostrophes in contractions

Standards Topics Activities Resources AssessmentL.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [11 lessons]L.2.2.A Capitalize holidays, product names, and geographic names. [2 lessons]L.2.2.dD Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [6 lessons]L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed to check and correct spelling.



Week 1: Different Places

Essential Question:.What makes different

parts of the world different??

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Where Do you Live?"Genre ExpositoryStrategy: Reread

QuestionsReading/Writing Workshop.ComprehensionShort Text: Alaska: A Special PlaceLexile: 560LGenre: ExpositoryStrategy: RereadSkill: Connections Within a Text: Compare and ContrastText Features: Map, Key, Labels, Subheadings

Literature AnthologyStrategy: RereadSkill: Connections Within a Text: Compare and ContrastMain SelectionGenre: Informational Text/ExpositoryTitle: Rain ForestsLexile: 580L

Grade 2 Wonders, McGraw-Hill, 2014







L.2.4.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). [1 lesson]L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]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). [3 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [31 lessons]RF.2.3.D Decode words with common prefixes and suffixes. [8 lessons]RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [2 lessons]RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [6 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]RF.2.4.A Read on-level text with purpose and understanding. [7 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]

Paired SelectionGenre: Informational Text/ExpositoryTitle: "African Savannas"Lexile: 680L Fluency Skill: Pronunciation

Leveled ReadersStrategy: RereadSkill: Connections Within a Text: Compare and ContrastMain SelectionsGenre: Expository Text

Titles:A: Rocky Mountain National ParkO: Rocky Mountain National ParkE: Rocky Mountain National ParkB: Rocky Mountain National Park

Paired SelectionsGenre: Expository Text

Titles:A: "Yellowstone"O: "Yellowstone"E: "Yellowstone"B: "Yellowstone"

LexilesA: 320LO: 540LE: 430LB: 630LAccess Complex Text (ACT)Reading/Writing Workshop: Visual Display about a RegionLiterature Anthology: Analyze ideas across texts

Language

RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]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. [10 lessons]RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [1 lesson]RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [10 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]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. [2 lessons]RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]RI.2.7 Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [2 lessons]RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [8 lessons]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. [2 lessons]SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]

VocabularyVocabulary Words:eerie, growth, layers, lively, location, region, seasons, temperate

Additional Academic Vocabulary:equator tropicalHigh Frequency Words:below, colors, don't, down, eat, many, morning, sleep, through, veryOral Vocabulary:factories, harbors, produce, timbers, valleysVocabulary Strategy: Compound Words

Phonemic Awareness:Phoneme Identity; Phoneme Categorization; Phoneme Blending

Phonics/Spelling Skill: Silent Letters wr, kn, gn, mb, sc

Structural Analysis: Prefixes/Suffixes – un, dis, ful, mis

Writing Trait: Focus on a Topic

Grammar Skill: Linking VerbsGrammar Mechanics: Capitalization of Proper Nouns

Write About Reading: Analyze Ideas Across Texts

Research Weekly: Explore the land features, plants, animals, and climate of a region.

Handwriting

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]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. [2 lessons]SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. [3 lessons]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. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]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). [2 lessons]

Practice using weekly spelling words



Week 2: Earth Changes

Essential Question:

ReadingInteractive Read AloudTitle: "Earth Changes"Genre: Expository


Your Turn Practice

See District Benchmark Assessment Plan & K-5 ELA

L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [5 lessons]


L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [2 lessons]L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed to check and correct spelling.



L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [1 lesson]L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [1 lesson]L.2.5 Demonstrate understanding of word relationships and nuances in word

How does the Earth change?

Reading


Mechanics

Writing


Handwriting

Technology

Strategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Into the SeaLexile: 650LGenre: ExpositoryStrategy: RereadSkill: Connections Within a Text: Cause and EffectText Features: Photos, Bold Print, Subheadings

Literature AnthologyStrategy: RereadSkill: Connections Within a Text: Cause and EffectMain SelectionGenre: Informational Text/ExpositoryTitle: VolcanoesLexile: 680LPaired SelectionGenre: Informational Text/ExpositoryTitle: "To The Rescue"Lexile: 750LFluency Skill: Phrasing

Leveled ReadersStrategy: RereadSkill: Connections Within a Text: Cause and EffectMain SelectionsGenre: Expository Text

Titles:A: EarthquakesO: EarthquakesE: EarthquakesB: Earthquakes

Paired Selections

Book



Assessment Plan



meanings. [3 lessons]L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]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). [2 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [19 lessons]RF.2.3.d Decode words with common prefixes and suffixes. [4 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]RF.2.4.A Read on-level text with purpose and understanding. [6 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]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. [3 lessons]RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [1 lesson]RI.2.3 Describe the connection between a series of historical events, scientific ideas

Genre: Expository Text

Titles:A: "Glaciers"O: "Glaciers"E: "Glaciers"B: "Glaciers"

LexilesA: 350LO: 530LE: 430LB: 630LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, Organization

Literature Anthology: What Makes This Text Complex?; Specific Vocabulary

LanguageVocabulary Words:active, Earth, explode, island, local, properties, solid, steepAdditional Domain Vocabulary:erupt, lava

Additional Academic Vocabulary:time-order wordsHigh Frequency Words:animal, away, building, found, from, Saturday, thought, today,Oral Vocabulary:carved, glide, sphere, suddenly, surfaceVocabulary Strategy: Sentence Clues

Phonemic Awareness:Phoneme Segmentation; Phoneme Blending; Phoneme Substitution

Phonics/Spelling Skill: r-controlled

or concepts, or steps in technical procedures in a text. [14 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]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. [2 lessons]RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]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. [1 lesson]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. [1 lesson]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. [3 lessons]SL.2.1.A Follow agreed-upon norms 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). [4 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]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. [1 lesson]

vowels /ûr/ er, ir, ur, orStructural Analysis: Inflectional Endings

Grammar Skill: Helping VerbsGrammar Mechanics: Quotation Marks

WritingWriting Trait: Word Choice; Time-Order Words

Write About Reading: Analyze Author’s Word Choice

Research & InquiryWeekly: How do natural events change the Earth?

Handwriting Practice using weekly spelling words


W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. [3 lessons]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. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [2 lessons]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [8 lessons]L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [7 lessons]L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [4 lessons]L.2.2 Demonstrate command of the conventions of standard English

Week 3: Our Culture Makes Us Special

Essential Question:How are kids around the world different?

Reading


ReadingInteractive Read AloudTitle: "My New School"Genre: Realistic FictionStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: “Happy New Year!"Lexile: 590LGenre: Realistic FictionStrategy: VisualizeSkill: Character, Setting, Plot:








capitalization, punctuation, and spelling when writing. [10 lessons]L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed to check and correct spelling.


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. [3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]

L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]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). [5 lessons] RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [5 lessons]RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [1 lesson]RF.2.4 Read with sufficient accuracy and

Mechanics

Writing


Handwriting

Technology

Compare and Contrast

Literature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Compare and ContrastMain SelectionGenre: Realistic FictionTitle: Dear Primo: A Letter to My CousinLexile: 610L

Paired SelectionGenre: Informational Text: ExpositoryTitle: "Games Around the World”Lexile: 600LFluency Skill: Expression

Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Compare and ContrastMain SelectionsGenre: Realistic FictionTitles:A: Sharing CulturesO: A New Life in IndiaE: A New Life in IndiaB: Akita and Carlo

Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Music Around the World"O: "Dress Around the World"E: "Dress Around the World"B: "Food Around the World"LexilesA: 350LO:480LE: 440LB: 620LAccess Complex Text (ACT)

fluency to support comprehension. [9 lessons]RF.2.4.A Read on-level text with purpose and understanding. [5 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]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. [2 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [4 lessons]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. [2 lessons]RL.2.3 Describe how characters in a story respond to major events and challenges using key details. [10 lessons]

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. [1 lesson]RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.. [4 lessons]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. [1 lesson]RL.2.7 Use information gained from the illustrations and words in a print or

Reading/Writing Workshop: Prior KnowledgeLiterature Anthology: What Makes this Text Complex ?; Organization; Sentence Structure, Specific Vocabulary

LanguageVocabulary

Vocabulary Words:common, costume, customs, favorite, parade, surrounded, travels, wonderAdditional Domain Words:cousin, primoAdditional Academic Vocabulary:voiceHigh Frequency Words:ago, carry, certain, everyone, heavy, outside, people, problem, together, warmOral Vocabulary:accompanies, assigns, crowded, locker, usualVocabulary Strategy: Similes

Phonemic Awareness:Generate Rhyme; Initial Sound and Substitution; Phoneme Blending

Phonics/Spelling Skill: r-controlled vowels /ôr/ or, ore, oar; /är/ arStructural Analysis: Irregular Plurals

Grammar Skill: Irregular VerbsGrammar Mechanics: Book Titles

WritingWriting Trait: Voice: Show FeelingsWrite About Reading: Analyze How an Author Compares Characters and Events

Research & Inquiry

digital text to demonstrate understanding of its characters, setting, or plot. [7 lessons]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. [4 lessons]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. [2 lessons]SL.2.1.B Build on others’ talk in conversations by linking their explicit comments to the remarks of others. [1 lesson]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]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. [2 lessons]

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. [4 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]

Weekly: Games from around the world. How are they played?



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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [9 lessons]L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [11 lessons]L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed to check and correct spelling.


L.2.3.A Compare formal and informal uses of English. [1 lesson]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. [3 lessons]L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Week 4: Folktales About Nature

Essential Question:How can we understand nature?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "How Thunder and Lightning Came to Be"Genre: Folktale/DramaStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: "Why the Sun and the Moon Live in the Sky"Lexile: NPGenre: PlayStrategy: VisualizeSkill: Theme

Literature AnthologyStrategy: VisualizeSkill: ThemeMain SelectionGenre: Folktale/DramaTitle: How the Beetle Got Her ColorsLexile: NP

Paired SelectionGenre: Fiction/FolktaleTitles: “How the Finch Got Its Colors”Lexile: 600L

Fluency Skill: ExpressionLeveled Readers

Strategy: Visualize








[3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]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). [2 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]RF.2.3.D Decode words with common prefixes and suffixes. [1 lesson]RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [13 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]RF.2.4.A Read on-level text with purpose and understanding. [6 lessons]

RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [5 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]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. [2 lessons]

Skill: ThemeMain SelectionsGenre: FolktaleTitles:A: Why Turtles Live in the WaterO: How the Rainbow Was MadeE: How the Rainbow Was MadeB: Why Spider Has 8 Thin Legs

Paired SelectionsGenre: FolktaleTitles:A: "Why Corn Has Silk"O: “How The Rainbow Was Made”E: "How The Rainbow Was Made”B: "Why There Are Stars"

LexilesA: 290LO: 440LE: 340LB: 600L

Access Complex Text (ACT)Reading/Writing Workshop: Genre; Purpose

Literature Anthology: Specific Vocabulary

LanguageVocabularyVocabulary Words: ashamed, boast, dash, holler, plenty, similarities, victory, wisdomHigh Frequency Words: again, behind, eyes, gone, happened, house, inside, neither, stood, youngOral Vocabulary Words: blustery,

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. [12 lessons]RL.2.3 Describe how characters in a story respond to major events and challenges using key details. [1 lesson]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. [1 lesson]RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.. [5 lessons]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. [1 lesson]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. [8 lessons]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. [4 lessons]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. [4 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]SL.2.3 Ask and answer questions about

chilly, drenched, drizzle, task

Vocabulary Strategy: Root WordsPhonemic Awareness: Phoneme Segmentation; Phoneme Blending; Identify SyllablesPhonics/Spelling Skill: r-controlled vowels /îr/ eer, ere, earStructural Analysis: Abbreviations

Grammar Skill: Irregular VerbsGrammar Mechanics: Letter Punctuation

WritingWriting Trait: Ideas: Develop CharacterWrite About Reading: Analyze Theme

Research & InquiryWeekly: How do folktales from different cultures explain nature?



what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [1 lesson]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. [3 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [5 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [9 lessons]

Week 5: Poems About Nature

Essential Question:What excites us about nature?

Reading

ReadingRead AloudTitle: "Redwood National Forest," "The Amazing Meadow," "The Sahara Desert"Genre: PoetryStrategy: VisualizeReading/Writing Workshop







L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives. [4 lessons]L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [7 lessons]



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. [2 lessons]L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [1 lesson]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [6 lessons]L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]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). [5 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [32 lessons]RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. [6 lessons]


Mechanics

Writing


Handwriting

Technology

ComprehensionShort Text: "Snow Shape," "Nature Walk," "In the Sky"Lexile: NPGenre: PoetryStrategy: VisualizeSkill: ThemeLiterary Element: Repetition

Literature AnthologyStrategy: VisualizeSkill: ThemeMain SelectionGenre: PoetryTitle: "April Rain Song," "Rain Poem"Lexile: NP

Paired SelectionGenre: PoetryTitle: "Helicopters," "Windy Tree"Lexile: NPFluency Skill: Phrasing

Leveled ReadersStrategy: VisualizeSkill: ThemeMain SelectionsGenre: FictionTitles:A: A Hike in the WoodsO: A Little WorldE: A Little WorldB: Star Party

Paired SelectionsGenre: PoemTitles:A: "The Woods"O: "See a Star"E: "By the Sea"B: "Moon"


RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. [4 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [8 lessons]RF.2.4.A Read on-level text with purpose and understanding. [4 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]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. [6 lessons]RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. [13 lessons]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. [12 lessons]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. [1 lesson]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. [4 lessons]RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed. [1 lesson]

LexilesA: 340LO: 500LE: 400LB: 590LAccess Complex Text (ACT)Reading/ Writing Workshop: Purpose; Connection of IdeasLiterature Anthology: Specific Vocabulary

LanguageVocabularyVocabulary Words: drops, excite, outdoors, paleAdditional Academic Words: sensory wordsHigh Frequency Words: among, bought, knew, never, once, soon, sorry, talk, touch, uponOral Vocabulary Words: broad, dunes, plump, swaying, twirling

Vocabulary Strategy: Similes

Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme BlendingPhonics/Spelling Skill: r-controlled vowels /âr/ are, air, ear, ereStructural Analysis: r-controlled Vowel Syllables

Grammar Skill: ContractionsGrammar Mechanics: Contractions/Apostrophes

WritingWriting Trait: Word Choice: Sensory WordsWrite About Reading: Analyze Word

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. [3 lessons]SL.2.1.A Follow agreed-upon norms 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). [6 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]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. [2 lessons]SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [4 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [3 lessons]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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [3

Choice and Provide OpinionResearch & Inquiry

Weekly: Research nature poems. How are similes used in poems about nature?

Unit Level:Research Skill: Taking NotesUnit Project: Self-select and develop from options for unit research projects.



lessons]

RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [5 lessons]RF.2.4.A Read on-level text with purpose and understanding. [5 lessons]RF.2.4.B Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]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. [1 lesson]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, at grade level text complexity proficiently with scaffolding as needed. [3 lessons]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. [1 lesson]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. [2 lessons]SL.2.1.A Follow agreed-upon norms 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). [1 lesson]


Reading

Writing


Technology


Fluency: Pronunciation, Expression, Phrasing,


WritingShare Your WritingPortfolio ChoiceGenre Writing

Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas

TechnologyReading Digitally

Navigating Links

End of Unit Assessment

Read the following poem by Emily Dickinson:

Make me a picture of the sun -So I can hang it in my room.And make believe I'm getting warmWhen others call it "Day"!

Draw me a Robin - on a stem -So I am hearing him, I'll dream,And when the Orchards stop their tune -Put my pretense - away -








SL.2.1.B Build on others’ talk in conversations by linking their explicit comments to the remarks of others. [1 lesson]SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing.. [1 lesson]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]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). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

Say if it's really - warm at noon -Whether it's Buttercups - that "skim" -Or Butterflies - that "bloom"?Then - skip - the frost - upon the lea -And skip the Russet - on the tree -Let's play those - never come!

1. Choose three sensory words in the poem and explain how they make the reader feel.2. What does the author think about pretending? How do you know?3. Choose two places and compare them. How are they the same? How are they different?4. If you could go anywhere in the world, where would you go? Why?

Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 5: Let’s Make a Difference

Time Frame: 6 WeeksDescription: The Big Idea: How can people make a difference?


Reading Skill Writing Grammar, Mechanics


Word Work

Summarize Connections within text: sequence

Trait ideas Capitalization proper nouns

Readers theater Diphthongs: ou, ow, oy, oi

Make, confirm, and Connections Trait sentence Capitalization pronoun I Fluency: pronunciation, Variant vowels

revise predictions within text: Cause and effect

fluency and book titles phrasing, expression, intonation, rate, accuracy

Plot: problem and solution

Trait organization

Pronouns I and me, we and us

Publishing celebration plurals

Point of view Trait word choice and voice

Possessive pronouns Constants plus le

Contractions Contractions with not

Pronoun word agreement Short vowel digraphs: e, /ea/, u, /ou/, /l/, y


L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [7 lessons]





L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and

Week 1Weekly Concept: Being a Good Citizen

Essential Question: What do good citizens do?"

Reading


Mechanics

Writing


Handwriting

Technology

Reading

Interactive Read AloudTitle: "A Boy Named Martin"Genre: Realistic Fiction

Strategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: A Difficult DecisionLexile: 510LGenre: Realistic FictionStrategy: SummarizeSkill: Point of View

Literature AnthologyStrategy: SummarizeSkill: Point of View

Main SelectionGenre: Realistic FictionTitle: Grace for PresidentLexile: 580L

Paired SelectionGenre: Informational








phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. [4 lessons]



L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [1 lesson]




R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [2 lessons]

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [9

Text/Nonfiction Narrative

Title: "Helping to Make Smiles"Lexile: 520L

Leveled Readers

Strategy: SummarizeSkill: Point of View

Main SelectionsGenre: Realistic Fiction Titles:A: Fixing the Playground O: The Food CrewE: The Food CrewB: How Many Greats?

Paired SelectionsGenre: Narrative Nonfiction

Titles: A: "Hero" O: "A School Feeds Others"E: "A School Feeds Others" B: "Freedom Walk"LexilesA: 340LO: 480LE: 430LB: 620L

Access Complex Text (ACT)Reading/Writing Workshop: Organization; Sentence Structure

Literature Anthology: What

lessons]










Makes This Text Complex?; Specific Vocabulary; Prior Knowledge; Connections of Ideas

LanguageVocabulary Words: champion, determined, issues, promises, responsibility, rights, volunteered, votes

Additional Domain Words: electoral, constituents, candidate

Additional Academic Words: quotation marks


High-Frequency WordsHigh-Frequency Words: answer, been, body, build, head, heard, minutes, myself, pretty, pushed

Oral Vocabulary WordsOral Vocabulary Words: calm, concern, exhausted, offered, treat

PhonicsPhonemic Awareness: Phoneme Reversal; Initial and



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. [4 lessons]





W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points,

Final Sound Substitution; Phoneme Blending

Phonics/Spelling Skill: Diphthongs ou, ow

Structural Analysis: Irregular Plurals

Fluency SkillIntonation

Writing

Unit 5: Informative/ Explanatory Text

Explanatory Writing;Compare/Contrast Writing

Writing Trait: Ideas: Descriptive Details

Grammar Skill: Pronouns

Grammar Mechanics: Quotation Marks

Write About Reading: Analyze Point of View

Research & InquiryWeekly: How can kids be good citizens at school and in the community?

HandwritingPractice using weekly spelling words

Meri, 06/30/14,

This may be a little broad. You could narrow it to either the school or community, or you could ask “What are some kids doing to be good citizens?” or “What can I do to be a good citizen?” Since the writing skill is compare and contrast, you might want to have them research two different “student citizens” and compare and contrast what they did for their school or community.

Meri, 06/30/14,

I like this topic. I think it can be rephrased to “How can recycling help protect the earth?” unless you were going for “What items can be recycled, and how does recycling them help the earth?” If you answer the first question, it will get into some very technical scientific concepts, such as greenhouse gases, manufacturing energy, and landfill waste. That’s fine, but it might be a lot to bite off. Another option is to ask “What does it mean to reduce, reuse, and recycle?”

and provide a conclusion. [1 lesson]





Technology – Go Digital


L.2.1.C Use reflexive pronouns (e.g., myself, ourselves). [6 lessons]



Week 2Weekly Concept: Cooperation Works!

Essential Question: How do people get along?

Reading


Mechanics

Writing

ReadingInteractive Read AloudTitle: "My First Day"Genre: SummarizeStrategy: Reread

Reading/Writing WorkshopComprehension

Short Text: Soccer FriendsLexile: 510LGenre: FictionStrategy: Summarize

Skill: Point of View

















RF.2.3 Know and apply grade-level phonics


Handwriting

Technology

Literature AnthologyStrategy: Summarize

Skill: Point of View

Main SelectionGenre: Fiction

Title: Once Upon a Baby Brother

Lexile: 560L

Paired SelectionGenre: Informational Text/ExpositoryTitle: "Bully-Free Zone"Lexile: 640L

Leveled ReadersStrategy: Summarize

Skill: Point of ViewMain SelectionsGenre: Fiction Titles:A: Rainy Day O: Thirteen Is a CrowdE: Thirteen Is a CrowdB: Partners

Paired SelectionsGenre: Informational TextTitles: A: "Boys and Girls Club" O: "Big Brothers Big Sisters"E: "Big Brothers Big Sisters" B: "4-H"LexilesA: 350LO: 500L

and word analysis skills in decoding words. [14 lessons]








RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. [1 lesson]

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

E: 400LB: 660L


Reading/Writing Workshop: Genre

Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Organization; Specific Vocabulary

LanguageVocabulary Words: amused, cooperate, describe, entertained, imagination, interact, patient, peaceful

Additional Domain Words: brainstormed

Vocabulary Strategy: Idioms

High-Frequency WordsHigh-Frequency Words: brought, busy, else, happy, I'll, laugh, love, maybe, please, severalOral Vocabulary WordsOral Vocabulary Words: audience, decorate, instructions,

key details. [3 lessons]








pretended, shiver

PhonicsPhonemic Awareness: Phoneme Blending; Phoneme Substitution; Phoneme Segmentation; Phoneme Deletion

Phonics/Spelling Skill: Diphthongs oy, oi

Structural Analysis: Consonant + le (el, al) Syllables

Fluency SkillExpression

WritingUnit 5: Informative/ Explanatory Text

Explanatory Writing;Compare/Contrast WritingWriting Trait: Sentence Fluency: Vary Sentence Length

Grammar Skill: Pronouns I and Me, We and Us

Grammar Mechanics: Capitalizing the Pronoun I


Research & InquiryWeekly: How do people get along in different settings and situations?


W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. [1 lesson]








L.2.2 Demonstrate command of the

Week 3Weekly Concept: Our Heroes

Essential Question: What do heroes do?


Title: "A Hero On and Off Skis"

Genre: Informational Text/Biography



www.connnected.mc


http://www.connnected.mcgraw-hill.com/

conventions of standard English capitalization, punctuation, and spelling when writing. [12 lessons]








L.2.4.E Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [1 lesson]


Reading


Mechanics

Writing


Handwriting

Technology

Strategy: Summarize


Short Text: César ChávezLexile: 600LGenre: Informational Text/BiographyStrategy: SummarizeSkill: Connections Within a Text: SequenceText Features: Bold Print, Subheadings, Timeline

Literature Anthology

Strategy: Summarize

Skill: Connections Within a Text: Sequence

Main SelectionGenre: Informational Text/BiographyTitle: Brave BessieLexile: 650L

Paired SelectionGenre: Fiction/ LegendTitle: "The Legend of Kate Shelley"Lexile: 640LLeveled ReadersStrategy: SummarizeSkill: Connections Within a Text: SequenceMain SelectionsGenre: Biography Titles:

graw-hill.com


http://www.connnected.mcgraw-hill.com/










RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts,

A: Rudy Garcia-Tolson O: Rudy Garcia-TolsonE: Rudy Garcia-TolsonB: Rudy Garcia-Tolson

Paired SelectionsGenre: Biography

Titles: A: "The Unsinkable Molly Brown" O: "The Unsinkable Molly Brown"E: "The Unsinkable Molly Brown" B: "The Unsinkable Molly Brown"LexilesA: 380LO: 550LE: 470LB: 640L


Reading/Writing Workshop: Genre

Literature Anthology: Specific Vocabulary

LanguageVocabulary Words: agree, challenging, discover, heroes, interest, perform, study, succeed

or steps in technical procedures in a text. [11 lessons]









SL.2.2 Recount or describe key ideas or details from a text read aloud or information

Vocabulary Strategy: Synonyms

High-Frequency WordsHigh-Frequency Words: air, along, always, draw, during, ever, meant, nothing, story, won't

Oral Vocabulary WordsOral Vocabulary Words: competing, inspired, limited, overcome, refused

PhonicsPhonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending

Phonics/Spelling Skill: Variant Vowels: /ü/ oo, u, u_e, ew, ue, ui; /ů/ oo, ou, u

Structural Analysis: Contractions with not

Fluency Skillphrasing

WritingUnit 5: Informative/

presented orally or through other media. [3 lessons]






Explanatory Text


Writing Trait: Organization: Sequence

Grammar Skill: Possessive Pronouns

Grammar Mechanics: Capitalization of Proper Nouns

Write About Reading: Analyze SequenceResearch & Inquiry

Weekly: Explore the life of an American hero.

Handwriting – Practice using weekly spelling words





Week 4Weekly Concept: Preserving Our Earth

Essential Question: How can we protect the Earth?

Reading

Language- Phonics


Title: "Clean Water"Genre: FictionStrategy: Make, Confirm, Revise Predictions
















R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [6 lessons]


RF.2.3.F Recognize and read grade-

appropriate irregularly spelled words. [6 lessons]




- Vocabulary- Grammar and

Mechanics

Writing


Handwriting

Technology

Short Text: The Art ProjectLexile: 660LGenre: FictionStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Literature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Main SelectionGenre: FictionTitle: The Woodcutter’s GiftLexile: 690L

Paired SelectionGenre: Informational Text/ExpositoryTitle: "Earth’s Resources"Lexile: 600L

Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Main SelectionsGenre: Fiction Titles:A: Let's Carpool O: Our Beautiful TreeE: Our Beautiful TreeB: Family Night Unplugged

Paired SelectionsGenre: Informational Text




RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections.. [1 lesson]

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. [2 lessons]



SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]



SL.2.6 Produce complete sentences when

Titles: A: "The Clean Air Campaign"

O: "Dirt!"E: "Dirt!" B: "Tips For Saving Power"LexilesA: 350LO: 550LE: 470LB: 640LAccess Complex Text (ACT)

Reading/Writing Workshop: Specific Vocabulary; Sentence Clues

Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Specific Vocabulary

LanguageVocabulary Words: curious, distance, Earth resources, enormous, gently, proudly, rarely, supplyAdditional Academic Words:cause and effect,

Vocabulary Strategy: Homophones

High-Frequency WordsHigh-Frequency Words: city, father,

appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]







mother, o'clock, own, questions, read, searching, sure, though

Oral Vocabulary WordsOral Vocabulary Words: hesitated, memorable, pollution, reasons, suggest

PhonicsPhonemic Awareness: Identify Syllables; Phoneme Deletion; Phoneme Blending; Phoneme Addition

Phonics/Spelling Skill: Variant Vowels: /ô/ a, aw, au, augh, al, ough

Structural Analysis: Vowel Team Syllables

Fluency SkillIntonation

WritingUnit 5: Informative/ Explanatory Text


Writing Trait: Word Choice: Linking Words

Grammar Skill: ContractionsGrammar Mechanics: Contractions/ Possessive Pronouns

Write About Reading: Analyze Character, Setting, and Plot

Research & InquiryWeekly: How can recycling different items and materials help protect the earth?


Technology – Go Digital!L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]




L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [4 lessons]

L.2.3.A Compare formal and informal uses of English. [6 lessons]

Week 5Weekly Concept: Rights and Rules

Essential Question: Why are rules important?

Reading


Mechanics

Writing


Handwriting

Test Preparation

Reading

Interactive Read AloudTitle: "Town Rules"Genre: Time For KidsStrategy: Make, Confirm, Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: Visiting the PastLexile: 610LGenre: Time For KidsStrategy: Make, Confirm, Revise PredictionsSkill: Connections Within a Text: Cause and EffectText Features: Subheadings, Chart

Literature Anthology

Strategy: Make, Confirm,














R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [3 lessons]


RF.2.3.A. (Previously RF.2.3.B.) Know spelling-sound correspondences for common vowel teams. [1 lesson] (Original RF.2.3.A

Technology Revise Predictions

Skill: Connections Within a Text: Cause and Effect

Main SelectionGenre: Time For KidsTitle: Setting the RulesLexile: 610L

Paired SelectionGenre: Time For KidsTitle: "American Symbols"Lexile: 650L

Leveled Readers

Strategy: Make, Confirm, Revise Predictions

Skill: Connections With a Text: Cause and Effect

Main SelectionsGenre: Expository TextTitles:A: Government Rules O: Government RulesE: Government RulesB: Government Rules

Paired SelectionsGenre: Expository TextTitles: A: "Pool Rules" O: "Pool Rules"E: "Pool Rules" B: "Pool Rules"

Lexiles

moved to RF.1.3.D)

RF.2.3.C Decode regularly spelled two-syllable words with long vowels. [1 lesson]







RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [15 lessons]


RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key

A: 460LO: 540LE: 490LB: 670LAccess Complex Text (ACT)

Reading/Writing Workshop: Specific Vocabulary; Purpose

Literature Anthology: Purpose of a Text; Specific Vocabulary

LanguageVocabulary Words: exclaimed, finally, form, history, public, rules, united, writers

Additional Academic Words:alphabetical order,, symbols

Vocabulary Strategy: Multiple-Meaning Words

High-Frequency WordsHigh-Frequency Words: anything, children, everybody, instead, paper, person, voice, whole, woman, words

facts or information in a text efficiently. [2 lessons]








Oral Vocabulary WordsOral Vocabulary Words: elected, permission, recycle, services, transportation

Phonics

Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Reversal; Phoneme Blending

Phonics/Spelling Skill: Short Vowel Digraphs: /e/ ea; /u/ ou; /i/ y

Structural Analysis: Alphabetical Order (two letters)

Fluency SkillPronunciation

Writing

Unit 5: Informative/ Explanatory Text


Writing Trait: Voice: Formal vs. Informal

Grammar Skill: Pronoun-Verb Agreement

Grammar Mechanics: Book TitlesWrite About Reading: Analyze

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. [1 lesson]




W.2.9 (Begins in grade 4) [1 lesson]

Cause and Effect

Research & Inquiry

Weekly: Explore the history and significance of an American symbol.

Unit Level:Research Skill: Review Parts of the LibraryUnit Project: Self-select and develop from options for unit research projects.








RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical


Reading

Writing


Technology

Reading

Reader’s Theatre: Focus on Vocabulary



Writing

Share Your Writing








texts, , at grade level text complexity proficiently with scaffolding as needed. [4 lessons]

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, at grade level text complexity or above band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]




SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]




Portfolio Choice


Beginning Research

Unit Projects

Presentation of Ideas

Technology

Reading Digitally

Notetaking

Skimming and Scanning

Navigating Links

End of Unit Assessment1. What does a good citizen do?2. What does it mean to “make a difference”? Give 2-3 examples from the texts you read.3. What is the difference between a right and a responsibility?4. What is the most important action you can take to help protect the earth? Why?


Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 6: How on Earth?

Time Frame: 6 Weeks

Description: How on Earth? What keeps our world working? Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice informative/explanatory writing, summaries, and research.

Unit OverviewReading Strategy Reading Skill Writing Grammar,

MechanicsSpeaking and

ListeningWord Work

Summarize Theme Trait ideas Adjectives adjectives that compare

Readers theater Closed and open syllables

Reread Authors purpose Trait word choice Commas in series Fluency: pronunciation, phrasing, expression, intonation, rate, accuracy

CVCe syllables

Main ideas and key details

Trait organization Articles and this, these, and those

Publishing celebration Prefixes and suffixes

Point of view Apostrophes with possessive nouns

Compound words

Connections within text; problem and solution

Adverbs and prepositional phases

Contractions and possessives

adverbs


L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified. [5 lessons]







Week 1Weekly Concept: Plant Myths

and Facts

Essential Question: What do myths help us understand?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: The BluebellGenre: Fiction/MythStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Why Fir Tree Keeps His LeavesLexile: 560LGenre: MythStrategy: RereadSkill: Theme

Literature AnthologyStrategy: Reread

Skill: Theme

Main SelectionGenre: Fiction/MythTitle: The Golden Flower: A Taino Myth from Puerto RicoLexile: 590L

Paired SelectionGenre: Informational Text/ExpositoryTitle: A Pumpkin PlantLexile: 600L









L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [4 lessons]







RF.2.3.F Recognize and read grade-

Leveled ReadersStrategy: RereadSkill: Theme

Main Selections:Genre: MythA: The Apples of IdunO: Hercules and the Golden ApplesE: Hercules and the Golden ApplesB: Demeter and Persephone

Paired SelectionsGenre: Informational TextA: TomatoesO: ApplesE: ApplesB: Pomegranate

Lexiles:A: 400LO: 550LE: 440LB: 630L


Literature Anthology: What Makes This Text Complex?; Specific Vocabulary

LanguageVocabulary Words:Appeared, crops, develop, edge, golden, rustled, shining, stagesAdditional Domain Words:

appropriate irregularly spelled words. [2 lessons]




RF.2.4.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary. [3 lessons]





RL.2.6 Acknowledge differences in the

Puerto RicoAdditional Academic Words:Adjective, myth, point of viewVocabulary Strategy: Sentence Clues High Frequency WordsHigh-Frequency Words: door, front, order, probably, remember, someone, tomorrow, what’s, worry, yesterday

Oral Vocabulary WordsOral Vocabulary Words: disturb, entire, magnificent, stumbled, trembled

PhonicsPhonemic Awareness: Identify and Make Oral Rhymes; Phoneme Addition; Phoneme Blending; Phoneme DeletionPhonics/Spelling Skill: Closed Syllables and Open SyllablesStructural Analysis: Compound Words

Fluency SkillFluency Skill: Expression

WritingWriting Trait: Organization: Strong Openings

Grammar Skill: Adjectives

Grammar Mechanics:

points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [1 lesson]



SL.2.1.a Follow agreed-upon norms 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). [5 lessons]




SL.2.3 Ask and answer questions about what a speaker says in order to clarify

Commas in a Series

Write About Reading:Analyze Theme

ResearchWeekly: Research a plant and what it needs to grow



comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]






Week 2: We Need Energy

Essential Question:How do we use energy?

ReadingRead AloudTitle: How Does Energy Make Your Hair Stand Up?Genre: Informational












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

Reading

Language

Writing


Handwriting

Technology

Text/ExpositoryStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Pedal PowerLexile: 660LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Author’s PurposeText Features: Photos with Captions, Subheadings, Diagram, Labels

Literature AnthologyStrategy: RereadSkill: Author’s Purpose

Main SelectionTitle: My LightGenre: Informational Text/ExpositoryLexile: 680L

Paired SelectionTitle: The Power of WaterGenre: Informational Text/ExpositoryLexile: 650L

Leveled ReadersStrategy: RereadSkill: Author’s PurposeMain SelectionsGenre: Informational TextA: Wind PowerO: Wind PowerE: Wind Power





happy that makes me happy). [4 lessons]


RF.2.3.B Know spelling-sound correspondences for additional common vowel teams. [1 lesson]

RF.2.3.CDecode regularly spelled two-syllable words with long vowels. [20 lessons]







RI.2.2 Identify the main topic of a multiparagraph text as well as the focus

B: Wind Power

Paired SelectionsGenre: Informational TextA: A Solar HouseO: A Solar HouseE: A Solar HouseB: A Solar House

Lexiles:A:440LO:550LE:490LB:690L


Reading/Writing Workshop: Sentence Structure; Specific Vocabulary

Literature Anthology: What Makes This Text Complex?; Genre; Connections of Ideas; Specific Vocabulary

Language

VocabularyVocabulary Words: electricity, energy, flows, haul, power, silent, solar, undergroundAdditional Domain Words: dam, generatorsVocabulary Strategy: Paragraph Clues

High Frequency

of specific paragraphs within the text. [1 lesson]

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [1 lesson]







SL.2.1 Participate in collaborative

WordsHigh Frequency Words: alone, became, beside, four, hello, large, notice, round, suppose, surprised

Oral Vocabulary WordsOral Vocabulary Words: charge, effects, rushes, slight, streak

PhonicsPhonemic Awareness: Initial Phoneme Addition; Phoneme Segmentation; Initial Phoneme SubstitutionPhonics/Spelling Skill: CVCe Syllables

Structural Analysis: Prefixes/Suffixes

Fluency SkillFluency Skill: Intonation

WritingWriting Trait: Word Choice: Content Words

Grammar Skill: Articles and This, That, These, and ThoseGrammar Mechanics: Names and Titles

Write About Reading: Analyze Author’s Purpose

ResearchWeekly: How do we use different forms of energy

conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]






W.2.6 With guidance and support from

in our everyday lives?



adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]



L.2.1.C Use reflexive pronouns (e.g., myself, ourselves). [4 lessons]

L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified. [5 lessons]

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]



L.2.2.E Consult print and digital resources, including beginning dictionaries, as needed

Week 3: Team Up to Explore

Essential Question:Why is teamwork important?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingReading/Writing WorkshopComprehensionShort Text: Dive TeamsLexile: 660LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Main Idea and Key DetailsText Features:Photos with Captions, Map, Labels

Literature AnthologyStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionTitle: Astronaut HandbookGenre: Informational Text: ExpositoryLexile: 790L

Paired SelectionTitle: Teamwork to the TopGenre: Informational Text: Narrative Nonfiction








to check and check and correct spelling.









Lexile: 720L

Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key Details

Main SelectionsGenre: Informational TextA: Digging for SueO: Digging for SueE: Digging for SueB: Digging for Sue

Paired SelectionsGenre: Informational TextA: Ancient Ship DiscoveredO: Ancient Ship DiscoveredE: Ancient Ship DiscoveredB: Ancient Ship Discovered

Lexiles:A:430LO: 550LE:470LB:670L

Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Connection of Ideas

Literature Anthology: What Makes This Text Complex?; Sentence Structure; Specific Vocabulary

LanguageVocabulary










Vocabulary Words: exploration, important, machines, prepare, repair, result, scientific, teamworkAdditional Domain Words: astronaut, satellitesVocabulary Strategy: Greek and Latin Roots

High Frequency WordsHigh Frequency Words: above, brother, follow, listen, month, soft, something, song, who’s, wind

Oral Vocabulary WordsOral Vocabulary Words: attach, collect, deliver, experiments, nations

PhonicsPhonemic Awareness: Identify Syllables; Phoneme Segmentation and Blending; Phoneme Addition and DeletionPhonics/Spelling Skill: Consonant + le (el, al) Syllables

Structural Analysis: Contractions/Possessives

Fluency SkillFluency Skill: Pronunciation







SL.2.1.B Build on others’ talk in conversations by linking their explicit comments to the remarks of others. [1

WritingWriting Trait: Ideas: Supportive Details

Grammar Skill: Adjectives that CompareGrammar Mechanics: Apostrophes

Write About Reading: Analyze Text Features

ResearchWeekly: Research a place you’d like to travel and explore with a team. What jobs will need to be done? What job will each team member have?



lesson]







W.2.8 Recall information from experiences or gather information from

provided sources to answer a question. [1 lesson]L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified. [6 lessons]









Week 4: Money Matters

Essential Question:How do we use money?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Keep the ChangeGenre: Informational Text: ExpositoryStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: The Life of a Dollar BillLexile: 660LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Connections Within a Text: Problem and SolutionText Features: Photos with Captions, Graph, Labels, Subheadings

Literature AnthologyStrategy: SummarizeSkill: Connections Within a Text: Problem and SolutionMain SelectionGenre: Informational Text/ ExpositoryTitle: Money MadnessLexile: 780L

Paired SelectionGenre: Fiction/MythTitle: King Midas and the Golden TouchLexile: 720L

Leveled Readers










R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [1 lesson]


RF.2.3.B Know spelling-sound correspondences for additional common vowel teams. [14 lessons]





Strategy: SummarizeSkill: Connections Within Problem and SolutionMain SelectionsGenre: Informational TextA: How to Be a Smart ShopperO: How to Be a Smart ShopperE: How to Be a Smart ShopperB: How to Be a Smart Shopper

Paired SelectionsGenre: MythA: The Golden FleeceO: The Golden FleeceE: The Golden FleeceB: The Golden Fleece


Access Complex Text (ACT)Reading/Writing Workshop: Organization; Genre

Literature Anthology: Organization; Specific Vocabulary; Genre

Language

VocabularyVocabulary Words: invented, money, prices, purchase, record, system,






RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [5 lessons]



RI.2.6 Identify the main purpose of a

value, worthAdditional Domain Words: credit cardsVocabulary Strategy: Paragraph Clues

High Frequency WordsHigh Frequency Words: against, anymore, complete, enough, river, rough, sometimes, stranger, terrible, window

Oral Vocabulary WordsOral Vocabulary Words: charity, image, popular, portrait, symbol

PhonicsPhonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme ReversalPhonics/Spelling Skill: Vowel Team Syllables

Structural Analysis: Comparative Endings: -er,, –est (with spelling changes)

Fluency SkillFluency Skill: Intonation

WritingWriting Trait: Organization: Strong Conclusions

Grammar Skill: Adverbs

text, including what the author wants to answer, explain, or describe. [7 lessons]





RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. [1 lesson]



and Prepositional Phrases

Grammar Mechanics: CapitalizationWrite About Reading: Analyze Text Connections

Research & InquiryWeekly: Where does money come from and where does it go?

HandwritingPractice using weekly

spelling words






W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]


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). [2 lessons]L.2.1.E Use adjectives and adverbs, and Week 5: The World of Ideas Reading Grade 2, Wonders, See District Benchmark

choose between them depending on what is to be modified. [6 lessons]






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. [1 lesson]



L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1

Essential Question:Where can your imagination take you?

Reading


Mechanics

Writing


Handwriting

Technology

Interactive Read AloudTitle: Give Me a Brown Box, Music Sends MeGenre: PoetryStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Texts: A Box of Crayons, What Story is This, The TicketLexile: NPGenre: PoetryStrategy: SummarizeSkill: Point of ViewLiterary Element:Rhyme

Literature AnthologyStrategy: SummarizeSkill: Point of ViewMain SelectionGenre: GenreTitles: Books to the Ceiling, I’ve Got This Covered, Eating While ReadingLexile: NPPaired SelectionGenre: PoetryTitle: Clay Play, CrayonsLexile: NP

Leveled ReadersStrategy: SummarizeSkill: Point of ViewMain SelectionsGenre: FictionA: Matt’s JourneyO: A Fantastic DayE: A Fantastic Day

McGraw-Hill, 2014




Assessment Plan & K-5 ELA Assessment Plan



lesson]



RF.2.3.D Decode words with common prefixes and suffixes. [1 lesson]



RF.2.4.A Read on-level text with purpose and understanding. [1 lesson]


RF.2.4.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme,

B: A Day in Ancient Rome

Paired SelectionsGenre: PoemA: Autumn Leaves, The OrchestraO: A Butterfly Life, Circus DayE: Pablo and I, My Tiny FriendB: Lost and Found, My Magic Car


Access Complex Text (ACT)Reading/Writing Workshop: Purpose; Lack of Prior Knowledge

Literature Anthology: What Makes This Text Complex

LanguageVocabularyVocabulary Words: create dazzling imagination, seconds

Additional Academic Words: blend

Vocabulary Strategy: Metaphors

High Frequency WordsHigh Frequency Words:

lesson, or moral. [2 lessons]







SL.2.1.C Ask for clarification and further explanation as needed about the

afternoon, ahead, anyone, everything, pretended, scientist, somehow, throughout, trouble, wherever

Oral Vocabulary WordsOral Vocabulary Words: flash, igloo, moat, orchestra, snore

PhonicsPhonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme SegmentationPhonics/Spelling Skill: r-controlled Vowel SyllablesStructural Analysis: Three (or more) Syllable Words

FluencyFluency Skill: Expression

WritingWriting Trait: Word Choice: Strong Words

Grammar Skill: Adjectives and AdverbsGrammar Mechanics: Sentence Punctuation


Research & InquiryWeekly: Explore poetry and a poet’s use of imagery

Unit Level Research Skill:

topics and texts under discussion. [1 lesson]




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. [1 lesson]

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]


W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a

Visual Displays and Multimedia PresentationsUnit Project: Self-select and develop from options for unit research projects

Unit Level Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects



report; record science observations). [2 lessons]







RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, , at grade level text complexity or above with scaffolding as needed [1 lesson]


SL.2.1.A Follow agreed-upon norms for


Reading

Writing


Technology




WritingShare Your WritingResearch ReportListening to PresentationsPortfolio Choice

Research and InquiryVisual Displays and Multimedia PresentationsSynthesize and Present

TechnologyReading Digitally








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). [1 lesson]


SL.2.5 Use multimedia, add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]

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 conclusion. [1 lesson]


W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]


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). [1 lesson]

Appendix A Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plansStrategy #9: Options for self-regulation

Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in

Allow gifted students to work independently using a contract for goal setting and accountability

designing and completing work according to specifications.

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade progress

K-2

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests. Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Documents

2 ELA Curricul… · Web vie