EAST ALLEN COUNTY SCHOOLS

Bundle 5

Grade 2

Language Arts

Big Idea: Purpose Authors as Mentors

Enduring Understandings Essential Questions Every choice we make influences what happens around us. Studying how an author writes will help to improve our own writing.

Authors use conventions to help the reader.

Readers find the main idea and important details to understand text.

What can we learn from other authors? How do choices we make affect people, places, and things?

Why are conventions important? What helps readers better understand text?

CC/Learning Targets Core Vocabulary Links to Technology RI.1 RI.2 RI.4 RI.6 RI.8 2.2.2

2.2.6 RF.3 c, e, f 2.1.2 W.2 2.5.3 L.1 c, e

L.2 a, b, d L.4 a L.6 2.6.1 2.6.8 SL.6

cause-and-effect commas friendly letter

Read Me Stories (app)

MeeGenius! Kids' Books (app) Interactive Touch Books (app) Scholastic Storia (app) Bluster (app) Build a Word Express (app) ABC Magnetic Alphabet (app) A+ Spelling Test (app) Spelling Test (app)

Bundle Performance Task(s) After reading a multi-paragraph story, the students will determine the author’s purpose. The students will identify the main topic of the entire text and the focus of each individual paragraph, supported by specific details from the author. After studying a favorite children’s author, students will discuss in small groups the writing techniques used by the author. They will then write a letter telling the author what writing techniques they learned from his or her books. In the letter, the students will demonstrate knowledge of letter format and punctuation. Along with applying their knowledge of pronouns and correct spelling, students will be encouraged to use adjectives and adverbs to provide descriptive details. As an extension, students could create a main idea mobile presenting an outline of the text. The model should include the main idea of the text written on a paper towel tube, as well as the main idea of each individual paragraph within the text written on hanging index cards. Additionally, students should add supportive details to each paragraph by attaching post-it notes to the hanging index cards. The materials used may vary.

Grade 2 LA Bundle 5

Quarter 3 Jan-Feb

Recommended Read-Alouds G2 - Bundle 5

Big Idea: Purpose Title Author Relates to…

Things That are the Most in the World Barrett Adjectives/Adverbs Pig, Pigger, Piggest Rick Walton Adjectives/Adverbs The Mystery of Eatum Hall John Kelly Author’s Perspective

Knots on a Counting Rope Bill Martin Author’s Perspective Fine, Fine School Sharon Creech Author’s Perspective Walter the Farting Dog William Kotzwinkle Author’s Purpose (entertain)

I Wanna Iguana Karen Kaufman Orloff Author’s Purpose (persuade) Diary of a Worm Doreen Cronin Author’s Purpose (inform) The Meanest Thing to Say Bill Cosby Author’s Purpose (lesson) A Bad Case of Stripes David Shannon Cause and Effect

If You Give a Mouse a Cookie Laura Numeroff Cause and Effect

Just in Case Judith Viorst Cause and Effect

That’s Good! That’s Bad! Margery Cuyler Cause and Effect

Click, Clack, Moo: Cows That Type Doreen Cronin Commas

Owen Kevin Henkes Context Clues

Sylvester and the Magic Pebble William Steig Context Clues Covered Wagons, Bumpy Trails Verla Kay Context Clues Dear Mrs. Blueberry Simon James Friendly Letter

Dear Annie Judith Caseley Friendly Letter The Jolly Postman Allan Ahlberg Friendly Letter When I Get Old With You Angela Johnson Informational Text

The Leaving Morning Angela Johnson Informational Text Do Animals Dream? Joyce Pope Informational Text How Ben Franklin Stole the Lightning Rosalyn Schanzer Main Topic/Details (multi-paragraph)

Q is for Duck Mary Elting and Michael Folsom Purpose for Reading

If I Were in Charge of the World Judith Viorst Purpose for Reading

Fly Away Home Eve Bunting Questioning

Wednesday Surprise Eve Bunting Questioning

Reading Workshop G2 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning RI.1 (2.2.4)

Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

-Reading with Meaning pp. 123-140 -Strategies that Work pp. 81, 110-111, 112-113 -Creating Young Writers pp. 101

-Fly Away Home by Eve Bunting -Wednesday Surprise by Eve Bunting -Starfall- Online Stories -Questioning -Ask for Clarification

Reading Wonders – Unit 3 -(WK 3) pp. T216-T217, R/W Workshop Lighting Lives pp. 214-220 -(WK 3) pp. T231A-T231L, Anthology Biblioburro pp. 256-277 -(WK 4) pp. T308-T309, R/W Workshop Tornado! pp. 230-236 -(WK 4) pp. T323A-T323H, Anthology Wild Weather pp. 280-291 -(WK 5) pp. T398-T399, R/W Workshop They’ve Got the Beat! pp. 246- 250 -(WK 5) pp. T413A-T413B, Anthology Many Ways to Enjoy Music pp. 294-297 -(WK 5) pp. T419A-T419B, Anthology A Musical Museum pp. 298-299

-Wonders Assessments -Strategies that Work pp. 84-85, 125-126 -Anecdotal Records from Guided Reading -Student-Generated Story Question -Interview -Think-Pair-Share

RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

-Guiding Readers and Writers 3-6 pp. 291, 295, 296 -How Ben Franklin Stole the Lightning by Rosalyn Schanzer -Identifying the main idea -http://www.ereadingworksheets.com/free-reading-worksheets -Language Arts Activities -Main Idea Activities- 1 -Main Idea Activities-2 -Main Idea Activities- 3 -Finding the Main Idea- SmartBoard

-Thinking map/graphic organizer -Oral or written a summary -Reader’s Notebook letter -Book talk -Teach a classmate about the main ideas and supporting details learned about a topic

Reading Workshop G2 - Bundle 5

Reading Wonders – Unit 3 -(WK 4) pp. T308-T309, R/W Workshop Tornado! pp. 230-236 -(WK 4) pp. T323A-T323H, Anthology Wild Weather pp. 280-291 -(WK 5) pp. T398-T399, R/W Workshop They’ve Got the Beat! pp. 246- 250 -(WK 5) pp. T413A-T413B, Anthology Many Ways to Enjoy Music pp. 294-297 Reading Wonders – Unit 4 -(WK 1) pp. T36-T37 -(WK 2) pp. T126-T127

RI.4 (2.2.9)

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

-Reading with Meaning pp. 107-109

-Owen by Kevin Henkes -Sylvester and the Magic Pebble by William Steig -Covered Wagons, Bumpy Trails by Verla Kay -Earth and Sky by Pascale de Bourgoing

-Teaching Vocabulary -Vocabulary Lessons- Scroll to Bottom -Context Clues -Anita Archer Videos and Resources Reading Wonders – Unit 3 -(WK 4) pp. T292-T293 -(WK 5) pp. T384-T385 Reading Wonders – Unit 4 -(WK 1) pp. T16-T17 -(WK 2) pp. T106-T107 -(WK 3) pp. T196-T197

-Wonders Assessments -Anecdotal Records from Guided Reading -Cloze Activities -Guess the Covered Word

Reading Workshop G2 - Bundle 5

RI.6 (2.2.3)

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

-Walter the Farting Dog by William Kotzwinkle (entertain) -I Wanna Iguana by Karen Kaufman Orloff (persuade) -Diary of a Worm by Doreen Cronin (inform) -The Meanest Thing to Say by Bill Cosby (lesson)

-Language Arts Activities -Author's Purpose- YouTube Video -Author's Purpose Activity- 1 -Author's Purpose Practice -Author Study

Reading Wonders – Unit 3 -(WK 3) pp. T216-T217, R/W Workshop Lighting Lives pp. 214-220 -(WK 3) pp. T231A-T231L, Anthology Biblioburro pp. 256-277 -(WK 5) pp. T404-T405

-Wonders Assessments -Written Reflection -Evidence from Reader’s Notebook -Book Talk -Think-Pair-Share

RI.8 Describe how reasons support specific points the author makes in a text.

-Comprehending and Fluency pp. 243, 355-359, 365, 254-259 -Guiding Readers and Writers: Grades 3-6 pp. 286, 423-424 -The Mystery of Eatum Hall by John Kelly -Knots on a Counting Rope by Bill Martin -Fine, Fine School by Sharon Creech

-Introducing Nonfiction Text Reading Wonders – Unit 3 -(WK 3) pp. T216-T217, R/W Workshop Lighting Lives pp. 214-220 -(WK 3) pp. T231A-T231L, Anthology Biblioburro pp. 256-277

-Wonders assessments -Evidence from Reader’s Notebook -Book talks -Create a taxonomy of themes found in stories -Quiz -Sort books by common themes or by author’s purpose in writing the story -Think-Pair-Share -Create a bulletin board or poster showing themes found in books across the world -Poetry Anthology

2.2.2 State the purpose for reading. -Q is for Duck by Mary Elting and Michael Folsom -If I Were in Charge of the World by Judith Viorst

-Anecdotal Records from Guided Reading

Reading Workshop G2 - Bundle 5

-Purpose for Reading Lesson -Setting a Purpose- Lesson Information and Activities

2.2.6 Recognize cause-and-effect relationships in a text.

-A Bad Case of Stripes by David Shannon -If You Give a Mouse a Cookie by Laura Numeroff -Just in Case by Judith Viorst -That’s Good! That’s Bad! by Margery Cuyler -Why Do Leaves Change Colors by Betsy Maestro

-Cause and Effect Game -Cause and Effect-2 -Cause and Effect-3 -Comprehension Activities

Reading Wonders – Unit 4 -(WK 2) pp. T122-T123, R/W Workshop Into the Sea pp. 276-281 -(WK 2) pp. T135A – T135H, Anthology Volcanoes pp. 322-333

-Wonders Assessments -Thinking Map/Graphic Organizer -Cause-and-Effect Puzzle -Quiz (matching) -Identify in Article or Illustration -Illustration of Cause-and-Effect

RF.3 (2.1.3)

Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode regularly spelled two-syllable words with long vowels. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

-The Continuum of Literacy Learning pp. 376, 377 -Brain Busters- Word Games -Long Vowels -Look Out Below- making words -Making Words -Prefix and Suffix Lessons- Scroll to Bottom -Syllables -Blending Syllables -Word Hype App Segmentation -Phonics Awareness- 1st Grade (app)

-Wonders Assessments -Anecdotal Records from Guided Reading

Reading Workshop G2 - Bundle 5

Vowel Sounds -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) (Short ‘a’) -ABC Phonics Short Vowel Words (app) (Long ‘a’ and ‘o’) -Phonics Vowels (app) (Short and Long ‘a’) Decoding

-MELS Phonics CVC (app) (Short ‘a’ and ‘e’)

-ABC Magic Reading 3 (app) (Blending and Segmenting) Reading Wonders – Unit 3 (all weeks)

2.1.2 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

-Phonics Lessons pp. 453-464, 465-468 -Spelling Patterns -Phonics Genius- Word List (app)

-Phonics Lessons: Teaching Resources pp. 39-42, 116-119 -Buddy Study Spelling

Correlating CC/Learning Targets Teacher Notes

RI.3 RI.10 RL.2 RL.3 RL.5

RL.6 RL.10 2.3.1 RF.3 a, b RF.4 a-c

-IDOE Resources

- Students will open and close approved websites.

Writing Workshop G2 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning W.2 (2.5.2) (2.5.6) (2.5.7)

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. a. Respond to literature b. Support ideas with evidence from text c. Write for different purposes d. Define and write to an audience

-Units of Study for Teaching Writing: Book 5 -Continuum of Literacy Learning K-8 pp. 124 -6 + 1 Traits of Writing pp. 89-95, 159 - Lucy Calkins e-docs Unit 2 Authors as Mentors pp. 25-34 Unit 4 Expert Projects: Informational Writing pp. 47-58 -Feathers for Lunch by Lois Ehlert -The Napping House by Audrey Wood -When I Get Old With You by Angela Johnson -The Leaving Morning by Angela Johnson -Do Animals Dream? by Joyce Pope -Anchor Papers -Writing Tips Reading Wonders – Unit 4 -(WK 1) pp. T20-T21, T46, R/W Workshop, Readers to…Writers pp. 270-271 -(WK 2) pp. T110-T111, T136, R/W Workshop, Readers to…Writers pp. 284-285

-Units of Study for Teaching Writing: Assessment Checklist -Units of Study for Teaching Writing: Assessment Rubric -Writing Samples -Brochure, Cartoon, Newspaper Article, Poster

2.5.3 Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

-Wee Can Write pp. 48, 59-60 -Continuum of Literacy Learning K-8 pp. 123 -Creating Young Writers pp. 109-111 -Comprehending and Fluency pp. 452-456 -6+1 Traits of Writing pp. 159 -Click, Clack, Moo: Cows That Type by Doreen Cronin -Dear Mrs. Blueberry by Simon James -Dear Annie by Judith Caseley -The Jolly Postman by Allan Ahlberg

-Comprehending and Fluency pp. 112 -Letter Writing Sample -District Writing Prompt -Writing Conference -Evidence from Reader’s Notebook

Writing Workshop G2 - Bundle 5

-Friendly Letter Tips -Letter Writing- SmartBoard Activity -Parts of a Friendly Letter- SmartBoard Activity -Letter Generator Reading Wonders – Unit 1 -(WK 3) pp. T206-T207, T220, R/W Workshop Readers to…Writers pp. 64-65 -(WK 1-3) pp. T480-T485

CC/Learning Targets Teacher Notes

W.3 W.5

2.5.5 -Administer District Writing Prompt

Language and Word Study G2 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (2.6.2) (2.6.4)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use reflexive pronouns (e.g., myself, ourselves). e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

c. Reflexive Pronouns -Pronouns- SmartBoard Activities -Balloon Pronoun Game -Singular and Plural Pronouns -Noun and Verb Sort -Grammaropolis App Reading Wonders – Unit 5 -(WK 2) p. T125 e. Adjectives and Adverbs -Continuum of Literacy Learning pp. 208-209, 211 -Word Matters Appendix 19, 22 -Comprehending and Fluency pp. 532-533 -Hairy, Scary, Ordinary, What is an Adjective? by Brian Cleary -Many Luscious Lollipops by Heller -Things That are the Most in the World by Barrett -Pig, Pigger, Piggest by Rick Walton -Adjectives- Comparatives and Superlatives -All About Adjectives -Choosing Adjectives -Adjective Adventure Reading Wonders – Unit 6 -(WK 3) (adjectives) pp. T202, T215, T227, T233 -(WK 4) (adverbs) pp. T292, T305, T317 -(WK 5) pp. T382, T395, T407, T413

-Identify and Highlight in Text -Cloze Activities -Interactive Edit -Writing Sample

L.2 (2.6.5) (2.6.7)

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

-Wee Can Write pp. 49,79 -Phonics Lessons pp. 205-212 -Click, Clack, Moo: Cows That Type by Doreen Cronin

-Identify and Highlight in Text -Letter Writing Sample -Interactive Edit

Language and Word Study G2 - Bundle 5

(2.6.9) a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters.

Commas in a date d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

Short and long vowel sounds

R-controlled vowels

Consonant-blend patterns

a. Capitalization -Magic Capitals -Capital Letters- Beginning and Advanced -Grammar Tales: Capitalization -Capitalization Reading Wonders – Unit 4 -(WK 1) pp. T23, T35, T47, T53, T61 b. Commas -Grammar Tales: Commas Reading Wonders – Unit 3 -(WK 3) (letters) pp. T209, T221, T233, T239, T247 Reading Wonders – Unit 4 -(WK 4) (letters) pp. T293, T305, T317, T323, T331 d. Spelling Patterns -Spelling Practice Reading Wonders – Unit 3 -(WK 5) pp. T382, T396, T407, T417, T427 Reading Wonders – Unit 4 -(WK 2) pp. T104, T129, T140, T149

L.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.

-Strategies that Work pp. 140-141 -Creating Young Writers pp. 118 -Mufaro’s Beautiful Daughter by John Steptoe -Chrysanthemum by Kevin Henkes

-Wonders Assessments -Strategies that Work pp. 148-149 -Anecdotal Records from Guided Reading -Cloze Activities

Language and Word Study G2 - Bundle 5

a. Use sentence-level context as a clue to the meaning of a word or phrase.

-Context Clue Review -Homophones App Reading Wonders – Unit 3 -(WK 5) p. T409 Reading Wonders – Unit 4 -(WK 2) pp. T134-T135, R/W Workshop Context Clues p. 283 -(WK 2) pp. T135D, T135H Anthology Volcanoes p. 329, 333

-Guess the Covered Word

L.6 (IN S.1)

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).

-The Continuum for Literacy Learning pp. 382, 383 -Abbreviations- SmartBoard Activities -Adjectives and Adverbs Reading Wonders – Unit 4 -(WK 1) pp. T69, T74, T78 -(WK 2) pp. T159, T164, T168

-Wonders Assessments -Reader’s Response Journal -Identifying words from read alouds -Find the words with a partner from text

2.6.1 Form letters correctly and space words and sentences properly so that writing can be read easily by another person.

- Wee Can Write pp. 27, 63 - Launching the Writer’s Workshop: Primary Grades pp. 53-54 - Prompting Guide 1 pp. 23-26 - Zaner-Bloser Handwriting - Handwriting

- Daily Writing Activities

2.6.8 Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.

-Phonics Lessons pp. 255-258 -High-Frequency Word List -High Frequency Words -High -Frequency Words 2

-Phonics Lessons: Teaching Resources pp. 57-59 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit

Language and Word Study G2 - Bundle 5

Reading Wonders – Unit 3 -(WK 5) pp. T383, T396, T418, T427 Reading Wonders – Unit 4 -(WK 1) pp. T15, T28, T50, T59 -(WK 2) pp. T105, T118, T140, T149

SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

-Interactive Writing pp. 3-5 -Guiding Readers and Writers pp. 50-53, 226, 227 -Stellaluna by Jannell Cannon -Writing Detailed Sentences -Define and Describe Reading Wonders – Unit 3 -(WK 5) p. T425 Reading Wonders – Unit 4 -(WK 1) pp. T8, T57 -(WK 2) pp. T147

-Response to literature -Anecdotal Notes -Use spelling words in sentences -Daily Language Activities

CC/Learning Targets Teacher Notes

L.1 b, f L.2 c L.4 e SL.2

SL.3 SL.4 SL.5