ELAR 2B Course Introduction Texas Tech University K-12 ELAR 2B, v.5.1 ¢â‚¬¢ Intro-5 describe techniques

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  • Texas Tech University K-12 ELAR 2B, v.5.1 • Intro-1

    Introduction

    Curriculum Overview

    Congratulations on choosing an outstanding second-grade curriculum! Using this curriculum, you and your student will experience the joy of learning to read, spell, and write. This curriculum presents your student with selections from a variety of genres. The student will learn to comprehend and respond to many different problems and resolutions presented in the textbooks. Also, the student will become more familiar with correct use of the English language while learning how to write both creatively and for a purpose.

    This course is completed entirely online in Blackboard using the PDF Unit Lessons and Worksheets documents, along with the textbooks.

    For each Unit assessment, the student will download and complete PDF Unit Test pages, then scan or take a digital photograph of the completed pages showing his or her work. Combine the images into a single PDF (see Requirements for Creating PDFs on the course home page) and upload the file for grading as instructed in the assignment.

    English Language Arts and Reading, Grade 2

    Reading, Grammar and Composition, Phonics, Spelling, and Handwriting In Unit 4, “Better Together”, the student will learn about working together. He or she will read, write, and listen to ways jobs can be done together to make them easier and faster.

    In Unit 5, “Growing and Changing”, the student will learn about how living things change as they grow. He or she will read, write, and listen about how, when, and why plants and animals change as they grow.

    In Unit 6, “The World Around Us”, the student will learn about the environment and the world around us through nature and its natural resources. He or she will read, write, and listen about how other people express themselves through creative actions.

    Throughout this curriculum, the student will apply comprehension skills that good readers use while developing writing skills.

    Course Objectives The language arts curriculum covers all of the Texas Essential Knowledge and Skills objectives for second-grade language arts. At the end of this course, the student should be able to master the following:

  • Intro-2 • ELAR 2B, v.5.1 Texas Tech University K-12

    • Reading/beginning reading skills/print awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

    • Reading/beginning reading skills/phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly complex texts. Students are expected to:

    ◊ decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:

    ♦ single letters (consonants and vowels); ♦ consonant blends (e.g., thr, spl ); ♦ consonant digraphs (e.g., ng, ck, ph ); and ♦ vowel digraphs (e.g., ie, ue, ew ) and diphthongs (e.g., oi, ou);

    ◊ use common syllabication patterns to decode words including: ♦ closed syllable (CVC) (e.g., pic-nic, mon-ster ); ♦ open syllable (CV) (e.g., ti-ger ); ♦ final stable syllable (e.g., sta-tion, tum-ble ); ♦ vowel-consonant-silent e words (VCe) (e.g., in-vite, cape ); ♦ r-controlled vowels (e.g., per-fect, cor-ner ); and ♦ vowel digraphs and diphthongs (e.g., boy-hood, oat-meal );

    ◊ decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant );

    ◊ read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful );

    ◊ identify and read abbreviations (e.g., Mr., Ave.);

    ◊ identify and read contractions (e.g., haven’t, it’s);

    ◊ identify and read at least 300 high-frequency words from a commonly used list; and

    ◊ monitor accuracy of decoding.

    • Reading/beginning reading/strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

    ◊ use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

    ◊ ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

    ◊ establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying

  • Texas Tech University K-12 ELAR 2B, v.5.1 • Intro-3

    clues, using background knowledge, generating questions, re-reading a portion aloud).

    • Reading/fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

    • Reading/vocabulary development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

    ◊ use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow );

    ◊ use context to determine the relevant meaning of unfamiliar words or multiple- meaning words;

    ◊ identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and

    ◊ alphabetize a series of words and use a dictionary or a glossary to find words.

    • Reading/comprehension of literary text/theme and genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

    ◊ identify moral lessons as themes in well-known fables, legends, myths, or stories; and

    ◊ compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

    • Reading/comprehension of literary text/poetry. Students understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.

    • Reading/comprehension of literary text/drama. Students understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays.

    • Reading/comprehension of literary text/fiction. Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

    ◊ describe similarities and differences in the plots and settings of several works by the same author; and

    ◊ describe main characters in works of fiction, including their traits, motivations, and feelings.

  • Intro-4 • ELAR 2B, v.5.1 Texas Tech University K-12

    • Reading/comprehension of literary text/literary nonfiction. Students understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction.

    • Reading/comprehension of literary text/sensory language. Students understand, make inferences, and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non- literal meanings (e.g., take steps).

    • Reading/comprehension of text/independent reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

    • Reading/comprehension of informational text/culture and history. Students analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author’s purpose in writing the text.

    • Reading/comprehension of informational text/expository text. Students analyze, make inferences, and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:

    ◊ identify the main idea in a text and distinguish it from the topic;

    ◊ locate the facts that are clearly stated in a text;

    ◊ describe the order of events or ideas in a text; and

    ◊ use text features (e.g., table of contents, index, headings) to locate specific information in a text.

    • Reading/comprehension of informational text/procedural text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

    ◊ follow written multi-step directions; and

    ◊ use common graphic features to assist in the interpretation o