Revised 10-12-12 Midland ISD- ELA Scope and Sequence … · Unit 3-Preparing Readers and Writers Through ... Information section of CSCOPE lesson. Note: Grade ... Unit 3-Preparing

Midland ISD- ELA Scope and Sequence 2nd Grade

Unit 3-Preparing Readers and Writers Through Literary Works 27 Days Unit Dates: 11/12/12-12/21/12 Unit Assessment: 12/17/12-12/21/12

1

Revised 10-12-12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Establish a purpose for reading and describe how rhyme, rhythm, and repetition interact to create images in poetry. Establish purpose for reading (2.3C)

Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)

Describe how rhyme, rhythm, and repetition create images in poetry.


Monitor and adjust comprehension by using sensory images.

Monitor and adjust comprehension (creating visual images) (Fig19C )


Monitor and adjust comprehension by using sensory images. Monitor and adjust comprehension

(creating visual images) (Fig19C )


EL

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1E-internalize new basic/academic language 2D-monitor understanding of spoken language and seek clarification 3A-practice producing sounds of newly acquired vocabulary 3I-adapt spoken language appropriate for formal/informal purpose 4A-learn relationships between sounds and letters and decode words 4B-recognize directionality of English reading 5A-learn relationships between sounds and letters in English 5B-write using newly acquired basic and content vocabulary

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Unit 3, Exemplar Lesson 1,

Daily Lesson 1, Shared Reading

http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx

Unit 3, Exemplar Lesson 1, Daily Lesson 2, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx



Note: Select 2 humorous poems with rhyme, rhythm and alliteration. For possible selections see links below. See resource page for possible poetry titles. www.poetry4kids.com www.gigglepoetry.com http://www.poetryarchive.org/

Note: Select 3 humorous poems with rhyme, rhythm and alliteration. 2 poems will be for shared reading. Make copies of the 3

rd for each student.

Note: Select 2 poems that include good examples of sensory language to read aloud.

Note: Select 1 or a variety of grade appropriate poems for students to read.

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http://www.poetry4kids.com/

http://www.gigglepoetry.com/

http://www.poetryarchive.org/

MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works

2

Whole Group Word Study


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Decode and spell words with r-controlled vowels.

Use common syllabication patterns (r-controlled vowels) to decode words (2.2Bv)

Decode and spell words with r-controlled vowels.

Use common patterns to decode (r-controlled vowels) (2.2Bv)

Use phonological knowledge to match sounds to letters to construct known words (2.23A)

spell words with long vowels (2.23Bii)

Decode and spell high frequency words

Identify and read at least 300 high-frequency words (2.2G)

Decode and spell high frequency words and words with r-controlled

vowels. Use common patterns to decode (r-

controlled vowels) (2.2Bv)


Use phonological knowledge to match sounds to letters to construct known words (2.23A),

spell words with long vowels (2.23Bii)

spell high-frequency words (2.23C)

ELPS 2A –distinguish sounds and intonation patterns in English 2B – recognize elements of English sound system 4A - Learn sound/letter relationships in English/decode 5C – spell familiar English words

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Monthly Planning Guide pg. 38-39

Letter Sounds (LS) 7

Pg. 95-98

High Frequency Words (HF) 3

Pg. 243-246

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Unit 3, Exemplar Lesson 1, Daily Lesson 1, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx


Note: See Background Information

and Teacher Notes sections of the CSCOPE lesson.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: your, made, good, new play, eat These words should have been mastered in 1

st Grade. Review and re-teach these as needed.

ELPS 3B-learning and using English high frequency words

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3

Whole Group Writing


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Write a short poem using alliteration that conveys sensory details.

Write short poems that convey sensory details (2.18B)

Write a short poem using alliteration that conveys sensory details.


Write a short couplet that conveys sensory details.


Write a short couplet that conveys sensory details.


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1E-internalize new basic/academic language structures 4D- use supports to enhance comprehension of written text 4F -Use visual support to read 5C – Spell familiar English words with increasing accuracy 5G – Narrate, describe and explain in English

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Unit 3, Exemplar Lesson 1, Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx




Note: See Background Information section of CSCOPE lesson.

Note: See Background Information and

Teacher notes sections of CSCOPE lesson.

This lesson will be continued in Daily

Lesson 4.

Note: Continued from Daily Lesson 3.

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4

Whole Group Reading


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Use ideas to make and confirm predictions.

Use ideas to make and confirm predictions (2.3A)


Recognize that some words and phrases have literal and nonliteral meanings.


Recognize that some words and phrases have literal and non-literal meanings (2.11A)

Monitor and adjust comprehension by using sensory images and write comments on literary text.


Recognize that some words and phrases have literal and non-literal meanings (2.11A)

Monitor and adjust comprehension (creating visual images) (Fig19C )

Write brief comments on literary or informational texts (2.19C)

Read aloud original poem.


*Performance Indicator

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1E-internalize new basic/academic language 2D-monitor understanding of spoken language and seek clarification 3A-practice producing sounds of newly acquired vocabulary 3I-adapt spoken language appropriate for formal/informal purpose 4A-learn relationships between sounds and letters and decode words 4B-recognize directionality of English reading 5A-learn relationships between sounds and letters in English 5B-write using newly acquired basic and content vocabulary

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Note: Select 2 grade appropriate poems that contain an illustration- one for reading aloud and one for students to read. Use Prediction Chart handout from CSCOPE. See resource page for possible poetry titles. www.poetry4kids.com www.gigglepoetry.com http://www.poetryarchive.org/

Note: Select 3 grade appropriate poems that contain non-literal or figurative words or phrases (1 to read aloud, 2 with copies for each student). See Background Information section of CSCOPE lesson.

Note: Grade appropriate collection of poems (at least 1 per student) and 1-2 poems with figurative/non-literal words and phrases to read aloud.

Note: You will use the original poem that the students write in the Writing lesson. You will need to complete the writing lesson before the Shared Reading lesson. Select a short poem for demonstration.

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http://www.poetry4kids.com/

http://www.gigglepoetry.com/

http://www.poetryarchive.org/


5



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Read and spell contractions.

identify and read contractions (2.2F)


Identify and read contractions (2.2F)

Spell simple contractions (2.23E)


Identify and read contractions (2.2F)

Spell simple contractions (2.23E)

Spell base words with inflectional

endings. Spell base words with inflectional

endings (2.23D)

EL

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2A –distinguish sounds and intonation patterns in English 2B – recognize elements of English sound system 4A - Learn sound/letter relationships in English/decode 5C – spell familiar English words

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Monthly Planning Guide pg. 37

Word Structure (WS)10

PG. 339-342

Word Structure (WS) 11

Pg. 343-346 Word Structure (WS) 9

Pg. 335-338

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Identify & read at least 300 HFW (2.2G) High Frequency Words: just, says, home, does away, yes These words should have been mastered in 1


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6

Whole Group Writing


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Write a short poem that uses verb tenses correctly.

Write short poems that convey sensory details (2.18B )

Understand and use verbs in the context of reading, writing, and speaking (2.21Ai)

Write a short poem that uses adverbs correctly.


Understand and use adverbs in the context of reading, writing, and speaking (2.21A(iv))

Write a short poem that uses adjectives correctly


Write and illustrate a short poem with sensory details

Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A )

Write short poems that convey sensory

details (2.18B )


EL

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1E-internalize new basic/academic language structures 4D- use supports to enhance comprehension of written text 4F -Use visual support to read 5C – Spell familiar English words with increasing accuracy

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Unit 3, Exemplar Lesson 1, Daily Lesson 5, Writing


Unit 3, Exemplar Lesson 1, Daily Lesson 6, Writing





Note: Use Adjective Poem Handout from CSCOPE. See Background Information section of CSCOPE lesson.

Note: The poem that students write in this lesson will be used in the Shared Reading lesson. The Writing lesson must be done before the Shared Reading lesson.

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7

Whole Group Reading


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(Author Study) Fiction (Author Study)

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Compare different versions of the same story and identify the moral lesson.


Identify moral lessons as themes in well-known stories (2.6A)

Compare different versions of the same story in traditional and contemporary folktales (2.6 B)

Compare different versions of the same story and identify the moral lesson.

Ask literal questions of text (Fig19B )

Identify moral lessons as themes in well-known stories (2.6A)

Compare different versions of the same story in traditional and contemporary folktales (2.6 B)

Locate facts and details and support the answer with text evidence.

Ask relevant questions, locate facts and details about stories and support answers with evidence from text (2.3B)

Describe similarities and differences in the plots and settings of several works by the same author (2.9A)

Retell important events and describe similarities and differences in the plot and setting.



Retell important events in logical order (Fig19E)

EL

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2E-use support to enhance and confirm understanding 2I-demonstrate listening comprehension of increasingly complex English 3C – speak using a variety of grammatical structures 3F-ask and give information needed for basic communication 3G-express opinions, ideas and feelings on a variety of topics 3H – narrate, describe and explain in English 4G – Demonstrate comprehension in English through discussion 4I-demonstrate English comprehension by employing basic reading skills 4J-demonstrate comprehension by employing inferential sills and find supporting text evidence. 4K-deonstrate English comprehension by employing analytical skills

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Note: Select a grade appropriate folktale that has a traditional and a contemporary version (1 copy of one story and 1 per student of the other). Use Story Map Handout from CSCOPE

Note: Select a grade appropriate folktale that has a traditional and a contemporary version (1 copy of one story and 1 per student of the other).

Note: Select an author to study in Daily Lessons 11-14. Gather several books by the selected author (at least 1/students).

Note: This lesson is continued from Lesson 11.

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Spell base words with inflectional

endings. Spell base words with inflectional

endings (2.23D)

Read words with suffixes and use the suffix to determine the meaning of the word.

Read words with common prefixes and suffixes (2.2D)

Use prefixes and suffixes to determine meaning of words (2.5A)

Decode and spell high frequency words Students read words with suffixes and use the suffix to determine the meaning of the

word. Read words with common prefixes

and suffixes (2.2D)

Use prefixes and suffixes to determine meaning of words (2.5A)

Alphabetize words to the second letter. Alphabetize a series of words and use

a dictionary or glossary to find words (2.5D)

EL

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4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words

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Note: See background Information

section of CSCOPE lesson.

Note: See background Information

section of CSCOPE lesson.

Note: Make a set of word cards for

each small group of 3-4 students.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: our, small, any, give oh, way These words should have been mastered in 1



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9

Whole Group Writing


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Understand and use singular and

plural pronouns. Understand and use adverbs in the

context of reading, writing, and speaking (2.21Avi)

Plan a first draft for a story by generating and organizing ideas

use phonological knowledge to match sounds to letters to construct unknown words (2.23A)

Write a powerful beginning for story

develop drafts by sequencing ideas through writing (2.17B )

write brief stories that include a beginning, middle, and end (2.18A)

.

Develop a draft for a brief story by sequencing ideas through writing sentences. Understand and use singular and plural pronouns in the context of writing.

Understand and use adverbs in the context of reading, writing, and speaking (2.21Avi)

EL

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5B-write using newly acquired basic and content vocabulary 5C – Spell familiar English words with increasing accuracy 5D-edit writing for standard grammar and usage 5F-write using a variety of grade-appropriate sentence lengths 5G – Narrate, describe and explain in English

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Note: See Background Information and Teacher Notes sections of the CSCOPE lesson.

Note: Locate 2 books with powerful leads or beginnings preferably from Shared or Independent reading. See Background Information section of CSCOPE lesson. Use story planning organizer from CSCOPE.

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10

Whole Group Reading


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Fiction (Author Study)

Fiction (Author Study)

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Describe main characters including their traits, motivations, and feelings

Make inferences about text using text evidence (Fig19D)


Make inferences about text.

Make inferences about text using text evidence (Fig19D)


Write brief comments on literary or informational texts (2.19C)

Describe main characters including their

traits, motivations, and feelings. Describe similarities and differences in

the plots and settings of several works by the same author (2.9A)

Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)

Focus: Understanding characters



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Unit 3, Exemplar Lesson 2, Daily Lesson 15, Shared Reading http://www.mycscope.us/module/content/se

arch/item/673029/viewdetail.ashx

Unit 3, Exemplar Lesson 2, Daily Lesson 16, Shared Reading http://www.mycscope.us/module/content/se

arch/item/673029/viewdetail.ashx

Note: See Background Information and Teacher Notes sections of CSCOPE lessons. Use Making Inferences Handout.

Note: In Daily Lessons 15-18 you do another author study. Select an author that has strong characters. Collect a variety of books by the author.

Note: You will need 1 book per student from 3-4 titles by the same author and another title by that author for modeling.

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Alphabetize words to the third letter. Alphabetize a series of words and

use a dictionary or glossary to find words (2.5D)

Understand and use singular and plural pronouns.


Decode and spell high frequency words and read words with the consonant-le final stable syllable.

Use common syllabication patterns to decode words including final stable syllable (2.2Biii )

Identify and read at least 300 high frequency words (2.2G)

Decode words with the –tion final stable syllable.


ELPS 4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words

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Monthly Planning Guide pg. 37

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Note: Create a set of cards with

consonant-le words (1 for each group of 4 students). These will be used again in lesson 10.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: more, from, over, very now These words should have been mastered in 1



Teachers Notes and Resources










12

Whole Group Writing


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Develop a draft for a brief story by sequencing ideas through writing sentences. Understand and use singular and plural pronouns in the context of writing.


Revise draft by adding phrases or sentences to add more detail.

Revise drafts by adding or deleting words, phrases or sentences (2.17C)

Recognize and use ending punctuation in sentences (2.22Ci)

Edit their draft for capitalization and punctuation.

Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)

Recognize and use apostrophes and contractions (2.22Cii)

Edit drafts for correct spelling.

Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)

Spell high-frequency words (2.23C)

Use resources to find correct spellings (2.23F)

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Note: You will need to create a rubric for students to use when editing their stories. See Resource page for possible links.










13

Whole Group Reading


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Fiction Fiction

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Decode words with oa and ow (long o sound)

Make connections to own experiences other texts and world (Fig 19 F)


Identify elements of dialogue and use them in informal plays.

Identify elements of dialogue and use them in informal plays (2.8A)


Identify elements of dialogue and use them in informal plays.

Identify the elements of dialogue and use them in informal plays (2.8A)


Read and write words with common spelling and syllable patterns.



Ask literal questions of text (Fig 19B)

Make inferences about text using text evidence (Fig 19D)

Make Connections to own experiences, other texts and world (Fig 19F)


Describe main characters in works of fiction, including their traits, motivations and feelings (2.9B)


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Note: Selected books will need to contain dialogue. See Background Information section of CSCOPE lesson. This lesson will be continued on day 19.

Note: Continued from Daily Lesson 18. Note: This Performance Indicator may take more than 1 day to complete.

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14



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Decode words with the final stable syllables consonant-le and –tion. Students use a dictionary to find words.


Alphabetize a series of words (2.5D)

Decode words with the vowel digraphs ai and ay.

Decode multi-syllabic words by applying common letter-sound correspondences including vowel digraphs (2.2Aiv )

Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)

Decode words with the vowel digraphs ai and ay. Decode and spell high frequency words

Decode multi-syllabic words by applying common letter-sound correspondences including vowel digraphs (2.2Aiv)



Decode words with the vowel digraphs ee and ea.

Decode multi-syllabic words by applying letter-sound correspondences for vowel digraphs (2.2Aiv)


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Note: See Background Information

and Teacher Notes. Make word cards for each group of 3-4 students. These will be used again in later lessons.

Note: Use Vowel Pair and Reading Big

Words Handouts.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: their, could, what, where, long


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Whole Group Writing


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Plan and draft an original story with a beginning, middle, and end.

Plan a first draft by generating ideas for writing (2.17A)


write brief stories that include a beginning, middle, and end (2.18A)

Draft an original story with a beginning, middle, and end.

Plan a first draft by generating ideas for writing (2.17A)


Revise and edit draft.

Revise drafts by adding or deleting words, phrases or sentences (2.17C )

Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)

Use phonological knowledge to match sounds to letters to construct unknown words (2.23A)

Use resources to find correct spellings (2.23 F)

Publish a story with a beginning, middle, and end.

Write legibly leaving appropriate margins (2.22A)


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Note: This lesson begins a Performance

Indicator that continues through lesson 20.

Note: Collect finished pieces to score for the Unit 2 Writing Assessment.

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16

Whole Group Reading


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These blank days at the end of the unit may be placed anywhere within the unit

as needed.


17



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Decode words with the vowel

digraph ie. Decode multi-syllabic words by

applying letter-sound correspondences for vowel digraphs (2.2Aiv)


Decode words with oa and ow (long o sound)



Decode words with the vowel digraphs


Spell words with vowel digraphs (2.23Biv)

Decode words with the vowel digraphs


Spell words with vowel digraphs (2.23Biv)

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Pg. 131-134


Pg. 135-138

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Unit 3, Exemplar Lesson 2, Daily Lesson 16, Word Study



Note: You will make a vowel pair word card game. Make one set each for groups of 4 students.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: use, every, didn’t, gave, off


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18

Whole Group Writing


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as needed.


19

Whole Group Reading

Day 25 Day 26 Day 27

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as needed.


20



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Decode words with ue and ew. Decode and spell high frequency words.



Identify and read at least 300 high-

frequency words (2.2G)

Read words with vowel pairs that make

the long vowel sound. Decode words using vowel digraphs

(2.2Bvi) Spell words with vowel digraphs

(2.23Biv

Read and write words with common spelling and syllable patterns.


spell words with long vowels (2.23Bii) Decode words using vowel digraphs

(2.2Bv) Use common syllabication patterns

including vowel digraphs and diphthongs to decode (2.2Bvi)

identify and read contractions (2.2F)

Use phonological knowledge to match sounds to letters to construct known words (2.23A)

Spell base words with inflectional endings (2.23D)

Spell simple contractions (2.23E) Spell words with common orthographic patterns including long vowels (2.23Biii)


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Note: You will make a high frequency word card game. Make one set each for groups of 4 students.




High Frequency

Words

Teacher Notes and Resources








21

Whole Group Writing


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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG pg. 6) Read independently for a sustained period of time. (2.12A)

Ongoing TEKS: Reading: 2.2H; 2.4A; Fig19A,B Word Study: 2.23Biii, Writing: 2.17A,B,E; 2.18A

CSCOPE Recommended Resources for selecting text: Possible selections for Poetry (Daily Lessons 1-8): (Highlighted texts are available in your book collections)

A Pizza the Size of the Sun, by Jack Prelutsky If Kids Ruled the School, edited by Bruce Lansky Kids Pick the Funniest Poems, edited by Bruce Lansky Sing a Song of Popcorn, compiled by Beatrice Shenk de Regniers The 20th Century Children’s Poetry Treasury, compiled by Jack Prelutsky The Random House Book of Poetry for Children, compiled by Jack Prelutsky Where the Sidewalk Ends, by Shel Silverstein Possible books for author study (Daily Lessons 13-20): Arthur’s Birthday, by Marc Brown Arthur’s Tooth, by Marc Brown Arthur’s Pet Business, by Marc Brown Arthur Babysits, by Marc Brown Arthur Goes to Camp, by Marc Brown Chrysanthemum, by Kevin Henkes Sheila Rae, the Brave, by Kevin Henkes Wemberly Worried, by Kevin Henkes A Weekend with Wendell, by Kevin Henkes

Houghton-Mifflin Harcourt Resources: Poetry:

Daily Lesson 1: Weather Poems from (Morning Sun)-Unit 2, Lesson 8 Daily Lesson 3:


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School Poems (The Best)-Unit 3, Lesson 13

Daily Lesson 6: Poems about Reading and Writing (Keep a Poem in Your Pocket)-Unit 4, Lesson 18 Daily Lesson 7: Poems about Reading and Writing (The Period)-Unit 4, Lesson 18 Daily Lesson 11: Diary of a Spider-Unit 1 Lesson 4 Daily Lesson 12: Click, Clack, Moo: Cows That Type-Unit 3, Lesson 11 Possible Links for Editing Checklist: http://pinterest.com/dlr123/writing-revision-editing/

http://www2.rccsd.org/MSmith/Writers'Workshop.htm

http://pinterest.com/dlr123/writing-revision-editing/

http://www2.rccsd.org/MSmith/Writers'Workshop.htm

Documents

Revised 10-12-12 Midland ISD- ELA Scope and Sequence … · Unit 3-Preparing Readers and Writers Through ... Information section of CSCOPE lesson. Note: Grade ... Unit 3-Preparing