Revised 5-23-12 Midland ISD- ELA Scope and Sequence 2nd ... Grade Unit 2.pdfMIDLAND ISD Scope & Sequence 2nd ELA –Unit 2-Readers Respond to Author’s Purpose 2 Whole Group Word

Midland ISD- ELA Scope and Sequence 2nd Grade

Unit 2-Readers Respond to Authors Purpose 29 Days Unit Dates: 10/9/12-11/9/12 Unit Assessment: 11/5/12-11/9/12

1

Revised 5-23-12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Gen

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Distinguish between fiction and nonfiction.

Establish purposes for reading (Fig19A)

Distinguish between fiction/nonfiction (2.10A)

Locate facts in expository text.

Locate the facts that are clearly stated in text (2.14B)

Use text features to locate specific information in text (2.14D)

Locate facts in expository text.


Use text features to locate specific information in text (2.14D)

Use context clues to determine the meaning of multiple-meaning words.

Monitor and adjust comprehension (Fig19C)

Use context to determine the meaning of unfamiliar words or multiple meaning words (2.5B)

EL

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1E-internalize new basic/academic language 4D-use pre-reading supports to enhance comprehension of text 4F-use visual and contextual support to read grade-appropriate text, 4G-demonstrate comprehension of increasingly complex English, 4I-demonstrate English comprehension by employing basic reading skills 4J - comprehension skills such as making connections; 4K- demonstrate English comprehension by employing analytical reading skills; 5G – Narrate, describe and explain in English

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Unit 2, Exemplar Lesson 1 Day 1, Shared Reading

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http://midland.nerdeveloper.net/index.cfm





Note: See Background Information and Teacher Notes sections of CSOPE for information about Expository text and facts/details.

Note: This lesson will use the Context Clues Anchor Chart from Unit 1 Daily Lesson 9.

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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 2-Readers Respond to Author’s Purpose

2

Whole Group Word Study


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Read sight words with automaticity. Students read and spell words with complex consonants.

Decode words by applying knowledge of common spelling patterns (2.2C)

Spell words with the complex consonants -tch, -dge and -ck.


Monitor accuracy of decoding (2.2H)

Spell words with complex consonants (2.23Bi)

Read sight words with automaticity. Students read and spell words with complex consonants.


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


Spell high frequency words (2.23C)

Alphabetize words to the first letter.


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

Alphabetize a series of words and use dictionary (2.5D)

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

Spelling Patterns (SP) 2

Pg. 169-172

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Unit 2, Exemplar Lesson 1 Daily Lesson 1, Word Study http://midland.nerdeveloper.net/index.cfm



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Identify & read at least 300 HFW (2.2G) High Frequency Words: can’t, fish, sea, dog that, all 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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Generate ideas for a composition about a topic of interest.

Plan a first draft by generating ideas (2.17A)

Write brief compositions about topics of interest (2.19A)

Listen attentively to speakers and ask questions (2.28A)

Follow, restate and give oral instructions that involve a sequence of actions (2.28B)

Share information and ideas that focus on the topic (2.29A)

Follow agreed-upon rules for discussion (2.30A)

Plan a composition about a topic of interest.



Understand and use descriptive adjectives.

Understand and use adjectives in the context or reading, writing and speaking (2.21Aiii)

Write a composition about a topic of interest and use descriptive adjectives.




EL

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2D-monitor understanding and seek clarification 2G - understand the general meaning 2H-understand implicit ideas and information in spoken language 2I-demonstrate listening comprehension of spoken English 3C – speak using a variety of grammatical structures 3D-speak using academic vocabulary 3G-express opinions, ideas and feelings in discussions 3H – narrate, describe and explain in English; 4D- use supports to enhance comprehension of written text 4F -Use visual support to read 5C – Spell familiar English words with increasing accuracy 5D-edit writing for standard grammar and usage 5E-employ increasing difficult grammatical structures in writing 5F-write using a variety of grade-appropriate sentence lengths 5G – Narrate, describe and explain in English

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Unit 2, Exemplar Lesson 1, Daily lesson 1, Writing

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Note: This lesson begins a Performance Indicator that will continue through Daily Lesson 8. Each step of the writing process will be explicitly modeled. See Teacher Notes section of CSCOPE for more information.

Note: See Background Information and Teacher Notes sections of CSCOPE for information on adjectives.

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4

Whole Group Reading


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Ask literal questions about expository text.


Ask literal questions of text (Fig19,B)


Use context to determine the meaning of unfamiliar words or multiple meaning words (2.5B)


Identify topic and explain author’s purpose (2.13A)


Establish a purpose for reading and use text features to locate facts and details in expository text. Support answers with evidence from text.



Ask relevant questions, seek clarification and locate facts and details with evidence from text (2.3B)

Establish purpose for reading and monitor comprehension (2.3C)




Use text features to locate specific information (2.14D)

Identify the topic, explain the author’s purpose, and use that knowledge to establish their purpose for reading the text.




Recognize different purposes of media (2.16A)

Monitor and adjust comprehension and use background knowledge to understand the text.


Monitor accuracy of decoding(2.2H)

Ask relevant questions, seek clarification and locate facts and details with evidence from text (2.3B)


*Performance Indicator

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1E-internalize new basic/academic language 4D-use pre-reading supports to enhance comprehension of text 4F-use visual and contextual support to read grade-appropriate text, 4G-demonstrate comprehension of increasingly complex English, 4I-demonstrate English comprehension by employing basic reading skills 4J - comprehension skills such as making connections; 4K- demonstrate English comprehension by employing analytical reading skills; 5G – Narrate, describe and explain in English

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Unit 2, Exemplar Lesson 1

Day 8, Shared Reading

http://midland.nerdeveloper.net/index.

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Note: This lesson focuses on using text features to locate facts.

Note: See Background Information section of CSOPE for information on author’s purpose.

Note:

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5



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Decode and spell VCe words

Spell words with long vowels (2.23B(iii))

Decode and spell VCe words

Use common syllabication patterns to decode-VCE (2.2Biv)


Spell words with long vowels (2.23Biii)

Use phonological knowledge to decode and spell words with the vowel-consonant-silent e pattern.

Use common syllabication patterns to decode-VCE (2.2B(iv))


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


Decode and spell words with r-controlled vowels (ar, or) and alphabetize words.

Use common syllabication patterns to decode-r-controlled vowels (2.2B(v))


Spell words with r-controlled vowels (2.23Bii)

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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Pg. 3173-176


Pg. 177-180

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Identify & read at least 300 HFW (2.2G) High Frequency Words: walk, car, light, fast by, for These words should have been mastered in 1


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6

Whole Group Writing


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Write a composition about a topic of interest and use descriptive adjectives.

Develop drafts by sequencing ideas (2.17B)



Revise brief compositions on topics of interest.

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




Revise story and check for complete sentences and correct subject-verb agreement.

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


Use complete sentences with correct subject-verb agreement (2.21B)

Edit compositions and share with others.

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


Write legibly leaving appropriate margins (2.22A)

Recognize and use ending punctuation in sentences (2.22Ci)


Use resources to find correct spellings (2.23F)


Follow, restate and give oral instructions that involve a sequence of actions (2.28B)




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Note: Collect finished pieces to score using the rubric provided as part of the Unit Assessment. You will need to create a simple editing checklist for students to use in editing compositions. See resource page for links for possible editing checklists.

Teacher Notes and Resources






7

Whole Group Reading


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Make and confirm predictions and retell important events from a story

Retell important events (Fig19E)

Use ideas to make and confirm predictions (2.3A)

Distinguish between fiction and nonfiction (2.10A)

Understand and use time-order transition words in reading and writing (2.21Avii)

Describe main characters in works of fiction, including traits, motivations, and feelings.


Describe characters in fiction including traits, motivations and feelings (2.9B)









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4G – Demonstrate comprehension in English through discussion 5B – Use basic an academic vocabulary 5G – Narrate, describe and explain in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 2D-monitor understanding and seek clarification 2G - understand the general meaning 3C – speak using a variety of grammatical structures 3E-share in cooperative learning interactions 3H – narrate, describe and explain in English; 4I-demonstrate English comprehension by employing basic reading skills

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Unit 2, Exemplar Lesson 2 Daily Lesson 9, Shared Reading

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Note: Select a book that has a main character with traits, motivations and feelings that are clear.

Note: Students will be reading independently and applying skills from the previous lesson. Students do not necessarily have to read the same book; you may choose to use leveled texts. Make sure that texts have characters with traits, motivations and feelings that are clear.

Note: Collect data for assessment purposes during the Learning Applications portion of the lesson.

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Decode and spell two-syllable words with –ar and –or. Decode and spell high-frequency words.

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


Spell words with long vowels (2.23B(ii))


Decode and spell two-syllable words with vowel-r (ar, or).



* Performance Indicator

Decode and spell two-syllable words with vowel-r (ar, or).



Decode and spell one-syllable words with r-controlled vowels (er, ir, ur).



Spell words with r-controlled vowels (2.23B(ii))

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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Identify & read at least 300 HFW (2.2G) High Frequency Words: school, top, ran, under out, her These words should have been mastered in 1



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9

Whole Group Writing


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Plan a story by generating ideas.


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

Plan a first draft of a story.




Distinguish sentence types.

Distinguish among declarative and interrogative sentences (2.21C)


Use adverbs in speaking and writing.

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

Use complete sentences with correct subject-verb agreement (2.21 B)

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Note: This lesson begins a Performance Indicator that will continue through Daily Lesson 20.

Note: See Background Information and Teacher Notes sections of CSCOPE for important information on types of sentences.

Note: See Background Information and Teacher Notes for information on adverbs. Students are expected to add detail to their writing through the use of adverbs. The anchor chart created in this lesson will be re-used in future lessons.

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10

Whole Group Reading


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(Author Study) Fiction (Author Study)

Fiction (Author Study)


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Describe similarities and differences in plots and settings of works by the same author.

Identify moral lessons as themes in well-known fables, legends myths, or stories (2.6A)

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



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

Make connections to their own experiences, ideas in other texts, and the larger community and discuss textual evidence.

Establish purpose for reading (Fig19A)

Make connections to experiences, other texts and community and provide evidence (Fig 19F)


Ask questions, seek clarification, and locate facts and details about stories and texts and support answers with evidence (2.3B)




Make connections to their own experiences, ideas in other texts, and the larger community and discuss textual evidence.


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Note: Select an author to study in Daily Lessons 13-16. See Advance Preparation section of CSCOPE for suggestions. You will choose 2 books for this lesson. At least 1 should have a clear moral lesson.

Note: See Background Information section of CSCOPE for information about connections.

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Decode and spell two-syllable words with –er, -ir, and –ur. Students decode and spell high-frequency words.



Spell words with long vowels (2.23Bii)


Decode and spell two-syllable words with vowel-r.



Read and write multisyllabic words with common spelling patterns.

Use syllabication to decode VCe words (2.2Biv)

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


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


Spell words with r-controlled vowels ( 2.23Bii)



Identify and read contractions.

Identify and read contractions (2.2F)

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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Word Structure (WS) 10

Pg. 339-342

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Note: Students may be assessed

individually or as part of small group instruction.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: make, want, don’t, much his, are These words should have been mastered in 1



Teachers Notes and Resources








12

Whole Group Writing


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Write brief stories that include a beginning, middle, and end.

Develop drafts by sequencing ideas (2.17,B)


Use complete sentences with subject-verb agreement (2.21B)




Spell base words with inflectional endings (2.23 D)

Use resources to find spellings (2.23F)

Write brief stories with a beginning, middle, and end. Students use appropriate capitalization.




Use capitalization for proper nouns (2.22Bi)

Use capitalization for months and days of the week ( 2.22Bii)

Write a brief story with a beginning, middle and end. Students use adverbs in their writing.

Develop drafts by sequencing ideas (2.17,B)



Write and revise brief stories that include a beginning, middle, and end.

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



Understand and use time-order transition words (2.21Avii)

Distinguish among declarative and interrogative sentences (2.21C)

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Unit 2, Exemplar Lesson 2,

Daily Lesson 13, Writing http://midland.nerdeveloper.net/index.cfm







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Whole Group Reading


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(Author Study) Fiction (Author Study)



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Identify moral lessons as themes in well-known fables, folktales and stories (2.6A)






Describe similarities and differences in works by the same author and describe main characters including traits, motivations, and feelings.

Retell important events in stories in logical order (Fig19E)



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

Describe similarities and differences in works by the same author and retell important story events in logical order.


Establish purpose for reading (Fig19A)

Retell important events in stories in logical order (Fig19E)



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Note: Select a new author to study in Lessons 17-20. You will create and anchor chart that will be used in the next 4 lessons.

Note: Be sure that the selected book has a strong main character with clear traits, motivations and feelings.

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Identify and read contractions. Decode and spell high-frequency words






Read words with common prefixes.

Read words with common prefixes and suffixes (2.2D)

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


Use phonological knowledge to match sounds to letters (2.23A)

Share information and ideas that focus o the topic (2.29A)

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Unit 2, Exemplar Lesson 2 Daily Lesson 14, Word Study




Note: Students may be assessed

individually or as part of small group instruction.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: happy, food, with, take do, three These words should have been mastered in 1



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Whole Group Writing


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Revise brief stories that include a beginning, middle, and end.

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

Understand and use adjectives in reading and writing (2.21Aiii)


Understand and use time-order transition words in reading and writing (2.21Avii)

Use a teacher-developed rubric to edit stories for grammar, punctuation, and spelling.

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

Use capitalization for months and days of week (2.22Bii)


Use capitalization for proper nouns (2.22Bi)


Spell words with r-controlled vowels (2.23B(ii))




Use resources to find spellings (2.23F)

Publish a story and use legible handwriting.


Use complete sentences with subject-verb agreement (2.21B)

Write legibly leaving appropriate margins (2.22A)


Share information and ideas that focus on the topic(2.30A)

Share published story.




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Note: See resource page for links for possible editing checklists.

Note: Collet completed pieces to score using the rubric provided for Unit Assessment.

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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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Read words with common prefixes.



Follow, restate and give oral instructions that involve a short sequence (2.28B)

Read words with common suffixes and spell words with inflectional endings. Decode and spell sight words


Identify and read contractions (2.2 G)



Spell words with long vowels (2.23B(iii))


Read and spell words with common suffixes and inflectional endings.





Read and write multisyllabic words with common spelling patterns.



Use phonological knowledge to match sounds to letters (2.23A)


* Performance Indicator

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Unit 2, Exemplar Lesson 2 Daily Lesson 20, Word Study


Note: See Background Information and Teacher Notes sections of CSCOPE for important information on suffixes/inflectional endings.

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Identify & read at least 300 HFW (2.2G) High Frequency Words: along, keep, pick, work had, him These words should have been mastered in 1



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Whole Group Writing


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

as needed.


19

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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)

CSCOPE Recommended Resources for selecting text: Possible paired selections (Daily Lesson 1) and Expository Text (Daily Lessons 2-3 and 5-8) : (Highlighted texts are available in your book collections)

Look to the North: A Wolf Pup Diary by Jean Craighead George

Wolves by Seymour Simon

Owl Moon by Jane Yolen

All About Owls by Jim Arnosky

Frog and Toad are Friends by Arnold Lobel

Frogs by Gail Gibbons

Martha Blah Blah by Susan Meddaugh

How to Talk to Your Dog by Jean Craighead George Possible books for multiple meaning words (Daily Lesson 4):

Amelia Bedelia by Peggy Parish

Thank You, Amelia Bedelia by Peggy Parish

Amelia Bedelia and the Surprise Shower by Peggy Parish Possible websites for Expository Text (Daily Lesson 5):

www.timeforkids.com

www.dogonews.com

www.scholastic.com/news Possible books for author study (Daily Lessons 13-20):

Arthur’s New Puppy, by Marc Brown

Arthur’s Family Vacation, by Marc Brown

Arthur and the True Francine, by Marc Brown

D.W. Rides Again, by Marc Brown

Lilly’s Purple Plastic Purse, by Kevin Henkes

Julius, The Baby of the World, by Kevin Henkes

Chester’s Way by Kevin Henkes

Owen, by Kevin Henkes

http://www.timeforkids.com/

http://www.dogonews.com/

http://www.scholastic.com/news


20

Hedgie Blasts Off, by Jan Brett

Daisy Comes Home, by Jan Brett

Hedgie’s Surprise by Jan Brett

Stephanie’s Ponytail, by Robert Munsch

Andrew’s Loose Tooth, by Robert Munsch

Smelly Socks, by Robert Munsch

Strega Nona, by Tomie dePaola

The Baby Sister, by Tomie dePaola

Bill and Pete, by Tomie dePaola

Houghton-Mifflin Harcourt Resources: Expository: Schools Around the World, Unit 3, Lesson 13 They Really Are GIANT! Unit 2, Lesson 7 Meet Norbert Wu, Unit 2, Lesson 10 From Frogs to Eggs, Unit 6, Lesson 26

Fiction:

Teacher’s Pets, Unit 1, Lesson 5 Violet’s Music, Unit 3, Lesson 12 Luke Goes to Bat, Unit 4, Lesson 17 Author Study: Henry and Mudge, by Cynthia Rylant, Unit 1, Lesson 1 Henry and Mudge Under the Yellow Moon, by Cynthia Rylant, Unit 1, Lesson 3 Diary of a Spider, by Doreen Cronin, Unit 1, Lesson 4 Click, Clack, Moo: Cows that Type, by Dorren Cronin, Unit 2, Lesson 11 The Mysterious Tadpole, by Steven Kellogg, Unit 6, Lesson 26

Possible Websites for Editing Checklists (Writing): http://www2.rccsd.org/MSmith/Writers'Workshop.htm http://pinterest.com/search/?q=editing+checklist

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

http://pinterest.com/search/?q=editing+checklist

Documents

Revised 5-23-12 Midland ISD- ELA Scope and Sequence 2nd ... Grade Unit 2.pdfMIDLAND ISD Scope & Sequence 2nd ELA –Unit 2-Readers Respond to Author’s Purpose 2 Whole Group Word