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Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic Awareness

Substitute Phonemes

Syllables in Spoken Words

TARGETED VOCABULARY &

STRATEGIES

STRATEGY: Compound Words

WORD CARDS:Cards 57-64

Weekly Plan T196-T197

Day 1T202-T203 DL

Substitute Phonemes

Day 2T214-T215 DL

Substitute Phonemes

Day 3T234-T235 DL


Day 4T244-T245 DL


Day 5T254-T255


AL: phonemes, syllables


Day 1

Daily Vocabulary BoostT203

Read Aloud“Floods: Dangerous

Optional Weekly Tests

T2628.7-8.9

CC.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.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

I will use context clues to determine meaning of a word or phrase.

Context clues Phrases

BWLTRS: p. 541-544

CC.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.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

I will determine the meaning of the new word formed when a prefix is added.

PrefixDetermine

TRS: p. 491-493

CC.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.CC.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

I will use the meaning of individual words to predict the meaning ofcompound words.

PredictCompound

words

BWL

CC.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.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.

GlossariesDictionaries

BWLhttp://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/english

CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

I will distinguish the meaning of closely related verbs.

DistinguishVerbs

AdjectivesClosely related

BWLWJWTWhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/

October 15, 2012 Quarter 2 –p.1

http://www.readingrockets.org/strategies/semantic_gradients/


https://www.teachingchannel.org/videos/improving-student-vocabulary



http://kids.yahoo.com/reference/dictionary/english


http://www.wordcentral.com/

Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10TARGET

VOCABULARYbeware, damage,

bend, flash, pounding, prevent, reach, equal

Water”T204-T205CLLG: p. 55

Projectable 8.1 (Read Aloud: Model Oral Fluency)

Introduce VocabularyT206-T207

Day 2


Develop BackgroundT218-T219

“Storm Warning”

Day 3


Day 4


Vocabulary StrategiesT250-T251

Projectable 8.10 (Compound Words)PB: Vol. 1, p. 117

Day 5


CC.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).

I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.

PhrasesAdjectivesAdverbs

Responding to texts

IRA 2-3

Word Work/Phonics Phonics Optional Weekly



Consonant Diagraphs th,

sh, wh, ch, tch, ph

Base Words and Endings -s, -ed, -ing


Day 1 T208-T210 Words with

Consonant Digraphs th, sh, wh, ch, tch, and phPB: Vol. 1, p. 106

Decodable Reader“Splish! Splash!

Whales”T211


Consonant Digraphs th, sh, wh, ch, tch, phInstructional Routine 3PB: Vol. 1, p. 108

Day 3 T236-T237 Base

Words and Endings –s, –ed, -ingPB: Vol.1, p 113

Decodable Reader“Drifting Up, Up, Up”

T239

Day 4 T246 Review Base

Words and Endings –s, -ed, -ing

T247 Review Words with Consonant Digraphs; Double Consonants and ck

Day 5T262 Assessment

TestsT262

8.13-8.14

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.

I will decode words with common prefixes and suffixes.

DecodePrefixesSuffixes

WJWTWBWL

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

I will identify words with inconsistent but common spelling sound patterns.

Common spelling-sound

patterns

WJWTWBWL

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.

I will recognize and read irregularly spelled words.

RecognizeIrregularly

TRS: Chapter 7PTRWTWWJ

Comprehension Comprehension

Skill:

Main Selection“Super Storms”

Genre: Informational Text

Optional Weekly TestsT263

CC.RL.2.1 Ask and answer such questions as I will ask questions DemonstrateKey details

STW: p. 17-18, 110-122, 177 IRA2-3: p. 5


Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10who, what, where, when, why, and how to demonstrate understanding of key details in a text.

such as who, what, where, when, why, and how. I will answer questions such as who, what, where, when, why and how.

CT:: Lessons 8-11 Main Ideas and Details

Strategy: Visualize

Genre: Informational Text/Poetry

Fluency:Rate

Essential Question:How do you know

what a story is mostly about?

T222-T230; SB: p. 230-244

CLLG: p.54

Day 2

Introduce Comprehension

T220-T221Main Ideas and Details;

Visualize Projectable 8.4(Main

Ideas & Details: Visualize)PB: Vol. 1, p. 109AL: main idea, supporting detail, topic, visualize

Develop Comprehension

T224-T229 Projectables 8.5a,

8.5b, 8.5c (Web)

Your TurnT231

Day 3

Deepen Comprehension

T240-T241Main Ideas & Details

Projectable 8.8 (Web: Infer Main Ideas)PB: Vol. 1, p. 114AL: infer, main idea, supporting detail, topic,

Day 4

Connect To“Weather Permits”

T248-T249Genre: Poetry

8.2-8.6

CC.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I will recount stories, including fables and folktales. I will determine the central message or moral of the story.

FableDiverseCulture

DetermineMessage

MoralFolktales

STW : p. 181-182,198CT: Lessons 16-17

CC.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.

I will describe how words and phrases supply rhythm and meaning in text.

RhythmPhrase

Alliteration

PTTP: p. 11-29 (poetry)

CC.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I will read and comprehend literature.

LiteratureProsePoetry

PTTP (poetry)GRSTW

Reading Standards for Informational TextCC.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.

I will ask and answer questions such as who, what, where, when, why, and how to understand key details in a text.

Key details STW2: p. 171-177http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html

CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.

Multi-paragraphIdentifyTopic

Specific

NRP: Chapter 5http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96

CC.RI.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.

I will determine the meaning of words and phrases in a text or topic.

TextTopic

GR: p. 163-166WJ

CC.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

I will know and use text features to locate key facts or information in a text.

Text featuresKey factsCaptionsBold print

CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com


http://www.learningbridges.com/NewsletterArticle.aspx?ArticleID=96



http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-951.html



Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10efficiently. Subheading

GlossariesIndexes

ElectronicMenusIcons

http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html

MC: T249 CLLG: p.55 Connect to Poetry

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

I will identify the main purpose of a text.

IdentifyMain purpose

Text

NRP: Chapter 5STW2

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify as text.

I will explain how an image helps me understand the text.

ExplainImageText

NRP: p. 78

CC.RI.2.8 Describe how reasons support specific points the author makes in a text.

I will describe how reasons support specific points the author makes.

SupportOpinion

NRP

CC.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, with scaffolding as needed at the high end of the range.

I will read and comprehend grade level informational text.

ComprehendInformational

text

GRWSTW2RWMNRPRP

CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.

I will read grade-level text with purpose and understanding.

Purpose GRTRSSTW2RWM

CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

I will read grade-level text fluently with expression on successive readings.

FluentlyExpressionSuccessive

readings

TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html

CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I will reread using context to confirm or self-correct word recognition and understanding.

ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150

Speaking and Listening StandardsCC.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts

I will follow our rules when we are

Discussions GRWhttp://


http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html






Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10with peers and adults in small and larger groups.CC.SL.2.1a Follow agreed- upon rules for discussion (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).

having discussions. www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf

CC.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.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.

I will build on others’ talk in conversation.

Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspxTDC: p. 88-89STW2: p.169-172GRW

CC.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.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

I will ask clarifying questions about the topics and texts.

Conversation TDC: p. 88-89STW2: p.169-172

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

I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas from media.

MediaDescribe

Brain PopKids CollegeEducation CityIRA 2-3: p. 49-52

CC.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

I will tell a story with facts and descriptive details. I will recount an experience using facts and descriptive details. I will speak in complete sentences.

FactsDescriptive

detailsExperience

GRWIs That a Fact?CLhttp://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html

CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)

I will produce complete sentences to provide detail or clarification.

DetailClarification

Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-


http://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522


http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html



http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspx





Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522

Spelling Spelling

Words with th, sh, wh, ch, tch

Spelling Words:(Basic) dish, than, chest, such, thin, push, shine, chase, white, while, these, flash(Review) which, then(Challenge) catch, thumb


Day 1T212 Teach the Principle/Pretest

Day 2T232 Teach/Word Sort

Day 3T242 Segment

Sounds/Build Words

Day 4T252 Connect to WritingPB: Vol. 1, p. 118


Weekly TestT258

Spelling Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)

I will use generalized spelling patterns when writing words.

Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96

COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS


EXAMPLESASSESSMENTS

Grammar Grammar

What is a Verb?


Day 1T212 Action Verbs Projectable 8.2

PB: Vol. 1, p. 107

Day 2T232 Action Verbs andSubjects Projectable 8.6

PB: Vol. 1, p. 111

Day 3


8.18-8.19

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).(Language Progressive Skill)

I will use verbs to show past tense. I will use verbs to show present tense. I will use verbs to show future tense.

Past PresentFutureVerbs

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.htmlhttp://


http://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

http://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.html



http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs



http://www.readingrockets.org/article/27876/





Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

T242 Action Verbs inSentencesPB: Vol. 1, p. 116

Day 4T252 Spiral Review:Statements & QuestionsPB: Vol. 1, p. 119

Day 5T258-T259 WeeklyReview: What is a Verb?Connect to Writing: WordChoicePB: Vol. 1, p. 120

\

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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.)

I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.

ProduceExpand

CompleteSimple

Comprehend

MM2-3 TDC: p. 57-58http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

I will use reference materials to check my spelling.

Referencematerials

http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112GRW

Writing Writing

Write to Inform:Informational Paragraph

Focus Trait: Voice


Day 1T213 Introduce theModel: InformationalParagraph Projectable 8.3 (Writing

Model: Informational Paragraph)

Day 2T233 Introduce the FocusTrait: Voice Using Your Own WordsPB: Vol. 1, p. 112

Day 3T243 Main Ideas andSupporting Facts Projectable 8.9

Day 4T253 CombiningSentences Projectable 8.11

(Drafting

Optional Daily Writing Prompts

T196-T197

Write a postcard to someone telling about the weather where you are.

Write three or more sentences to tell about a storm you have experienced.(reference Journeys Open Response/Writing Rubric on Lesson 8 Overview [cardboard page before Focus Wall])

CC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I will write to inform/explain by introducing a topic. I will write to inform/explain by using facts and definitions to develop points. I will write to inform/explain by providing a concluding statement.

Explanatorytext

Concludingstatement

Topic

Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C

CC.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.

I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure (conclusion).

NarrativeRecount

EventDetails

TransitionConclusion

Closure

Is That a Fact?, p 187-209Small MomentsAppendix AAppendix CGRWCLhttp://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabs


http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabs



http://kids.yahoo.com/reference/dictionary/englis



http://www.nclrc.org/essentials/grammar/grindex.htm








Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 10 an Informational

Paragraph)

Day 5T260-T261 Revise andEdit: Voice Projectable 8.12

(Revising Greg’s Draft)

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

I will strengthen my writing by revising and editing.

ReviseEdit

Topic

AL: p. 69-71PPW: p 130-136CRSYW: p. 62-65Launching the WW: p.109-114WR: TSS: p. 79-103SLMGRWhttp://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf

CC.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).

I will participate in shared research. I will participate in writing projects.

Participate ResearchProjects

IW: Chapter 11http://kids.britannica.com/

CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

I will participate in writing projects.

RecallExperiences

Gather


SMALL GROUP STANDARDS Reading Standards: Foundational Skills

CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES

SOCIAL STUDIES STANDARDSDES STANDARDS:

FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE

SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS


http://kids.britannica.com/


http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf







EXAMPLESASSESSMENTS


Add Phonemes



STRATEGIES

STRATEGY:Synonyms


TARGET VOCABULARY

tunnel, curled, height,


Day 1T296-T297 DLAdd Phonemes

Day 2T308-T309 DLAdd Phonemes

Day 3T332-T333 DL


Day 4T342-T343 DL


Day 5T352-T353 DL



Day 1


Read Aloud “On Thin Ice”T298-T299CLLG: p. 57


T3609.2-9.4




BWLTRS: p. 541-544



PrefixDetermine

TRS: p. 491-493







DistinguishVerbs



CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using

I will use words and phrases learned through talking.


WJBWLWTW










Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.

Responding to texts

https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/

direction, toward, healed, brag, tease

Projectable 9.1 (Read Aloud: Model

Oral Fluency)


Day 2


Develop BackgroundT312-T313“Folktales”

Day 3


Day 4



Projectable 9.9 (Synonyms)PB: Vol. 1, p. 132

Day 5Daily Vocabulary

BoostT353

Word Work/Phonics Phonics

Base Words and Endings -

ed, -ing

Weekly Plan T290-T291Day 1

T302-T304 Base Words & Endings –ed, -ingPB: Vol. 1, p. 121


9.8-9.11

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.



WJWTWBWL







Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11CV Syllable

Pattern Decodable Reader“Maybe So”

T305

Day 2T310-T311 Base Words & Endings –ed, -ingPB: Vol. 1, p. 123

Day 3T334-T335 Words with the CV Syllable PatternPB: Vol. 1, p. 128

Decodable Reader“Racing Away!”

T337

Day 4T344 Review Words with the CV Syllable PatternT345 Review Consonant Digraphs and Base Words and Endings –ed, -ing







Skill: Understanding

Characters

Strategy: Summarize

Genre: Folktale/Traditional Tale

Fluency:Phrasing: Punctuation

Essential Question:What can you learn

from the way a

Main Selection“How Chipmunk Got

His Stripes” Genre: Folktale

T316-T328; SB: p. 258-279

CLLG: p. 56

Day 2


T314-T315Understanding

Characters; Summarize Projectable 9.4

(Understanding Characters:


9.5-9.7

CC.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.

I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.

DemonstrateKey details

STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT:: Lessons 8-11

CC.RL.2.2 Recount stories, including fables, and folktales from diverse cultures, and determine their central message, lesson, or moral.

I will recount stories, including fables and folktales. I will determine the central message or moral of the story.

FableDiverseculture

DetermineMessage

MoralFolktales

STW : p. 181-182,198CT: Lessons 16-17


Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11character acts? Summarize

PB: Vol. 1, p. 124AL: character(s), summarize, traits



9.5b, 9.5c, 9.5d (Column Chart)

Your TurnT329

Day 3


T338-T339Infer Character Traits Projectable 9.8

(Column Chart: Infer Character Traits)PB: Vol. 1, p. 129AL: character(s), traits, infer

Day 4

Connect To“Why Rabbits Have

Short Tails”Genre: Traditional Tales

T346-T347 MC: T347 CLLG: p. 57 Connect to

Traditional Tales

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

I will describe how characters in a story respond to major events and challenges.

Major eventsChallengesCharactersRespond

STW2: p. 94-97GRW



RhythmPhrase

Alliteration


CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.

DescribeAction

Concludes

IRA2-3: p. 95-100http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf

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

I will use information gained form illustrations and words. I will demonstrate understanding of characters, setting, or plot.

IllustrationsCharacters

SettingPlot

Demonstrate

STW: p. 141-142GRW




PTTP (poetry)GRSTW







readings




ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150





http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf




Speaking and Listening StandardsCC.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.CC.SL.2.1a Follow agreed- upon rules for discussion (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).

I will follow our rules when we are having discussions.

Discussions GRWhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf






Conversations TDC: p. 88-89STW2: p.169-172



MediaDescribe


CC.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.

I will ask and answer questions form understanding.

Questions GRWSTWRFMhttp://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf


http://www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf












FactsDescriptive

detailsRecount


Spelling Spelling

Base Words with Endings -ed, -ing

Spelling Words:(Basic) liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked(Review) mixed, sleeping(Challenge) teasing, knocking




Day 3T340 Segment

Sounds/Build Words



Weekly TestsT356

Spelling Assessment



Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96

WRITING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Grammar Grammar

Verbs in the Present


Day 1T306 Adding –s to Verbs Projectable 9.2

PB: Vol. 1, p. 122

Day 2T330 Adding –es toVerbs Projectable 9.6

PB: Vol. 1, p. 126


9.12-9.14.

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).(Language Progressive Skill)


Past PresentFutureVerbs

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-













Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11vocabulary-with-918.htmlhttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

Day 3T340 Verbs with –s and–esPB: Vol. 1, p. 131

Day 4T350 Spiral Review:Kinds of NounsPB: Vol. 1, p. 134

Day 5T356-T357 WeeklyReview: Verbs in thePresentConnect to Writing: Sentence FluencyPB: Vol. 1, p. 135

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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.)


ProduceExpand

CompleteSimple

Comprehend




Referencematerials


Writing Writing Optional Daily
















Write to Inform:Instructions

Focus Trait: Ideas


Day 1T307 Introduce theModel: Instructions Projectable 9.3

(WritingModel: Instructions)

Day 2T331 Introduce theFocus Trait: IdeasImportant StepsPB: Vol. 1, p. 127

Day 3T341 Instructions: Usinga List

Day 4T351 Instructions:Telling the Steps inOrder Projectable 9.10(Prewriting – Planning Instructions)

Day 5T358-T359 Instructions

Writing PromptsT290-T291

Write about something in nature that no one can control.

Find and write three sentences that show that Bear liked to brag.(reference Journeys Open Response/Writing Rubric on Lesson 9 Overview [cardboard page before Focus Wall])

CC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


Explanatorytext

Concludingstatement

Topic

Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C C



ReviseEdit

Topic






CC.W.2.8 Recall information from experiences I will participate in Recall IW: Chapter 11October 15, 2012 Quarter 2 –p.17





Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 11or gather information from provided sources to answer a question.

writing projects. ExperiencesGather


SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE








EXAMPLESASSESSMENTS


Add and Delete Phonemes


STRATEGIES

STRATEGY:Base Words &

Suffixes –er, -est


TARGET VOCABULARY

millions, choices, drift,


Day 1T394-T395 DL

Add & Delete Phonemes

Day 2T406-T407 DL


Day 3T428-T429 DL


Day 4T436-T437 DL


Day 5T446-T447 DL



Day 1


Read Aloud“Sharks on the Run!”

T396-T397CLLG: p. 59

Projectable 10.1 (Read


T45410.2-10.3




BWLTRS: p. 541-544



PrefixDetermine

TRS: p. 491-493

CC.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.CC.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

I will use known root words to help me understand the meaning of unknown words that share the same root.

Root word Clue

KnownUnknown Meaning

TRS: p. 491-493





CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5a Identify real-life connections between words and their use (e.g., describe


DistinguishVerbs


BWLWJWTWhttps://






Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12foods that are spicy or juicy). www.teachingchannel.org/

videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/

simple, weaker, wrapped, disgusting,

decide

Aloud: Model Oral Fluency)


Day 2


Develop BackgroundT410-T411“Ocean Life”

Day 3


Day 4



Projectable 10.9 (Suffixes –er, -est)PB: Vol. 1, p. 147

Day 5Daily Vocabulary Boost

T447


I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Responding to texts

IRA 2-3


Contractions


Day 1T400-T402 ContractionsPB: Vol. 1, p. 136

Decodable Reader“Let’s Have Fun”

T403

Day 2


10.7-10.9

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

I will distinguish long and short vowels in one syllable words.

DistinguishSyllable

PTR: p.105-127WJWTW

CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.




CC.L.2.2 Demonstrate command of the conventions of I will use an Apostrophe MM2-3: p. 90October 15, 2012 Quarter 2 –p.20






Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

apostrophe to form contractions. I will use an apostrophe to form possessives.

ContractionsPossessives

T408-T409 ContractionsPB: Vol. 1, p. 138

Day 3T430 Cumulative ReviewPB: Vol. 1, p. 143

Decodable Reader“I’m Going to Win”

T430

Day 4T438 Review ContractionsT439 Cumulative Review


Comprehension Comprehension Main Selection Optional Weekly TestsReading Standards for Informational Text


Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12Skill:

Fact and Opinion

Strategy: Monitor/Clarify

Genre: Informational Text

Fluency:Stress

Essential Question:How do you know if something is a fact

or an opinion?

“Jellies”Genre: Informational Text

T414-T424; SB: p. 292-308 CLLG: p. 58

Day 2

Introduce ComprehensionT412-T413

Fact & Opinion; Monitor/Clarify

Projectable 10.4 (Fact & Opinion: Monitor/ClarifyPB: Vol. 1, p. 139AL: fact, opinion, monitor, clarify

Develop ComprehensionT416-T423

Projectables 10.5a, 10.5b, 10.5c (T-Map)

Your TurnT425

Day 3

Deepen ComprehensionT432-T433

Identify Facts & Opinions Projectable 10.8 (T-Map:

Identify Facts & Opinions)PB: Vol. 1, p. 144AL: fact, opinion, monitor,

Day 4

Connect To“Meet Norbert Wu”

Genre: Informational TextT440-T441

MC: T441 CLLG: p.59 Connect to Social

T45510.4-10.6

CC.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.




I will identify the main topic of a multi-paragraph text. I will identify the focus of specific paragraphs within the text.

Multi-paragraphIdentifyTopic

Specific


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

I will describe the connection between a series of historical events. I will describe the connection between scientific ideas or concepts. I will describe the steps in technical

SeriesHistorical events

Scientific procedures

Text

NRP: p. 110








Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12procedures in a text.

Studies

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


TextTopic

GR: p. 163-166WJ

CC.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.


Text features Key facts CaptionsBold print

SubheadingGlossaries

IndexesElectronic

menusIcons

CT: Lessons 2 and 3Weekly ReaderTime for KidsSpigot.com http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html


I will identify the main purpose of a text. I will identify what the author wants to answer, explain, or describe.


Text

NRP: Chapter 5STW2

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


ExplainImageText

NRP: p. 78




text

GRWSTW2RWMNRPRP




CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings..



readings









Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12CC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150

Speaking and Listening StandardsCC.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.CC.SL.2.1a Follow agreed- upon rules for discussion (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)



CC.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.CC. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.








MediaDescribe



I will ask and answer questions form understanding.

Questions GRWSTWRFMhttp://









Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12www.learningthroughlistening.org/SiteData/docs/evsActive%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf



FactsDescriptive

detailsRecount


CC.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

I will create recordings of stories or poems. I will clarify my ideas, thoughts, and feelings by adding drawings or visual displays.

RecordingsClarify

GR: p. 80-81STW2: p.127

CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3)


DetailClarification

Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522

Spelling Spelling

Contractions

Spelling Words:



Weekly TestsT450

Spelling Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy –


Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96










Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12boil) (Basic) I’m, don’t,

isn’t, can’t, we’ll, it’s, I’ve, didn’t, you’re, that’s, wasn’t, you’ve(Review) us, them(Challenge) they’re, wouldn’t


Day 3T434 Segment

Sounds/Build Words

Day 4T444 Connect to Writing

PB: Vol. 1, p. 148




Reference materials





EXAMPLESASSESSMENTS

Grammar Grammar

Verbs Present, Past, & Future


Day 1T404 Past-Time Verbs with -ed Projectable 10.2

PB: Vol. 1, p. 107

Day 2T426 Verbs in Future Time Projectable 10.6

PB: Vol. 1, p. 142

Day 3T434 Present, Past, &Future TimePB: Vol. 1, p. 146

Day 4T444 Spiral Review:Singular & Plural NounsPB: Vol. 1, p. 149

Day 5


10.10-10.12

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1e Use verbs to convey a sense of past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walkhome). (Language Progressive Skill)


PastPresentFutureVerbs

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.htmlhttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html



Referencematerials





















Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12T450-T451Verbs in thePresent, Past & FutureConnect to Writing: Sentence FluencyPB: Vol. 1, p. 150

WritingCC.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


Explanatorytext

Concludingstatement

Topic

Is That a Fact?NW: PRNCLSYWGRWAppendix AAppendix C

Writing

Write to Inform:Instructions

Focus Trait:Word Choice


Day 1T405 Instructions Projectable 10.3

(DraftingInstructions)

Day 2T427 Introduce the FocusTrait: Word Choice Choosing Exact WordsPB: Vol. 1, p. 142

Day 3T435 Instructions: StrongOpeningsPB: Vol. 1, p. 146

Day 4T445 Instructions: StrongEndings

Day 5T452-T453 Revise, Edit, Publish: Instructions Projectable 10.10(Revising Alexa’s Draft)


T388-T389

Write a diary entry about a day you spent on a beach.

Write two sentences to explain this statement in your own words: “Jellyfish are so simple that they look like plastic trash floating in the sea.” (reference Journeys Open Response/Writing Rubric on Lesson 10 Overview [cardboard page before Focus Wall])



ReviseEdit

Topic











Unit 2: Lesson 10 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 12CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

I will participate in writing projects.

RecallExperiences

Gather


CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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).


ProduceExpand

CompleteSimple

Compound


SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.












Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS




STRATEGIES

STRATEGY:Prefixes pre- and

mis-

WORD CARDS:Cards 81-88:

TARGET VOCABULARY

understand, gathered, impatient, impossible, believe,

Weekly Plan T6-T7

Day 1T12-T13 DL


Day 2T24-T25 DL


Day 3T46-T47 DL


Day 4T54-T55 DL


Day 5T64-T65


Weekly Plan T6-T7

Day 1


Read Aloud“Don’t Play Cards With a

Dog in the Room!”T14-T15

CLLG: p. 61Projectable 11.1 (Read

Aloud: Model Oral Fluency)


11.2-11.3

CC.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 form an array of strategies.CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.


Context cluesPhrases

BWLTRS: p. 541-544

CC.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 form an array of strategies.CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell,).


PrefixDetermine

TRS: p. 491-493

CC.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 form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print, and digital, to determine or clarify the meaning of words and phrases.






DistinguishVerbs












Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13problem, demand,

furious Introduce VocabularyT16-T17

Day 2



“Reaching an Agreement”

Day 3


Day 4



Projectable 11.10 (Prefixes pre- and mis-)

PB: Vol. 1, p. 162

Day 5


CC.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 ha ppy that makes me happy).

I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read


Responding to texts

IRA 2-3


Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Base Words and Endings-s, -es

Weekly Plan T6-T7

Day 1T18-T20 Base Words andEndings –s, -esPB: Vol.1, p. 151

Decodable Reader“Jess Makes Gifts”

T21

Day 2T26-T27 Base Words andEndings –s, -esPB: Vol. 1, p. 153

Day 3T48 Cumulative ReviewPB: Vol. 1, p. 158

Day 4T56 Review Base Wordsand Endings –s, --esT57 Cumulative Review

Day 5

T72 Assessment


11.7-11.8

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.

I will decode two-syllable words with long vowels.

DecodeTwo-syllableLong vowels

PTR: p. 114-126

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3d Decode words with common prefixes and suffixes.


Decode PrefixesSuffixes

WJWTWBWL

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.


Recognize Irregularly



Skill: Conclusions

Strategy:

Main Selection“Click, Clack, Moo Cows

That Type”Genre: Humorous FictionT32-T42 SB: p. 326-344

CLLG: p. 60


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

I will ask who, what, where, when, why and how questions. I will answer who,




Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13what, where, when, why, and how questions.

Infer/Predict

Genre: Humorous

Fiction/Informational Text

Fluency:Expression

Essential QuestionWhat helps you make a decision

about a character?

Day 2


T30-T31Conclusions; Infer/Predict Projectable 11.4 (Draw

Conclusions: Infer/PredictPB: Vol. 1, p. 154AL: conclusion, infer, signal words

Develop Comprehension T34-T41

Projectables 11.5a,11.5b, 11.5c (Inference Map)

Your TurnT43

Day 3


Support Conclusions Projectable 11.8

(Inference Map: Conclusions)PB: Vol. 1, p. 159AL: conclusion, signal words, support

Day 4

Connect To“Talk About Smart

Animals”Genre: Informational Text T58-T59; SB: p. 346-349

MC: T59 CLLG: p. 61

11.4-11.6

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



STW2: p. 94-97GRW



RhythmPhrase

Alliteration


CC.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.

I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.


SettingPlot

Demonstrate

STW: p. 141-142GRW

CC.RL.2.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.



PTTP (poetry)GRSTW

Reading Standards for Informational TextCC.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.


Text features Key facts CaptionsBold print


IndexesElectronic

MenusIcons




Comprehend Informational

text

GRWSTW2RWMNRPRP





Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13 Connect to ScienceCC.RF.2.4 Read with sufficient accuracy and fluency to

support comprehension.CC.RF.2.4a Read on-level text with purpose and understanding.






readings




ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150









ClarifyingTopicsTexts

TDC: p. 88-89STW2: p.169-172

CC.SL.2.2 Recount or describe key ideas or details form a text read aloud or information presented orally or through other media.

I will describe key ideas form a text read aloud.

MediaDescribe

Brain PopKids CollegeEducation City











Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13 I will describe key ideas from information presented orally. I will describe key ideas form media.

IRA 2-3: p. 49-52


I will ask and answer questions for understanding.


Spelling Spelling

Base Words with Endings –s, -es

Spelling Words:(Basic) hens, eggs, ducks, bikes, boxes, wishes, dresses, names, bells, stamps, dishes, grapes(Review) jets, frogs(Challenge) stitches, fences

Weekly Plan T6-T7



Day 3T52 Segment

Sounds/Build Words


PB: Vol. 1, p. 163

Day 5T68 Spelling Assessment

Weekly TestsT68

Spelling Assessment



Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96



Reference materials





EXAMPLESASSESSMENTS

Grammar Grammar

Kinds of Sentences

Weekly Plan T6-T7

Day 1


CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I will produce simple declarative

DeclarativeInterrogative

MIIs That a Fact?








Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13CC.L.1.1j Produce/expand complete simple and compound simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (Language Progressive Skill)

sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.

ImperativeExclamatory

Simple sentence

IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs

T22 Commands Projectable 11.2

PB: Vol. 1, p. 152

Day 2T44 Three Kinds ofSentences Projectable 11.6

PB: Vol. 1, p. 156

Day 3T52 Three Kinds ofSentencesPB: Vol. 1, p. 161

Day 4T62 Spiral Review: MorePlural NounsPB: Vol. 1, p. 164

Day 5T68-T69 Weekly Review: Kinds of SentencesConnect to Writing: Sentence FluencyPB: Vol. 1, p. 165

11.9-11.11

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns. (e.g. feet, children, teeth, mice, fish)

I will use irregular plural nouns.

Irregular plural nouns

MM2-3WTWWJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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).


ProduceExpand

CompleteSimple

Compound


WritingCC.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, and also) to connect opinion and reasons, and provide a concluding statement or section.

I will write an introduction to an opinion piece. I will write to state my opinion. I will write reasons that support my opinion. I will use linking

OpinionLinking words Introduction

StateConcludingstatementSection

PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://

Writing

Write to Persuade:Persuasive Letter

Focus Trait: Ideas

Weekly Plan T6-T7

Day 1T23 Introduce the Model:

Persuasive Letter Projectable 11.3 (Writing

Model: Persuasive Letter)

Optional Weekly Writing Prompts

Describe what you think life is like for a cow on a farm.

Write three or more sentences


http://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdf





















Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13words to connect my opinion with my reasons. I will write a concluding statement or section.

2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

PB: Vol. 1, p. 152

Day 2T45 Introduce the FocusTrait: Ideas Stating a Clear GoalPB: Vol. 1, p. 157

Day 3T53 Prewrite: Reasons Projectable 11.9

Day 4T63 Draft: Ending a

Persuasive Letter Projectable 11.11

(Drafting a Persuasive Letter)

Day 5T70-T71 Revise and Edit:Ideas Projectable 11.12

(Revising Kurt’s Draft)

telling why you would or wouldn’t have given the cows electric blankets.(reference Journeys Open Response/Writing Rubric on Lesson 11 Overview [cardboard page before Focus Wall])

CC.W.2.5 With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing.


ReviseEdit

Topic




ParticipateResearchProjects


CC.W.2.8 Recall information from experiences or gather information form provided sources to answer a question.

I will recall information from experiences to answer a question. I will gather information to answer a question.

RecallExperiences

Gather


SMALL GROUP STANDARDS

Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS









Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 13SCIENCE






EXAMPLESASSESSMENTS


Substitute Phonemes


STRATEGIES

STRATEGY:Figurative

Language/Idioms


TARGET VOCABULARYshake, smooth,

hours, alone, real,


Day 1T106-T107 DL

Substitute Phonemes

Day 2T118-T119 DL

Substitute Phonemes

Day 3T138-T139 DL

Substitute Phonemes

Day 4T146-T147 DL

Substitute Phonemes

Day 5T156-T157 DL

Substitute Phonemes


Day 1


Read Aloud“Rita Breaks the Rules”

T108-T109CLLG: p. 63



T164

12.2-12.4




BWLTRS: p. 541-544

CC.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 form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.






DistinguishVerbs




I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding


Responding to texts

IRA 2-3










Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16to texts. I will use adjectives to describe. I will use adverbs to describe.

museum, nursery whenever Introduce Vocabulary

T110-T111

Day 2



“What is a Band?”

Day 3


Day 4



Projectable 12.10 (Idiom)PB: Vol. 1, p. 177

Day 5



Vowel Digraphs ai, ay


Day 1 T112-114 Words with

Vowel Digraphs ai, ay


12.8-12.9

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.


DistinguishSyllable

PTR: p.105-127WJWTW


Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16PB: Vol. 1, p. 166

Decodable Reader“Trains”

T115

Day 2 T120-T121Words with

Vowel Digraphs ai, ayPB: Vol. 1, p. 168

Day 3 T140 Cumulative Review

PB: Vol. 1, p. 173

Day 4 T148 Review Words with

Vowel Digraphs ai, ay T149 Cumulative Review

Day 5 T164 Assessment

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b I will know spelling-sound patterns for words with vowel teams.

I will know spelling-sound patterns for words with vowel teams.

Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/studentCenterActivities.shtm

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.

I will decode two-syllable words with long vowels.


PTR: p. 114-126





CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

I will use an apostrophe to form contractions. I will use an apostrophe to form possessives.

ApostropheContractionsPossessives

MM2-3: p. 90


Skill:Story Structure

Strategy:Question

Genre: Realistic

Fiction/Biography

Fluency:Intonation

Essential Question:How do you find important story

characters?

Main Selection“Violet’s Music”

Genre: Realistic FictionT126-T134; SB: p. 358-

372CLLG: p. 62

Day 2


T124-T125Story Structure; Question Projectable 12.4 (Story

Structure: Question)PB: Vol. 1, p. 169AL: characters, plot, setting, solution

Develop Comprehension T128-T133

Projectables 12.5a, 12.5b, 12.5c (Story Map)


12.5-12.7


I will ask who, what, where, when, why, and how questions. I will answer who, what, where, when, why, and how questions.



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



STW2: p. 94-97GRW



RhythmPhrase

Alliteration


CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

I will describe how the beginning introduces the story. I will describe how the ending concludes

DescribeAction

Concludes

IRA2-3: p. 95-100http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdf





http://www.fcrr.org/Curriculum/studentCenterActivities.shtm


Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16the action. I will describe the beginning, middle, and end of the story.

Your TurnT135

Day 3


Story Structure Projectable 12.8 (Story

Map: Story Structure)PB: Vol. 1, p. 174AL: characters, plot, setting, solution

Day 4

Connect To“Wolfgang Mozart”

T150-T151Genre: Biography

MC: T151 CLLG: p. 63 Connect to Social

Studies

CC.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.

I will use information gained form illustrations and words. I will demonstrate understanding of characters, setting, or plot.


SettingPlot

STW: p. 141-142GRW




PTTP (poetry)GRSTW







readings




ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150

Reading Standards for Informational TextCC.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.


Text featuresKey facts CaptionsBold print


IndexesElectronic

menusIcons


CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer,

I will identify the main purpose of a


NRP: Chapter 5STW2








Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16explain, or describe. text.

I will identify what the author wants to answer, explain, or describe.

Text

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


ExplainImageText

NRP: p. 78




text

GRWSTW2RWMNRPRP











I will describe key ideas form a text read aloud. I will describe key ideas from information

MediaDescribe









Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16presented orally. I will describe key ideas form media.




CC.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


DetailClarification

Appendix AGRWhttp://www.reading.org/Publish.aspx?page=bk769-intro-Resnick.pdf&mode=retrieve&D=10.1598/978087207690.intro&F=bk769-intro-Resnick.pdf&key=EA5EF8A6-7010-4AAB-89F5-3064B1B57522

Spelling Spelling

Words with ai, ay

Spelling Words:(Basic) pay, wait, paint, train, pail, clay, tray, plain, stain, hay, gray, away(Review) stay, day(Challenge) raisin, birthday




Day 3T144 Segment Sounds


PB: Vol. 1, p. 178


Weekly TestsT160

Spelling Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).


Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96



Reference materials












Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16WRITING WORKSHOP: WHOLE GROUP LESSONS


MATERIALS, MATERIALS,

EXPLANATIONS & EXAMPLES

ASSESSMENTS

Grammar Grammar

Kinds of Sentences


Day 1T116 Exclamations Projectable 12.2

PB: Vol. 1, p. 167

Day 2T136 Four Kinds of

Sentences Projectable 12.6

PB: Vol. 1, p. 172

Day 3T144 Four Kinds of SentencesPB: Vol. 1, p. 176

Day 4T154 Spiral Review:Writing Proper NounsPB: Vol. 1, p. 179

Day 5T160-T161 WeeklyReview: Kinds ofSentencesConnect to Writing:Sentence FluencyPB: Vol. 1, p. 180


12.10-12.12

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1j Produce/expand complete simple and compound simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (Language Progressive Standard)

I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.

DeclarativeInterrogativeImperative

ExclamatorySimple sentence

MIIs That a Fact?IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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).


ProduceExpand

CompleteSimple

Compound


CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2a Capitalize holidays, product names, and geographic names.

I will capitalize holidays. I will capitalize product names. I will capitalize geographic names.

CapitalizeHolidays

Product namesGeographic

names

MM2-3: p. 50-52

WritingCC.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.,

I will write an introduction to an opinion piece. I will write to state

OpinionLinking wordsIntroduction

State

PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/

Writing

Write to Persuade:Opinion Paragraph


Day 1T117 Introduce the Model:


Tell about a time
















Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16because, and, and also) to connect opinion and reasons, and provide a concluding statement or section.

my opinion. I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.

ConcludingstatementSection

page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

Focus Trait: Voice

Opinion Paragraph Projectable 12.3 (Writing

Model: Opinion Paragraph)

Day 2T137 Introduce the FocusTrait: Voice Showing FeelingsPB: Vol. 1, p.172

Day 3T145 Prewrite: Reasons Projectable 12.9

Day 4T155 Draft: Stating a Clear

Opinion Projectable 12.11

(Drafting an Opinion Paragraph)

Day 5T162-T163 Revise andProofread: Voice Projectable 12.12

(Revising Han’s Draft)

when you sang with a group of people.

Find and write three sentences that describe the music Violet made when she was little.(reference Journeys Open Response/Writing Rubric on Lesson 12 Overview [cardboard page before Focus Wall])



ReviseEdit

Topic






CC.W.2.8 Recall information from experiences or gather information form provided sources to answer a question.


RecallExperiences

Gather


CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.2.3a Compare formal and informal uses of English.

I will compare formal and informal uses of English.

CompareFormalInformal

uses

MM2-3













Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 16Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.








EXAMPLESASSESSMENTS


Match Phonemes


STRATEGIES

STRATEGY:Using a Dictionary


TARGET VOCABULARYtransportation,

community, lessons, subjects, culture,

languages, special,


Day 1T198-T199 DL

Match Phonemes

Day 2T210-T211 DL

Match Phonemes

Day 3T232-T233 DL

Match Phonemes

Day 4T240-T241 DL

Match Phonemes

Day 5T250-T251 DL

Match Phonemes


Day 1


Read Aloud“One-Room

Schoolhouse”T200-T201CLLG: p. 65



13.7-13.9




BWLTRS: p. 541-544

CC.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 form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print, and digital, to determine or clarify the meaning of words and phrases.






DistinguishVerbs












Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17wear


Day 2



“School Days”

Day 3


Day 4



Projectable 13.10 (Using a Dictionary)PB: Vol. 1, p. 192

Day 5



I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words


Responding to texts

IRA 2-3


Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.


Vowel Digraphs ee, ea


Day 1 T204-206 Words with

Vowel Digraphs ee, eaPB: Vol. 1, p. 181

Decodable Reader“The Shell Sheep”

T207


Vowel Digraphs ee, eaPB: Vol. 1, p. 183

Day 3 T234 Cumulative

ReviewPB: Vol. 1, p. 188

Day 4 T242 Review Words

with Vowel Digraphs ee, ea

T243 Cumulative Review

Day 5 T258 Assessment


13.3-13.4



DistinguishSyllable

PTR: p.105-127WJWTW

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b I will know spelling-sound patterns for words with vowel teams.


Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/studentCenterActivities.shtm

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.





Skill: Author’s Purpose

Strategy:

Main Selection“Schools Around the

World”Genre: Informational

TextT218-T228; SB:386-402



I will ask who, what, where, when, why and how questions. I will answer who,






Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17what, where, when, why, and how questions.

Analyze/Evaluate

Genre:Informational Text/Poetry

Fluency:Stress

Essential Questions:Why do authors write

different kinds of texts?

CLLG: p. 64

Day 2


T216-T217Author’s Purpose; Analyze/Evaluate

Projectable 13.4 (Author’s Purpose: Analyze/Evaluate)PB: Vol. 1, p. 184AL: author’s purpose



13.5b, 13.5c (Inference Map)

Your TurnT229

Day 3


T236-T237Author’s Purpose

Projectable 13.8 (Inference Map: Author’s Purpose)PB: Vol. 1, p. 189AL: author’s purpose, author’s message, analyze

Day 4

Connect To“School Poems”

T244-T245Genre: Poetry

MC: T245

13.2-13.6



RhythmPhrases

Alliteration








readings




ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150

Reading Standards for Information TextCC.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.




I will identify the main topic of a multi-paragraph. I will identify the focus of specific paragraphs within the text.

Multi-paragraph.

IdentifyTopic

Specific


CC.RI.2.4 Determine the meaning of words and phrase in a text relevant to a grade 2 topic or subject area.

I will determine the meaning of words and phrases in a text

Text Topic

GR: p. 163-166WJ











Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17or topic. CLLG: p. 65

Connect to PoetryCC.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.




IndexesElectronic

menus




Identify Main

purposeText

NRP: Chapter 5STW2



Support Opinion

GRWRWM




text

GRWSTW2RWMNRPRP




CC.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.CC.SL.2.1b Build on others’ talk in conversations by linking their comments to the


Conversation http://www.ascd.org/publications/books/1008035/chapters/Procedures-for-Classroom-Talk.aspx











Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17remarks of others. TDC: p. 88-89

STW2: p.169-172GRW




TDC: p. 88-89STW2: p.169-172


I will describe key ideas from a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas form media.

MediaDescribe


CC.SL.2.5 Create audio recording of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


Visual displaysClarify

GR: p. 80-81STW2: p.127

Spelling Spelling

Words with ee, ea

Spelling Words:(Basic) free, teach, teeth, please, beach, wheel, team, speak, sneeze, sheep, meaning, weave(Review) eat, read(Challenge) between, reason




Day 3T238 Segment

Sounds/Build Words


PB: Vol. 1, p. 193

Day 5

Weekly TestsT254

Spelling Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).


Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96



Reference materials






Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17T254 Assessment




EXAMPLESASSESSMENTS

Grammar Grammar

Quotation Marks


Day 1T208 Using QuotationMarks Projectable 13.2

PB: Vol. 1, p.182

Day 2T230 More AboutQuotation Marks Projectable 13.6

PB: Vol. 1, p. 186

Day 3T238 Writing QuotationsPB: Vol. 1, p. 191

Day 4T248 Spiral Review:Action VerbsPB: Vol. 1, p. 194

Day 5T254-T255 WeeklyReview: Quotation MarksConnect to Writing:Conventions PB: Vol. 1, p. 195


13.15-13.17.

CC.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.3.2c Use commas and quotation marks in dialogue. (Language Progressive Skill)

I will use commas and quotations marks in dialogue

CommasQuotation marks

Dialogue

http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5WP p.52-53 (dialogue)

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1f 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).


ProduceExpand

CompleteSimple

Compound


WritingCC.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, and also) to connect opinion and

I will write an introduction to an opinion piece. I will write to state my opinion.


StateConcluding

PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/

Writing

Write to Persuade:Persuasive Paragraph


Day 1T209 Introduce the


T192-T193










http://grammar.ccc.commnet.edu/grammar/powerpoint.htm



Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17reasons, and provide a concluding statement or section.

I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.

statementSection

assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

Focus Trait: Word Choice

Model: PersuasiveParagraph Projectable 13.3

(Writing Model: Persuasive Paragraph)PB: Vol. 1, p. 182

Day 2T231 Introduce the FocusTrait: Word ChoiceUsing Exact WordsPB: Vol. 1, p. 187

Day 3T239 Prewrite: Audience Projectable 13.9

Day 4T249 Draft: BeginningSentences in DifferentWays Projectable 13.11

(Drafting a Persuasive Paragraph)

Day 5T256-T257Revise andEdit: Word Choice Projectable 13.12

(Revising Rachel’s Draft)

List as many types of transportation as you can think of.

Look back at Student Book p. 396 and the section titled “School Chores.” Continue that section by writing two sentences telling two school chores that you do.(reference Journeys Open Response/Writing Rubric on Lesson 13 Overview [cardboard page before Focus Wall])



ReviseEdit

Topic






CC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


RecallExperiences

Gather


CC.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

I will use adjectives and adverbs correctly.

AdjectivesAdverbs

MM2-3: p. 72-74, 112http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm



















Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 17Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.








EXAMPLESASSESSMENTS


Segment Phonemes


STRATEGIES

STRATEGY:Suffix -ly

WORD CARDS105-112TARGET

VOCABULARYcurly, straight, floppy,

drooled, weighed, stood, collars, row


Day 1T292-T293 DL

Segment Phonemes

Day 2T304-T305 DL

Segment Phonemes

Day 3T326-T327 DL

Segment Phonemes

Day 4T334-T335 DL

Segment Phonemes

Day 5T344-T345 DL

Segment Phonemes


Day 1


Read Aloud“Whale of a Lesson”

T294-T295CLLG: p. 67

Projectable 14.1


T352

14.2-14.4




BWLTRS: p. 541-544

CC.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 form an array of strategies.CC.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

I will use known root words to help me understand the meaning of unknown words that share the same root.

Root wordClue

Meaning

TRS: p. 491-493

CC.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 form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.






DistinguishVerbs



CC.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

I will use words and phrases learned through talking. I will use words


Responding to

BWLWJWTWhttps://











Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19other kids are happy that makes me happy). and phrases learned

through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.

texts www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/

(Read Aloud: Model Oral Fluency)


Day 2


Develop Background“Braille and Keller”

T308-T309


T327


T335


Projectable 14.9 (Suffix –ly mean “in a certain way”PB: Vol. 1, p. 207

Day 5



Long o (o, oa, ow)


Day 1 T298-T300 Words

with Long o (o, oa, ow)PB: Vol. 1, p. 196

Decodable Reader


14.8-14.10



DistinguishSyllable

PTR: p.105-127WJWTW

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3b Know spelling-sound correspondences for additional common vowel


Vowel teams PTR: Part IIIWJWTWhttp://www.fcrr.org/Curriculum/







Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19teams. studentCenterActivities.shtm “Bill E. Goat and Wise

Crow”T301

Day 2 T306-T307 Words

with Long o (o, oa, ow)PB: Vol. 1, p. 198

Day 3 T328 Cumulative

ReviewPB: Vol. 1, p. 203

Day 4 T336 Review Words

with Long o (o, oa, ow)

T337 Cumulative Review

Day 5

T352 Assessment

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3c Decode regularly spelled two-syllable words with long vowels.

I will decode two syllable words with long vowels.


PTR: p. 114-126

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.CC.RF.2.3d Decode words with common prefixes and suffixes.



WJWTWBWL

CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding wordsCC.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.





Skill: Main Ideas and Details

Strategy: Summarize

Genre: Biography/Informational

Text

Fluency:Natural Pauses

Essential Question:How do you know

when story ideas are important?

Main Selection“Helen Keller”

Genre: BiographyT312-T322 SB: 416-

432CLLG: p. 66

Day 2


T310-T311Main Ideas and Details;

Summarize Projectable 14.4 (Main

Ideas & Details: Summarize)PB: Vol. 1, p. 199AL: main idea, supporting detail


14.5-14.7

Reading Standards for Informational TextCC.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.




I will identify the main topic of a multi-paragraph. I will identify the focus of specific paragraphs within the text.

Multi-paragraph.

IdentifyTopic

Specific


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

I will describe the connection between a series of historical events.

SeriesHistorical events

Scientific procedures

NRP: p. 110









Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19 I will describe the connection between scientific ideas or concepts. I will describe the steps in technical procedures in a text.

Text Develop Comprehension


14.5b (Idea-Support Map)

Your TurnT323

Day 3


T330-T331Infer Main Ideas &

Details Projectable 14.8

(Idea-Support Map: Main Ideas & Details)PB: Vol. 1, p. 204AL: main idea, supporting detail, infer

Day 4

Connect To“Talking Tools”

T338-T339Genre: Informational

Text MC: T339 CLLG: p. 67 Connect to Science

CC.RI.2.4 Determine the meaning of words and phrase in a text relevant to a grade 2 topic or subject area.


Text Topic

GR: p. 163-166WJ

CC.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.




IndexesElectronic

menus




Identify Main

purposeText

NRP: Chapter 5STW2

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text)


ExplainImageText

NRP: p. 78



Support Opinion

GRWRWM

CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

I will compare the most important points between two texts on the same topic. I will contrast the most important points between two texts on the same

CompareContrastPointsText

http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity








Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19topic.




text

GRWSTW2RWMNRPRP







readings




ContextRecognition

Confirm

TRS: p. 499-500IRA2-3: p. 145-150

















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.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.CC.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.



TDC: p. 88-89STW2: p.169-172


I will describe key ideas form a text read aloud. I will describe key ideas from information presented orally. I will describe key ideas form media.

MediaDescribe







FactsDescriptive

detailsRecount


CC.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


RecordingsClarify

GR: p. 80-81STW2: p.127

Spelling Spelling

Long o (o, oa, ow)


Day 1T302 Teach the

Weekly TestsT348

Spelling

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

I will use generalized spelling patterns when writing

Spelling patterns

WJWTWMM2-3: p. 47-52, 81-96








Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

words. Spelling Words:(Basic) own, most, soap, float, both, know, loan, goat, flow, loaf, throw, coach(Review) so, grow(Challenge) swallow, ocean

Principle/Pretest


Day 3T332 Segment

Sounds/Build Words



Assessment



Reference materials





EXAMPLESASSESSMENTS

Grammar Grammar

Using Proper Nouns


Day 1T302 Days of the Week Projectable 14.2

PB: Vol. 1, p. 197

Day 2T324 Months of the Yearand Holidays Projectable 14.6

PB: Vol. 1, p. 202

Day 3T332 Book TitlesPB: Vol. 1, p. 206

Day 4T342 Spiral Review:Present and FutureTime VerbsPB: Vol. 1, p. 209

Day 5T348-T349 Weekly


14.11-14.13

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1b Use common, proper and possessive nouns. (Language Progression Standard)

I will use common nouns. I will use proper nouns. I will use possessive nouns.

CommonProper nounsPossessive

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns (e.g., group).

I will use collective nouns.

Collective nouns MM2-3WJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm

CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I will use irregular plural nouns.

Irregular plural nouns

MM2-3WTW




















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

WJhttp://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htm

Review: Using ProperNounsConnect to Writing:IdeasPB: Vol. 1, p. 210

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2a Capitalize holidays, product names, and geographic names.

I will capitalize holidays. I will capitalize product names. I will capitalize geographic names.

CapitalizeHolidays

Product namesGeographic

names

MM2-3: p. 50-52

WritingCC.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, and also) to connect opinion and reasons, and provide a concluding statement or section.

I will write an introduction to an opinion piece. I will write to state my opinion. I will write reasons that support my opinion I will use linking words to connect my opinion with my reasons. I will write a concluding statement or section.


StateConcludingstatementSection

PPW: p. 164-167, 182-185MM2-3: p.132-133http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdfhttp://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

Writing

Write to Persuade:Persuasive Essay

Focus Trait: Ideas


Day 1T303 Introduce theModel: PersuasiveEssay Projectable 14.3

(Writing Model: Persuasive Essay)PB: Vol. 1, p. 197

Day 2T325 Introduce theFocus Trait: IdeasFacts and OpinionsPB: Vol. 1, p. 202

Day 3T333 Prewrite:Persuasive Essay:Brainstorming IdeasPB: Vol. 1, p. 206

Day 4T343 PrewritePersuasive Essay:Supporting Facts Projectable 14.10


Close your eyes and touch a pencil all over. Describe how it feels.

Write three sentences to tell why you think the author wrote “Helen Keller.”(reference Journeys Open Response/Writing Rubric on Lesson 14 Overview [cardboard page before Focus Wall])



ReviseEdit

Topic


















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19(Prewriting: Planning a Persuasive Essay)

Day 5T350-T351 Prewrite:Persuasive Essay

CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.2.3a Compare formal and informal uses of English.

I will compare formal and informal uses of English.

CompareFormalInformal

Uses

MM2-3


Reading Standards: Foundational SkillsCC.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.2.4a Read grade-level text with purpose and understanding.CC.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, ad expression.CC.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.





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