· Web viewWorkbook pages—See Zach for WB pages from “Buckle Down Workbook” Suggested Books:...

Intergrated Language ArtsSecond Grade Integrated Reading, Spelling, Writing, Phonics, and Language

Week 1 Theme: Citizenship (Responsibility) First of Three Weeks

Reading · I can identify ideas from second grade texts.· I can identify agreed upon rules for discussion.· I can recognize how others listen, ask questions, and have conversations.· I can think of questions and comments for topics of discussions.Book: Arthur’s Pet Business (Basal Friends)Workbook pages 18-28Additional Books for small group reading:A Pet for ScatWendy’s PuppyClean Your Room, Harvey Moon-(Big Book)Family Fleas

Phonics Diagraphs: (wh) (th) (sh) (ch) (ck)· I can know grade-level phonics and word analysis skills in decoding words.

Writing On-demand writing prompt over rules at home and school.Students should draw a picture of something they did over the summer, keep for week four writing task)

Language Common and Proper Nouns· I can identify a noun as person, place, or thing.· I can identify a common and proper noun.

Spelling Page 175 Arthur’s Pet BusinessWorkbook pages 25/26

Special Events Grade Level Pet Day (Either real or stuffed animal)

Theatre

Assessment Exit Slip—reading, languageLearner Check—spelling

Second Grade Integrated Reading, Spelling, Writing, Phonics, and Language

Week 2 Theme: Citizenship (Responsibility) Second of Three Weeks

Reading · I can decide if speaking and listening rules are being followed.· I can take part in conversations about second grade texts.· I can follow class rules for speaking and listening.· I can make connections between my comment and my group members’ comments.Book: The Cats of Tiffany Street (Big Book)

Workbook pages 9-17Additional Books for small group reading:A Pet for ScatWendy’s PuppyClean Your Room, Harvey Moon-(Big Book)Family Fleas

Phonics Diagraphs: (wh) (th) (sh) (ch) (ck)· I can know grade-level phonics and word analysis skills in decoding words.

Writing

Language

Spelling Page 175 (Friends WB) Cats of Tiffany StreetWorkbook pages 15 /16

Special Events

Theatre

Assessment Exit Slip—reading, languageLearner check—spelling


Week 3 Theme: Citizenship (Responsibility) Third of Three Weeks

Reading · I can ask questions to better understand the text.· I can tell about details from a read aloud.· I can restate and describe details that someone tells me.· I can restate and describe details from different types of media. (listening to story on video, audio, online, etc.)Book: The Day Jimmy’s Boa Ate the Wash (Big Book)Workbook Treasure WB) pages 53-60Additional Books for small group reading:A Pet for ScatWendy’s PuppyClean Your Room, Harvey Moon-(Big Book)Family Fleas

Phonics Diagraphs: (wh) (th) (sh) (ch) (ck) (This story focuses on –s –es -ed and –ing)· I can know grade-level phonics and word analysis skills in decoding words.

Writing On-demand writing prompt over rules at home and school. Should be finished and stored in pass-on portfolio.

Language Common and Proper Nouns· I can identify a noun as person, place, or thing.· I can identify a common and proper noun.

Spelling Page147 (Treasure WB) The Day Jimmy’s Boa Ate the WashWorkbook pages 58/59

Special Events

Theatre

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading (Listening and speaking skills)


Week 4 Theme: Community and Community Helpers First of Two Weeks

Reading · I can identify characters in a story.· I can identify traits of characters in a story.

· I can identify the point of view of a character.Book: My First American Friend (Big Book)Workbook (Friends WB) pages 89-96Additional Books for small group reading: This is My House Next Door Friend California Fire Harry and Friends in the Old WestBig Books:

Phonics Vowel Pairs(ee, ea, ai, ay)· I can identify long and short sounds made by vowel teams.

Writing Summer Writing Personal Narrative· I can write a narrative about a memory from summer vacation.· I can write a narrative that tells an event or sequence of events with supporting details, temporal words, and a closing.

Language Possessive Nouns and Review of Nouns· I can identify a possessive noun.· I can use common, proper, and possessive nouns when writing and speaking.

Spelling Page147 (Friends WB) My First American FriendWorkbook pages 94/95

Special Events Invite a community helper in to speak to students. Students create questions and cover the following standards:· I can identify the speaker’s topic or issue.· I can figure out when I need to learn more about what a speaker says.· I can ask questions about what a speaker says in order to better understand their topic.

Theatre A Visit to the Farm (Reader’s Theatre)

Assessment Exit Slip-reading, languageLearner Check: Spelling,

Week 5 Theme: Community and Community Helpers Second of Two Weeks

Reading · I can recognize dialogue in a story and tell who is speaking.· I can analyze a character to figure out what type of voice to use when speaking the part.· I can figure out differences in character’s points of view.· I can read dialogue in a story using different voices for characters.· I can define and identify characters in a story.Book: The City Mouse and the Country Mouse (Basal Friends)Workbook (Friends WB) pages--NONEAdditional Books for small group reading:

This is My House Next Door Friend California Fire Harry and Friends in the Old West

Phonics Vowel Pairs(ee, ea, ai, ay)· I can identify long and short sounds made by vowel teams.

Writing Summer Writing Personal Narrative· I can write a narrative about a memory from summer vacation.· I can write a narrative that tells an event or sequence of events with supporting details, temporal words, and a closing.

Language Possessive Nouns and Review of Nouns· I can identify a possessive noun.· I can use common, proper, and possessive nouns when writing and speaking.

Spelling NONE

Special Events Invite a community helper in to speak to students. Students create questions and cover the following standards:· I can identify the speaker’s topic or issue.· I can figure out when I need to learn more about what a speaker says.

· I can ask questions about what a speaker says in order to better understand their topic.

Theatre A Visit to the Farm (Reader’s Theatre)

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language (Common, proper, and possessive nouns)

Week 6 Theme: Animals and Animal Habitats First of Four Weeks

Reading · I can identify the setting of a story· I can explain the setting of a story, book, or digital text.Book: Pinkie (Trade Book)Workbook pages--NONEAdditional Books for small group reading: Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors Various Informational TitlesBig Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard

Phonics Suffixes (-ing, -ed, -er, -ly)

· I can identify long and short sounds made by vowel teams.

Writing Animal and Habitat Research and informational writing for presentation.

Language Compound Words· I can understand that a compound word is formed from two words.· I can identify compound words.· I can combine two words to make a compound word.· I can use the meaning of individual words to predict the meaning of a compound word.

Spelling NONE

Special Events

Theatre Fly High Butterfly (Reader’s Theatre Animals)There’s No Place Like Home (Reader’s Theatre Habitat)

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading (Characters and Setting)Performance task: Language (Compound Words)

Week 7 Theme: Animals and Animal Habitats Second of Four Weeks

Reading · I can identify the main topic of a multi-paragraph informational (nonfiction) text.· I can identify the main topic of a paragraph in an informational text.Book: What Lives in a Shell (Basal Friends)Workbook pages-(Friends WB) 65-76Additional Books for small group reading: Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors Various Informational TitlesBig Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard

Phonics Consonant-Vowel-Consonant-silent e words(home, bone, same, time, side)· I can know grade-level phonics and word analysis skills in decoding words.· I can understand the rules for short and long vowel sounds.


Language Verbs· I can identify a verb as an action word in a sentence.· I can identify a verb in a sentence.

Spelling (Friends WB) 181Extra pages74/75

Special Events


Assessment Exit Slip-reading, languageLearner Check: Spelling

Week 8 Theme: Animals and Animal Habitats Third of Four Weeks

Reading · I can identify key details in an informational text.· I can describe key details using the questions who, what, when, where, why, and how.· I can figure out the answers to questions about informational text using who, what, when, where, why, and how.Book: Animal Tracks (Big Book)Workbook pages-(Friends WB) 43-52Additional Books for small group reading: Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors

Various Informational TitlesBig Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard

Phonics Short vowel sounds· I can know grade-level phonics and word analysis skills in decoding words.· I can understand the rules for short and long vowel sounds.


Language Verbs· I can identify a present tense verb.· I can identify a past tense verb.· I can identify a future tense verb.· I can use verbs to show the past, present, and future when writing and speaking.

Spelling Animal Tracks (Friends WB) 179(Friends WB) 50/51

Special Events



Week 9 Theme: Animals and Animal Habitats Fourth of Four Weeks

Reading · I can identify the words and phrases in an informational text about a specific subject area.· I can figure out the meaning of words and phrases in a text using context clues.Book: An Octopus is Amazing (Basal Treasures)Workbook pages-(Treasure WB) 75-85Additional Books for small group reading: Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors Various Informational TitlesBig Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard

Phonics Vowel Sounds (aw, all)· I can know grade-level phonics and word analysis skills in decoding words.· I can understand the rules for short and long vowel sounds.


Language Verbs· I can identify a present tense verb.· I can identify a past tense verb.· I can identify a future tense verb.· I can use verbs to show the past, present, and future when writing and speaking.

Spelling An Octopus is Amazing (Basal Treasures) (Treasure WB) 149(Treasure WB) Extra Pages 83/84

Special Events Display and rotate to view habitat displays. Students complete Learning Log.


Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading (Nonfiction—main topic), Language (Verbs)Performance Task: Writing Learning Log

Week 10 Theme: Government, Symbols of USA, and Election First of Three Weeks

Reading · I can identify the plot of a story.· I can explain the plot of a story, book, or digital text.Book: Backpack Tax (Reading A to Z booklet)Workbook pagesAdditional Books for small group reading:Big Books:

Phonics R controlled vowels· I can know grade-level phonics and word analysis skills in decoding words.· I can understand the rules for short and long vowel sounds.

Writing

Language Singular and Plural Nouns· I can identify a singular noun.· I can identify a plural noun.· I can use plural and singular nouns with matching verbs in a sentence.· I can use plural and singular nouns with matching verbs when speaking and writing.

Spelling NONE

Special Events

Theatre Sewing Stars and Stripes (Reader’s Theatre) The Very First Leader (Reader’s Theatre)

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading (Plot), Language (singular/plural nouns)

Week 11 Theme: Government, Symbols of USA, and Election Second of Three Weeks

Reading · I can identify various text features: captions, bold print, heading, subheading, glossaries, index, electronic menu, icons, table of contents, cover, title page, back cover, blurb [summary on back of book])· I can figure out how readers use different text features.· I can use various text features to locate key facts or information in a text.· I can identify images in an informational text.Book: Various Nonfiction books as chosen by teachersWorkbook pagesAdditional Books for small group reading:Big Books:

Phonics Silent Letters (e, w, h, g)· I can know grade-level phonics and word analysis skills in decoding words.

Writing Research, note taking and writing reports or posters· I can recall information gather and recall information from experiences and multiple sources.· I can use sources and tools to research a single topic.· I can organize information to produce a report.· I can participate in shared research and writing projects. (Presidential Project)

Language · I can arrange words in ABC order by the first letter of a word.· I can arrange words in ABC order by the second letter of a word.· I can use ABC order to locate a word in a dictionary.· I can check use a dictionary to check the spelling of a word.

Spelling NONE

Special Events Research begins for Presidential Presentations.


Assessment Exit Slip-reading,Learner Check: Spelling

Week 12 Theme: Government, Symbols of USA, and Election Third of Three Weeks

Reading · I can identify key points and details in an informational text.· I can describe how details support the key points in an informational text.· I can identify the historical events that occurred in a text.· I can describe the connections that occur between historical events, scientific events, or steps from an experiment or recipe.Book: Barack Obama (Reading A to Z booklet to be copied)Workbook pagesAdditional Books for small group reading:Big Books: (HALLOWEEN: Scaredy Cat)

Phonics Silent Letters (k)· I can know grade-level phonics and word analysis skills in decoding words.

Writing Research, note taking and writing reports or posters· I can recall information gather and recall information from experiences and multiple sources.· I can use sources and tools to research a single topic.

· I can organize information to produce a report.· I can participate in shared research and writing projects. (Presidential Project)

Language · I can arrange words in ABC order by the first letter of a word.· I can arrange words in ABC order by the second letter of a word.· I can use ABC order to locate a word in a dictionary.· I can check use a dictionary to check the spelling of a word.

Spelling NONE

Special Events · I can answer questions about what a speaker has said to show what I’ve learned. (Presidential Series)


Assessment Exit Slip-readingLearner Check: Spelling, language ABC OrderPerformance Assessment: Writing/Reading (Research)

Week 13 Theme: Magnets

Reading · I can identify the important points from two informational texts on the same topic.· I can compare and contrast the important points in two informational texts on the same topic.

Book: RaZ: Magnetism and The Power of MagnetsWorkbook pages—see packetSuggested Books:See Zach for Unit book on Magnets, Ride a Floating TrainBig Books:

Phonics · I can understand the rules for short and long vowel sounds. (ight) light, right

Writing Lab Sheet on Magnet Experiment

Language · I can identify a personal pronoun.· I can identify a possessive pronoun.· I can identify an indefinite pronoun.· I can use personal, possessive, and indefinite pronouns when speaking and writing.

Spelling None

Special Events Magnet Experiments

Theatre

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language, Reading Nonfiction and Informational texts

Week 14 Theme: Communities of the Past and Folktales First of Two Weeks

Reading · I can remember details and events from two versions of a story by different authors. (fairy tales)· I can identify characters from two versions of a story by different authors.· I can compare and contrast two or more versions of the same story by different authors from different cultures.Book: Teachers choose various fairy tales for their classWorkbook pages—See Zach for WB pages from “Buckle Down Workbook”Suggested Books:Cinderella Skeleton, Tacky Locks Sydneyrella, , Dusty Locks and the Three Bears, My Side of the Story Cinderella and Peter Pan, The Talking Eggs, Jack and the Wonder Beans, The Headless Horseman, Goldie Bear and the Three Locks, When the Sun Fell

from the Sky, Princess and the Pea, Cinderella by Seth Jacobs, (From the Library “The Rough Face Girl”Big Books: Tikki Tikki Tembo, The Quilt Story, Yes: Tales from Many Lands, Fairytale Treasure Chest (2 of them)

Phonics · I can read two-syllable words with long vowel sounds.

Writing

Language · I can identify a reflexive pronoun (e.g. ourselves, myself, himself, herself).· I can use reflexive pronouns in my writing and speaking.

Spelling NONE

Special Events

Theatre On The Mayflower


Performance Assessment—Language on Pronouns

Week 15 Theme: Communities of the Past and Folktales Second of Two Weeks

Reading · I can identify folktales from diverse cultures.· I can define diverse cultures.· I can remember details from folktales.· I can retell details of a folktale.· I can determine the message, lesson, or moral of a story.Book: Legend of the Indian Paintbrush (Treasure)Workbook pages—Treasure 111-123Suggested Books:The Ox Cart Man, Johnny Appleseed, The Girl Who Climbed to the Moon, Flossie and the Fox (encyclomedia)Big Books: Tikki Tikki Tembo, The Quilt Story, Yes: Tales from Many Lands

Phonics ·

Writing How To Make A Turkey· I can identify the steps in a experiment or recipe.

· I can write a materials/ingredients list for my “how to” writing.· I can correctly use transitions words such as first, next, then, and finally.· I can write the sequential order.· I can correctly use bullets or numbers to list steps in writing

Language · I can identify an adjective as a word that describes a noun.· I can identify adjectives that tell “how many”.· I can identify adjectives that tell “what kind”.· I can identify adjectives that “compare”.· I can use adjectives to describe nouns when writing and speaking.

Spelling Treasure WB p.151WB pgs. 121/122

Special Events Thanksgiving Feast the days before Thanksgiving. Discuss at PLC.

Theatre Squanto Helps the Pilgrims

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language

Week 16 Theme: Holidays/Culture First of Two Weeks

Reading · I can identify fables from diverse cultures.· I can remember details from fables.· I can retell details of a fable.· I can determine the moral of a story.Book: Treasure—A Mother’s Love (Amore de Madre)Workbook pages—n/aSuggested Books: Basal Story—Two of EverythingFablesBig Books: Yes: Tales from Many Lands, Yes: Celebrations, Enrico’s Project, Big Book Magazine: Hats

Phonics · I can understand the rules for short and long vowel sounds. (oy, oi) Toy, coin, boy, oink

Writing How To Make A Turkey· I can write a materials/ingredients list for my “how to” writing.· I can correctly use transitions words such as first, next, then, and finally.· I can write the sequential order.I can correctly use bullets or numbers to list steps in writing

Language · I can identify declarative and imperative sentences as a telling sentence.· I can identify an interrogative sentence as an asking sentence.· I can identify an exclamatory sentence as a sentence with strong emotion.

Spelling Using the List for the Story Two of Everything {Treasure p.151}HW on Treasure WB p. 106/107

Special Events

Theatre On The Mayflower

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading Folktales, Fairytales, Fables

Week 17 Theme: Holidays/Culture Second of Two Weeks

Reading · I can identify the structure of a story (sequence).· I can describe how the beginning introduces the story.· I can describe the action that takes place in the middle of the story.· I can describe how the ending concludes the action in the story.

Book: Treasure—Too Many TamalesWorkbook pages—Treasure 38-51Suggested Books:Big Books: Yes: Tales from Many Lands, Yes: Celebrations, Enrico’s Project, Big Book

Magazine: Hats, If You Take a Mouse to the Movies

Phonics · I can understand the rules for short and long vowel sounds. (oy, oi) Toy, coin, boy, oink

Writing Email to Santa· I can identify the parts of an email.· I can pre-write a friendly letter to convince Santa Claus of my good citizenship.· I can write and edit an email to Santa Claus.· I can conference and edit an email to Santa Claus.· I can I can publish an email to Santa Claus to convince him of my good citizenship.

Language · I can capitalize holidays.· I can capitalize product names.· I can capitalize geographic names.· I can use correct capital letters for holidays, product names, and geographic names in my writings.

Spelling Treasure WB 145HW Treasure WB pgs. 49/50

Special Events Discuss in PLC

Theatre Discuss in PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language on Sentence types and CapitalizationPerformance Assessment: Story Sequence

Week 18: Theme: States of Matter

Reading · I can identify the key details in a story.· I can describe key details of a story using who, what, where, when, why, and how. (a week or more)· I can answer the following questions for a story: who, what, where, when, why, and how.

Book: Treasure—A Chair for My MotherWorkbook pages—Treasure 13-24Suggested Books:Big Books:

Phonics · I can understand the rules for short and long vowel sounds. (ar) jar car (r controlled vowels)

Writing · I can write to learn through correct cursive handwriting practice.· I can pre-write about a memorable event or present from winter break.· I can write about a memorable event or present from winter break.· I can conference and edit my writing about an event or present from winter break.· I can publish a narrative about a memorable event or present from winter break.

Language · I can identify a collective noun as a word that refers to a group.· I can use collective nouns in my writing and speaking.

Spelling Treasure WB 14HW Treasure WB pgs. 22/23

Special Events Discuss in PLC

Theatre Discuss in PLC


Week 19: Theme: Water Cycle

Reading · I can identify the key details in a story.· I can describe key details of a story using who, what, where, when, why, and how. (a week or more)· I can answer the following questions for a story: who, what, where, when, why, and how.

Book: Friends—Ruby The Copy CatWorkbook pages—Friends 122-132Suggested Books:Big Books: Magic School Bus: Water Works

Phonics · I can understand the rules for short and long vowel sounds. (ar) jar car (r controlled vowels)

Writing · I can write to learn through correct cursive handwriting practice.· Create a poster for the Water Cycle

Language · I can understand that a possessive noun is a word that shows ownership.· I can use an apostrophe and the letter ‘s’ write possessive nouns.· I can identify a plural possessive noun.· I can use plural possessive nouns in my writing by adding the letter ‘s’ and an apostrophe.

Spelling Friends WB 189HW Friends WB pgs. 130/131

Special Events Poster of the Water Cycle

Theatre The Water Cycle

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading Key Details, Language on Collective and Plural Possessive nouns

Week 20: Theme: Weather First of Two Weeks

Reading · I can identify rhyming words.· I can identify alliteration in a poem..· I can recognize regular beat in a story, poem, or song.· I can recognize repeated lines in a story, poem, or song.· I can recognize rhythm in a story, poem, or song.

Book: To Be Decided in PLCWorkbook pages—Suggested Books: RaZ—The Nor’Easter , Non-fiction weather related books in Second grade materials, additionally the “snow” themed books from before Christmas may be reused. Weather Words, The Wind Blew, The Hurricane HeroBig Books: Big Book of Poems, Yes: Weather, Science: A Closer Look What Do Clouds Tell Us/

Phonics · I can identify long vowel and short sounds in one-syllable words.· I can know the rules for long vowels in two-syllable words.

Writing · I can pre-write a poem.· I can write a poem.· I can conference and edit a poem.· I can publish a poem.

Language · I can identify irregular plural nouns (e.g. feet, mice, men, and fish).· I can use irregular plural nouns in my writing and speaking.

Spelling None—use language as a basis for spelling

Special Events

Theatre


Week 21: Theme: Weather Second of Two Weeks

Reading · I can explain the characters in a story, book or digital text.

Book:—To be decided in PLCWorkbook pages—Suggested Books: Suggested Books: RaZ—The Nor’Easter , Non-fiction weather related books in Second grade materials, additionally the “snow” themed books from before Christmas may be reused. Weather Words, The Wind BlewBig Books: Big Book of Poems, Yes: Weather, Science: A Closer Look What Do Clouds Tell Us/

Phonics · I can identify long vowel and short sounds in one-syllable words.· I can know the rules for long vowels in two-syllable words.

Writing · I can pre-write a poem.· I can write a poem.· I can conference and edit a poem.· I can publish a poem.

Language · I can identify irregular verbs (e.g. sat, hid, told).· I can use irregular verbs in my writing and speaking.

Spelling None

Special Events Poetry Book?

Theatre Recite a Poem , video

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading PoetryPerformance Assessment—Poetry Reading

Week 22: Theme: Famous African Americans

Reading · I can explain the characters in a story, book or digital text.· I can read dialogue in a story using different voices for characters.· I can define and identify characters in a story.

Book:—What Kind of Baby Sitter is This?Workbook pages—Treasure WB 111-121Suggested Books: Mother Hubbard’s Cupboard, Steal Away Night, Let’s Read About Martin Luther King, Jr.Big Books: Mother Hubbard Cupboard

Phonics Vowel Pairs oa, ow, ou

Writing

Language · I can identify an adverb as a word that describes a verb.· I can use an adverb when writing or speaking to describe a verb.· I can use an adjective to describe a noun, and an adverb to describe a verb.

Spelling Treasure wb pg. 189HW Treasure WB 119/120

Special Events

Theatre Follow the North Star, He had a Dream, , Carver Saves the Day, Rosa Parks Rides the Bus

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language on Irregular nouns, verbs, and adverbs

Week 23: Theme: Famous Inventors

Reading · I can describe the connections that occur between historical events.· I can identify the main idea of an informational text.

Book:—RaZ—George Washington Carver, Garret Morgan, The Story of JeansWorkbook pages—see packetSuggested Books: Thomas Alva Edison, Sending a Message with Dots and Dashes, The Wish BroomBig Books:

Phonics · review consonant final sounds r, t, n, g, p

Writing · I can pre-write and plan a timeline of my life.· I can illustrate and describe a timeline of my life.· I can publish a timeline of my life· I can present a timeline of my life.

Language · I can identify a contraction as a shorter form of two words.· I can combine two words to write a contraction.· I can separate a contraction to make two words.· I can use contractions in my writing and speaking.


Special Events

Theatre Follow the North Star, He had a Dream, , Carver Saves the Day, Rosa Parks Rides the Bus


Week 24: Theme: American History

Reading · I can identify the author’s purpose in an informational text. (PIE: persuade, inform, or entertain).· I can identify what the author wants to answer, explain, or describe. (what is the author trying to persuade us to do? What is the author trying to inform us of? What is the entertainment value of the story?)

Book:—RaZ—Colonial Life and Martin Luther King Jr.Workbook pages—see packetSuggested Books: North American Explorers, There and Back, Let’s Read About Betsy Ross, The American Flag, Landmarks USA, Abe Lincoln the Boy Who Loved Books, Lewis and Clark, Lewis and Clark the Prarie Dog for the President, George Washington and the General’s DogBig Books: Story of Helen Keller, Westward to Oregon

Phonics · review clusters fl, fr, br, tr, pl, st

Writing · I can pre-write and plan a timeline of my life.· I can illustrate and describe a timeline of my life.· I can publish a timeline of my life· I can present a timeline of my life.

Language · I can identify and understand the meanings of synonyms.· I can identify and use synonyms as context clues.


Special Events Share timeline

Theatre

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading Non-fiction and author’s purpose

Week 25: Theme: Health and Nutrition week One of Two.

Reading · I can define and identify the major events of a story.

Book: Friends—Watch Out Ronald MorganWorkbook pages—Friends WB 97-108Suggested Books: The Magic School Bus: Inside the Human Body, My Buddy, Dreams on

Wheels, Every Sunday Morning, A Winning Team, The Ride Inside, Body BattlesBig Books: The Potluck Supper, Big Sciene: Bones and Muscles, Friends All Around

Phonics · I can identify a prefix in a word.· I can read common prefixes.· I can read words with common prefixes.

Writing · to be decided in PLC

Language · I can understand a prefix is a letter or letters added to the beginning of a word.· I can use a prefix to make a new word.· I can identify a root word.· I can use the meaning of a root word to find the meaning of a new word. (e.g. addition and additional)

Spelling Friends wb pg. 187HW Friends WB 106/107

Special Events

Theatre A Monster Meal, Body beat, Too Smart for Germs, Something Tells Me, Clean and healthy

Kids

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language on Contractions, Synnonyms, and prefixes

Week 26: Theme: Health and Nutrition week Two of Two.

Reading · I can describe how characters respond to major events and challenges.

Book: Treasures—Now One Foot, Now the OtherWorkbook pages—Treasure WB 27-37Suggested Books: The Magic School Bus: Inside the Human Body, Dreams on Wheels, Every Sunday Morning, A Winning Team, The Ride Inside, Body BattlesBig Books: The Potluck Supper, Big Sciene: Bones and Muscles, Friends All Around

Phonics · ee, ea


Language · I can identify and understand the meaning of antonyms.· I can identify and use antonyms as context clues.


Special Events

Theatre A Monster Meal, Body beat, Too Smart for Germs, Something Tells Me, Clean and healthy Kids


Week 27: Theme: Mapping and Geography First of Two Weeks

Reading · By the end of the year, I can identify key ideas and details in a story.

Book: Friends—Where Does the Trail Lead?Workbook pages—Friends WB 77-88Suggested Books:Big Books: The Leprechaun’s Treasure

Phonics · ending sound nd, ng, nk


Language · I can expand a simple sentence.· I can identify a compound sentence.· I can produce a compound sentence.· I can expand a compound sentence.· I can work with peers to rearrange simple and compound sentences.


Special Events

Theatre TBD PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading—major events, responding to problems, and key ideas/details

Week 28: Theme: Mapping and Geography Second of Two Weeks

Reading · By the end of the year, I can identify the structure of a story.

Book: Friends—Bringing the Rain to Kapiti Plain?Workbook pages—Treasures WB 89-98Suggested Books: Whoever You Are, Various Tacky the Penguin Books, Rain Cloud Island, A Friend for Kind Amadou, and Maui Hooks HawaiiBig Books: The Leprechaun’s Treasure

Phonics · ending sound –ed and -ing


Language · I can produce a compound sentence.· I can expand a compound sentence.· I can work with peers to rearrange simple and compound sentences.


Special Events

Theatre TBD PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language—antonyms and simple/compound sentences

Week 29: Theme: Plants, Rocks, Soil, Dinosaurs

Reading · I can identify the scientific ideas or concepts that occur in a text.· I can tell the difference between an informative text and an explanatory text.· I can identify the author’s purpose in an informational text. (PIE: persuade, inform, or entertain)· I can explain how images or diagrams add to and clarify informational texts.

Book: Friends—Nature SpyWorkbook pages—Friends WB 53-64Suggested Books: Juan’s Vegetable Garden, Mr. Hobson’s Garden, Dandelions, A Bottle Garden, Fossil Fuels Keeps Us Warm, Standing Up Country: A Land of Surprises, Prehistoric Animals, Longest, Tallest Heaviest, I Can Read About Dinosaurs, Dinosuars Walked Here,

Outside/Inside TreesBig Books: In the Tall, Tall Grass, A Seed Can Travel

Phonics · short vowels e, o

Writing · I can identify topic sentences, facts, definitions, and concluding statements.· I can use facts and definitions to write an informative or explanatory text that is focused on a specific topic.

Language · I can identify informal uses of English in writing, speaking, reading, and listening.· I can use informal English in writing, speaking, reading, or listening.· I can identify formal uses of English in writing, speaking, reading, or listening.· I can use formal uses of English in writing, speaking, reading, or listening.


Special Events Plant seeds

Theatre TBD PLC

Assessment Exit Slip-reading, language

Learner Check: Spelling,


Reading · I can identify what the author wants to answer, explain, or describe. (what is the author trying to persuade us to do? What is the author trying to inform us of? What is the entertainment value of the story?)· I can understand the following terms: explain, contribute, and clarify.

Book: Friends—RaZ: Strange PlantsWorkbook pages—See packetSuggested Books: RaZ: Harold the Hungry PlantJuan’s Vegetable Garden, Mr. Hobson’s Garden, Dandelions, A Bottle Garden, Fossil Fuels Keeps Us Warm, Standing Up Country: A Land of Surprises, Prehistoric Animals, Longest, Tallest Heaviest, I Can Read About Dinosaurs, Dinosuars Walked Here, Outside/Inside TreesBig Books: In the Tall, Tall Grass

Phonics · beginning sound {str-}

Writing · I can identify temporal words. (to describe an event in time: after, before, between, by, during, following, for, from, on, since, till , to , until, within, while, except)

·

Language · I can identify and understand the use of multi-meaning words.· I can identify and understand the use of homonyms.· I can use multi-meaning words and homonyms in sentences.



Theatre TBD PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling, Language—antonyms and simple/compound sentences


Reading · I can identify what the author wants to answer, explain, or describe. What is the entertainment value of the story?

Book: Friends—Patrick’s DinosaursWorkbook pages: Friends WB 61-72Suggested Books: Juan’s Vegetable Garden, Mr. Hobson’s Garden, Dandelions, A Bottle Garden, Fossil Fuels Keeps Us Warm, Standing Up Country: A Land of Surprises, Prehistoric Animals, Longest, Tallest Heaviest, I Can Read About Dinosaurs, Dinosuars Walked Here, Outside/Inside TreesBig Books: In the Tall, Tall Grass, Rocks and Soil

Phonics · beginning sound {str-}

Writing · I can identify a topic or title of a book to write about.· I can recognize and define an opinion, conclusion, and linking words.· I can create an opinion about a book or topic and support it with at least 2 reasons.· I can organize my writing so it has an introduction, support for my opinion, linking words, and a conclusion.

Language · I can identify and understand the use of homonyms.· I can use multi-meaning words and homonyms in sentences.



Theatre TBD PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling, Reading--Writer’s Purpose Language—Formal/Informal English and Multiple meaning/Homonyms

Week 32: Theme: Recycling

Reading · By the end of the year, I can identify the structure of a chapter book.· By the end of the year, I can identify how ideas work together in a chapter book.· By the end of the year, I can identify and comprehend key ideas and details in a chapter book.Book: Friends—Various Chapter Books in Literature CirclesWorkbook pages: Literature Circle Handouts see ZachSuggested Books: Trash and Treasure

Phonics n/a

Writing · I can identify the parts of a friendly letter and use commas after the greeting and

closing of a letter.· I can pre-write a letter to convince someone to support a recycling program.· I can write a letter to convince someone to support a recycling program.


Spelling None

Special Events Pen Pals

Theatre TBD PLC


Week 33: Theme: Solar System Week One of Two

Reading · By the end of the year, I can identify the structure of a chapter book.· By the end of the year, I can identify how ideas work together in a chapter book.

· By the end of the year, I can identify and comprehend key ideas and details in a chapter book.Book: Friends—Various Chapter Books in Literature CirclesWorkbook pages: Literature Circle Handouts see ZachSuggested Books:Big Books: Children of the Sun, The Really Big Universe

Phonics n/a

Writing · I can conference and edit a letter to convince someone to support a recycling program.· I can publish a friendly letter.


Spelling None

Special Events Pen Pals / Astronomy Night for 2nd Grade

Theatre TBD PLC

Assessment Exit Slip-reading, languageLearner Check: Spelling,Performance Assessment for Literature Circles

Week 34: Theme: Solar System Week Two of Two

Reading · By the end of the year, I can identify key ideas and details in a poem.· By the end of the year, I can identify the structure of a poem.

Book: Friends—RaZ: My Places, Planets of My Solar System (both are poetry books)Workbook pages: see packetSuggested Books:Big Books: Children of the Sun, The Really Big Universe

Phonics n/a

Writing · I can identify the components of a narrative.· I can identify the sequence of events and details of events.· I can write a narrative that tells an event or sequence of events with supporting details, temporal words, and a closing.

Language · I can locate the glossary in a book.· I can locate key words in the glossary of a book to understand a word.· I can locate words or phrases in a dictionary to understand a word or phrase.· I can use digital reference sources to find the meaning of a word or phrase.

Spelling None

Special Events

Theatre TBD PLC


Week 35: Theme: Light/Sound

Reading · I can create an audio recording of a story or poem with a visual display that helps the audience understand.· I can recognize digital text. (stories online, video stories, audio stories, using document camera to share stories)

Book: Friends—Each teacher chooses an author and does independent studyWorkbook pages: see packetSuggested Books:

Phonics n/a

Writing · I can write an On-Demand writing about citizenship and following community rules.

Language · I can identify the connections between words and how they are used in real-life (e.g. describe foods that are spicy).· I can list words that describe a topic.· I can write sentences to describe a topic.· I can use words to describe topics in my writing and speaking.

Spelling None

Special Events

Theatre Record students reading aloud


Week 36: Theme: Simple Machine

Reading · I can describe the connections that occur between historical events, scientific events, or steps from an experiment or recipe.· I can identify the main idea of an informational text.

Book: RaZ: Simple MachinesWorkbook pages: see packetSuggested Books:

Phonics Long e sound

Writing · I can write to learn through technology using keyboarding skills.

Language · I can identify verbs that have related meanings.· I can sort verbs that have similar meanings (toss, throw, hurl).· I can identify adjectives that have related meanings.

· I can sort adjectives that have similar meanings (thin, slender, skinny, scrawny)

Spelling None

Special Events

Theatre


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