Course Title: English Language Arts Grade: 2 · 2015-06-23 · RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short

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FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: English Language Arts

Grade: 2

Board of Education Adoption Date: June 22, 2015

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mrs. Annette Jordan

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Lauren Bilicki

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Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

● All people have inherent worth.

● Life-long learning is basic to the survival and advancement of society.

● The primary influence on the individual's development is the family in all its forms.

● Valuing diversity is essential to individual growth and the advancement of society.

● All individuals have strengths and human potential has no known limits.

● Democracy thrives when individuals accept responsibility for their choices.

● Being trustworthy builds trust.

● Creativity and imagination are essential for society to flourish.

● A safe environment is essential for the well-being of the individual and for society to

flourish

Freehold Borough School District

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Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

● Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

● Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

● Units and lessons will be differentiated

● Curriculum is be student focused on success and balances developmental theory and

psychometric standards

● Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Unit/Section Page

Educational Outcomes 1

Core Materials 2

Pacing Guide 5

Unit 1 6

Unit 2 14

Unit 3 22

Unit 4 30

Unit 5 38

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Educational Outcome Goals/Course Overview

The Freehold Borough Language Arts curriculum aligns with the Common Core Language Arts

Standards. Freehold Borough’s elementary schools provide an extensive education in Language

Arts literacy.

The Language Arts are integrative, interactive ways of communicating that develop through

reading, writing, speaking, listening and viewing. They are the means through which one is able

to receive information; think logically and creatively; express ideas; and understand and

participate meaningfully in spoken, written, and nonverbal communications.

Every teacher provides our students with a 90-minute uninterrupted reading block plus 50

minutes for writing. Together these blocks of time include language experiences all children

need in order to grow intellectually, socially, and emotionally.

A child’s year in second grade will build upon the knowledge and skills gained in preceding

grades. Concepts about print have expanded to using books to locate information such as the

table of contents and chapter headings. When decoding, second graders use a variety of word

attack skills such as looking for known chunks or small words within words to attempt to decode

an unknown word. Fluency will increase as students use appropriate pace (not word-by-word

reading) and suitable inflection. These skills lead to better comprehension strategies as children

demonstrate the ability to recall facts and details of text, recognize cause and effect and make

inferences. Before, during and after reading strategies continue to be practiced as they read

unfamiliar texts. Students will be giving more attention to meaning and how it is influenced by

personal experience, content, style and purpose. Students will ask and answer such questions as

who, what, when, and why to demonstrate their understanding of the text and identify the main

idea in a multi paragraph and in specific paragraphs within a text. Students will describe the

structure of a story and acknowledge different points of view. They will read for a variety of

purposes including: pleasure, following directions and gathering factual information. Many

opportunities will be given to write independently with more emphasis on the conventions of

grammar and punctuation as well as the ability to clearly describe ideas, feelings and

experiences. Students will write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, use words to

indicate a logical sequence of events and provide a sense of closure.

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Core Materials

Supplemental workbook used for all units.

Reader’s and Writer’s Notebook (Reading Street)

www.superteacherworksheets.com subscription

Unit 1:

Texts:

● Jumpstart to Literacy Binders

● Fountas and Pinnell

● Guided Reading Library

● Reading Street Teacher’s Manual

Suggested Literature

● Alliteration: A Wacky Wedding: A Book of Alphabet Antics by: Pamela Duncan Edwards

● Rhyme: Puffins Climb, Penguins Rhyme by: Bruce McMillan

● Character: Frog and Toad Series by: Arnold Lobel,

● Character and Plot: My Rotten, Redheaded Older Brother by: Patricia Polacco

● Plot: Hedgie’s Surprise by: Jan Brett

● Author’s purpose: Hooray for Diffendoer Day by: Dr. Seuss

● Setting: Miss Rumphius by: Barbara Cooney

● Main idea: Tomas and the Library Lady by: Pat Mora

● Sequence: Arthur Writes a Story by: Marc Brown

Unit 2:

Texts:






● Cause and effect: Rabbit Stew by: Donna Kosow and The Womp World by: Bill Peet

● Author’s Purpose: Two Bad Ants - Chris Van Allsberg

● Compare and contrast: Zathura and Jumanji by: Chris Van Allsberg

http://www.superteacherworksheets.com/

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Unit 3:

Texts:






● Author’s Purpose: The Lorax by: Dr. Seuss

● Inference: Officer Buckle and Gloria by: Peggy Rathman

● Compare and contrast: Cinderella stories

● Summarize: Koala Lou by: Mem Fox

● Sequence: Napping House by: Don and Audrey Woods

● Fact and opinion: Spider’s at Work by: Diane Hoyt Goldsmith

Unit 4:

Texts:






● Drawing conclusions: Roger’s Umbrella by: David Pinkwater

● Plot: Phoebe and the Spelling Bee by: Barney Saltzberg

● Compare and Contrast: The Three Little Pigs by: David Wiesner and The True Story of

the Three Little Pigs by: Jon Scieszka

● Sequence: Stone Soup by: Marcia Brown

Unit 5:

Texts:





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● Cause and effect: Fireflies by: Julie Brickloe

● Plot: Eugene the Brave by: Ellen Conford

● Plot: Here Comes Alex Pumpernickel by: Fernando Krahn

● Character: The Hundred Dresses by: Eleanor Estes

● Setting: Night in the Country by: Cynthia Rylant

● Sequence and Summary: The Snowy Day by: Ezra Jack Keats

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Pacing Guide

Unit Anticipated Timeframe

Unit 1 6 weeks (September - October)

Unit 2 6 weeks (November - January)

Unit 3 6 weeks ( February - mid-March)

Unit 4 6 weeks (mid-March - April)

Unit 5 6 weeks ( May - June)

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Unit Plan Title

Unit 1 Reading and Writing

Suggested Time Frame Six weeks (September - October)

Overview / Rationale

Students will be introduced to the importance of metacognition, schema, and making

connections. Students will become skilled at recognizing story elements and building

understanding of a story’s overall theme by identifying main ideas and details. Students will

work on predicting and setting a purpose before reading, as well as monitoring and clarifying for

understanding while reading. Students will begin to construct better understanding of word

structures through the study of phonemic awareness and phonics skills. Students will recognize

and read second grade Fry words.

Stage 1 – Desired Results

Established Goals:

Reading: Literature

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.

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

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.

RL.2.5 Describe the overall structure of a story, including describing how the beginning

introduces the story and the ending concludes the action.

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a

different voice for each character when reading dialogue aloud.

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.

Reading: Informational Text

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs

within the text.

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

subject area.

Reading: Foundational Skills

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

f. Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

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a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

Writing:

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.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing

as needed by revising and editing.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and

publish writing, including in collaboration with peers.

Speaking and Listening:

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.

a. Follow agreed-upon rules for discussions (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).

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

c. Ask for clarification and further explanation as needed about the topics and texts under

discussion.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide

requested detail or clarification.

Language:

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice,

fish).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

f. Produce, expand, and rearrange complete simple and compound sentences

L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

d. Generalize learned spelling patterns when writing words

e. Consult reference materials, including beginning dictionaries, as needed to check and correct

spellings.

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.

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

d. Use knowledge of the meaning of individual words to predict the meaning of compound

words

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L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words and their use.

b. Distinguish shades of meaning among closely related verbs and closely related adjectives.

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.

Enduring Understandings:

1. Reading: Good readers use strategies to

monitor their decoding and comprehension.

2. Writing: Authors write for many different

purposes.

3. Speaking and Listening: Build on others’

talk in conversation.

4. Language: Understanding of a text’s

features, structures, and characteristics

facilitate the reader’s ability to make meaning

of the text

Essential Questions:

1. Reading: How do readers make meaning

from text?

2. Writing: How do writers use drawings,

letters, and words to create a story?

3. Speaking and Listening: What are the things

that good listeners do?

4. Language: How is spoken language different

from written language?

Knowledge:

Students will know…

1. Read on level text with appropriate

rate, accuracy, phrasing, punctuation,

and expression/intonation.

2. The plot, setting, characters of a story.

3. What predictions and connections are

and how can they be made when

reading.

4. Narrative stories recount a sequence of

events, include details, thoughts, and

feelings, use transition words, and

provide a sense of closure.

5. How to identify and write complete

sentences.

6. How to identify nouns, verbs,

adjectives, and adverbs.

7. How to sound out a multitude of

chunks. (Jumpstart)

Skills:

Students will be able to…

1. Monitor their reading and clarify what

they do not understand by asking

questions.

2. Identify character and setting.

3. Use text structure with nonfiction to

describe how information is organized.

4. Identify main idea and details.

5. Use story structure and identify the

beginning, middle, and end of a story.

6. Use the essential ideas and supporting

details to identify author’s purpose.

7. Predict and set a purpose for reading.

8. Identify facts and details.

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In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee. Income and Careers T CRP2. Apply appropriate academic

and technical skills. Money Management CRP3. Attend to personal health

and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of

decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation. Civic Financial Responsibility CRP7. Employ valid and reliable

research strategies. Insuring and Protecting CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration, and

Preparation

CRP9. Model integrity, ethical

leadership and effective management.

x Career Awareness CRP10. Plan education and career

paths aligned to personal goals. Career Exploration T CRP11. Use technology to enhance

productivity.

x Career Preparation CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

Social Studies (neighborhood and community)

Science (habitats)

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Student Resources

Primary Source

Readings

Scott Foresman - Reading Street Common Core: Grade 2

Secondary Source

Readings

Unit 2.1 teacher’s manual

Supporting Text pages Student textbook 1 pages 1-183

Teacher Resources

Texts:





● Alliteration: A Wacky Wedding: A Book of Alphabet Antics by: Pamela Duncan Edwards

● Rhyme: Puffins Climb, Penguins Rhyme by: Bruce McMillan

● Character: Frog and Toad Series by: Arnold Lobel,

● Character and Plot: My Rotten, Redheaded Older Brother by: Patricia Polacco

● Plot: Hedgie’s Surprise by: Jan Brett

● Author’s purpose: Hooray for Diffendoer Day by: Dr. Seuss

● Setting: Miss Rumphius by: Barbara Cooney

● Main idea: Tomas and the Library Lady by: Pat Mora

● Sequence: Arthur Writes a Story by: Marc Brown

● within the file “resources” there is a Language Interactive Notebook which provides

supplemental work for each standard.

Supplemental Workbooks:


Websites:

www.Superteacherworksheets.com

www.brainpopjr.com

www.spellingcity.com

Worksheets:

Chunk riddles packet

Elkonin box chart

Activity pack

Videos:

www.brainpopjr.com Character and setting, how to choose a book


http://www.brainpopjr.com/

http://www.spellingcity.com/


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Stage 2 – Assessment Evidence

Performance Task(s):

● Fry test every 4 weeks

● Chunk spelling test

● Comprehension test

● Phonemic awareness assessment

(“Action Reading Ideas” packet from

Brenda)

Other Evidence:

● Linkit A and B – Benchmark

● Written narrative

● Running records


Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Reading

(note: 2 new fry words added each day except Fridays)

Week 1: Introduce reflecting as a reader, metacognition, schema, and making

connections.

Review 1st grade Fry list.

Begin setting routine.

Week 2: RS: “The Twin Club”-Realistic fiction

Jumpstart chunks: an, en, in, on, un, ack, eck, ick, ock, uck

Skills: character and setting, monitor and clarify

Poetry, rhythm, alliteration:

RS: “The 1st Day of School” and “The 179

th Day of School” or books

“A Wacky Wedding: A Book of Alphabet Antics” by: Pamela Duncan

Edwards,

“Puffins Climb, Penguins Rhyme” by: Bruce McMillan

Fry words: over, new, sound, take, only, little, work, know

Week 3:

RS: “Exploring Space with an Astronaut” and “A Trip to Space Camp”-

Expository text

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Jumpstart chunks: ch, sh, th, wh

Skills: Main idea and details, text structure

Fry words: place, years, live, me, back, give, most, very

Week 4:

RS: “Henry and Mudge”- Realistic Fiction

Jumpstart chunks: ar, or, er, ir, ur

Skills: character and setting, story structure

“Frog and Toad” Series for supplemental character skill.

Fry words: after, things, our, just, name, good, sentence, man

Week 5:

RS: “A Walk in the Desert” –Expository text

Jumpstart: words ending in silent e

Skills: Main idea and details, important ideas

Fry words: think, say, great, where, help, through, much, before

Week 6:

RS: “The Strongest One” –Drama, dialogue. “Anteaters” - Expository text

Jumpstart: Y says i and Y says e

Skills: facts and details, predict and set purpose

Fry words: line, right, too, means, old, any, same, tell

Writing

(page numbers correspond with LAL interactive notebook)

Week 1: Identify nouns and produce complete simple sentences. (page 51 -

54)

Week 2: Identify irregular plural nouns. (pages 41, 42)

Identify and apply to writing, the subject of a sentence.

Week 3: Identify verbs/irregular verbs. (pages 46)

Identify and apply to writing, the predicate of a sentence.

Week 4: Identify declarative and interrogative sentences.

Apply sentence structure skills and using a graphic organizer, plan and

write a short personal narrative.

Introduce revision and editing.

Week 5: Identify imperative and exclamatory sentences.

Apply sentence structure and skills and using a graphic organizer, plan and

write a short personal narrative.

Revise and edit.

Using iPads or computers, publish written narrative.

Week 6: Application of metacognition, schema, making connections

should be evident in writing a short narrative.

Modifications Special Education Students:

1. Differentiated reading materials using provided leveled readers,

2. Differentiated comprehension class work,

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3. Extra time provided,

4. Frequent breaks,

5. Partner work,

6. Small group instruction.

How to Adapt Your Teaching Strategies to Student Needs

English Language Learners:

1. Bilingual dictionaries,

2. pictures for vocabulary,

3. videos,

4. Google translator app,

5. role playing,

6. small group instruction.

How to adapt lessons for ELL students by Dr. Denise Furlong

Students at Risk of Failure:

Modifications and Accommodations for At Risk Students

Gifted Students:

Gifted Students Modifications

D indicates differentiation at the lesson level

http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs

https://drive.google.com/a/freeholdboro.k12.nj.us/file/d/0BytNJjFPyeFOeEptdDdJSXFaSHc/view?usp=sharing

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

http://www.nagc.org/resources-publications/resources/timely-topics/common-core-state-standards-national-science-0

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Unit Plan Title


Suggested Time Frame 6 Weeks (November - January)


Students will use existing schema to aid in story comprehension and build inferring skills. They

will begin to summarize story details, identify cause and effect relationships and develop the

ability to compare and contrast within literature. Students will begin to determine author’s

purpose of a text. Students will identify text features and use non-fiction text to aid in their

writing. Students will construct better understanding of word structures through the study of

phonemic awareness and phonics skills.


Established Goals:

Reading: Literature


RL.2.7 Use information gained from the illustrations and words in print or digital text to



RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate



within the text.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts,

or steps in technical procedures in a text.


subject area.

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.

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

describe.

RI.2.7 Explain how specific images

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

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



a. Distinguish long and short vowels when reading regularly spelled one-syllable words.



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necessary.

Writings:

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.





W.2.7 Participate in shared research and writing projects

W.2.8 Recall information from experiences or gather information from provided sources to

answer a question.








discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented

orally or through other media.

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.

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences.

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.



Language:



a. Use collective nouns (e.g., group).

c. Use reflexive pronouns (e.g., myself, ourselves).

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

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,


16

b. Use commas in greetings and closings of letters.


spellings.



e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the

meaning of words and phrases.


1. Reading: Fluent readers group words

quickly to help them gain meaning from what

they read.

2. Writing: Writing conveys meaning.

3. Speaking and Listening: Oral discussion

helps to build connections to others and create

opportunities for learning.

4. Language: Readers use language structure

and context clues to identify the intended

meaning of words and phrases as they are used

in text.

Essential Questions

1. Reading: What strategies do good readers

use?

2. Writing: What strategies do effective writers

use for informational writing?

3. Speaking and Listening: What makes a

speaker easy to follow and understand?

4. Language: What are the correct ways to use

punctuation marks?

Knowledge:


1. Literary elements including facts and details,

text structure, story structure.

2. Author’s purpose of a text.

3. How to gain information from illustrations

and words.

4. How to identify the main topic of a multi-

paragraph text.

5. Read on level text with appropriate rate,

accuracy, phrasing, punctuation, and

expression/intonation.

5. How to write an informational text.

Skills:


1. Summarize by using our own words to retell

the most important ideas or events.


describe how information is organized. (cause

and effect or sequence)

3. Apply background knowledge to monitor

comprehension.

4. Readers think about similarities and

differences to compare/contrast two things.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy T CRP1. Act as a responsible and

17

contributing citizen and employee.

X Income and Careers CRP2. Apply appropriate academic


and financial well-being. Credit and Debt Management CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the environmental,


decisions.

X Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation. Civic Financial Responsibility T CRP7. Employ valid and reliable





Preparation

T CRP9. Model integrity, ethical

leadership and effective management. Career Awareness CRP10. Plan education and career

paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance

productivity. Career Preparation CRP12. Work productively in teams


competence.



Social Studies: How working together has changed history (Abraham Lincoln).

Meeting the needs of people requires many decisions (scarcity).

Working together solves problems and provides safety and protection.

Student Resources

Primary Source

Readings


Secondary Source

Readings


Supporting Text pages Student textbook 1 pages 186 - 343

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Teacher Resources

Texts:







● Cause and effect: Rabbit Stew by: Donna Kosow and The Womp World by: Bill Peet

● Author’s Purpose: Two Bad Ants - Chris Van Allsberg

● Compare and contrast: Zathura and Jumanji by: Chris Van Allsberg



Websites:


www.brainpopjr.com


Worksheets:


Elkonin box chart

Activity pack

Videos:

www.brainpopjr.com (choosing a book, library)



● Fry test every 4 weeks ( if necessary)




(“Action Reading Ideas” packet from

Brenda)

Other Evidence:



● Running records






19


Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Reading

(note: 2 new fry words added each day except Fridays)

Week 1: RS: “Tara and Tiree” - Literary Nonfiction

“Rescue Dogs” Expository text

Jumpstart chunks: long vowels: ai, ay and ea, ee

Skills: Cause and effect and summarize

Fry words: boy, follow, came, want, show, also, around, form

Week 2: RS: “Abraham Lincoln” - Informational text

“Lincoln” a poem

Jumpstart chunks: long vowels: ie, igh, ind, ild, ign

Skills: Author’s purpose and text features

Fry words: three, small, set, put, end, does, another, well

Week 3:

RS: “Scarcity” - Expository text

“Goods and Services” - Informational text

Jumpstart chunks: words ending in long /o/ (e.g. go, Jello) and long /e/ (e.g.

he, she)

Skills: fact and details and background knowledge

Fry words: large, must, big, even, such, because, turn, here

Week 4:

RS: “The Bremen Town Musicians” - Drama/Fairy tale - Dialogue

“A Fool Goes Fishing” - story structure, cause and effect

Jumpstart chunks: long vowels: oa, oe, oll, olt, old

Skills: cause and effect and story structure

Fry words: why, ask, went, men, read, need, land, different

Week 5:

RS: “One Good Turn Deserves Another” –Folk tale

“The Lion and the Mouse” -infer, compare and contrast

Jumpstart: long vowels: ue, ui, ew

Skills: compare and contrast, inferring

Fry words: home, us, move, try, kind, hand, picture, again

Week 6:

Reader’s workshop: Recall reflecting as a reader and the strategies taught.

Demonstrate how they are used to decode and construct meaning.

Recall metacognition and model how to “think about reading.”

Recall schema and how we can relate and remember a time when....

Recall making connections in different ways.

20

Questioning and clarification strategies.

Writing

(page numbers correspond with LAL interactive notebook)

Week 1:

Identify collective nouns. (page 40)

Introduce parts of different non-fiction texts and hone in on the

introductions of each.

Practice writing an introduction to a topic.

Revise and edit.

Week 2:

Identify reflexive pronouns. (pages 43-45)

Recall parts of non-fiction texts and hone in on the facts of each.

Review and understand what facts are using graphic organizers provided in

“resources.”

Revise and edit.

Week 3: Identify adjectives and decide when to use. (pages 47, 48)

Recall parts of different non-fiction texts and hone in on the conclusions.

Practice writing a conclusion to a topic.

Revise and edit.

Week 4:

Identify adverbs and decide when to use. (pages 49, 50)

Refer to the story Dear Juno from RS introduce commas and their purpose

in letter writing.

Practice writing letters. (pages 55 - 57)

Week 5: Recall what alphabetical order is and how does it work in a dictionary.

Practice using dictionaries. (pages 63, 64)

Week 6:

Revise and edit.

Look up any uncertain words in a dictionary.

Complete a final copy of an informational piece and publish using some

technology.

Have children share orally.





4. Frequent breaks,

5. Partner work,

21






3. videos,

4. google translator app,

5. role playing,





Gifted Students:







22

Unit Plan Title


Suggested Time Frame 6 weeks (February through Mid-March)


Students will develop and review a variety of comprehension strategies for reading. They will

develop questioning skills, visualizing skills, and practice drawing conclusions to gain deeper

meaning of a text. Students will review stories through sequencing, identifying fact from

opinion. Students will continue to practice identifying author’s purpose, compare and

contrasting, summarizing, predicting and setting a purpose to read, and inferring. . Students will

construct better understanding of word structures through the study of phonics skills. They will

recognize and read high frequency words.


Established Goals:

Reading: Literature

RL.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate


RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their

central message, lesson, or moral.





introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the

points of view of characters, including by speaking in a different voice for each character when

reading dialog aloud.



RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by

different authors or from different cultures.




d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.




23



necessary.


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

subject area.

Writings:

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,

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

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.












discussion.







Language:





fish).

c. Use reflexive pronouns (e.g., myself, ourselves).



f. Produce, expand, and rearrange complete simple and compound sentences


24

and spelling when writing. a. Capitalize holidays, product names, and geographic names. c. Use

an apostrophe to form contractions and frequently occurring possessives



c. Use a known root word as a clue to the meaning of an unknown word with the same root.


1. Reading: Readers use language structure and

context clues to identify the intended meaning

of words and phrases as they are used in text.

2. Writing: Good writers use a repertoire of

strategies that enables them to vary form and

style in order to write for different purposes,

audiences, and contexts.

3. Speaking and Listening: Effective listeners

are able to interpret and evaluate increasingly

complex messages.

4. Language: Readers use language structure

and context clues to identify the intended

meaning of words and phrases as they are used

in text.


1. Reading: How does the style and point of

view of the author affect the reader’s

understanding of the text?

2. Writing: What strategies do effective writers

use for opinion writing?

3. Speaking and Listening: What strategies

does a viewer use to distinguish between

different or persuasive points of view?

4. Language: How are parts of speech used in

daily writing?

Knowledge:


1. The author’s purpose of a selection.

2. How to draw conclusions while reading a

text.

3. How to compare and contrast different

stories and characters.

4. That events in a story happen in a certain

order called a sequence.

5. What the difference between a fact and

opinion are.

Skills:


1. Ask good questions about important text

information.

2. Visualize to form pictures in our minds

about what happens in a story or article.

3. Summarize by using our own words to retell

the most important ideas or events.

4. Predict and set a purpose for reading.

5. Use background knowledge with clues in the

text to infer.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy CRP1. Act as a responsible and


25

Income and Careers CRP2. Apply appropriate academic





decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and


research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to




Preparation

T CRP9. Model integrity, ethical





competence.



Science: Understand that support from others help creative ideas turn into inventions.

Creative ideas come from research, new ways of thinking, and improving something.

Social Studies: We communicate in many different ways.

Student Resources

Primary Source

Readings


Secondary Source

Readings



26

Teacher Resources

Texts:





● Within the file “resources” there is a Language Interactive Notebook which provides


● Author’s Purpose: The Lorax by: Dr. Seuss

● Inference: Officer Buckle and Gloria by: Peggy Rathman

● Compare and contrast: Cinderella stories

● Summarize: Koala Lou by: Mem Fox

● Sequence: Napping House by: Don and Audrey Woods

● Fact and opinion: Spider’s at Work by: Diane Hoyt Goldsmith



Websites:


www.brainpopjr.com


Worksheets:


Elkonin box chart

Activity pack

Videos:

www.brainpopjr.com sequence, making inferences, sending a letter



● Fry test every 4 weeks (as needed)


Other Evidence:







27


● Phrase test every 2 weeks


(Action Reading Ideas packet from

Brenda)

● Running records



Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Reading:

(note: 2 new fry words added each day except Fridays ends week 3. Then

begin 1 phrase card introduced each day)

Week 1: RS: “Pearl and Wagner” - Fantasy

“Alberto, the Scientist” Questioning and sequencing

Jumpstart chunks: Dipthongs: au, aw - all, alk, alt - aught, ought

Skills: Author’s purpose, questioning

Fry words: change, off, play, spell, air, away, animal, house

Week 2: RS: “Dear Juno” - Realistic Fiction

“Many Ways to be a Soldier” visualize and draw conclusions

Jumpstart chunks: dipthongs: ou, ow (pinch sound)

Skills: Draw conclusions and visualize

Fry words: point, page, letter, mother, answer, found, study, still

Week 3:

RS: “Anansi Goes Fishing” - Folk tale

“Do spiders stick to their own webs?” and “Do turtles leave their shells?”-

poetry

Jumpstart chunks: dipthongs: oo (food), oo (book)

Skills: compare and contrast, summarize

Fry words: learn, should, America, world (last week of new fry)

Week 4:

RS: “Rosa and Blanca” - Realistic Fiction

“The Crow and the Pitcher” - fable

Jumpstart chunks: dipthongs: oi, oy (oyster)

Skills: sequence, predict and set purpose

Phrase card: “Over the river - Take a little - It’s only me. - Live and play.”

28

Week 5:

RS: “A Weed is a Flower” – Biography

“What’s made from corn” -infer, sequence, 21st century skills: search

engines

Jumpstart: short vowels: ink, ank, unk

Skills: fact and opinion, inferring

Phrase cards: “My new place - Give it back. - I know why. - A good man”

Week 6:







Writing:

Week 1:

Identify proper nouns.

Recall what an opinion is and use graphic organizers to brainstorm a

writing piece.

Practice writing an opinion piece.

Revise and edit.

Week 2:

Identify what an apostrophe is and what it’s used for.

Recall how to write an opinion piece and choose a book to share their

opinion about.

Introduce/use linking words (because, and, also) to connect opinion and

reasons.

Provide a concluding statement or section.

Revise and edit.

Week 3: Use a known root word as a clue to the meaning of unknown word with

same root.

Recall how to write an opinion piece and choose a book to share their

opinion about.

Introduce/use linking words (because, and, also) to connect opinion and

reasons.

Provide a concluding statement or section.

Revise and edit.

Week 4:

Recall and identify collective nouns.

Recall writing narratives and apply all strategies to recount a well-

29

elaborated event or short sequence of events, include details to describe

actions, thoughts, and feelings. Include a sense of closure.

Revise and edit using adults and peers.

Week 5: Recall and identify what irregular plural nouns are.

Recall writing narratives and apply all strategies to recount a well-

elaborated event or short sequence of events, include details to describe

actions, thoughts, and feelings. Include a sense of closure.


Week 6:

Revise and edit.

Apply all grammar learned into an opinion and/or narrative piece.


Complete a final copy of an opinion/narrative piece and publish using

some technology.






4. Frequent breaks,

5. Partner work,






3. videos,


5. role playing,





Gifted Students:







30

Unit Plan Title


Suggested Time Frame 6 weeks ( Mid - March through April)


Students will develop and review a variety of comprehension strategies for reading. They will

develop an understanding of plot and theme of a story as well as identifying important ideas.

They will review questioning skills, visualizing skills, and practice drawing conclusions to gain

deeper meaning of a text. Students will review sequencing, identifying fact from opinion and

continue to practice monitoring and clarifying for understanding while reading. Students will

construct better understanding of word structures through the study of phonics skills. They will

recognize, analyze and read new vocabulary.


Established Goals:

Standards to be covered…

Reading: Literature









Reading: Informational text

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate



within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts,



subject area.

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.


describe.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute

31

to and clarify a text.

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

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











necessary

Language



f. 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).




spellings.



b. Determine the meaning of the new word formed when a known prefix is added to a known

word (e.g., happy/unhappy, tell/retell).




responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are

happy that makes me happy)

Writing

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.






answer a question

32

Speaking and Listening







discussion.






1. Reading: Good readers employ strategies to

help them understand text. Strategic readers

can develop, select, and develop strategies to

enhance their comprehension.

2. Writing: Writing helps us clarify, as well as

express, our thoughts.

3. Speaking and Listening: Oral discussion

helps to build connections to others and create

opportunities for learning.

4. Language: Researchers gather and critique

information from different sources for specific

purposes.


1. Reading: Why and how does a reader

generate text supported evidence?

2. Writing: Does the writer have an obligation

to help the reader understand?

3. Speaking and Listening: What makes a

speaker easy to follow and understand?

4. Language: How does the reader identify and

label parts of sentence (parts of speech,

punctuation, subject/predicate)?

Knowledge:


1. How to draw conclusions while reading a

text.

2. How to find the sequence of events within a

text.

3. What the difference between a fact and

opinion are.

4. How to identify the plot of a story

(beginning, middle, end).

Skills:


1. Draw conclusions after thinking about facts

and details and using prior knowledge.

2. Use clue words to understand the sequence

of events in a story or article.

3. Recognize what a fact and opinion are

within text.

4. Identify the plot and theme of a story.

5. Monitor and clarify their reading.

33



21st Century Themes



● T – taught

● A – assessed




x Income and Careers CRP2. Apply appropriate academic


and financial well-being. Credit and Debt Management CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the environmental,


decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation. Civic Financial Responsibility CRP7. Employ valid and reliable





Preparation


leadership and effective management.

x Career Awareness CRP10. Plan education and career

paths aligned to personal goals. Career Exploration T CRP11. Use technology to enhance



competence.



Social Studies: Changes can be difficult, scary, and comforting. Change can make us look at

ourselves in new ways and open us to new opportunities.

Science: Plants have a growth cycle and provide food and beauty. Changes in weather affect our

lives and we need rain for plants to grow.

34

Student Resources

Primary Source

Readings


Secondary Source

Readings



Teacher Resources

Texts:







● Drawing conclusions: Roger’s Umbrella by: David Pinkwater

● Plot: Phoebe and the Spelling Bee by: Barney Saltzberg

● Compare and Contrast: The Three Little Pigs by: David Wiesner and The True Story of

the Three Little Pigs by: Jon Scieszka

● Sequence: Stone Soup by: Marcia Brown



Websites:


www.brainpopjr.com


Worksheets:

Within the file “resources” there is a Language Interactive Notebook which provides


Videos:

www.brainpopjr.com sequence, making inferences, plot





35









Brenda)

Other Evidence:



● Running records



Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Reading:

(note: one phrase card introduced each day)

Week 1: RS: “A Froggy Fable” - Fable

“Ben the Bullfrog” Draw conclusions

Jumpstart chunks: short vowels: ing, ang, ong, ung

Skills: Draw conclusions and background knowledge

Phrase cards: “Another great sound - Only a little - Three years ago - After

the game”

Week 2: RS: “Life Cycle of a Pumpkin” - Expository text

“How do seeds know which way is up?” Poetry

Jumpstart chunks: tion, sion

Skills: Sequence and important ideas

Phrase cards: “Most of the animals - My last name - Mother says to now. -

I work too much”

Week 3:

RS: “Soil” - Expository text

“Burrowing Animals” - Expository text

Jumpstart chunks: tial, cial

Skills: Fact and opinion and questioning

Phrase cards: “Our best things - That’s very good - Where are you? - Any

36

old time”

Week 4:

RS: “The Night the Moon Fell” - Myth

“A New House” - 21st Century skills

Jumpstart chunks: tient, cient

Skills: Plot and theme and visualize

Phrase cards: “Just the same - Think before you act - I need help - Through

the line”

Week 5:

RS: “The First Tortilla” – Legend

“Wind” - Expository text

Jumpstart: cious, tious

Skills: Plot and theme and monitor and clarify

Phrase cards: “ Right now - Tell the truth - We came home - Form two

lines”

Week 6:







Writing:

Week 1:

Identify a prefix and how it can change the new words meaning.

Produce, expand, and rearrange complete simple and compound sentences.

Review the steps to writing an informative/explanatory text (Unit 2), and

introduce a new topic to write about.

Revise and edit.

Week 2:

Use adjectives and adverbs correctly.

Continue writing about last week’s topic or begin a new informative piece.


Week 3: Review how to use a dictionary and where you can find a glossary.

Write an informative piece using an introduction, body, and conclusion.

Revise and edit.

Publish using technology.

Week 4:


Recall information from experiences or gather information from provided

37

sources to answer a questions.

Week 5: Produce, expand, and rearrange complete simple and compound sentences.

Recall information from experiences or gather information from provided

sources to answer a questions.

Week 6:

(possible student collaboration on project)

Revise and edit.

Apply all grammar learned into an informative/explanatory report.


Complete a final copy of an informative/explanatory report and publish

using some technology.






4. Frequent breaks,

5. Partner work,






3. videos,


5. role playing,





Gifted Students:







38

Unit Plan Title

Unit 5 - Reading and Writing

Suggested Time Frame 6 weeks (May - June)


Students will continue to build on reading comprehension skills and identifying story structure.

Students will examine fact and opinion, cause and effect, plot and theme, character and setting,

main ideas, and important ideas. Students will also practice visualizing, using and building

schema, and inferring. Students will construct better understanding of word structures through

the study of phonics skills. They will recognize, analyze and read new vocabulary as well as use

reference skills.


Established Goals:

Reading: Literature

RL.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate


RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their

central message, lesson, or moral.




RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a

different voice for each character when reading dialog aloud.





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.



within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts,



subject area.


39

describe.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute

to and clarify a text.

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

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.












necessary.

Writings

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,

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





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).


answer a question.

Speaking and Listening





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


discussion.



SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive

40

details, speaking audibly in coherent sentences.



Language:





fish). c. Use reflexive pronouns (e.g., myself, ourselves).



f. 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).



a. Capitalize holidays, product names, and geographic names.

c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize

learned spelling patterns when writing words (e.g., cage → badge; boy → boil).



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

b. Determine the meaning of the new word formed when a known prefix is added to a known

word (e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,

addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound

words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).



L.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy

or juicy).

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely

related adjectives.


responding to texts, including using adjectives and adverbs to describe.


1. Reading: Good readers develop strategies to

read with fluency and accuracy.


1. Reading: Why is it important to read with

fluency and accuracy?

41

2. Writing: Good writers use a repertoire of

materials to find information.

3. Speaking and Listening: Speaking and

listening abilities provide the basis for

understanding the content of text.

4. Language: We use language to

communicate; it is how people understand each

other.

2. Writing: How do good writers research

information?

3. Speaking and Listening: Why is it important

to speak with expression and intonation?

4. Language: Why is it important to write

using the conventions of standard English?

Knowledge:


1. Literary elements including facts and details,

text structure, story structure.

2. How to identify the main topic of a multi-

paragraph text.

3. Read on level text with appropriate rate,

accuracy, phrasing, punctuation, and

expression/intonation.

4. How to use the conventions of standard

English.

Skills:


1. Ask and answer questions pertaining to facts

and opinions.


describe how information is organized. (cause

and effect or sequence)

4. Form pictures in our minds about what

happens in a story or article.

5. Apply background knowledge to monitor

comprehension.



21st Century Themes



● T – taught

● A – assessed



contributing citizen and employee. Income and Careers CRP2. Apply appropriate academic





decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and


research strategies.

42

Insuring and Protecting T CRP8. Utilize critical thinking to




Preparation




productivity. Career Preparation T CRP12. Work productively in teams


competence.



Social Studies: What does it mean to be responsible? (career, community, etc)

Science: What does it mean to be responsible? (animal owners, friends, neighbors, etc.)

Student Resources

Primary Source

Readings


Secondary Source

Readings

Unit 2.5 Teacher’s Manual


Teacher Resources

Texts:





● Within the file “resources” there is a Language Interactive Notebook which provides


● Cause and effect: Fireflies by: Julie Brickloe

● Plot: Eugene the Brave by: Ellen Conford

● Plot: Here Comes Alex Pumpernickel by: Fernando Krahn

● Character: The Hundred Dresses by: Eleanor Estes

● Setting: Night in the Country by: Cynthia Rylant

● Sequence and Summary: The Snowy Day by: Ezra Jack Keats

43



Websites:


www.brainpopjr.com


Worksheets:

Within the file “resources” there is a Language Interactive Notebook which provides


Videos:

www.brainpopjr.com (plot, main idea, cause and effect)









Brenda)

Other Evidence:



● Running records



Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Reading:

(note: one phrase card introduced each day)

Week 1: RS: “Fire Fighter!” - Literary Nonfiction

“Firefighting Teamwork” Drama

Jumpstart chunks: wr, kn, ps, gn





44

Skills: Fact and opinion and important ideas

Phrase cards: “Mother means it - A little boy - We want to go - A small

house also”

Week 2: RS: “Carl the Complainer” - Realistic Fiction

“Fisherman” Poetry

Jumpstart chunks: prefixes (un, re, pre, dis)

Skills: Cause and effect and visualize

Phrase cards: “Same time tomorrow - The following day - Show us around

- Another old picture”

Week 3:

RS: “Bad Dog, Dodger” - Realistic Fiction

“How to Train Your Puppy” - Procedural text

Jumpstart chunks: suffixes (ful, er, or, ly)

Skills: Plot and theme and background knowledge

Phrase cards: “Write one sentence. - Where does it end? - It turned out

well. - Hand it over.”

Week 4:

RS: “Horace and Morris but Mostley Dolores” - Fantasy

“Good Kicking” - Article

Jumpstart chunks: contractions

Skills: Character and setting, story structure

Phrase cards: “Set it up. I don’t feel well. Read the sentence. Such a big

house.”

Week 5:

RS: “The Signmaker’s Assistant” – Fiction

“Helping Hand” - 21st Century Skills

Jumpstart: adding -ed, -ing

Skills: Main Idea and Details, inferring

Phrase cards: “Put it there. My home is large. This must be it. The men

asked for help.”

Week 6:







Writing:

Week 1:

Identify/recall collective nouns, irregular plural nouns, reflexive pronouns.

45


Review the steps to writing an opinion text (Unit 3), and introduce a new

topic to write about.

Revise and edit.

Week 2:

Identify/recall irregular verbs and apply correctly.

Distinguish shades of meaning among closely related verbs.


Opinion writing.


Week 3: Use adjectives and adverbs, and choose between them.

Capitalize holidays, product names, and geographic names.

Opinion writing.

Revise and edit.

Publish using technology.

Week 4:

Use an apostrophe to form contractions and frequently occurring

possessives.

Determine the meaning of the new word formed when a known prefix is

added to a known word.

Participate in shared research and writing projects.

Week 5: Use a known root word as a clue to the meaning of an unknown word with

the same root.

Use knowledge of the meaning of individual words to predict the meaning

of compound words.

Continue participating in shared research and writing projects.

Revise and edit.

Publish.

Week 6:

(final writing piece)

Apply all grammar learned into a research project or opinion piece.


Complete a final copy of a report or opinion piece and publish using some

technology.






46

4. Frequent breaks,

5. Partner work,






3. videos,


5. role playing,





Gifted students:







Documents

Course Title: English Language Arts Grade: 2 · 2015-06-23 · RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short