Curriculum Management System - monroe.k12.nj.us · Provide support programs for students across the continuum of academic ... Demonstrate command of the conventions of standard English

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Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Language Arts Grade: 2

For adoption by all regular education programs Board Approved: <Type Date Here> as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page …3.

Mission, Vision, Beliefs, and Goals Page ….4

Core Curriculum Content Standards Page …5.

Scope and Sequence Quarter 1 ….6-7 Quarter 2 …13-14 Quarter 3 ….20-21 Quarter 4 ….27-28

Goals/Essential Questions/Objectives/Instructional Tools/Activities Quarter 1 ….8-10 Quarter 2 …15-17 Quarter 3 …22-24 Quarter 4 …29-31

Quarterly Benchmark Assessment Quarter 1 ….12 Quarter 2 ….19 Quarter 3 ….26 Quarter 4 ….33

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME

Magdalena Fidura Kacie Rypisi

CURRICULUM SUPERVISOR Pamela Ackerman-Garcia

mailto:[email protected]






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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

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Quarter 1

Relationships

Reading Genre: Narrative Stories: such as • Children’s adventure stories • Folktales • Legends • Fables • Fantasy • Realistic fiction • Myth • Drama Comprehension Skills: • Characters • Setting • Plot (beginning, middle, end) • Questioning Ongoing Reading Strategies: • Context clues • Predictions • Making connections (Text to Self) • Visualizing Grammar Skills: • Complete sentences • Statements & Questions • Commands & Exclamations • Nouns • Proper nouns • Singular & plural nouns • Irregular plural nouns • Possessive nouns Writing

Reading Literature: Topic: Key Ideas and Details 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. Topic: Craft and Structure RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Topic: Integration of Knowledge and Ideas RL2.7: Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Reading Informational: Topic: Key Ideas and Details RI.2. 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Topic: Craft and Structure RI.2.4: Determine the meaning of words & phrases in a text relevant to a Gr 2 topic or subject area. Topic: Vocabulary Acquisition and Use RI.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. g. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases). RI.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. RI.2. 5: Demonstrate understanding of 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).

Language: Topic: Conventions of Standard English: L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.2 : Demonstrate command of the conventions of standard English capitalization,

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Genre: Narrative Writing: Writing Skills: • Personal Narrative • Create a title and an ending that are relevant to the narrative • Sequence of events • Use details, transition words • Writing process Word Recognition Skills: • Decoding • Fluency • Accuracy • Long and short vowels • Reading on-level text with understanding and purpose • Spelling patterns Speaking and Listening: • Peer work/collaboration • Gather information • Deepen and extend understanding • Identify details and clarification

punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. Writing: Topic: Text Types and Purposes 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. Topic: Production and Distribution of Writing W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Foundational Skills: Topic: Phonics and Word Recognition 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. Topic: Phonics and Word Recognition RF.2.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. Topic: Conventions of Standard English L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings Speaking and Listening: Topic: Comprehension and Collaboration 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). 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. Topic: Presentation of Knowledge and Ideas SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 AND 27 for specific expectations.)

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Quarter 1 Stage 1 Desired Results Relationships

ESTABLISHED GOALS Common Core English Language Arts Standards Reading Literature: RL.2.1, RL.2.5, RL.2.7 Reading Informational: RI.2.1, RI.2.2, RI.2.4, RI.2.5 Language: L.2.1, L.2.2 Writing: W.2.3, W.2.5 Foundational: RF.2.3, RF.2.4 Speaking and Listening: SL.2.1, SL.2.3, SL.2.6

Transfer Students will be able to independently use their learning to… - Construct relationships between texts and real life experiences. - Apply ideas about form and content gained from one text to other texts and experiences.

Meaning UNDERSTANDINGS Students will understand that…

• Readers use print and illustrations to gain meaning and understanding from text.

• Writing is a powerful tool for communicating personal experiences.

ESSENTIAL QUESTIONS • How can story elements help gain

understanding in reading and writing?

• Why is it important to build relationships between texts and real life experiences?

• Why is writing important?

Acquisition Students will know…

• The plot, setting, and characters of a story.

• Predictions and connections can be made when reading text.

• -Narrative stories recount a sequence of events, include details to describe actions, thoughts, and feelings, use transition words, and provide a sense of closure.

• - How to identify complete sentences and nouns, and use their conventions when writing..

Students will be skilled at… • Planning and organizing complete

thoughts when reading and writing narrative stories.

• Analyzing text and formulating questions related to the plot, setting, and characters.

• Applying reading strategies and skills to construct meaning from literature.

• Identifying and demonstrating the use of complete sentences and nouns.

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Quarter 1 Stage 2 – Evidence Relationships

Evaluative Criteria Assessment Evidence On the next page, you will see the Performance Task Rubric.

PERFORMANCE TASK(S): Ask students to imagine they have been asked to create a billboard to advertise their favorite book. Their job is to make a poster sized version of the billboard, which must include the title, author (if known), main characters, setting, and one major plot event. Students must label the main characters, setting, and major plot event on the poster. Students should then present their poster to the class and describe:

• Why did you choose this story? • Who are the characters? • Describe what is happening in the picture of the plot event. • What were your thoughts when _______ happened in the plot?

Writing will be graded using the second grade writing rubric. Teacher created scales and rubrics can be used to assess student learning.

OTHER EVIDENCE: • Graphic organizers • Running Records • One on one conferencing and anecdotal notes • Reading and grammar quizzes • Reading logs and journals • Scales/Rubrics • -Homework

Students will be given a comprehensive benchmark assessment that provides a review of the concepts and skills contained within the quarter.

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Quarter 1 Stage 3 – Learning Plan Relationships

Summary of Key Learning Events and Instruction Suggested Learning Events:

• Conduct Guided Reading groups • Literacy workstations • Word sorts • Complete graphic organizers • Reading logs and journals • Use shared reading, paired reading, and independent reading to develop reading skills • Use puppets or performance to reenact scenes from a story • Listen to a story and draw visualizations • Create a mobile or poster illustrating different types of sentences • Story hunt for specific words (i.e. nouns, sight words, etc.) • Four corners (i.e. types of sentences, types of nouns, etc.) • Shared writing, interactive writing, and independent writing • Revising and editing with a partner

Suggested Learning Resources:

• Leveled narrative readers • Word wall • Story map • Character trait web • Flow chart • Planning map • Writing Checklist/Rubric • www.brainpopjr.com • www.studyisland.com • www.readwritethink.org • www.gamequarium.com • www.havefunteaching.com

Suggested Literature:

• Chrysanthemum by Kevin Henkes • Poppleton by Cynthia Rylant • Grandfather Twilight by Barbara Berger • The Lotus Seed by Sherry Garland • - Thank You Mr. Falker by Patricia Polacco

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Quarter 1 Performance Assessment Rubric Criteria 4 Points 3 Points 2 Points 1 Point

Poster Content

Student’s poster includes a neatly written title, author

(if known), and detailed pictures of the main

characters, setting, and one major plot event.

Student’s poster includes a title, author (if known), and pictures of the main characters, setting, and one major plot event.

Student’s poster is missing one of the specified

criteria.

(i.e. title, author if known, main characters, setting,

and one major plot event).

Student’s poster is missing two or more of the specified criteria.

(i.e. title, author if known, main characters, setting,

and one major plot event).

Labeling

Student’s poster is clearly labeled and includes

specific details about the characters, setting, and

major plot event.

Student’s poster is clearly labeled with the

characters, setting, and major plot event.

Student attempts to label, but is missing one labeling aspect (characters, setting, and/or major plot event).

Student attempts to label, but is missing two or more

labeling aspects (characters, setting,

and/or major plot event).

Poster Organization The student’s entire poster is organized, neat, and easy

to understand.

Most of the student’s poster is organized, neat, and easy to understand.

Some of the student’s poster is organized, neat, and easy to understand.

Student’s poster is unorganized and not easy

to understand.

Poster Presentation

(Oral criteria)

Student is able to thoroughly answer all

questions and elaborate with details.

Student is able to answer all questions.

Student is unable to answer one question.

Student is unable to answer two or more

questions.

Poster Presentation

(Speaking criteria)

Student presents poster clearly and fluently and explanations are easy to

understand.

Student presents poster clearly and explanations are easy to understand.

Student presents poster, but some explanations are

difficult to understand.

Student attempts to present poster, but the

presentation is difficult to understand.

_____ / 20 points

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Benchmark Assessment Quarter 1

Grade 2 Reading & Writing Benchmark Quarter 1: (To be hyperlinked)

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Quarter 2

Discovery

Reading

Genre: Informational Literary Nonfiction and Historical, Scientific, and Technical Texts: such as • Biography and autobiography • Books about history, Social Studies, Science, and the arts • Technical texts, including directions, forms, and information displayed in

graphs, charts, or maps • Digital sources on a range of topics

Comprehension Skills: • Author’s purpose • Main idea and details • Fact and opinion • Compare and contrast

Ongoing Reading Strategies: • Context clues • Predict word meaning • Word relationships Grammar Skill: • Verbs • Subject/verb agreement • Verb tenses • Verb to be • Adjectives • Comparative adjectives • Adverbs

Writing

Reading Informational: Topic: Craft and Structure RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 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. Topic: Integration of Knowledge and Ideas RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute 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. Topic: Range of Reading and Level of Text Complexity RI.2.10: By the end of the 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. Topic: Vocabulary Acquisition and Use 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. L.2.5: Demonstrate understanding of 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) Language: Topic: Conventions of Standard English L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. Topic: Knowledge of Language L.2.3: Use knowledge of language and its conventions when writing, speaking, reading,

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Genre: Informative/Explanatory Writing (How to…/All About…./Report Writing):

Writing Skills: • Gather information from sources • Facts and details • Use of procedural words (first, next, last) • Include subject vocabulary or glossary • Shared research and report production • Writing process Word Recognition Skills: • Phonics, decoding • Vowel patterns • Spelling patterns Speaking & Listening • Peer work/collaboration • Identify details and clarification

or listening. Compare formal and informal uses of English Writing: Topic: Text Types and Purposes W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, and provide a concluding statement or section. Topic: Production and Distribution of Writing W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Topic: Research to Build and Present Knowledge W.2.8: Recall information from experiences or gather information from provided sources to answer a question. 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). Foundational Skills: Topic: Phonics and Word Recognition RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. Topic: Conventions of Standard English L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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) Speaking and Listening: Topic: Comprehension and Collaboration 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. b. Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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Quarter 2 Stage 1 Desired Results Discovery

ESTABLISHED GOALS Common Core English Language Arts Standards Reading Informational: RI.2.3, RI.2.5, RI.2.6, RI.2.7, RI.2.8, RI.2.9, RI.2.10 Language: L.2.1, L.2.2, L.2.3, L.2.4, L.2.5 Writing: W.2.2, W.2.5, W.2.7, W.2.8 Foundational: RF.2.3 Speaking and Listening: SL.2.1, SL.2.2

Transfer Students will be able to independently use their learning to… Make discoveries about life and learning. Apply ideas about form and content gained from one text to other texts and experiences.


• Readers interpret text by reading thoroughly and with purpose to determine the main idea and facts and details used to support it.

• Informational text is written differently than imaginary and literary text and makes different demands on the reader.

• Authors write for specific purposes.

ESSENTIAL QUESTIONS • How does what you know help you

make new discoveries in nonfiction texts?

• How does thinking about the author’s purpose and message deepen understanding?

• How can knowing your audience and purpose contribute to effective writing?


• The main idea and author’s purpose of a story.

• Context clues can be used to determine meaning of unknown words.

• Informational texts are written to teach. • How to identify verbs and adjectives,

and use their conventions when writing. .


thoughts when reading and writing nonfiction texts.

• Examining informational texts and formulating ideas.

• Evaluating text to distinguish between main idea and details, facts and opinions, etc.

• Identifying and demonstrating the use of verbs and adjectives.

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Quarter 2 Stage 2 – Evidence Discovery


PERFORMANCE TASK(S): Ask students to pretend they have just witnessed a natural disaster in their area (i.e. flood, fire, tornado, earthquake, etc.). Now, Time for Kids wants them to write a news article about what has happened. Make sure the news article includes:

• The main idea of what happened • Details and facts about the incident • Comparisons of what their neighborhood looked like before and after the event • Their opinion on what happened

Students’ articles can be assembled into a class magazine.


OTHER EVIDENCE: • Graphic organizers • Running Records • One on one conferencing and anecdotal notes • Reading and grammar quizzes • Reading logs and journals • Scales/Rubrics • Homework


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Quarter 2 Stage 3 – Learning Plan Discovery


• Conduct Guided Reading groups • Literacy workstations, word sorts • Complete graphic organizers • Reading logs and journals • Use shared reading, paired reading, and independent reading to develop reading skills • Compare and contrast two characters and/or stories using a Venn diagram • Simon Says with verbs (students stay frozen when words that are not verbs are called) • Story hunt for specific words (i.e. verbs, adjectives, etc.) • “Give One, Get One” for adjectives • Three Facts and an Opinion • Shared writing, interactive writing, and independent writing • Revising and editing with a partner


• Leveled nonfiction readers • Word wall • Venn diagram • Hamburger organizer • KWL chart for non-fiction • Planning map • Writing Checklist/Rubric • www.brainpopjr.com • www.studyisland.com • www.readwritethink.org • www.havefunteaching.com


• Town Mouse and Country Mouse by Jan Brett • The Story of Ruby Bridges by Robert Coles • I Wanna Iguana by Karen Caufman Orloff • Waiting for Wings by Loise Ehlert • The Polar Express by Chris Van Allsburg • From Seed to Plant by Gail Gibbons

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Quarter 2 Performance Assessment Rubric

Criteria 4 Points 3 Points 2 Points 1 Point

News article content

Student wrote a well-developed news article which included a topic sentence (main idea), elaborate details and

facts, comparisons, and provided a closing sentence (opinion).

Student wrote a news article which included a

topic sentence (main idea), details and facts,

comparisons, and provided a closing sentence (opinion).

Student wrote a news articles, but was missing

one of the specified criteria: topic sentence (main idea), details and facts, comparisons, or a

closing sentence (opinion).

Student wrote a news articles, but was missing

two or more of the specified criteria: topic sentence (main idea),

details and facts, comparisons, and/or a

closing sentence (opinion).

Sentence Mechanics

The entire news article is written with detailed

and thoughtful complete sentences.

The entire news article is written with complete

sentences.

Most of the news article is written with complete

sentences.

Some of the news article is written with complete

sentences.

Grammar Mechanics

Student uses a variety of descriptive words and

comparative adjectives.

Student uses a variety of descriptive words.

Student uses descriptive words. (Descriptive words are repetitive)

Student has difficulty using descriptive words.

Spelling Mechanics

The entire news article is written with correct

spelling.

Most of the news article is written with correct spelling: 1 - 2 errors.

Some of the news article is written with correct

spelling: 3-4 errors.

The news article is written with 5 or more

spelling errors.

Handwriting Student has used his/her neatest

handwriting.

Student’s writing is easy to read and understand.

Student’s writing is legible.

Student’s writing is difficult to read.

_____ / 20 point

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Quarter 3

Communication

Reading Genre: Fairy Tales and Fantasy stories: such as • A story including elements that are impossible such as talking animals or

magical powers. Drama (Storytelling): • Includes staged dialogue and brief familiar scenes Comprehension Skills: • Realism vs fantasy • Main idea and details • Compare and contrast • Cause and effect Ongoing Reading Strategies: • Context clues • Making connections (Text to Text) • Predicting • Theme

Grammar Skills: • Pronouns • Singular & plural pronouns • Subject & object pronouns • Reflective pronouns • Contractions • Quotation marks • Commas Writing

Reading Literature: Topic: Key Ideas and Details RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3: Describe how characters in a story respond to major events and challenges. Topic: Craft and Structure 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.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Topic: Integration of Knowledge and Ideas 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. Language: Topic: Conventions of Standard English L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. Topic: Knowledge of Language L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English Writing: Topic: Text Types and Purposes 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. Topic: Production and Distribution of Writing

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Genre(s): Fantasy and Letter Writing: Writing Skills (Fantasy): • Use of characters, setting and plot • Use of dialogue • Word choice • Writing process

Writing Skills (Letters): • Greeting and closings • Use of commas

Speculative Writing (Introduce this skill to students) Word Recognition Skills: • Phonics, decoding • Vowel patterns • Spelling patterns Speaking & Listening • Peer work/collaboration • Retell stories using details •

W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Topic: Production and Distribution of Writing 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. Topic: Conventions of Standard English L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in greetings and closings of letters. Topic: Vocabulary Acquisition and Use L.2.5: Demonstrate understanding of 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 (e.g., thin, slender, skinny, scrawny). Foundational Skills: Topic: Phonics and Word Recognition RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. Topic: Conventions of Standard English L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil) Speaking and Listening: Topic: Comprehension and Collaboration 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. Build on others’ talk in conversations by linking their comments to the remarks of others. Topic: Presentation of Knowledge and Ideas SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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Quarter 3 Stage 1 Desired Results Communication

ESTABLISHED GOALS Common Core English Language Arts Standards Reading Literature: RL.2.2, RL.2.3, RL.2.4, RL.2.6, RL.2.9 Language: L.2.1, L.2.2, L.2.3, L.2.5 Writing: W.2.3, W.2.5, W.2.6 Foundational: RF.2.3 Speaking and Listening: SL.2.1, SL.2.4

Transfer Students will be able to independently use their learning to… Communicate ideas for different audiences and purposes through various sources. -Apply ideas about form and content gained from one text to other texts and experiences.


• Different genres have different structures and conventions.

• Effective writing is clear, logical, and expressive.

• Proficient readers analyze text by identifying implied relationships.

ESSENTIAL QUESTIONS • Why is it important to differentiate

between fiction and nonfiction? • What makes communication clear,

logical, and expressive? • How does the use of commas and

quotation marks change the way writing looks, feels, and sounds?


• The characteristics and elements of realism and fantasy.

• How to recognize implied relationships, such as cause and effect.

• Fantasy stories include elements that are impossible, such as talking animals or magical powers.

• How to identify pronouns, contractions, commas, and quotation marks, and use their conventions when writing.


thoughts when reading and writing. • Analyzing and examining text to further

gain understanding. • Determining the central message,

lesson, or moral within a text. • Identifying and demonstrating the use

of pronouns, contractions, commas, and quotation marks.

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Quarter 3 Stage 2 – Evidence Communication


PERFORMANCE TASK(S): After reading The True Story of the Three Little Pigs, ask students to pretend they are the wolf and want to write a letter to Granny. In the letter, students should explain what happened that day with the pigs and why they were sent to jail. Students should also reflect upon what the wolf should have done differently that day and make sure the letter is formatted properly.


OTHER EVIDENCE: • Graphic organizers • Running Records • One on one conferencing and anecdotal notes • Reading and grammar quizzes • Reading logs and journals • Scales/Rubrics


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Quarter 3 Stage 3 – Learning Plan Communication


• Conduct Guided Reading groups • Literacy workstations • Word sorts • Complete graphic organizers • Reading logs and journals • Use shared reading, paired reading, and independent reading to develop reading skills • Compare and contrast two like stories using a Venn diagram • Pronoun BINGO • Story hunt for specific words (i.e. pronouns, contractions, etc.) • Cause and effect matching game • “Give One, Get One” for cause and effect relationships • Shared writing, interactive writing, and independent writing • Revising and editing with a partner


• Leveled fantasy readers • Word wall • Venn diagram • T-chart • Story web • Planning map • Writing Checklist/Rubric • www.brainpopjr.com • www.studyisland.com • www.readwritethink.org • www.havefunteaching.com • www.gamequarium.com (eReader Fairy Tales)


• Fairy Realm by Emily Rodda • Anansi and the Talking Melon by Eric A. Kimmel • Dear Mrs. LaRue by Mark Teague • Why Mosquitos Buzz in People’s Ears by Verna Aardema

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Letter Content Student wrote a well-developed letter that

answered all aspects of the prompt.

Student wrote a letter that answered all

aspects of the prompt.

Student wrote letter that answered all but one aspect of the prompt.

Student attempted to write a letter, but had

difficulty answering the prompt.

Sentence Mechanics

The entire letter is written with detailed

and thoughtful complete sentences.

The entire letter is written with complete

sentences.

Most of the letter is written with complete

sentences.

Some of the letter is written with complete

sentences.

Formatting The entire letter is formatted correctly

(Date, greeting, body, closing, and signature)

The letter is formatted with 1 error.

The letter is formatted with 2 errors.

The letter is formatted with 3 or more errors.

Spelling Mechanics

The entire letter is written with correct

spelling.

Most of the letter is written with correct spelling: 1 - 2 errors.

Some of the letter is written with correct spelling: 3-4 errors.

The letter is written with 5 or more spelling

errors.

Handwriting Student has used his/her neatest

handwriting.

Student’s writing is easy to read and understand.

Student’s writing is legible.

Student’s writing is difficult to read.

_____ / 20 points

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Grade 2 Reading & Writing Benchmark Quarter 3:

(To be hyperlinked)

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Quarter 4

Perspective

Reading Genre: Realistic Fiction: such as • A story using made up characters that could happen. Poetry Comprehension Skills: • Summarizing • Main idea and details • Interpret and analyze text (synthesizing) • Inferences

Ongoing Reading Strategies: • Context clues • Visualizing • Questioning • Theme Grammar Skills: • Compound words • Compound sentences • Antonyms • Synonyms • Homophones • Similes • Prefixes and suffixes Writing

Reading Literature: Topic: Craft and Structure 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. Topic: Range of Reading and Level to Text Complexity 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 Language: Topic: Conventions of Standard English L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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). Topic: Vocabulary Acquisition and Use RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) Writing: Topic: Text Types and Purposes W.2.1: Write opinion pieces in which they introduce the topic or book they are

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Genre: Persuasive Writing (Opinion) and Poetry: Writing Skills (Persuasive/Opinion): • Audience • Support opinion with facts • Use linking words such as because, also, another • Provide concluding statement (anticipate objection) • Writing process

Writing Skills (Poetry): • Use of descriptive words/language • Line breaks • Use of rhyme, patterns, similes or onomatopoeia • Writing process Word Recognition Skills: • Phonics, decoding • Vowel patterns • Spelling patterns • Prefixes and suffixes Speaking and Listening • Publication of crafted stories, poems dramas

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. Topic: Production and Distribution of Writing W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Foundational Skills: Topic: Phonics and Word Recognition RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. Topic: Vocabulary Acquisition and Use 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 a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 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). Speaking and Listening: Topic: Presentation of Knowledge and Ideas SL.2.4: 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.

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Quarter 4 Stage 1 Desired Results Perspective

ESTABLISHED GOALS Common Core English Language Arts Standards Reading Literature: RL.2.4, RL.2.10 Reading Informational: RI.2.4 Language: L.2.1, L.2.4 Writing: W.2.1, W.2.5 Foundational: RF.2.3 Speaking and Listening: SL.2.4

Transfer Students will be able to independently use their learning to… Express and support their perspective for different audiences and purposes. Apply ideas about form and content gained from one text to other texts and experiences.

Meaning UNDERSTANDINGS Students will understand that… • Poets share feelings, experiences, or

thoughts through well-chosen words, formats, techniques, and poetic elements.

• The key to quality persuasive writing is to know one’s audience and purpose.

• The world we live in is reflected in literature.

ESSENTIAL QUESTIONS • How does what you know help you

interpret, analyze, and make inferences about text?

• How do writers tailor their writing for a specific purpose and audience?

• Why is word choice important?

Acquisition Students will know… • How to summarize, interpret, and make

inferences about text. • Poetry is an expression of perspective and

uses rhyme, line breaks, and/or descriptive words to convey its message.

• Persuasive writing states an opinion and supplies reasons as support.

• How to identify compound words, synonyms/antonyms, homophones, and similes, and use their conventions when writing.

Students will be skilled at… • Proposing and justifying their opinions in

persuasive writing. • Constructing meaningful poems. • Analyzing text to determine importance

and make inferences. • Identifying and demonstrating the use of

compound words, synonyms/antonyms, homophones, and similes.

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Quarter 4 Stage 2 – Evidence Perspective


PERFORMANCE TASK(S): Ask students to imagine they have been asked to create a toy for children ages 6-9. Their job is to create a proposal persuading a toy brand manufacturer to produce the toy. The proposal can be a skit or poster and must include a jingle or poem that the manufacturer can use to advertise the new toy. Proposals should answer the following:

• What is the toy? (Describe it in detail) • What is the toy’s function? (Describe it in detail) • Who would like to play with the toy and why? (Be sure to use linking words) • What would be a good jingle or poem that the manufacturer can use to advertise the toy?

Students will present their toy proposal and advertisement.


OTHER EVIDENCE: • Graphic organizers • Running Records • One on one conferencing and anecdotal notes • Reading and grammar quizzes • Reading logs and journals • Scales/Rubrics


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Quarter 4 Stage 3 – Learning Plan Perspective


• Conduct Guided Reading groups • Literacy workstations • Word sorts • Complete graphic organizers • Reading logs and journals • Use shared reading, paired reading, and independent reading to develop reading skills • Story hunt for specific words (i.e. compound words, homophones, etc.) • “Give One, Get One” for synonyms/antonyms • Poetry Slam • Shared writing, interactive writing, and independent writing • Revising and editing with a partner


• Leveled realistic fiction readers • Word wall • Summarizing train organizer • Main idea/detail flower organizer • Senses chart • Persuasion map • Planning map • Writing Checklist/Rubric • www.brainpopjr.com • www.studyisland.com • www.readwritethink.org • www.havefunteaching.com • www.poetry4kids.com


• Baseball, Snakes, and Summer Squash: Poems About Growing Up by Donald H. Graves • The Art Lesson by Tomie dePaola • Can I Have A Stegosaurs, Mom? Can I? Please!? By Lois G. Grambling • The New Kid on the Block by Jack Prelutsky • - Owl Moon by Jane Yolen

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Proposal Content

Student presented a well-developed proposal

that answered all aspects of the prompt.

Student presented a proposal that answered

all aspects of the prompt.

Student presented a proposal that answered all but one aspect of the

prompt.

Student attempted to present a proposal, but

had difficulty answering the prompt.

Proposal Organization

The student’s entire proposal is organized,

neat, and easy to understand.

Most of the student’s proposal is organized,


Some of the student’s proposal is organized,


Student’s proposal is unorganized and not easy to understand.

Poetic Elements in jingle/poem

Student created a well-developed jingle/poem

which includes descriptive words, line

breaks, and use of rhyme, patterns, similes,

or onomatopoeia.

Student created a jingle/poem which

includes descriptive words, line breaks, and use of rhyme, patterns,

similes, or onomatopoeia.

Student created a jingle/poem, but was

missing one of the following criteria:

descriptive words, line breaks, and use of

rhyme, patterns, similes, or onomatopoeia.

Student created a jingle/poem, but was

missing two or more of the following criteria: descriptive words, line

breaks, and use of rhyme, patterns, similes,

or onomatopoeia.

Proposal Presentation

(Oral criteria)

Student is able to thoroughly answer all

questions and elaborate with details.

Student is able to answer all questions.

Student is unable to answer one question.

Student is unable to answer two or more

questions.

Proposal Presentation

(Speaking criteria)

Student presents proposal clearly and

fluently, and explanations are easy to

understand.

Student presents proposal clearly, and

explanations are easy to understand.

Student presents proposal, but some

explanations are difficult to understand.

Student attempts to present proposal, but

the presentation is difficult to understand.

_____ / 20 points

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Documents

Curriculum Management System - monroe.k12.nj.us · Provide support programs for students across the continuum of academic ... Demonstrate command of the conventions of standard English