Grade 2 Q4 3-… · Web view... plan your week using the SCS lesson plan ... Word Study flip chart Lesson 30, ... -Form and use the past tense of frequently occurring

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades K-2

● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that

derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.

Remember to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those


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MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

TN DOE Curriculum Standards Learning Outcomes Content & TasksWeek 1-Lesson 26 Reading Selection(s) The Mysterious Tadpole (Lexile 590) From Eggs to Frogs (Lexile 580)

Big Idea: All living things change as they grow.

Reading Foundational SkillsRF.2.3d-Decode words with common prefixes and suffixes.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills Words with oo, ew, ue, ou Words with prefixes and suffixes (review) Strategies for systematic and explicit phonemic

awareness and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Identify words with common spelling patterns that

don’t follow the normal rule. Read second grade sight words. Read second grade text with purpose and

understanding. Read second grade text aloud with accuracy,

expression, and appropriate rate. Use strategies to understand unknown words.

Phonics, Fluency Phonemic Awareness: Segment Phonemes Fluency: Accuracy: Connected Text Read Decodable Readers:

The New MooseFollow the Clues

Performance Assessments Journeys Progress Monitoring, Lesson 26 Journeys Grab-and-Go, Lesson 26 Journeys Cold Reads, Lesson 26 Fluency: Intonation TE p.T14 Fluency: Projectable 26.1 Teacher-created

Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart

Lesson 26, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf

Fluency station (optional): performance reading-focus on accuracy, timed readings, high-frequency word practice

Reading Literature and Informational Text Strategies and Skills Performance Assessments


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TN DOE Curriculum Standards Learning Outcomes Content & TasksRL.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.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 images contribute to and clarify text.

Comprehension Skill Story Structure Conclusions

Comprehension Strategy Infer/Predict

Learning Targets (I Can…) Answer questions to show I understand important

details in a text. Describe or map the structure of a story. Describe when there are different characters telling a

story. Explain how charts, diagrams, or illustrations are

helpful in clarifying text. Read and comprehend informational text appropriate

for second grade.

Journeys Progress Monitoring, Lesson 26 Journeys Grab-and-Go, Lesson 26 Journeys Weekly Assessment, Lesson 26 Teacher-createdPerformance Task-Optional Have students discuss how their parents may react to a “tadpole”

turning into an animal like Alphonse.

Text-dependent Questions Look at the illustration on p. 397. What do you see that supports

the coach being upset and confused? (general understanding) What does Ms. Shelbert mean when she says that Alphonse is

not an ordinary frog on p.392? What evidence supports your answer? (vocabulary)

Uncle McAllister gives Louis a “curious stone” from Scotland for his birthday. When the stone cracks, what can you predict may happen with the animal inside based on what happened with Alphonse? (inference)

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart

Lesson 26, prediction, conclusions, retell using sequence cards, review of previously taught skills, additional optional activities:https://www.engageny.org/ccls-ela/rl26

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Read

ing

Level 1: EnteringIdentify whether the author’s purpose is to explain or describe by pointing to pictures that represent an explanation or description.

Level 2: EmergingIdentify whether the author’s purpose is to answer, explain, or describe by using matching phrases and short sentences with pictures and purpose.

Level 3: DevelopingIdentify whether the author’s purpose is to answer, explain, or describe producing simple sentences using repetitive structures and key, content-based vocabulary.

Level 4: ExpandingIdentify whether the author’s purpose is to answer, explain, or describe, producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingIdentify whether the author’s purpose is to answer, explain, or describe using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


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TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/ResearchW.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.

Strategies and Skills Opinion Writing: Response Poem Information about POW + TREE

http://iris.peabody.vanderbilt.edu/module/pow/cresource/q2/p04/

Learning Targets (I Can…) Use linking words to give a reason to support my

opinion, and provide a concluding section or statement.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Projectables 25.3, 25.8 Journeys Grab-and-Go, Lesson 26

Writing Tasks Write a response poem.

Speaking and ListeningSL.2.1a-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.2.1b-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.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Strategies and Skills Recognize and follow classroom discussions Ask and answer questions form teacher and

classmates Speak clearly and understandably

Learning Targets (I Can…) Follow agreed-upon rules for discussions. Participate in a conversation by responding to things

others say. Show I understand what I read, hear, and/or see by

retelling and describing key details. Use complete sentences when appropriate.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Participate appropriately in classroom discussions Participating in and conducting discussions, read alouds, and q/a

sessions Speaking in complete sentences

LanguageL.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Strategies and Skills Contractions Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instructionhttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

Vocabulary Daily Vocabulary Boost

Vocabulary for Explicit Instruction shocked, solve, problem, sensible, develop http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf


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http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf




http://www.livebinders.com/play/play?id=1089921%20



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Learning Targets (I Can…) Use apostrophes in contractions. Use context clues to figure out the meaning of multiple

meaning words. Use glossaries and dictionaries to determine the

meanings of words.

http://achievethecore.org/page/61/which-words-do-i-teach-and- how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: practice using contractions with a partner, use

context to illustrate selected vocabulary words, additional optional activities:http://www.fcrr.org/studentactivities/v_012c.pdf

Language Arts Contractions with NOT Projectable 26.2 Contractions with Pronouns Projectable 26.5 Journeys Weekly Assessment, Lesson 26 Journeys Reader’s Notebook, Lesson 26 Journeys Grab-and-Go, Lesson 26

Performance Assessments Journeys Weekly Assessment, Lesson 26 Journeys Reader’s Notebook, Lesson 26 Journeys Grab-and- Go, Lesson 26 Teacher-created

Week 2- Lesson 27Reading Selection(s) The Dog That Dug for Dinosaurs (Lexile 590) La Brea Tar Pits (Lexile 640)


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http://www.fcrr.org/studentactivities/v_012c.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg




TN DOE Curriculum Standards Learning Outcomes Content & TasksBig Idea: Animals have been living for a very long time.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read irregularly spelled words.RF2.4a-Read grade-text with purpose and understanding.

Strategies and Skills Words with oo (book) Intonation Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Match middle sounds in words. Identify words with oo. Build, blend, and decode words with oo. Write words with oo. Read on-level decodable text with oo words. Add sounds to words. Blend, write, and read singular and plural

possessives. Use apostrophes to form possessives.

Phonics, fluency Phonemic awareness: Match Phonemes Phonics: Words with oo Fluency: Intonation Decodable Readers:

Woody Woodchuck and the Mysterious Ball On or More

Performance Assessments Journeys Progress Monitoring, Lesson 27 Journeys Grab-and-Go Assessments, Lesson 27 Journeys Cold Reads, Lesson 27 Teacher Created


Lesson 27, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/studentactivities/F_006c.pdf

Fluency station (optional): performance reading-focus on intonation, timed readings, high-frequency word practice

Reading Literature and Informational TextRI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how images contribute to and clarify text.RI.2.8-Describe how reasons support specific points the author makes in a text.

Strategies and SkillsComprehension Skill Fact and Opinion Author’s Purpose

Comprehension Strategy Question

Learning Targets (I Can…) Identify statements as fact or opinion.

Performance Assessments Journeys Progress Monitoring, Lesson 27 Journeys Grab-and-Go, Lesson 27 Teacher Created

Performance Task-Optional Have students move the way they believe the dinosaurs from

The Dog that Dug for Dinosaurs would have moved when they were living. Have them explain why they chose their movement.


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http://www.fcrr.org/studentactivities/F_006c.pdf




Related Science StandardGLE 0207.9.1-Use tools to observe the physical properties of objects.

Ask questions about a text before, during and after reading.

Identify an author’s reason for writing.Text-dependent Questions What does the picture on page 425 show? How does the

illustration support the details in the text? (key details) On page 431 the author describes what the men and women

wore. What was the author’s purpose in including those details? (author’s purpose)

How does the location of the fossils on the coast of England in The Dog that Dug for Dinosaurs compare to the La Brea Tar Pits? What conclusions can you draw? (intertextual connections)


Lesson 27, fact/opinion chart, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_030c.pdf

Writing/ResearchW.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.2.2-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.2.5-Focus on a topic and strengthen writing 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.W.2.7-Participate in shared research and writing project (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Strategies and Skills Opinion Writing: Opinion Paragraph Information about POW + TREE


Learning Targets (I Can…) Identify the characteristics of a good opinion

paragraph. Use adjectives to express ideas and descriptions

more clearly. Distinguish between fact and opinion. Draft an opinion paragraph. Revise, edit, and publish an opinion paragraph.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences that focus on word

choice, voice, and ideas Short and/or daily/weekly writing Projectables 27.3, 27.7, 27.9, 27.10

Writing Tasks Write a book report about the story The Dog that Dug for

Dinosaurs. Include an opening opinion, reasons to support that opinion, and a conclusion.


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http://www.fcrr.org/studentactivities/c_030c.pdf




Speaking and ListeningSL.2.1a-Follow rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL2.3-Ask and answer questions about what a speaker says in order to clarify comprehension gather additional information or deepen understanding of a topic of issue.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

Strategies and Skills Recognize and follow rules for classroom discussions Ask and answer questions from teacher and


Learning Targets (I Can…) Listen to fluent reading. Ask questions about what a speaker says.Answer questions about what a speaker says.

Performance Assessments Classroom routines and procedures Participate appropriately in classroom discussions Share an experience

LanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.1e-Use adjectives and adverbs, and choose between them depending on what it is to be modified.L.2.1f- Produce, expand, and rearrange complete simple and compound sentences.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5 a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.5b-Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Strategies and Skills Adverbs Review: Adjectives with a, an and –er, -est Vocabulary: Shades of Meaning

Learning Targets (I Can…) Identify and use adverbs that tell how. Identify and use adverbs that tell when. Use adjectives with a and an. Use adjectives with –er and –est. Distinguish shades of meanings among adjectives.


Vocabulary for Explicit Instruction pupils, tense, likely, represent, identify http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: concept map, use context to illustrate selected

vocabulary words, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/v_025b.pdfhttps://www.engageny.org/ccls-ela/l21e

Language Arts Projectables 27.2, 27.5


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https://www.engageny.org/ccls-ela/l21e

http://www.fcrr.org/studentactivities/v_025b.pdf







TN DOE Curriculum Standards Learning Outcomes Content & TasksPerformance Assessments Journeys Progress Monitoring, Lesson 27 Journeys Grab-and-Go, Lesson 27Teacher Created

Week 3- Lesson 28Reading Selection(s) Yeh-Shen (Lexile 630) Cinderella (Lexile 580)Big Idea: Good things happen for good people.

Reading Foundational SkillsRF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read irregularly spelled words.RF2.4a-Read grade-text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills Vowel Diphthongs ow, ou Phrasing: Natural Pauses Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Blend sounds in spoken words. Identify words with the inconsistent but common

spelling-sound correspondences for /ou/: ow, ou. Build, blend, and decode words with ow, ou. Generalize spelling patterns to write words with ow,

ou. Read decodable text with words with ow, ou and high-

frequency words.Identify, write, and read words with inconsistent but common sound-spelling correspondences for /aw/, /oo/, and /oo/.

Phonics, fluency Phonemic awareness: Blend Phonemes Phonics: Vowel Dipthongs with ow, ou Fluency: Phrasing: Natural Pauses Decodable Readers:

Howie’s Big Brown Box What a Surprise

Performance Assessments Journeys Progress Monitoring, Lesson 28 Journeys Grab-and-Go, Lesson 28 Teacher Created Journeys Cold Reads (79-99 wpm), Lesson 28


Lesson 28, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ *phonics skill 7http://www.fcrr.org/studentactivities/P_020b.pdf

Fluency station (optional): performance reading-focus on natural pauses, timed readings, high-frequency word practice


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http://www.fcrr.org/studentactivities/P_020b.pdf

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/



TN DOE Curriculum Standards Learning Outcomes Content & TasksReading Literature and Informational TextRL.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.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 point of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information from illustrations and words in a print or digital text to demonstrate understanding of characters, setting, or plot.RL.2.9-Compare and contrast two or more versions of the same story by different authors or from different cultures..

Strategies and SkillsComprehension Skill Sequence of Events Compare and Contrast

Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Identify the order of events in a story. Recount what happened in a story in order. Use knowledge of characters and events to analyze

and evaluate texts. Ask and answer questions about what you read.


Performance Task-Optional Have students discuss what they can learn from reading fairy

tales.

Text-dependent Questions What was Yeh-Shen’s wish? Why was that her wish? (general

understanding) What elements of the story make it a folktale? Use specific

examples from the text? (text structure) Compare what happened with the slipper in Yeh-Shen to what

happened in Cinderella. What are some of the similarities and differences in the two stories? (intertextual connections)


Lesson 28, retell using sequence cards, Venn diagram, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_008c.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.2.3: Describe how characters in a story respond to major events and challenges.

Read

ing

Level 1: EnteringMatch illustrated characters’ traits or feelings to characters from a simple illustrated story.

Level 2: EmergingMatch phrases or simple sentences that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 3: DevelopingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 4: ExpandingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from a story.

Level 5: BridgingMatch paragraphs with technical or abstract content language that describe characters’ traits, motivations and/or feelings to the correct character.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs


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TN DOE Curriculum Standards Learning Outcomes Content & TasksWriting/ResearchW.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.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.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).

Strategies and Skills Opinion Writing: Response Paragraph Information about POW + TREE


Learning Targets (I Can…) Identify the characteristics of a good response

paragraph. Use only important details to support an opinion. Use graphic features as a source of information. Draft an opinion paragraph. Revise, edit, and publish a response paragraph.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences that focus on word

choice, voice, and ideas Short and/or daily/weekly writing Projectables 28.3, 28.7, 28.10

Writing Tasks Create a Venn diagram to organize ideas for a compare and

contrast paper. Think about the two fairy tales Yeh-Shen and Cinderella. How are they alike and how are they different?

Write your opinion (response paragraph) about “Cinderella Stories.” Include an opinion statement, reasons or examples, and a conclusion.

Speaking and ListeningSL.2.1a-Follow rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2-Recount or describe key ideas or details from text read aloud, information presented orally, or through other media.SL2.3-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.



Learning Targets (I Can…) Listen to fluent reading. Read with purpose and understanding.

Ask and answer questions about what a speaker says.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Participating in and conducting discussions, read alouds, and q/a

sessions Speaking in complete sentences Share an experience


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TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

LanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.

Strategies and Skills Possessive Nouns Review: Irregular Verbs Vocabulary: Classify/Categorize

Learning Targets (I Can…) Use apostrophes to form possessives with nouns that

name one. Use apostrophes to form possessives with nouns that

name more than one. Identify how words are alike and different. Classify and categorize words. Form and use the past tense of irregular verbs. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

Identify real-life connections between words and their use.

Use a dictionary to find the part of speech of a word.


Vocabulary for Explicit Instruction task, content, served, classify, possessive http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: practice using apostrophes with a partner,

concept maps, use context to illustrate selected vocabulary words, additional optional activities:http://www.fcrr.org/for-educators/sca_cc_l_2-3.asphttp://www.fcrr.org/studentactivities/AP_005.pdf

Language Arts Projectable 28.2, 28.5

Performance Assessments Journeys Progress Monitoring, Lesson 28 Journeys Grab-and-Go, Lesson 28Teacher Created

Week 4-Lesson 29Reading Selection(s) Two of Everything (Lexile 700) Stone Soup (Lexile, Not Rated)Big Idea: When people work together, good things can happen.


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http://www.fcrr.org/studentactivities/AP_005.pdf

http://www.fcrr.org/for-educators/sca_cc_l_2-3.asp







TN DOE Curriculum Standards Learning Outcomes Content & TasksReading Foundational SkillsRF.2.3b-Know spelling-sound correspondences for additional vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Reading Longer Words with Long Vowels a and i Vowel Diphthongs oi, oy Expression Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Generalize learned spelling patterns to write longer

words with long vowels a and i. Read on-level decodable text with longer /a/ and /i/

words and high-frequency words. Practice reading on-level text fluently with expression. Identify and count syllables in words. Blend, build, and decode two-syllable words with long

vowels a and i, including words with vowel teams. Substitute vowel sounds in words.

Blend, sort, and decode words with oi, oy.

Phonics, fluency Phonemic awareness: Syllables in Spoken Words Phonics: Reading Longer Words a and i Fluency: Expression Decodable Readers:

Not So Alike Corduroy and Will



Lesson 29, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:https://www.engageny.org/ccls-ela/rf23chttp://www.fcrr.org/studentactivities/P_019b.pdf

Fluency station (optional): performance reading-focus on expression, timed readings, high-frequency word practice

Reading Literature and Informational TextRL.2.3-Describe how characters in a story respond to major events and challenges.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 point 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

Strategies and SkillsComprehension Skill Understanding Characters Point of View

Comprehension Strategy Summarize

Learning Targets (I Can…) Identify characters’ feelings and traits based on their


Performance Task-Optional Have students discuss with a partner how they felt when someone

did not want to share with them? What happened the next time someone asked them to share something?


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https://www.engageny.org/ccls-ela/rf23c



TN DOE Curriculum Standards Learning Outcomes Content & Taskswords in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.9-Compare and contrast the most important points presented by two texts on the same topic.

actions, words, and relationships. Summarize for understanding during reading. Recognize the different points of view of characters.

Ask and answer questions about what you read.

Text-dependent Questions Describe what Mr. Haktak found in his garden using evidence

from the text. What made it special? (key details) What lesson is the author trying to teach in Stone Soup?

(author’s purpose) Do you think Mr. and Mrs. Haktak made the right choice by

creating two of everything? Would you have made the same choice? Why or why not? Use examples from the text to support your claim. (opinion/argument)


Lesson 29, concept map, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_010b.pdfhttp://www.fcrr.org/for-educators/sca_cc_rlt_2-3.asp

Writing/ResearchW.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.2.5-Focus on a topic and strengthen writing by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Strategies and Skills Opinion Writing: Response Essay Information about POW + TREE


Learning Targets (I Can…) Identify characteristics of a good response to

literature. Use examples to support reasons. Plan a response to literature (Pre-Write).

Routine Writing Write simple sentences in response to literature. Participate in shared writing experiences. Short and/or daily/weekly writing with a focus on organization and

word choice. Projectables 29.3, 29.8

Writing Tasks Compare and contrast Mr. Haktak and Mrs. Haktak from Two of

Everything. Use examples of what they do and say to describe the characters as you compare.

Write in response to literature: Do you think that Mrs. Haktak’s idea to make two of everything was a good one? Write an opinion paragraph using text evidence.

Speaking and ListeningSL.2.1a-Follow rules for discussion (e.g., gaining the floor

Strategies and Skills Recognize and follow rules for classroom discussions

Performance Assessments Classroom routines and procedures


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http://www.fcrr.org/for-educators/sca_cc_rlt_2-3.asp

http://www.fcrr.org/studentactivities/c_010b.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasksin respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2-Recount or describe key ideas or details from text read aloud or information presented orally, or through other media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

Ask and answer questions from teacher and classmates

Speak clearly and understandably

Learning Targets (I Can…) Listen to fluent reading. Retell important ideas from what you hear. Retell important details from what you hear.Use accountable talk in discussions with others.

Responsive classroom activities such as Morning Meeting Participating in and conducting discussions, read alouds, and q/a


LanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.4e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.5a-Identify real-life connections between words and their use.

Strategies and Skills Possessive Pronouns Review: Irregular Verbs Vocabulary: Antonyms

Learning Targets (I Can…) Identify and use possessive pronouns. Form and use irregular verbs. Use words and phrases acquired through



Use context clues to determine a word’s meaning.


Vocabulary for Explicit Instruction clarify, odd, search, respond, relate to http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: word web of irregular verbs, use context to

illustrate selected vocabulary words, additional optional activities:https://www.engageny.org/ccls-ela/l21dhttp://www.fcrr.org/studentactivities/v_025b.pdf

Language Arts Projectable 29.2, 29.5

Performance Assessments Journeys Progress Monitoring, Lesson 29


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http://www.fcrr.org/studentactivities/v_025b.pdf

https://www.engageny.org/ccls-ela/l21d







TN DOE Curriculum Standards Learning Outcomes Content & Tasks Journeys Grab-and-Go, Lesson 29Teacher Created

Week 5-Lesson 30Reading Selection(s) Now & Ben (Lexile 900) A Model Citizen (Lexile 540)Big Idea: People from long ago are still important.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Read Longer Words with Long Vowels o and e Final Stable Syllable –le Rate: Adjust Rate to Purpose Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Identify and count syllables. Build, blend, and read two-syllable words with long

vowels o and e. Read on –level text with longer words with long o, e

and high-frequency words.Blend and decode regularly spelled words with the final

Phonics, fluency Phonemic awareness: Syllables in Spoken Words Phonics: Reading Longer Words o and e Fluency: Rate: Adjust Rate to Purpose Decodable Readers:

A Picnic Problem Polly Poodle



Lesson 30, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksstable syllable –le. http://www.fcrr.org/studentactivities/P_035b.pdf

http://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf Fluency station (optional): performance reading-focus on rate,

timed readings, high-frequency word practice

Reading Literature and Informational TextRI.2.2- Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs 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.RI.2.4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.9 -Compare and contrast the most important points presented by two texts on the same topic.

Related Social Studies Standard2.28-Explain how individuals living in societies went from developing rules for small groups (as in early colonial times) to developing rules for larger groups, including states and nations.

Strategies and SkillsComprehension Skill Compare and Contrast Using Context

Comprehension Strategy Visualize

Learning Targets (I Can…) Compare and contrast text details. Use the text to visualize what the author is saying. Use context to determine the meaning of unknown

words. Ask and answer questions about what I read.


Performance Task-Optional Have students create a list with a partner of things they could not

do today, if electricity was not invented. Share with the class.

Text-dependent Questions Give examples of some of Ben’s inventions. How have these

inventions changed the way we live today? (general understanding)

What does the illustration on page 531 show? Why did the author include this illustration in the text? (author’s purpose)

Reread page 537. What role has the American Constitution, the Treaty of the Alliance with France, the Treaty of Peace with England, and the Declaration of Independence played in helping “to form the modern world…”? (inference)


Lesson 30, graphic organizer, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_031c.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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TN DOE Curriculum Standards Learning Outcomes Content & TasksModel Performance Indicator for RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Read

ing

Level 1: EnteringDescribe connections between a series of historical events in L1 and/or match pictures with information using single words or phrase patterns and general, content-related vocabulary.

Level 2: EmergingDescribe connections between a series of historical events in L1 and/or identify important information from using phrases and short sentences with formulaic patterns and general,content-based vocabulary.

Level 3: DevelopingDescribe connections between a series of historical events using simple sentences with repetitive structures and key, content-based vocabulary.

Level 4: ExpandingDescribe connections between a series of historical events using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingDescribe connections between a series of historical events using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


Writing/ResearchW.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.2.5- 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.

Strategies and Skills Opinion Writing: Response Essay Information about POW + TREE


Learning Targets (I Can…) Begin to draft a response to literature. Continue to draft a response to literature. Finish drafting and begin to revise a response to

literature.Revise, edit, and publish a response to literature.

Routine Writing Write simple sentences in response to literature. Participate in shared writing experiences that model how to write

to inform with a focus on word choice and organization. Short and/or daily/weekly writing. Projectables 30.3, 30.8

Writing Tasks Compare and contrast life during the time of Benjamin Franklin to

today. Use evidence from the text Now and Ben.What do you think is the most important thing that Ben Franklin did during his life? Why? Write a short paragraph to explain your answer.

Speaking and ListeningSL.2.1a-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.2.1b-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.SL.2.3-Ask and answer questions about what a speaker



Learning Targets (I Can…) Listen to fluent reading. Read with accuracy and expression.




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TN DOE Curriculum Standards Learning Outcomes Content & Taskssays in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.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.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Retell important ideas and details.Ask and answer questions about what a speaker says.

LanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.3a-Compare formal and informal uses of English.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.5a-Identify-real life connections between words and their use (e.g., describe foods that are spicy or juicy).

Strategies and Skills Choose Between Adjectives and Adverbs Review: Past Tense Irregular Verbs Vocabulary: Root Words

Learning Targets (I Can…) Use adjectives and adverbs and choose between

them. Use words and phrases. Form and use past tense irregular verbs. Use words and phrases acquired through




Vocabulary for Explicit Instruction result, decide, compose, discover http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: practice using appropriate adjectives and

adverbs with a partner, use context to illustrate selected vocabulary words, additional optional activities:http://www.fcrr.org/studentactivities/v_042c.pdfhttps://www.engageny.org/ccls-ela/l21e

Language Arts Projectables 30.2, 30.5

Performance Assessments for both Journeys Progress Monitoring, Lesson 30 Journeys Grab-and-Go, Lesson 30Teacher Created


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https://www.engageny.org/ccls-ela/l21e

http://www.fcrr.org/studentactivities/v_042c.pdf








Weeks 6 and 7-Unit 6 Extended ReadingReading Selection(s) Exploring Space Travel by Laura Hamilton Waxman (Lexile 690)Big Idea: Being an astronaut is not as easy as it looks!

Reading Foundational SkillsRF.2.3e -Know and apply grade-level phonics and word analysis skills in decoding words; Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Know and apply grade-level phonics and word analysis skills in decoding words; Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read with sufficient accuracy and fluency to support comprehension; Read grade-level text with purpose and understanding.RF.2.4b-Read with sufficient accuracy and fluency to support comprehension; Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Consonant Digraphs th, sh, wh, ch, tch, ph Base words and endings –s, -ed, ing Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Learn the sound/spellings for consonant digraphs th,

sh, wh, ch, tch, and ph. Blend and decode regularly spelled words with

consonant digraphs th, sh, wh, ch, tch, and ph. Read decodable text with words with consonant

digraphs th, sh, wh, ch, tch, and ph and high-frequency words.

Phonics, fluency Consonant Digraphs

Performance Assessments Journeys Reader’s Notebook, Vol. 2 Teacher Created

Literacy Station Activities Phonics/word study station: build/sort/write words using phonics

patterns, review previously taught phonics patterns, additional optional activities:https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/studentactivities/AP_003.pdfhttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf

Fluency station (optional): performance reading-focus on accuracy, timed readings, high-frequency word practice

Reading Literature and Informational TextRI 2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs 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.RI 2.4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI 2.5- Know and use various text features (e.g., captions,

Strategies and SkillsComprehension Skill Author’s PurposeComprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Ask and answer questions from a text.


Performance Task-Optional Have students create a list of things they may enjoy doing if the

Earth did not have any gravity. Determine as a class if the activities would be safe or dangerous.


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http://www.fcrr.org/studentactivities/AP_003.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasksbold 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- Use the illustrations and details in a text to describe its key ideas.RI 2.8- Describe how reasons support specific points the author makes in a text.

Related Science StandardGLE 0207.12.2-Realize that things fall toward the ground unless something holds them up.

Tell what a text is mainly about. Tell what the author wants to explain in informational

text. Identify the main idea of specific paragraphs. Cite key supporting details to justify main ideas. Distinguish between main ideas and details. Recognize, identify and use text features for

informational texts. Use illustrations as keys to meaning.

Text-dependent Questions Reread page 7. What are some of the jobs of an astronaut? (key

details) Explain what someone must do in order to become an astronaut.

(general understanding) Why did the author explain what gravity is on page 8 and what

role does it play in the launch of a space craft? How does the lack of gravity affect the lives of astronauts in space? (author’s purpose and general understanding)

Preview the text and look for key text features. What type of story do you think this will be? Fiction or nonfiction? How do you know? (text structure)

Why did the author write the story? Give details from the story to support your answer. (author’s purpose)

After reading chapter 4, how would you describe life in space? Use evidence from the text to support your statements. (opinion)

On page 29 the author states, “Thousands of people sign up to become astronauts. But few are chosen for the job.” What conclusions can you draw from these statements? (inference)

What do you think about space travel? Should we continue to travel in space? Give evidence from the text to support your opinion/argument about space travel. (opinion/argument)

Literacy Station Activities Comprehension station: Journeys flip chart, list details for

author’s purpose, conclusions, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_011b.pdfhttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_3.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.5: Know and use text features to locate facts or information.


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http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_3.pdf

http://www.fcrr.org/studentactivities/c_011b.pdf




Read

ing

Level 1: EnteringMatch to the text features using independent level texts with support from illustrations, environmental print or an illustrated word bank.

Level 2: EmergingIdentify text features from familiar text with a partner.

Level 3: DevelopingLocate information using text features and graphic organizers with a partner.

Level 4: ExpandingAssociate key facts from informational text to appropriate text features with small group support.

Level 5: BridgingLocate information relevant to a given topic using text features using detailed sentences of varying length and content-based vocabulary.


Writing/ResearchW.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.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or sectionW.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Strategies and Skills Opinion Writing Information about POW + TREE


Learning Targets (I Can…) Write a paragraph using text to support my opinion. Write a paragraph with a beginning, middle, and an

end.Draft, revise, and edit a paragraph.

Routine Writing Write simple sentences in response to literature. Participate in shared writing experiences that model how to write

to inform with a focus on word choice and organization. Short and/or daily/weekly writing.

Writing TasksWrite about whether or not you would like to travel in space. Use details from the text Exploring Space Travel to support your opinion.

Speaking and ListeningSL.2.1a-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.2.1b-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.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.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic

Strategies and Skills Recognize and follow rules for classroom

discussions. Ask and answer questions from teacher and

classmates. Speak clearly and understandably.

Learning Targets (I Can…) Listen to fluent reading. Retell important ideas from what you hear. Retell important details from what you hear.Ask and answer questions for clarification.




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http://www.livebinders.com/play/play?id=1089921



TN DOE Curriculum Standards Learning Outcomes Content & Tasksmenus, icons) to locate key facts or information in a text efficiently.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LanguageL.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.3a-Compare formal and informal uses of English.L.2.4- Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Strategies and Skills Subject-Verb Agreement Antonyms

Learning Targets (I Can…) Talk about words that have more than one meaning. Identify real-life connections between words and their

use.


Vocabulary for Explicit Instruction explain, weightless, plane, stores, space (outer) http://achievethecore.org/content/upload/




context to illustrate selected vocabulary words, additional optional activities: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Vocab_1.pdf https://www.engageny.org/ccls-ela/l22c

Language Arts: Journeys Reader’s Notebook, Vol. 2

Performance Assessments Journeys Reader’s Notebook, Vol. 2

Weeks 8 and 9-Unit 2 Extended ReadingReading Selection(s) Poppleton in Winter by Cynthia Rylant (Lexile 360)


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https://www.engageny.org/ccls-ela/l22c







TN DOE Curriculum Standards Learning Outcomes Content & TasksBig Idea: It is important for friends to work out their problems.

Reading Foundational SkillsRF.2.4a-Read grade-level text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills Contractions Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Add or delete sounds in contractions. Build and read contractions. Use apostrophes to form and write contractions. Reread text with contractions and High-Frequency

Words for fluency practice.Write and/or spell words with contractions.

Phonics, fluency Phonemic Awareness: Add and Delete Phonemes Phonics: Contractions Fluency: Stress


Literacy Station Activities Phonics/word study station: build/sort/write words using phonics

patterns, review previously taught phonics patterns, additional optional activities:https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf

Fluency station (optional): performance reading-focus on accuracy and stress

Reading Literature and Informational TextRL.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.2.6-Acknowledge differences in the point 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.

Related Science StandardGLE 0207.9.2 Investigate how temperature changes affect the state of matter.

Strategies and SkillsComprehension Skill Fact and Opinion Author’s PurposeComprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Identify given statements as fact and opinion and

describe how reasons support the opinions an author makes.

Identify the author’s purpose for writing a text. Use illustrations to understand characters and text.Use text details to monitor and clarify understanding.


Performance Task-Optional Have students describe a time when they felt sad about an

accident that happened to them.

Text-dependent Questions How did Poppleton’s friends and family feel about his icicles?

Give evidence from the text. (general understanding) Why was Poppleton “so disappointed” in The Sleigh Ride?

(general understanding) How was the problem solved in Icicles? What happened as a

result of the finch and Poppleton working together to solve the Shelby County Schools

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TN DOE Curriculum Standards Learning Outcomes Content & Tasksproblem in the story? (key details)

What is a finch? Use the illustration and text on page 11 to help explain your answer. (vocabulary and text structure)

Reread page 32 and look at the illustration. What does the word “tweaked” mean? (vocabulary)

Look at the illustrations on pages 25, 28, and 31. What inferences can you make from the expressions on Cherry Sue’s face? (inferences)

How does Poppleton feel before and after the doorbell rings on page 43? Use evidence from the text to support your answer. (inferences)

After reading all of the short stories in Poppleton in Winter, how would you describe Poppleton’s relationship with his friends? (intertextual connections)

Literacy Station Activities Comprehension station: prediction, conclusions, retell using

sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_009c.pdfhttp://www.fcrr.org/for-educators/sca_cc_rlt_2-3.asp

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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.

Read

ing

Level 1: EnteringIdentify differences in story characters’ points of view by speaking in a different voice in L1 and/or in an appropriately leveled text by repeating words and using proper voice inflection.

Level 2: EmergingDescribe differences in story characters’ points of view by speaking in a different voice in L1 and/or in appropriate leveled text by restating phrases with proper voice inflection.

Level 3: DevelopingDescribe differences in story characters’ points of view in appropriate leveled text by speaking in a different voice and matching simple sentences/quotes and voice inflection with characters in the story.

Level 4: ExpandingDescribe differences in story characters’ points of view in approaching grade level texts by speaking in a different voice and identifying direct quotes and voice inflection using complete sentences with some content based vocabulary.

Level 5: BridgingDescribe differences in story characters’ points of view in grade level texts by speaking in a different voice and identifying direct quotes and voice inflection using complex, detailed sentences with content based vocabulary.



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TN DOE Curriculum Standards Learning Outcomes Content & TasksWriting/ResearchW.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.2.5-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.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).

Strategies and Skills Opinion Writing: Information from the TNDOE about writing, including

the use of the POW-TIDE graphic organizer: http://tncore.org/sites/www/Uploads/Training/2014STTS/Early/STTS_Gr%201-2_Participant_workbook7-5-14.pdf

Learning Targets (I Can…) Identify facts and opinions in informal text.Write an opinion piece about a topic or book.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing

Writing TasksWrite an opinion piece about the importance of working out problems with friends. Use examples from the text to support their reasons. Revise and edit with collaboration from peers and support from teacher. Prepare piece to publish.

Speaking and ListeningSL.2.1a-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.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed 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.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.



Learning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from texts read aloud. Use accountable talk to link comments to the remarks

of others.



LanguageL.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.3a-Compare formal and informal uses of English.

Strategies and Skills Verbs: Present, Past, and Future Base Words and Suffixes -er, -est

Learning Targets (I Can…)


Vocabulary for Explicit Instruction bust, hooked, works out (problems), wonder


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TN DOE Curriculum Standards Learning Outcomes Content & TasksL.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Form and write verbs in present, past, and future tense.

Identify and understand words with suffixes –er and –est.

Use known root words to determine the meaning of an unknown word with the same root.

http://achievethecore.org/content/upload/ Liben_Vocabulary_Article.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and- how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)


context to illustrate selected vocabulary words, additional optional activities:http://www.fcrr.org/curriculum/PDF/G2-3/2-3Vocab_1.pdfhttp://www.fcrr.org/for-educators/sca_cc_l_2-3.asp

Language Arts: Journeys Verbs in the Present, Past, and Future Journeys Reader’s Notebook, Vol. 1

Performance AssessmentsJourneys Reader’s Notebook, Vol. 1


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Documents

Grade 2 Q4 3-… · Web view... plan your week using the SCS lesson plan ... Word Study flip chart Lesson 30, ... -Form and use the past tense of frequently occurring