Grammar - Grade 2 - Mcgraw Elementary · PDF fileGrammar - Grade 2 Performance Indicators ... resources to improve or enhance ... and controlled vowels (auditory to visual,

Grammar - Grade 2

Performance Indicators

Essential Questions E R M A Essential Knowledge and Skills Classroom Ideas Assessment Ideas

• Use the steps of the writing process

• Utilize resource

to assist in the writing process.

• Apply conventional

forms of grammar, punctuation and spelling.

1. How does the process of writing make our writing better? 2. How do grammar, punctuation, and spelling convey meaning in our writing? 3. How can we use different resources to improve or enhance our writing?

E

E

E

E

E

R R R R R R R R R

• Use prewriting activities; for example, brainstorming and free writing.

• Use the “writing process” (prewriting,

drafting, revising, proofreading, and editing) • Use teacher conferences to revise written

work • Use peer review to revise written work • Observe rules of punctuation,

capitalization, and spelling: commas, periods, exclamation points,

and question marks • Spell frequently used words correctly • Complete simple, compound and complex

sentences using correct subject/verb agreement and verb tense.

• Use correct grammatical construction: Parts of speech: nouns, verbs, pronouns

and adjectives • Use time order words • Use dictionary and quick word books

• Teacher and peer editing

• Create grammar and editing check lists

• Daily Oral Language

mini-lesson • Think Aloud Shared and

Guided Reading • Spelling patterns and

word work • Quick Word Book

• Editing checklist • Grammar

checklist

Connections to Text:

English Language Arts

McGraw CSD Grade 2 12/04 Standard 1 - Language for Information and Understanding Standard 2 - Language for Literacy Response and Expression

Standard 3 - Language for Critical Analysis and Evaluation Standard 4 - Language for Social Interaction

The English Language Arts essential knowledge and skills that students should achieve are divided into two groups – those that cross all four English Language Arts Standards and those that are specific to each standard. Because the area of English Language Arts is integrated, it is at times, difficult to separate the knowledge and skills into clearly defined categories. However, it is vital that each standard and purpose be addressed to meet the needs of the diverse population using this document. As a result, each area of reading, writing, listening, and speaking will be addressed as it applies across all four standards, then as it applies to each individual standard.

READING: Across All Four Standards*

ESSENTIAL KNOWLEDGE AND SKILLS 1. Identify purpose for reading. 2. Use letter-sound correspondence, knowledge of grammar, and overall context to determine meaning, 3. Use decoding strategies, such as taking words apart, comparing similar words (analogies), breaking words into

smaller parts, and looking for word parts (root words, prefixes, and suffixes). 4. Recognize and write letter/sound correspondence for consonants, consonant digraphs, vowels, vowel diphthongs,

digraphs, and controlled vowels (auditory to visual, visual to auditory) (see appendix). 5. Use hearing and recording sounds in words, knowledge of spelling patterns, and analogies to read unknown words. 6. Develop an increasing sight vocabulary 7. Integrate all three cuing systems, (meaning structure and visual). 8. Use self-monitoring strategies, such as re-reading, cross-checking, multiple attempts in order to self-correct and

problem-solve. 9. Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools. 10. Recognize the difference between phrases and sentences. 11. Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist

in comprehension. 12. Engage in independent silent reading. 13. Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings. 14. Recognize and discriminate among a variety of informational texts. 15. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources. 16. Read aloud at appropriate rate with stress, pitch, and juncture (in phrases). 17. Read with increasing fluency and confidence from a variety of texts. 18. Maintain a personal reading list to reflect reading goals and accomplishments. 19. Use computer software to support reading.




* Students will read a minimum of 25 books or the equivalent per year during guided reading and independent reading.

E = Exposed R = Reinforced M = Master A = Applied




READING: Standard 1 – Students will read, write, listen and speak for information and understanding.*



Informational texts , such as;

• Books • Biographies • Age-appropriate

reference materials

• Children’s magazines/ newspapers

• Electronic-based texts, such as encyclopedias and web sites

1. What are the different types of literature available to you?

E E E E E E E

R R R R R

R R

• Recognize how information is presented in a variety of genre.

• Select reading material independently to meet informational needs from either library or classroom.

• Recognize and use organizational

features of texts, such as table of contents, indexes, page numbers, and chapter heading/subheadings to locate information.

• Locate information in a text that is

needed to solve a problem. • Relate data and facts from informational

texts to prior information and experience • Read unfamiliar texts independently to

collect and interpret data, facts, and ideas • Identify main ideas and supporting

details in informational texts

• Guided reading using children’s newspaper, textbooks, leveled texts, anthologies, magazines, dictionaries, encyclopedias

• Use a t-chart to compare genres

• Mini-lesson to teach the use of organizational features

• Use a highlighter

to find information in text

• KWL charts • T-charts • Write

informational reports ie: animals, dinosaurs

• Coordinate with librarian and use library resources

• Mini-lessons on main idea and on finding the information area in the text

• Teacher observations

• Conferences • Classroom

discussions • Present reports • Multiple choice

questions


Prioritized Curriculum Draft Grade 2

Standard 1 - Language for Information and Understanding Standard 2 - Language for Literacy Response and Expression Standard 3 - Language for Critical Analysis and Evaluation Standard 4 - Language for Social Interaction

2. How can graphic organizers help us attain (get) the information we need? 3. How can we use the library to acquire (get) information?

E E E E E E

R R R R R R

• Identify conclusion that summarizes the main idea

• Read and understand written directions • Compare and contrast information on one

topic from two different sources. • Use graphic organizers to record

significant details from informational texts. • Identify and interpret significant facts

taken from maps, graphs, charts, and other visuals

• Locate and use library media resources,

with assistance, to acquire information.

• Mini-lessons on summarizing the main idea of a text

• Mini-lessons to

teach underlining and numbering the parts of a question

• Restate direction in their own words

• Use KWL , Venn

Diagrams, T-chart, Four-square, Web (see appendix) to show story elements, compare and contrast, relate learning, and answer extended response questions

• Mini-lessons on the use of maps, graphs, charts (integrate with math and social studies)

• Coordinate with the librarian to become familiar with library resources

• Short response questions

• Performance

portfolio • Collect graphic

organizers and assess • Teacher observation • Student self-

assessments • Performance

portfolio




Connections to Technology: Use web site with the librarian - Connections to Text: Houghton Mifflin

READING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*



Read and view imaginative texts and performances, such as: • Stories • Poems and songs • Folk tales and

fables • Plays • Film and video

productions • Electronic books

1. How do you decide what book to choose?

E E E E E

R R R R R

• Select literature based on personal needs and interests from a variety of genres and by different authors

• Read imaginative texts silently on a

daily basis for enjoyment. D.E.A.R. Time

• Recognize the differences among the

genres ie: stories, poems, and plays • Explain the difference between fiction

and nonfiction • Identify cultural influences in texts

and performances

• Mini-lessons on types of genres

• Author studies • Independent reading • Compare and contrast

genres • Compare and contrast

non-fiction: What’s It Like to be a Goldfish? (Houghton Mifflin Little Reader Extending

• fiction Two Little Goldfish (Rigby-Book Room) Level 16

• Use stories in Theme

3 Around Town Grade 2-2:1

• Houghton Mifflin – to explore cultural differences

• Integrate with Social Studies

• Forced choice test • Extended response

comparing and contrasting fiction and non-fiction






2. How does an author use

story parts to help with understanding of story?

E E E E

R R R R

• Use specific evidence from stories to

identify themes, describe characters, their actions and motivations; and relate sequence of events

• Use knowledge of story structure, story elements, and key vocabulary to interpret stories

• Relate setting, plot, and characters in

literature to own lives • Use previous reading and life

experiences to understand and compare literature

• Mini-lessons on using

four-square, flow chart, cause & effect

• Write story

summaries • Retell • Story maps • Use the story Frog

and Toad All Year (Houghton-Mifflin extending) to compare how Frog and Toad are both kind.

• Use a t-chart and then write an extended response

• Mini-lessons on vocabulary and vivid language

• Read Jamaica and Brianna (Houghton-Mifflin Extending) and relate a time that they had trouble with a friend

• Read (Ranger Docket p. bk. 94 (KWL Chart Houghton-Mifflin Theme 4-Amazing Animals), do KWL chart about baseball before they

• Teacher observation • Forced choice test • Short response

questions • Extended responses • Oral questioning • Response journals






3. What does good reading

sound like? 4. What does good writing

look like?

E E E E E

R R R R

R

• Engage in purposeful oral reading in

small and large groups • Make predictions and draw conclusions

and inferences about events and characters

• Use graphic organizers to record

significant details about characters and events in stories

• Recognize the value of illustration in

imaginative text • Maintain a personal reading list to

reflect reading accomplishments and goals

read the story. How does their understanding of a Ranger help them to interpret the story?

• Guided reading • Shared reading

(teacher demonstrates think aloud as he/she reads)

• Mini-lessons on

drawing conclusions, making inferences Houghton Mifflin (Practice book 2.2 p. 10, 113) What do I Think Chart? (Story Carousel)

• Use Frog and Toad All

Year (H.M. extended text) to make a t-chart comparing character traits and write extended response (beyond yes or no) questions

• Author study • Compare versions of

Fairy Tales and how illustrations change

• Illustrate their own books and the texts of others

• Use NAEP’s fluency

rubric (see appendix) • Multiple choice

questions • Cinderella (multiple

versions)






Connections to Text: Houghton Mifflin – Leveled Books & Anthologies * Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

READING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*


Essential Questions E R M A Essential Knowledge & Skills Classroom Ideas Assessment Ideas

• Read to analyze and evaluate information, ideas, and experiences from resources such as: • Children’s books • Children’s articles • Editorials in

student newspapers

• Advertisements • Electronic

resources

1. How do we know what the author is saying?

E E

R R

Evaluate the content by identifying: • The author’s purpose • Important and unimportant details • Whether events, actions, characters,

and/or settings are realistic • Recurring themes across works in

print and media

• Compare and contrast characters, plot, and setting in two literary works

• Mini-lessons to teach author’s purpose: to inform, to persuade

• Use Think Alouds to determine important and unimportant details

• Define realistic, read Julius (H.M. Grade 2, Book 1) Theme 1 – Silly Stories Worksheet p. 28,

• Fantasy and Realism Chart

• Organize stories by themes

• Compare two stories

about games Here Comes the Strikeout (H.M. Extending Reader) and “The Great Ball Game” (H.M. Theme 4 Amazing Animals) Cinderella/Cinderfoot, The 3 Little Pigs/The True Story of the 3 Little Pigs

• Teacher observation

• Oral questions




2. How do advertisers use

the media to persuade their audience?

3. How do the opinions of

others influence you ?

E E E E

R

• Analyze ideas and information based on

prior knowledge and personal experience • Recognize how language and illustrations

are used to persuade in printed and filmed advertisements and texts such as letters to the editor

• Judge truthfulness or accuracy of

content with assistance from teachers and parents/care givers in order to gather facts and form opinions

• Use opinions and reactions of teachers

and classmates to evaluate personal interpretation of ideas, information and experience

• View taped t.v.

commercials, sale ads, and discuss how advertisers persuade you to buy their product

• Explore newspaper advertising

• Make their own toy invention and then write an advertisement or a commercial for their product

• New Holiday – support why you should have this new holiday

• Mini-lessons using

Scholastic News to determine fact and opinion

• Class surveys

• Teacher

observation • Performance • Performance-share

their advertisement or commercial with the class

• Theme skills tests

Blackline Masters p. 52 – Fact and Opinion

Connections to Text: * Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.




READING: Standard 4 – Students will read, write, listen and speak for social interaction.*



Informational texts such as:

• Friendly letters, notes, cards, and messages

• Published diaries and journals

1. How does reading together help us build relationships with other people? 2. How can books help us understand our appreciation of other people’s cultures?

E

R R R

• Share reading experiences to build relationships with peers or adults; for example, reading together silently or aloud

• Recognize the types of language appropriate to social communication; for example, informal vocabulary and jargon.

• Respect the age, gender, position and

cultural traditions of the writer

• Partner reading • Read at home • Explore genre such

as letter, cards, postcards, and invitations

• Author study • Chinatown journal

writing—what did they find most interesting in Chinatown?


* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.




WRITING: Across All Four Standards*

ESSENTIAL KNOWLEDGE AND SKILLS

1. Understand how words work, use spelling patterns, and generate new words from known. 2, Spell frequently used words correctly. 3. Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks. 4. Use correct verb tense 5. Use varied vocabulary and sentence structure. 6 Write sentences in logical order to develop ideas. 7. Use an organizational format that reflects a beginning, middle, and end. 8. Develop an idea within a brief text with supporting details. 9. Learn and use the “writing process” (prewriting, drafting, revising, proofreading) 10. Reread while composing and editing writing. 11. Use knowledge of the use of capitals, period, question marks, exclamation marks, commas, and known

words to edit writing. 12. Use revision strategies to develop writing, including conferring with teachers and peers. 13. Determine the intended audience before writing. 14. Use legible print and/or cursive writing using appropriate spacing. 15. Write on demand to a question or topic 16. Begin to develop a voice in writing.

• Students will write on a daily basis across all content areas and standards. • Students will maintain a portfolio that includes writing for all 4 Standards as a method of reviewing work with teachers, parents/caregivers,

and students.




WRITING: Standard 1 – Students will read, write, listen and speak for information and understanding.*


Essential Questions E R M A Essential Knowledge and Skills Classroom Ideas AssessmentIdeas

Write the following in order to begin to transmit information:

• Short reports of several paragraphs to two pages

• Brief summaries • Graphs and charts • Concept maps and

semantic webs • Simple outlines • Formal letters • Simple directions

1. How do we communicate through writing?

E E E E

• State a main idea and support it with facts and details.

• Use organizational patterns for

expository writing, such as compare/contrast, cause/effect, and time/order.

• Produce clear, well-organized, and well-

developed explanations, reports, accounts, and directions that demonstrate understanding of a topic.

• Use dictionaries and/or computer

software to spell words correctly.

• Write a main idea with supporting details and closing sentence

• Use T-chart for

cause and effect use “Bushy Mustache Story” –H.M. Series

• Model writing a

report • Write directions

out for making a sundae

• Quick Word

books • Teach

Dictionary skills

• Write short responses • Extended

response • Triple T-chart

• Write/

present a report • Conferencing/

teacher peers • Editing






2. Why do good writers use many different sources of information to help them? 3. How does note taking help you as a writer? 4. What can you learn about your writing from your portfolio?

E E E E

• Support interpretations and explanations with evidence from text.

• Use at least two sources of information

in writing a report • Connect personal experiences and

observations to new information from school subject areas

• Take notes to record data, facts, and

ideas, both by following teacher direction and by writing independently

• Read story Frog and Toad are thoughtful—support this with details from the story

• Write an

informational report using two resources i.e: text, magazines, web-site

• KWL chart

• Integrate S.S.

and science

• Extended response


• Performance on reports

• Unit tests • Teacher

observation

Connections to text: Houghton-Mifflin Anthologies * Students will write on a daily basis across all content areas and standards.




WRITING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*



Write original imaginative texts, such as:

• Stories • Poems • Plays • Write adaptations • Write interpretive

and responsive essays of a few paragraphs

1. How do writers use language to make their stories more interesting?

E E E

• Write original imaginative texts: • Create characters, simple plot

and setting • Use rhythm and rhyme to

create short poems and songs • Use dialogue to create short

plays • Use vivid and playful language • Use descriptive language to

create an image • Produce imaginative stories and

personal narratives that show insight, development, organization, and effective language

• Produce clear, well-organized

responses to stories read or listened to, supporting the understanding of themes, characters, and events with details from story

• Use Think Alouds to note author’s use of language • Brainstorm list

of playful or vivid language

• Use 4-square to

organize their writing

• Use Houghton

Mifflin’s story themes ie: “Julius”, “Dragon Gets By” to write a response to why both stories are silly stories

• Use T-chart • Write on

demand to a topic


• Write text which includes descriptive language, characters, plots, and settings

• Extended

response






2. How can story parts help make writing clear?

E E

Write interpretive and responsive essays in order to: • Identify title, author, and

illustrator • Describe literary elements such as

plot, setting, characters • Describe themes of imaginative

texts • Express a personal response to

literature • Compare and contrast elements of

text • Use resources such as personal

experiences and themes from other texts and performances to stimulate own writing.

• Use T-charts to outline story elements and compare them

• Reader

Response Journal to respond to how book is like other books with same author

• Student

responds to: Does this book remind you of another book you read?


• Conferencing • Extended

response

Connections to text: Houghton Mifflin Anthologies * Students will write on a daily basis across all content areas and standards.




WRITING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*


Essential Questions E

R M A Essential Knowledge and Skills Classroom Ideas Assessment Ideas

Write the following to analyze and evaluate ideas, information, and experiences: • Persuasive essays • Editorials for

classroom and school newspapers

• Movie and book reviews

• Reports and essays • Advertisement

1. How do good writers organize, plan and support their writing?

E E E E E

• Use prewriting tools to organize ideas and information

• State a main idea, theme, or

opinion and provide supporting details from the text

• Use relevant examples,

reasons, and explanations to support ideas

• Use effective vocabulary in

persuasive expository writing • Use details from stories or

informational texts to predict, explain, or show relationships between information and events

• T-chart • 4-square • Watch the “Main

Idea” video and discuss

• Use text examples

to practice identifying reason, examples, and support ideas

• Introduce writing

to persuade • Brainstorm

persuasion words • Make predictions • Think Aloud

modeling cause and effect

• Forced response • Teacher

observation • Write a

persuasion essay integrated with health ex. why not smoke?






R M A Essential Knowledge and Skills Classroom Ideas Assessment Ideas

2. What is the author trying to tell us? 3. What ways do writers influence readers using fact and opinion?

E E E E

• Use personal experiences and knowledge to analyze and evaluate new ideas

• Analyze and evaluate the author’s

use of setting, plot, character, rhyme, rhythm and language in written and visual text

• Express opinions and make

judgments that demonstrate a personal point of view

• Create an advertisement, using

words and pictures, in order to illustrate an opinion about a product.

• Model analyzing infomercials

• Shared Reading

Think Aloud analyzing ex. a book, author, illustrations

• Give students

candy- write which do you like best and why ex. skittles, m&m’s

• Create a cereal

and create an advertisement

• Extended response

• Student

performance • Self evaluation

Connections to text: * Students will write on a daily basis across all content areas and standards.




WRITING: Standard 4 – Students will read, write, listen and speak for social interaction.*



Write the following to establish, maintain, and enhance personal relationships:

• Friendly letters, notes, and cards to friends, relatives and pen pals

• Personal journals

1. How do we use writing to communicate with others?

2. How can we start & keep friendships through writing? 3. What does an author do to personalize his writing?

E E E E

R R R

R

• Share the process of writing for social communication with peers and adults; for example, write with a partner.

• Respect age, gender, position,

and cultural traditions of the recipient when writing for social communication.

• Use the tone, vocabulary, and sentence structure of informal conversation.

• Develop a personal “voice” that enables the reader to get to know the writer

• Write friendly letters

• Write thank-you notes

• Modeling, discussion of how age and culture differences might affect writing for an audience

• Write pen pal

letters, thank-you notes, apology letters

• Mini-lesson on voice • Identify voice of

different authors

• Edit and mail their letters

• Student performance • Self reflection • Performance portfolio • Self reflection or

assessment

Connections to Text: * Students will write on a daily basis across all content areas and standards.




LISTENING: Across All Four Standards*


1. Listen respectfully and responsively 2. Listen respectfully and responsively. 3. Respond with expression appropriate to what is hear 4. Consistently demonstrate understanding by making responses that are connected to

the situation 5. Construct meaning by making connections and relating ideas 6. Visualize information

* Students will listen actively on a daily basis.




LISTENING: Standard 1 – Students will read, write, listen and speak for information and understanding.*



Listen for data, facts, and ideas in, for example:

• Small and large group discussions

• Conferences with teachers

• School assemblies

• Student presentations

• Multlimedia presentations

• Oral readings

1. How can good listening help you?

2. How can graphic organizers help?

Listen and take notes in order to: • Acquire information and/or

understand procedures • Identify essential details • Determine the sequence of

steps given • Identify main ideas and

supporting details • Identify a conclusion that

summarizes the main idea • Interpret information by

drawing on prior knowledge and experience

• Collect information

• Teach mini-lesson on good listening

• Do experiments in

science and collect data

• Give reading passages- identify main idea, details, and sequence of events

• Teach the use of graphic organizers as a tool to use when listening: 4-square, flow chart, story map

• Oral questioning • Written responses • Teacher observation • Conferencing with

students

Connections to Text: * Students will listen on a daily basis.




LISTENING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*



Listen to comprehend, interpret, and respond to imaginative texts and performances, such as:

• Stories • Poems and songs • Folk tales and

fables • Plays • Films and video

productions

1. How do graphic organizers focus our listening?

• Use note taking and webbing strategies to organize information and ideas recalled from stories read aloud

Listen and take notes in order to: • Identify elements of

character, plot, and setting to understand author’s message or intent

• Connect imaginative texts to previous reading and life experiences to enhance understanding and appreciation

• Identify author’s use of rhythm, repetition, and rhyme

• Compare and contrast ideas of others to own ideas

• Teacher Read Alouds – take notes on a 4-square or T-chart, graphic organizer

• Use Amelia Bedelia

stories and write about how it would feel if the student was Amelia Bedelia

• Listen to stories to identify author’s use of rhythm and rhyme

• Compare and contrast their ideas with those Presented by author on a T-chart

• Teacher observations

• Extended

responses in reading journals

Connections to text: Houghton Mifflin Extended Readers Connections to Technology: * Students will listen on a daily basis.




LISTENING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*



R M A Essential Knowledge and Skills Classroom Ideas AssessmentIdeas

Listen to analyze and evaluate ideas, information, and experiences in, for example: • Class and group

discussions • Conferences with

teacher • Role plays • Classroom

presentations, such as oral book reviews

• Individual or group viewing of advertisements, videos, and movies

1. How does listening help us understand the views of others? 2. How does listening identify fact and opinion?

Listening in order to:• Distinguish between information in

media texts such as live action news coverage, and fictional material in dramatic productions

• Form a personal opinion about the

quality of texts read aloud based on criteria such as characters, plot and setting

• Recognize the perspectives of others

• Form an opinion about the message

of advertisements, based on the language

• Distinguish between fact and opinion

• Evaluate the speaker’s style of

delivery by using criteria such as volume and tone of voice.

• Watch T.V. news, radio and discuss differences of perspectives

• Read/Compare two

different versions of the same text

• Do surveys- combine with math tallies

• Fact and opinion

game using story ex. read advertisement and support shy or why not you would buy it

• Oral questions • Extended

response

Connections to text: * Students will listen on a daily basis.




LISTENING: Standard 4 – Students will read, write, listen and speak for social interaction.*



Listen to establish, maintain, and enhance personal relationships in, for example: • Class and group

discussions • Conferences with

teacher • Role play

1. How does listening help us build better relationships?

• Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners

• Listen for the tone of voice

and content that signal friendly communication

• Respect the age, gender,

position, and culture of the speaker

• Write and share letters with the class. Read books such as Dear Mr. Blueberry which present a series of letters

• Listen for differences

between Mr. Blueberry and the girl’s response (see Book Room)


• Classroom discussion

• Listening/ speaking scale (see appendix to add to Early Literacy Profile)

Connections to text: * Students will listen on a daily basis.




SPEAKING: Across All Four Standards*


1. Respond respectfully 2. Initiate communication with peers and familiar adults 3. Use age-appropriate vocabulary 4. Speak in grammatically correct sentences 5. Use gestures appropriate to conveying meaning 6. Establish eye contact to engage the audience 7. Speak loudly enough to be heard by the audience 8. Speak with expression appropriate to the occasion

* Students will speak responsively on a daily basis.




SPEAKING: Standard 1 – Students will read, write, listen and speak for information and understanding.*



Speak to share data, facts, and ideas in, for example:

• Small group interactions

• Class discussions and meetings

• Conferences with teachers

• Classroom presentations

• Read-aloud situations

1. How can we share information? 2. How do you organize an oral report?

• Speak in order to: o Provide directions o Express an opinion o Ask questions o Summarize o Provide a sequence of steps o Describe a problem and suggest

one or more solutions o State a main idea with

supporting examples and details

o Explain a line of reasoning

• Prepare a short oral report, using at least two sources of information, such as a person, a book, a magazine article, a television program, or electronic text

• Model writing directions – students then write and read directions to make something. Students will then give their respectful opinions about others directions. Then follow those directions and see if any steps are missing. Students ask questions and others explain their reasoning about directions and activity

• Do a Famous

America oral report

• Teacher observations and questioning

• Teacher

observations




3. What skills do we need for an oral report?

• Use complete sentences, age and content appropriate vocabulary

• Use logical order in presentations

• Create a must do checklist for oral presentations

• Practice determining audiences

• Teach Timelines –

Draw a timeline of his/her Christmas vacation, present in logical order

• Sequence activity cards

• Forced response

• Student

performance

Connections to text: * Students will speak on a daily basis..




SPEAKING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*



Speak to present interpretations and responses to imaginative texts in, for example:

• Class and group discussions

• Role play and creative drama

• Conferences with teacher

• Book reviews

1. What should you do to get ready for an oral presentation? 2. How does proper grammar make you a better speaker? 3. What skills are important in public speaking?

Speak in order to: • Present original works such as

stories, poems, and plays to classmates

• Give book reviews • Describe characters, setting,

and plot • Make inferences and draw

conclusions • Compare imaginative texts and

performances to personal experiences and prior knowledge

• Explain cultural and ethnic features in imaginative texts

• Ask questions to clarify and interpret imaginative texts and performances

• Discuss themes of imaginative texts

• Teach poetry – write/present

• Poems and stories students have written

• Do book talks

• Do character,

setting, and plot concept maps and share these with group

• Grammar mini-

lessons • Choral reading • Make a must do

public speaking list

• Buddy journals






• Use complete sentences, correct verb tense, age appropriate vocabulary, and logical order in oral presentation

Connections to text: * Students will speak on a daily basis..




SPEAKING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*



Speak to express opinions in, for example:

• Class and group discussions

• Role plays • Conferences with

teacher • Book reviews • Presentations

1. What should you do to get ready for an oral presentation? 2. How do we get the audience to understand what we say?

Speak in order to:• Explain the reasons for a

character’s actions, considering both the situation and the motivation of the character

• Express an opinion or judgment

about a character, setting, and plot in a variety of works

• Discuss the impact of vocabulary,

format, illustrations, and titles in evaluating ideas, information, and experiences

• Express an opinion or judgment

about school or community issues

• Use personal experience and knowledge to analyze and evaluate new ideas

• Express an opinion about the

accuracy and truthfulness of the content of literary works, editorials, reviews, and advertisements supported by the text

• Explain why Amelia Bedelia behaves the way she does

• Explain you opinion

about a choice a character makes

• Read Aloud, Think

Aloud • Students express

opinion about no homework

• Student

performance






3. What skills are important in public speaking?

• Role play to communicate an interpretation of evaluation of real or imaginary people or events

• Ask and respond to questions • Use appropriate eye contact and

gestures in presentations and responses

• Speak with appropriate rate and volume for the audience

• Take turns speaking in a group

• Role play • Group discussions


• Listening/ speaking scale

Connections to Text: * Students will speak on a daily basis..




SPEAKING: Standard 4 – Students will read, write, listen and speak for social interaction.*



Speak to establish, maintain, and enhance personal relationships in, for example:

• Information conversations with peers and familiar adults

• Small group discussions

• Conferences with teacher

1. How does the way we speak affect our personal relationships? 2. How do you show respect in a speaking situation?

• Discuss the content of friendly notes, cards, letters, and personal narrative with a partner or small group in order to get to know the writer and each other

• Respect age, gender, position,

and cultural traditions of the listener when speaking

• Avoid interrupting in social

conversation

• Informal conversation

• Small group discussion

• Teacher

conferences • Author study and

visit • Practice good

listening


• Listening/ Speaking scale (appendix)

Connections to text: Connections to technology: * Students will speak on a daily basis..

Documents

Grammar - Grade 2 - Mcgraw Elementary · PDF fileGrammar - Grade 2 Performance Indicators ... resources to improve or enhance ... and controlled vowels (auditory to visual,