EAST ALLEN COUNTY SCHOOLS

Bundle 6

Grade 2

Language Arts

Big Idea: Structure Teaching Others

Enduring Understandings Essential Questions Understanding the way a book is organized helps the reader make meaning of the text. When teaching others, instructions need to be in a proper sequence. Opinions may influence how you feel about someone or something.

How does the organization of a book help the reader? How can we make instructions clear to the reader?

Why would readers change their thoughts after listening to others’ opinions?

CC/Learning Targets Core Vocabulary Links to Technology RI.2 RI.3 RI.4 RI.5 RI.7 2.2.8

2.2.11 RL.6 RF.3 c, e, f 2.1.2 W.1 L.1 b

L.2 a, d 2.1.4 2.1.10 2.6.1 2.6.8

abbreviations chapter headings diagrams graphs homographs opinion

Read Me Stories (app)

MeeGenius! Kids' Books (app) Interactive Touch Books (app) Scholastic Storia (app) Bluster (app) Build a Word Express (app) ABC Magnetic Alphabet (app) A+ Spelling Test (app) Spelling Test (app)

Bundle Performance Task(s) Each student will choose a skill or activity they can teach to a classmate. While engaging in the writing process, students will create written instructions that follow a specific sequence and include key transitional words. All instructions will be compiled into a class book, and students will work collaboratively to create a book title, table of contents, and chapter headings. Students will write an opinion piece about a book they have read. They will introduce the book by sharing the title, author, and genre. They will write a story summary that includes a catchy hook, their opinion of the book supported by reasons from the story, and a concluding statement. Students will then present this in the form of a book talk. As an extension, students may pick a cause or topic they feel passionate about. They will write a paper stating the cause and include their opinion as well as supportive details describing why they feel strongly about the topic. They may orally present their paper to the class or send a friendly letter to the intended audience sharing their feelings.

Grade 2 LA Bundle 6

Quarter 3 Feb-Mar

Recommended Read-Alouds G2 - Bundle 6

Big Idea: Structure Title Author Relates to…

Code Blue – Calling all Capitals Pamela Hall Capitalization

Rabbits, Rabbits, & More Rabbit Gail Gibbons Clarify Text (Informational)

Dinosaurs! Gail Gibbons Clarify Text (Informational)

Mufaro’s Beautiful Daughter John Steptoe Context Clues

Chrysanthemum Kevin Henkes Context Clues

Play Ball, Amelia Bedelia Peggy Parish Homographs

A Chocolate Moose for Dinner Fred Gwynne Homographs The King Who Rained Fred Gwynne Homographs All About Frogs Jim Arnosky Informational Text (steps, sequence)

Pink and Say Patricia Polacco Informational Text (steps, sequence)

If You Were a Noun Michael Dahl Irregular Plural Nouns

Lilly’s Purple Plastic Purse Kevin Henkes Irregular Plural Nouns

Koala Lou Mem Fox Main Topic/Details (multi-paragraph text)

Wild Horse Winter Tetsuya Honda Main Topic/Details (multi-paragraph text) Three Brave Women C. L. G. Martin Main Topic/Details (multi-paragraph text) Don’t Let the Pigeon Drive the Bus Mo Williems Opinion response

Fine, Fine School Sharon Creech Opinion response I Wanna Iguana Karen Kaufman Opinion response Can I Keep Him Steven Kellogg Opinion response Growing Frogs Vivian French Sequences (Alphabetical, Time)

The Napping House Wakes Up Audrey Wood Sequences (Alphabetical, Time) Time to Sleep Denise Fleming Sequences (Alphabetical, Time) Beans to Chocolate Inez Snyder Sequences (Alphabetical, Time) Chop, Simmer, Season Alexa Brandenberg Sequences (Alphabetical, Time) Bug Dance Stuart Murphy 2-Step Instructions

Tomatoes to Ketchup Inez Snyder 2-Step Instructions

Reading Workshop G2 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning RI.2 Identify the main topic of a multi-

paragraph text as well as the focus of specific paragraphs within the text.

-Guiding Readers and Writers 3-6 pp. 291, 295, 296 -7 Keys to Comprehension pp. 122-128, 134-144 -Koala Lou by Mem Fox -Wild Horse Winter by Tetsuya Honda -Three Brave Women by C. L. G. Martin -Language Arts Activities -Main Idea Activities- 1 -Main Idea Activities-2 -Main Idea Activities- 3 -Finding the Main Idea- SmartBoard -Topic, Main Idea, and Supporting Details -Identifying the main idea Reading Wonders – Unit 4 -(WK 1) pp. T36-T37 -(WK 2) pp. T126-T127

-Thinking map/graphic organizer -Oral or written a summary -Reader’s Notebook letter -Book talk -Teach a classmate about the main ideas and supporting details learned about a topic

RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

-Teaching for Comprehension and Fluency pp. 58,185, 186f,287, -Guiding Readers and Writers Grades 3-6 pp. 450-451 -All About Frogs by Jim Arnosky -Pink and Say by Patricia Polacco -Personal Timelines -Sequence Events -Sequence of Events -History and Timelines- Teacher Resource

-Energy Timelines- Teacher Resource

-Destinations By World Region- History Timelines

-Kids' Timeline Index

-Double Bubble Map -Flow Chart -Time Line

Reading Workshop G2 - Bundle 6

-Kids' Space Timeline Reading Wonders – Unit 4 -(WK 2) pp. T122-T123, R/W Workshop Into the Sea pp. 276-281 -(WK 2) pp. T135A-T135H, Anthology Volcanoes pp. 322-333

RI.4 (2.2.9)

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

-Strategies that Work pp. 140-141 -Creating Young Writers pp. 118 -Mufaro’s Beautiful Daughter by John Steptoe -Chrysanthemum by Kevin Henkes -Teaching Vocabulary -Vocabulary Lessons- Scroll to Bottom -Context Clues -Anita Archer Videos and Resources Reading Wonders – Unit 4 -(WK 4) pp. T286-T287 -(WK 5) pp. T376-T377 Reading Wonders – Unit 5 -(WK 1) pp. T16-T17 -(WK 2) pp. T106-T107

-Wonders Assessments -Strategies that Work pp. 148-149 -Anecdotal Records from Guided Reading -Cloze Activities -Guess the Covered Word

RI.5 (2.2.1)

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.

Titles, table of contents, chapter headings

-Reading with Meaning pp. 141-156 -Strategies that Work pp. 159-162 -It’s Disgusting and We Ate It by James Solheim -Animals Nobody Loves by Simon Seymour

-Text Feature Activities

-Text Features- SmartBoard -Chapters, Tables of Contents

-Strategies that Work pp. 176 -Anecdotal Records from Guided Reading -Writing Sample -Research Writing Sample

Reading Workshop G2 - Bundle 6

Reading Wonders – Unit 5 -(WK 3) pp. T222-T223, R/W Workshop Cesar Chavez pp. 362-365, 368

RI.7 (2.2.7)

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Name titles and labels in diagrams, charts, and graphs

Describe information reported in the diagrams, charts, and graphs

-Rabbits, Rabbits, & More Rabbits by Gail Gibbons -Dinosaurs! by Gail Gibbons -Charts, Graphs, Diagrams Reading Wonders – Unit 5 -(WK 3) pp. T222-T223, R/W Workshop Cesar Chavez pp. 362-365, 368

-Wonders Assessments -Anecdotal Records from Guided Reading -Research Writing Sample

2.2.8

Follow two-step written instructions. -Bug Dance by Stuart Murphy -Tomatoes to Ketchup by Inez Snyder -Follow Direction Activities- 1 -Directions -Follow Instructions

-Wonders Assessments -Student Follows Partner’s Oral Instructions -Student Demonstration

2.2.11 Identify text that uses sequence or other logical order (alphabetical order or time).

-Wee Can Write pp. 46 -Reading with Meaning pp. 141-156 -Comprehending and Fluency pp. 186, 245, 355-366 -Growing Frogs by Vivian French -The Napping House Wakes Up by Audrey Wood -Time to Sleep by Denise Fleming -Beans to Chocolate by Inez Snyder -Chop, Simmer, Season by Alexa Brandenberg

-Sequencing- Garfield Comic Strips

-Story Scramble- Sequencing -Sequencing Practice

-Wonders Assessments -Thinking Map/Graphic Organizer -Oral/Written Summary -Picture Timeline -Storyboard, Comic Strip

Reading Workshop G2 - Bundle 6

Reading Wonders – Unit 5 -(WK 3) pp. T212-T213, R/W Workshop Cesar Chavez pp. 362-367 -(WK 3) pp. T225A-T225H, Anthology Brave Bessie pp. 442-453

RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

-Teaching for Comprehension and Fluency pp, 290f-291f, 366 -The Continuum of Literacy Learning pp. 176-178 -The Rough Faced Girl by Rafe Martin -The Egyptian Cinderella by Shirley Climo -Cinderella by Joseph Jacobs -Character Point of View- Two Bad Ants -Point of View Activities -Character Organizers -Comparing Fairy Tale Characters Reading Wonders – Unit 5 -(WK 1) pp. T18-T19, T32-T33 R/W Workshop A Difficult Decision pp. 334-337 -(WK 1) pp. T42-T43 -(WK 1) pp. T45A-T45L, Anthology Grace for President pp. 388-409

-Circle Map (NUA) -Double Bubble Character Trait Map -Oral reading

RF.3 (2.1.3)

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

c. Decode regularly spelled two-syllable words with long vowels. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

-The Continuum of Literacy Learning pp. 366-367, 370-371, 372 -Syllables -Brain Busters- Word Games -Long Vowels -Look Out Below- making words -Making Words -Prefix and Suffix Lessons- Scroll to Bottom -Blending Syllables Segmentation -Phonics Awareness- 1st Grade (app)

-Phonics Lessons: Teaching Resources pp. 88-89 -Anecdotal Records from Guided Reading

Reading Workshop G2 - Bundle 6

Vowel sounds -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) (Short ‘a’) -ABC Phonics Short Vowel Words (app) (Long ‘a’ and ‘o’) -Phonics Vowels (app) (Short and Long ‘a’) Decoding

-MELS Phonics CVC (app) (Short ‘a’ and ‘e’)

-ABC Magic Reading 3 (app) (Blending and Segmenting)

2.1.2 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

-Phonics Lessons pp. 469-472 -Spelling Patterns -Phonics Genius- Word List (app)

-Phonics Lessons: Teaching Resources pp. 39-42, 116-119 -Buddy Study Spelling

Correlating CC/Learning Targets Teacher Notes

RI.1 RI.8 RI.10 2.2.6

RL.5 RL.10 RF.3 a, b RF.4 a-c

-IDOE Resources

Writing Workshop G2 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning W.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.

-Learning Structures: modules 8-13 Workbook by Ruby Payne p. 62

-The Continuum of Literacy Learning pp. 122-127 -Write Source 182-223 -Lucy Calkins e-docs Unit 5 Opinion Writing: Persuasive Reviews pp. 59-69 -Don’t Let the Pigeon Drive the Bus by Mo Williems -Fine, Fine School by Sharon Creech -I Wanna Iguana by Karen Kaufman -Can I Keep Him by Steven Kellogg -Earrings by Judith Viorst -Hey Little Ant by Phillip M. Hoose and Hanna Hoose -Writing Tips -Persuasive Writing Ideas -Fact vs Opinion -Fact/Opinion -The writing teacher strategy guide (scroll down to page 20, It’s Just a Matter of Opinion) -Forms of writing Reading Wonders – Unit 3 -(WK 3) pp. T206-T207, T220, T232, T238, T246, R/W Workshop Readers to…Writers pp. 224-225

-Units of Study for Teaching Writing Assessment Rubric -Writing sample

CC/Learning Targets Teacher Notes

W.5 2.5.3

2.5.5 - Students will use favorite websites to find information.

Language and Word Study G2 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (2.6.2) (2.6.4)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

b. Irregular Plural Nouns -Phonics Lessons pp. 319-326 -The Continuum for Literacy Learning pp. 378-379

-If You Were a Noun by Michael Dahl -Lilly’s Purple Plastic Purse by Kevin Henkes -Plural Nouns- SmartBoard Activities -Plural Fishing Game -Irregular Plural Nouns -Irregular Plurals App Reading Wonders – Unit 4 -(WK 3) pp. T207, T219, T229, T238

-Writing Sample -Identify and Highlight in Text -Interactive Edit

L.2 (2.6.7) (2.6.9)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

Short and long vowel sounds

R-controlled vowels

Consonant-blend patterns

a. Capitalization -Code Blue – Calling all Capitals by Pamela Hall -Magic Capitals -Capital Letters- Beginning and Advanced -Grammar Tales: Capitalization -Capitalization Reading Wonders – Unit 5 -(WK 3) pp. T203, T215, T227, T233, T241 d. Spelling Patterns -Phonics Lessons pp. 91-102, 173-184 -The Continuum of Literacy Learning pp. 368-371 -Spelling Practice

-Writing Sample -Interactive Edit

Language and Word Study G2 - Bundle 6

Reading Wonders – Unit 4 -(WK 3) pp. T194, T208, T219, T230 -(WK 4) pp. T284, T298, T309, T328 -(WK 5) pp. T374, T388, T399, T410 Reading Wonders – Unit 5 -(WK 1) pp. T14, T28-T29, T50, T59

2.1.4 Recognize common abbreviations (Jan., Fri.).

-Phonics Lessons pp. 379-382 -Abbreviation Activities -Abbreviations- SmartBoard Activities Reading Wonders – Unit 4 -(WK 4) pp. T297, T309, T319, T328

-Buddy Study Spelling -Wonders Assessment -Writing Sample

2.1.10 Identify simple multiple-meaning words (change, duck).

Homographs

-Continuum of Literacy Learning K-8 pp. 208 -Comprehending and Fluency pp. 536 -Play Ball, Amelia Bedelia by Peggy Parish -A Chocolate Moose for Dinner by Fred Gwynne -The King Who Rained by Fred Gwynne -Homograph- SmartBoard Activities -Homophone Match Reading Wonders – Unit 5 -(WK 4) pp. T314-T315, R/W Workshop Homophones p. 383 -(WK 4) pp. T315F, T315L, Anthology The Woodcutter’s Gift p. 466, 475

-Identify and Highlight in Text -Illustration of Multiple Meaning Words

2.6.1 Form letters correctly and space words and sentences properly so that writing can be read easily by another person.

- Wee Can Write pp. 27, 63 - Launching the Writer’s Workshop: Primary Grades pp. 53-54 - Prompting Guide 1 pp. 23-26 - Zaner-Bloser Handwriting

- Daily Writing Activities

Language and Word Study G2 - Bundle 6

- Handwriting

2.6.8 Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns.

-Phonics Lessons pp. 259-262 -High-Frequency Word List Reading Wonders – Unit 4 -(WK 3) pp. T195, T208, T230, T239 -(WK 4) pp. T285, T298, T320, T329 -(WK 5) pp. T375, T388, T410, T419 Reading Wonders – Unit 5 -(WK 1) pp. T15, T28, T50, T59

-Phonics Lessons: Teaching Resources pp. 57-59 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit

CC/Learning Targets Teacher Notes

L.1 e, f L.4 a, e L.6 SL.2

SL.3 SL.4 SL.5 SL.6