Grade 2 Q2 09282015.docx · Web viewEnglish Language Arts. 2nd Nine Weeks. Grade 2. Recurring...

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 2nd 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 Work 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/1098/text-set-project-sequenced-under-construction

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 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.


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1- Lesson 10Reading Selections Jellies: The Life of a Jellyfish (Informational Text) Splash Photography (Informational Text)Big Idea: Jellyfish are no ordinary fish.

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

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…) Build and read contractions. Use apostrophes to form and write contractions. Reread text with contractions and High-Frequency

Words for fluency practice. Write/Spell words with contractions.

Phonics and Fluency Phonics: Contractions Fluency: Stress Read Decodable Reader: Let’s Have Fun I’m Going to WinPerformance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Journeys Cold Reads Teacher-created

Literacy Station Activities Phonics/word study station: word building using contractions,

review previously taught phonics patterns, Journeys flip charts Fluency station (optional): performance reading-focus on stress,

timed readings, high-frequency word practice

Reading Literature and Informational TextRI.2.6-Identify the main purpose of a text, including what the

Strategies and SkillsComprehension Skill

Performance Assessments Journeys Weekly Assessment


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https://secure.istation.com/

http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx





author wants to answer, explain, or describe.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.8-Describe how reasons support specific points the author makes in a text.

Related Science StandardGLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals.GLE 0207.2.2 Investigate living things found in different places.

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 text details to monitor and clarify understanding.

Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Teacher-created

Performance Task-Optional Complete a graphic organizer comparing and contrasting the

different jellyfish.

Text-dependent Questions What two choices does the author state jellyfish have? (key

details) Why does the author use the word disgusting to describe the

jellyfish? (vocabulary) Why do jellyfish not know the difference between a friend or

enemy? (inference)

Literacy Station Activities Comprehension station: Journeys flip chart, fact and opinion,

review of previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf

Writing/ResearchW.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-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 Informative Writing: Instructions

Learning Targets (I Can…) Identify facts and opinions in informal text. Write a set of instructions. Use technology to publish writing.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Journeys Projectables 10.3, 10.8 Journeys Grab-and- Go

Writing Tasks Write instructions for completing a task. End with a closing

sentence, or conclusion, that makes readers want to try out the instructions.

Speaking and Listening Strategies and Skills Performance Assessments


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http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf




SL.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. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations)

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

classmates Speak clearly and understandably

Learning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.

Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text Read Aloud

Sharks on the Run! TE pp. T414-T415

LanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.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).

Strategies and Skills Verbs: Present, Past, and Future Base Words and Suffixes: -er, -est 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_instructionhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Learning Targets (I Can…) 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 unknown word

with same root.

Vocabulary Daily Vocabulary Boost

Vocabulary for Explicit Instruction Characteristics, in common, interesting, wonder, contrast

Literacy Station Activities Vocabulary station: Journeys flip chart, word building using

bases and suffixes, use context to illustrate selected vocabulary words, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

Language Arts: Journeys Verbs in the Present, Past, and Future Projectables

10.2, 10.5 Journeys Reader’s Notebook Journeys Weekly Assessment Journeys Grab-and-Go

Performance Assessments


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http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html


http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction%C2%A0%20





Journey’s Weekly Assessment Journeys Reader’s Notebook Journeys Grab-and-Go

Week 2- Lesson 11Reading Selections Click, Clack, Moo: Cows That Type (Humorous Fiction) Talk About Smart Animals! (Informational Text)Big Idea: Animals and people can help each other.

Reading Foundational SkillsRF.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.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills Base Words and Endings –s, -es Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Read decodable text with words with endings –s and

–es and High-Frequency Words. Spell base words with endings –s and –es.

Phonics and Fluency Phonics: Base Words (review of first grade skill, inflectional

endings) Fluency: Expression Read Decodable Reader:

Jess Makes GiftsCooking With Mom Fox

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Journeys Cold Reads Teacher-created

Literacy Station Activities Phonics/word study station: Journeys flip chart, word building

with base words and endings, review of previously taught phonics patterns

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.2.4-Describe how words and phrases (e.g., regular

Strategies and SkillsComprehension Skill Conclusions Author’s Word Choice

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring


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beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.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.RI.2.5-Know and use text features to locate facts or information.

Related Science StandardGLE 0207.2.3 Identify basic ways that plants and animals depend on each other.

Comprehension Strategy Infer/Predict

Learning Targets (I Can…) Ask questions to help with drawing conclusions. Draw conclusions from details and clues in the story. Describe how repetition of words creates rhythm. Make inferences and predictions.

Journeys Grab-and-Go Teacher-created

Performance Task-Optional Describe an alternate conclusion to the story.

Text-dependent Questions Why does Farmer Brown have a problem? (general

understanding) What is a typewriter? (vocabulary) When looking at the last page of the text, the duck is diving off a

board. What do you think Farmer Brown did and why did he do it? (inference)

Literacy Station Activities Comprehension station: Journeys flip chart, draw pictures/write

prediction sentences about texts, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.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.

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.

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

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: Persuasive Letter

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

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Projectables 11.3,11.9


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





W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

that presents an opinion. State a goal clearly in a persuasive letter that

presents an opinion. Information about SRSD

http://iris.peabody.vanderbilt.edu/module/srs/

Journeys Grab-and-Go

Writing Tasks Write a persuasive letter using all five parts of a letter, including

proper capitalization and punctuation.

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.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations)

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

classmates Speak clearly and understandablyLearning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text Read Aloud

Don’t Play Cards with a Dog in the Room! TE pp. T14-T15

LanguageL.2.1f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)L.2.2b-Use commas in greetings and closings of letters.L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

Strategies and Skills Compound Sentences Prefixes pre- and mis- 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_instruction

Learning Targets (I Can…) Determine the meaning of a word with a known prefix. Identify and produce complete compound sentences.

Vocabulary Daily Vocabulary BoostVocabulary for Explicit Instruction Infer, signal words, base word, prefix

Literacy Station Activities Vocabulary station-Journeys flip chart, word building with bases

and affixes (prefixes and suffixes), use context to illustrate selected vocabulary words, discuss differences in newly formed words, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

Language Arts: Journeys Compound Sentences Projectables 11.2, 11.5 Journeys Reader’s Notebook Journeys Weekly Assessment Journeys Grab-and-Go


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Performance Assessments Journey’s Weekly Assessment Journeys Reader’s Notebook Journeys Grab-and-Go


Week 3- Lesson 12Reading Selections Ah, Music! (Informational Text) “There’s a Hole at the Bottom of the Sea” (Song)Big Idea: Music can be enjoyed in many ways.

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

Strategies and Skills Vowel Digraphs ai, ay Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Learn the spelling-sound correspondences for ai, ay. Blend and decode regularly spelled and two-syllable

words with vowel teams: ai, ay.

Phonics and Fluency Phonics: Vowel Digraphs Fluency: Adjust Rate to Purpose Read Decodable Reader: Trains The Waiting Game


Literacy Station Activities Phonics/word study station: Journeys flip chart, word building

and word sorts using phonics patterns that have been taught, vowel digraphs: ai, ay, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf

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

Reading Literature and Informational Text Strategies and Skills Performance AssessmentsShelby County Schools

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http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf







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.RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.8-Describe how reasons support specific points the author makes in a text.

Comprehension Skill Text and Graphic Features Fact and OpinionComprehension Strategy Question

Learning Targets (I Can…) Read and comprehend informational text. Gather information to answer a question. Ask and answer questions about a text. Identify and use text and graphic features to locate

facts and information.

Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Teacher-created

Performance Task-Optional Make a list detailing the various ways to make music.

Text-dependent Questions What does the author state music is? (key details) What is a mood? (vocabulary) On the last page, the author states that music is for everyone?

Do you agree? Why or why not? Cite evidence from the text to support your reason. (opinions)

Literacy Station Activities Comprehension station: Journeys flip chart, write sentences and

questions about texts, fact and opinion, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.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.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Read

ing

Level 1: EnteringDescribe and explain how an image or illustration contributes to the text and/or repeat single words that match a description of the image using general, content-related vocabulary.

Level 2: EmergingDescribe and explain how the images contribute to the text using phrases and short sentences in formulaic sentence patterns and general, content-based vocabulary.

Level 3: DevelopingDescribe and explain how an image contributes to the text producing simple sentences using repetitive structures and key, content-based vocabulary.

Level 4: ExpandingDescribe and explain how an image contributes to the text producing expanded and some complex sentences with an emerging complexity of grammatical structures and content-based vocabulary.

Level 5: BridgingDescribe and explain how an image contributes to the text in clear and coherent, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


Writing/Research Strategies and Skills Routine Writing


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





W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Opinion Writing: Opinion Paragraph Information about SRSD


Learning Targets (I Can…) Revise, edit, and publish an opinion paragraph. Write an opinion piece about a text or topic.

Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Projectable 12.9 Journeys Grab-and- Go

Writing Tasks Write a paragraph clearly stating an 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.2.3-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. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations).


classmates Speak clearly and understandablyLearning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text Read Aloud

Music in the Snow TE pp. T112-T113

LanguageL.2.1f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)L.2.2a-Capitalize holidays, product names, and geographic names.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil)L.2.4a-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 Expanding/Rearranging Compound Sentences Figurative Language/Idioms 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_instructionhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Learning Targets (I Can…) Speak and write in compound sentences. Capitalize proper nouns. Use sentence-level context as a clue to the meaning


Vocabulary for Explicit Instruction characters, plot, setting, solution, idiom

Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate idioms, sort

words by literal/figurative use

Language Arts: Journeys Compound Sentences Projectables 12.2, 12.5 Journeys Reader’s Notebook


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of a word or phrase, and use a dictionary to check. Spell words with the digraphs ai and ay.

Journeys Weekly Assessment Journeys Grab-and-Go


Week 4- Lesson 13Reading Selections Schools Around the World (Informational Text) An American School (Informational Text)Big Idea: Schools are not always the same.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readingsRF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Strategies and Skills Vowel Digraphs ee, ea Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Generalize learned spelling patterns when writing

words with vowel teams: ee and ea. Read decodable text with vowel teams ee and ea and

High-Frequency Words.

Phonics and Fluency Phonics: Vowel Digraphs Fluency: Accuracy: Self-Correct Read Decodable Reader:

The Shell SheepReef Sees the Wide World


Literacy Station Activities Phonics/word study station: Journeys flip chart, build/sort/write

words using phonics patterns that have been taught and vowel digraphs: ee, ea, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf

Fluency station: performance reading, timed readings, high-frequency word practice


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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.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Related Social Studies Standard2.1 Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts.

Strategies and SkillsComprehension Skill Main Idea and Details Text and Graphic FeaturesComprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Identify main idea and details in informational text. Analyze and evaluate text while reading.

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Teacher-created

Performance Task-Optional List what commonalties the various schools share.

Text-dependent Questions How are schools around the world the same? (general

understanding) How does the author use headings to help you gain

information? (author’s craft) Why might adults chose to go to school? (inference)

Literacy Station Activities Comprehension station: Journeys flip chart, draw pictures/write

sentences with details about texts, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.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.2.5-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: Persuasive Paragraph Identify or locate facts

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

paragraph that presents an opinion. Draft a persuasive paragraph that presents an

opinion.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Projectables 13.3, 13.9 Journeys Grab-and- Go

Writing Tasks Write an opinion paragraph, beginning each sentence in different

ways.

Speaking and Listening Strategies and Skills Performance AssessmentsShelby County Schools

2015/2016 of 31





SL.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.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations)


classmates Speak clearly and understandablyLearning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud. Use words and phrases acquired through

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

Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text Read Aloud

One-Room Schoolhouse TE pp. T206-T207

LanguageL.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).

Strategies and Skills Quotation Marks Using a Dictionary 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_instructionhttps://wvde.state.wv.us/strategybank/VocabularyStrategies.html

Learning Targets (I Can…) Use quotation marks correctly. Use a print or online glossary to determine or clarify

the meaning of words.


Vocabulary for Explicit Instruction several, special, heading, describe

Literacy Station Activities Vocabulary station: Journeys flip chart, using a dictionary or

glossary, use context to illustrate selected vocabulary words

Language Arts: Journeys Quotation Marks Projectables 13.2, 13.5 Journeys Reader’s Notebook Journeys Weekly Assessment Journeys Grab-and-Go


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https://wvde.state.wv.us/strategybank/VocabularyStrategies.html







Performance Assessments for both Journey’s Weekly Assessment Journeys Reader’s Notebook Journeys Grab-and-Go

Week 5- Lesson 14Reading Selections Helen Keller (Biography) Talking Tools (Informational Text)Big Idea: Speaking is not the only way to communicate.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.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 grade-appropriate irregularly spelled words.

Strategies and Skills Long o (o, oa, ow) Vowel song https://secure.istation.com/ (Student icon,

click on “Early Reading, “ then on “songs”)

Learning Targets (I Can…) Distinguish long and short vowels when reading one-

syllable words with long o spelled o, oa, and ow. Blend, build, and decode regularly spelled words with

long o spelled o, oa, ow.

Phonics and Fluency Phonics: Long o Fluency: Natural Pauses Read Decodable Reader:

Bill E. Goat and Wise CrowMud Bugs



words using phonics patterns that have been taught, long o (o, oa, ow), additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf

Fluency station: performance reading—focus on pauses, timed readings, high-frequency word practice

Reading Literature and Informational TextRI.2.2-Identify the main topic of a multiparagraph text as

Strategies and SkillsComprehension Skill

Performance Assessments Journeys Weekly Assessment


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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.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Author’s Purpose BiographyComprehension Strategy Summarize

Learning Targets (I Can…) Identify and understand ways to recognize author’s

purpose. Summarize what has been read. Recognize the features of a biography.

Journeys Reader’s Notebook Journeys Progress Monitoring Journeys Grab-and-Go Teacher-created

Performance Task-Optional Communicate with a partner without using your voice.

Text-dependent Questions How did Helen know she was different? (general understanding) What does behavior mean on page 481? (vocabulary) Why was Helen considered a miracle girl? (inference)

Literacy Station Activities Comprehension station: Journeys flip chart, retelling cards,

writing a summary, graphic organizer, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.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.2.6: 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.


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

Strategies and Skills Opinion Writing: Persuasive Essay Identify or locate facts Information about SRSD


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


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provide a concluding statement or sectionW.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Learning Targets (I Can…) Write a persuasive essay stating a goal with reasons

and facts to support. Identify the characteristics of a good persuasive

essay that states an opinion. Write an opinion paragraph.

Journeys Projectable 14.8 Journeys Grab-and- Go

Writing Tasks Write an essay to persuade the children at your school to help

with a community project. Opinion paragraph—“Your Turn” p. 493

Speaking and ListeningSL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Strategies and Skills Ask and answer questions from teacher and

classmates. Speak clearly and understandably.

Learning Targets (I Can…) Participate actively in discussions. Retell key ideas from text read aloud.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Simple Science Experiment, TE pp. 361 Recount key ideas from the text Read Aloud

Whale of a Lesson TE pp. T304-T305

LanguageL.2.2a-Capitalize holidays, product names, and geographic names.L.2.3a-Compare formal and informal uses of English.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).

Strategies and Skills Using Proper Nouns Suffix –ly 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_instructionhttps://wvde.state.wv.us/strategybank/VocabularyStrategies.html

Learning Targets (I Can…) Capitalize the first letter in abbreviations (Mr., Mrs.,

etc.). Read and understand words with the suffix –ly. Use formal English when participating in discussions.


Vocabulary for Explicit Instruction persuasive, suffix, proper nouns, unique, because

Literacy Station Activities Vocabulary station: Journeys flip chart, word building with

suffixes, word sorts, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

Language Arts: Journeys Using Proper Nouns Projectables 14.2, 14.5 Journeys Reader’s Notebook Journeys Weekly Assessment Journeys Grab-and-Go


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Performance Assessments Journey’s Weekly Assessment Journeys Reader’s Notebook Journeys Grab-n-Go

Week 6-Review weekReading Selection Suggested From: http://www.readworks.org/thanksgiving-passages-question-setsGive ThanksA description of Thanksgiving including an interview with a Native American storyteller on his Thanksgiving celebration.Big Idea: We are thankful.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.4a-Read on-level text with purpose and understanding,

Strategies and Skills Vowel teams (Review according to class data)

Learning Targets (I Can…) Read on-level text accurately with purpose and

understanding.

Phonics and Fluency Vowel Teams

Performance Assessments Teacher-created

Literacy Station Activities Phonics/word study station: word building, word sorts, phonics

patterns Fluency station: performance reading, 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 2.4- 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.

Strategies and SkillsComprehension Skill Author’s Purpose

Comprehension Strategy Summarize

Learning Targets (I Can…) Identify and understand ways to recognize author’s

purpose. Summarize what has been read.

Performance Assessments Teacher-created

Literacy Station Activities Comprehension station: review previously taught skills, write a

summary, list details for author’s purpose, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf


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http://www.readworks.org/thanksgiving-passages-question-sets




Writing/ResearchW.2.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.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 Informative Writing: Informational ParagraphLearning Targets (I Can…) Write in complete sentences. Complete an Idea-Support Map. Compose an informative paragraph.

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

Writing Tasks Write a paragraph giving information about holidays or traditions.

Speaking and ListeningSL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.



Learning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud. Read with accuracy and feeling.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting

LanguageL.2.2a-Capitalize holidays, product names, and geographic names.L.2.4a-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 Expanding/Rearranging Compound Sentences Routine for explicit vocabulary instruction, TNCore K-


Learning Targets (I Can…) Produce, expand, and rearrange compound

sentences. Review capitalizing proper nouns. Use sentence-level context as a clue to the meaning

of a word or phrase.

Vocabulary Daily Vocabulary BoostLanguage Arts: Sentences Nouns

Vocabulary for Explicit Instruction Produce, expandPerformance Assessments Teacher-created

Literacy Station Activities Vocabulary station: sentence building, discuss holiday traditions


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using compound sentence skills

Week 7- Lesson 15Reading Selection(s) Officer Buckle and Gloria (Humorous Fiction) Safety at Home (Reader’s Theater)Big Idea: There are many ways to be safe.

Reading Foundational SkillsRF.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 understandingRF.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 Compound Words The Schwa Vowel Sound /ə/ Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Learn how compound words are formed. Blend and decode regularly-spelled compound words. Read text with compound words, words with the

schwa vowel sound, and High-Frequency Words.

Phonics and Fluency Phonics: Compound Words Fluency: Accuracy: Connected Text Read Decodable Reader:

What Does It Say?In the Grove



compound words using phonics patterns that have been taught, vowel sound: schwa /ə/, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf


Reading 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.

Strategies and SkillsComprehension Skill Cause and Effect HumorComprehension Strategy



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RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Monitor/Clarify

Learning Targets (I Can…) Identify cause-and-effect relationships. Recognize how authors create humor.

Performance Task-Optional List ways people can be safe at home.

Text-dependent Questions On pgs. 508 and 509, what are some of the accidents that

happened at the school? (key details) What does the word “speech” mean on p. 510? (vocabulary) Why did Gloria and the audience fall asleep when she was on

stage? (inference)


graphic organizer/cause and effect, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.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.2.5-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: Persuasive Essay

Learning Targets (I Can…) Continue to draft a persuasive essay that states an

opinion.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Journeys Projectables 15.3, 15.8 Journeys Grab-and-Go

Writing Tasks Write a persuasive essay stating the goal in different words and

then summing up the reasons.

Speaking and ListeningSL.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 issueSL.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…) Participate in a recorded Readers’ Theater

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recorded readings of “Safety at Home” (Reader’s Theater) Recount key ideas from the text Read Aloud

Adventures at Scout Camp TE pp. T404-T405


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performance. Retell key ideas from text read aloud. Read with accuracy and feeling.

LanguageL.2.2a-Capitalize holidays, product names, and geographic namesL.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).

Strategies and Skills Abbreviations Root Words Routine for explicit vocabulary instruction, TNCore K-


Learning Targets (I Can…) Write abbreviations for months, days, and places

correctly. Recognize and read root words.


Vocabulary for Explicit Instruction humor, relationship, cause/effect

Literacy Station Activities Vocabulary station: Journeys flip chart, word building with root

words, discuss/write about cause/effect situations, abbreviate words, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

Language Arts: Journeys Abbreviations Projectables 15.2, 15.5 Journeys Reader’s Notebook Journeys Weekly Assessment Journeys Grab-and-Go


Week 8- Lesson 16Reading Selections Mr. Tanen’s Tie Trouble (Realistic fiction) The Jefferson Daily News (Informational Text)Big Idea: Giving is its own reward.

Reading Foundational Skills Strategies and Skills Phonics and FluencyShelby County Schools

2015/2016 of 31







RF.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 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.

Base Words and Endings –ed, -ing Strategies for teaching base words with inflected

endings in Unit 4 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Learning Targets (I Can…) Spell words with endings –ed and –ing Identify and count syllables in base words with

endings –ed, -ing Blend, build, decode, and write base words with

endings –ed, -ing

Phonics: Base Words and Endings Fluency: Rate Read Decodable Reader:

Beep! Beep!We Helped



base words with endings –ed, -ing using phonics patterns that have been taught,


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.R.I. 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.

Strategies and SkillsComprehension Skill Story Structure Understanding CharacterComprehension Strategy Infer/Predict

Learning Targets (I Can…) Describe and demonstrate understanding of setting,

characters, and plot. Make inferences and predictions.


Performance Task-Optional Discuss with a partner whether or not Mr. Tanen did the right

thing by selling his ties.

Text-dependent Questions Why does Mr. Tanen decide to sell his ties? (general

understanding)


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On p. 18 what does the phrase “in a real pickle” mean? (vocabulary)

Mr. Tanen reminds himself that you have to give to get on p. 28. Why do you think he is reminding himself of that? (inference)

Literacy Station Activities Comprehension station: Journeys flip chart, retelling cards, story

structure, graphic organizer of character’s feelings, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.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.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Read

ing

Level 1: EnteringMatch the parts of stories, dramas, and poems, using familiar and patterned text with a partner by using single words or gestures.

Level 2: EmergingLabel the parts of stories, dramas, and poems from familiar text with a partner using general vocabulary from the story.

Level 3: DevelopingSort parts of stories, dramas, and poems from leveled text using graphic organizers in small groups using key content based vocabulary and simple sentences.

Level 4: ExpandingSequence parts of stories, dramas and poems from leveled text on relationship of how they build upon one another using complete sentences and content based vocabulary with graphic organizers and small groups.

Level 5: BridgingConnect the relationship among parts of stories, dramas, and poems using graphic organizers with detailed sentences.


Writing/ResearchW.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Strategies and Skills Narrative Writing: Story Paragraph POW + TIDE graphic organizer (TDOE) Information about SRSD


Learning Targets (I Can…) Revise, edit, and publish a narrative paragraph. Identify the characteristics of a good narrative

paragraph. Use details in a narrative paragraph to help readers

picture what is happening.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Journeys Projectables 16.3, 16.9, 16.10 Journeys Grab-and- Go

Writing Tasks Write a narrative paragraph using details to tell what is

happening.

Speaking and Listening Strategies and Skills Performance Assessments


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SL.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.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.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 text read aloud.

Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text

LanguageL.2.1c-Use reflexive pronouns (e.g., myself, ourselves).L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellingsL.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Strategies and Skills Grammar Homographs Routine for explicit vocabulary instruction, TNCore K-


Learning Targets (I Can…) Use pronouns I, he, she, it, we, and they. Use pronouns me, him, her, it, us, and them. Replace nouns, including repeated nouns, with

pronouns; use reflexive pronouns. Correctly spell words with patterns that have been

taught.


Vocabulary for Explicit Instruction reflexive pronouns, produce, captions, homographs


glossary, use context to illustrate selected vocabulary words, word matching of nouns to reflexive pronouns, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_5.pdf

Language Arts: Journey’s Weekly Assessment Journeys Pronouns Projectables 16.2, 16.5 Journeys Reader’s Notebook Journeys Grab-and-Go

Performance Assessments Journey’s Weekly Assessment Journeys Reader’s Notebook


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Week 9- Lesson 17Reading Selections Luke Goes to Bat (Realistic Fiction) Jackie Robinson (Informational Text, Biography)Big Idea: With determination, dreams can come true.

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.4b-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 Long i (i, igh, ie, y) Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Blend, read, and build words with vowel teams (igh,

ie) and other spellings for long i (i, y) Reread on-level text with long i words spelled i, igh,

ie, y and High-Frequency Words for fluency practice.

Phonics and Fluency Phonics: Long i Fluency: Stress Read Decodable Reader:

Bright LightsWild Cats



words using phonics patterns that have been taught, vowel sound: long i (I,igh, ie,y), additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_3.pdf


Reading Literature and Informational TextRL.2.2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Strategies and SkillsComprehension Skill Sequence of Events

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Journeys Progress Monitoring


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RL.2.3-Describe how characters in a story respond to major events and challenges.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.RI 2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Formal and Informal Language

Comprehension Strategy Visualize

Learning Targets (I Can…) Visualize story details as you read. Recount what happened in a story. Identify the order of events in a story.

Journeys Grab-and-Go Teacher-created

Performance Task-Optional Describe a time when you have felt like giving up but didn’t.

Text-dependent Questions Why does Luke practice throwing a ball and swinging? (general

understanding) On p. 64, what does “the crowd goes wild” mean? (vocabulary) Does Luke really see and hear Jackie Robinson? Use clues

from the story to support your answer? (opinions)


graphic organizer sequencing, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.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.


Writing/ResearchW.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure

Strategies and Skills Narrative Writing: Fictional Narrative Paragraph POW + TIDE graphic organizer (TDOE) Information about SRSD


Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Journeys Projectables 17.3, 17.7, 17.9, 17.10


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W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing

Learning Targets (I Can…) Revise, edit, and publish a narrative paragraph.Use dialogue in a narrative to tell readers what characters are like.

Journeys Grab-and- GoWriting TasksUse dialogue to show what characters are like and how they feel.

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.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.



Learning Targets (I Can…) Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.Build on what others say in conversations by linking comments.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Recount key ideas from the text

LanguageL.2.4a- 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 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/

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 antonyms, sequence, informal, formal


glossary, use context to illustrate selected vocabulary words, word match: antonyms, build words, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_5.pdf

Language Arts: Journeys Subject-Verb Agreement Projectables 17.2, 17.5 Journeys Reader’s Notebook Journeys Weekly Assessment


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