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Curriculum Framework Quarter 4 Social StudiesGrade 2

I 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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

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“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

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.



KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)


Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)




Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with

the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

TDQ ResourcesUnderstanding Text-Dependent Questions




A Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDAWIDA 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 have access to “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.

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: Reading“Artifacts of the past”Entering:Match labeled pictures with illustrated artifacts of the past

Beginning:Sort types of artifacts of the past (e.g., transportation v. communication) described in illustrated phrases

Developing:Compare/contrast information about artifacts of the past from illustrated text

Expanding:Summarize information about artifacts of the past from illustrated text

Bridging:Interpret implicit information about artifacts of the past from illustrated text

Grade 2 Pacing GuideTime 1st Quarter Time 3rd Quarter

Weeks 1-3 Geography● Compare and contrast maps and globes, construct a globe (hemispheres,

continents, and oceans), ● Utilize cardinal directions and grids to find locations

Weeks 1-2 Economics● Write an opinion piece evaluating an advertisement to sell a good or

service● Import and export products from the United States

Weeks 4-6 Geography● Construct a map of the United States and bordering countries, locate major

cities, landforms, mountain ranges and rivers in the United States, ● Compare landforms, compare and contrast regions of the United States

Weeks 3-5 History● Biographies of people of the United States● Historical Events in United States History● Importance of commemorative months in the United States

Weeks 7-9 Geography● Analyze the differences in natural resources in the three Grand Divisions of

Weeks 6-7 Government● Developing rules and laws for small groups to larger groups




Tennessee● Make a connection to the major industries that are found in each

● Rights and responsibilities of citizens

Weeks 8-9 Economics● Goods and Services● Propose a budget using money to buy goods and services

Time 2nd Quarter Time 4th Quarter

Weeks 1-3 Culture● Compare the varied cultures represented in the United States ● American Indian Legends of various regions in Tennessee and the United States ● The early cultures of Tennessee

1-2 Government● Citizens’ rights to vote● How to become a citizen

Weeks 4-6 Economics● Examine different types of producers and consumers in the community and

larger United States● How supply and demand influences production

3-6 Culture ● Compare and contrast various cultures in the United States● Research and write an expository paragraph about another culture

represented in the United States

Week 7-9 Government● Meaning of Star Spangled Banner and its origins in the War of 1812● Branches of the US Government/Tennessee● Well know sites and landmarks in the United States● Summarize how the United States makes laws, and the consequences for

breaking different types of laws ● The development and consequences of rules in the United States

Week 7-9 History● Evolution of a technology over time● Describe periods of time including decades between ancient times and

modern times● Select major events from texts to place sequentially on a timeline

*Please note these time frames are suggestions. Actual instructional timing may vary due to schedule complications, remediation and other factors.

TN State Social Stuies Standards N State Social Studies Standards TN State Social Studies Standards Guiding Questions & Vocabulary Tier 2 & Tier 3

GovernmentWeeks: 1-3

Suggested TextLeaders Houghton Mifflin Tennessee Communities Make a Decision Houghton Mifflin Tennessee CommunitiesColonies and states Your land, my land, A Tennessee History for Kids Publication for Second GradeCitizens and immigrants Your land, my land, A Tennessee History for Kids Publication for Second Grade The United States Constitution (660L) http://www.readworks.com/passages/united-states-constitutionThe Right to Vote 470L http://www.readworks.com/passages/right-vote President ot the Untied States 630L http://www.readworks.com/passages/president-united-states, Born to Run (690L) http://www.readworks.com/passages/born-run




2.30 Examine the amendments written to protect all citizens’ right to vote

2.30 How do good citizens participate in their government and community? Why is it important for us to utilize our privilege and right to vote? How do the amendments in the Constitution protect our rights to vote?

● I can explain how the amendments protect all citizens’ right to vote.

2.30 The class will read Leaders Houghton Mifflin Tennessee Communities pages 158-163, or Reread Colonies and states Your land, my land, A Tennessee History for Kids Publication for Second Grade pages 27-31 The class will make an anchor chart on what being a citizen means. Students will make a poster about being a good citizen in SS journal, or to display around school building. Literacy RI.2.1, RI.2.2, RI.2.6, W.2.1, W.2.2,, W.2.6

2.30 The teacher will display a picture of the signing of the Constitution http://teachingamericanhistory.org/convention/christy/, read Readworks article The United States Constitution (660L) http://www.readworks.com/passages/united-states-constitution , or watch Edpuzzle video The Constutution (School House Rock) https://edpuzzle.com/media/5790e51d76a37d281214ca3c The teacher will write the word Constitution on the board. Ask the students What does the Constitution do? (defines the government, protects basic rights). Review that a right means something you can do because it is allowed by law. Discuss the meaning of the Constitution, and some important figures present at the signing, and how the amendments provide for a citizen’s right to vote. Ask the students if they have ever voted.. Discuss the voting laws such as who is allowed to vote, voting age etc. Ask questions such as How old do citizens have to be to vote for President? Show students past voting pictures and discuss how things have changed over time. https://www.uscis.gov/sites/default/files/USCIS/files/BillofRights_lesson_plan.pdf Students will write in SS journals a reflection about voting and how the Constitution provides for that right.. Literacy: RI.2.1, RI.2.3, RI.2.4, RI.2.7, W.2.3, W.2.5, W.2.7

2.30 The class will make a KWL chart about voting. https://www.pdffiller.com/100071518-kwlpdf-Fillable-KWL-Chart-?gclid=CLC5m5uDj84CFZIBaQodLJALEw Students will read Readworks article The Right to Vote (470L) http://www.readworks.com/passages/right-vote discussing the questioins in groups. The teacher will ask: Is there only one way to vote? How do people vote for the President of the United States? How do you think people voted before there were machines? How do we sometimes vote in class? Have students vote in an odd way on if candy should be outlawed Example: Agree: wave both your hands in the air No opinion: Fold your arms acrossyour chest Disagree: Put both thumbs down and stamp your feet. Invite students to make statements to be voted on, like: I like spinach. Red is my favorite color. Conclude by voting on a statement that can be tallied and implemented immediately, such as: We are going to vote on whether to have math early in the day or later. Literacy: RI.2.1, RI.2.3, RI.2.5, Ri.2.7, W.2.2, W.2.5, W.2.7

2.30 The class will read Readworks article President ot the Untied States (630L) http://www.readworks.com/passages/president-united-states, or from Make a Decision Houghton Mifflin Tennessee Communities pages 162-163. Students will demonstrate his or her understanding of the election process in the United States by holding a class president election in the classroom or grade level. http://mrskellettsclass.blogspot.com/2012/03/class-elections.html The teacher will divide students into four groups and have each group select one candidate for an




2.31 Compare the ways one becomes a citizen (by birth or naturalization)

2.31 What are the two ways a person can become a citizen of the Unites States?

● I can tell the two ways a person can become a citizen of the United States.

Content Vocabulary (Tier 3): citizen, rights, responsibilities, vote, election, qualification, privilege, mayor, governor, President, appoint, naturalization, allegiance, Academic Vocabulary (Tier 2):government, leader, community, local, state, nationalVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html

election. The two chosen candidates will campaign for week, have a debate with practiced questions for the candidates. make signs, commercials, etc. At end of week, have students cast ballot votes. The students will write about his or her experiences in the SS journals. Literacy: RI.2.1, RI.2.3, RI.2.7, W.2.1, W.2.5

2.31 The Students will read Readworks article Born to Run (690L) http://www.readworks.com/passages/born-run. The class will form two sides and discuss the different opinions about citizens being President. Reread Citizens and immigrants from Your land, my land A Tennessee History for Kids Publication for Seocnd Grade, or view Naturalization: Becoming a US Citizen at Thomas Jefferson's Monticello https://edpuzzle.com/media/5790ee4076a37d2812150502 . The class will discuss ways of becoming a citizen. Discuss with the students different reasons why a person would want to become a U.S. citizen and write their answers on the board (voting, belonging to the United States, traveling with a U.S. passport) Discuss the promises a person makes when he or shetakes the Oath of Allegiance https://www.uscis.gov/citizenship/teachers/lesson-plans-and-activities The students will make a book on becoming a citizen to include thoughts and illustrations. http://www.bookmakingwithkids.com/?cat=6 Literacy: RI.2.1, RI.2.3, RI.2.7, W.2.1, W.2.5

.




Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

CultureWeeks: 4-6

Suggested TextYeh-Shen Journeys Unit 6Many Cultures, One Country Houghton Mifflin Tennessee CommunitiesThree Grand Divisions of Tennessee, Houghton Mifflin Tennessee CommunitiesTennessee Traditions (600L) at https://www.eduplace.com/ss/socsci/books/content/ilessons/5/ils_tn_gr5_u6_c12_l2.pdf.2.3 Compare and contrast various cultures in the United States by engaging in collaborative conversations with partners.

2.3 How can we compare and contrast various cultures in the United States?

2.3 The teacher will utilize the website http://www.memphisinmay.org/ to help class research another culture or country. Students can write/illustrate in SS journals facts about featured county for Memphis in May. Literacy RI.2.1, RI.2.5, RI.2.7, W.2.2, W.2.6, W.2.7




2.4 Write an expository paragraph about another culture represented in the United States, introducing the topic, using facts and definitions to develop points, and providing a concluding statement.

2.5 Create audio recordings, adding drawings or other visual displays, to explain the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry

● I can compare and contrast cultures found in the United States.

2.4 How can you write using facts about another culture represented in the United States?

● I can write about another culture represented in the United States.

2.5 How can audio recordings and visual displays help to explain ways that people are all part of the same community despite having different ancestry?

● I can use audio recordings and visual displays to explain how people are all part of the same community despite their ancestry,

Content Vocabulary (Tier 3):Country , immigrant, ancestry, community, heritage, landmark, loyalty, areaAcademic Vocabulary (Tier 2):Blues music, fiddling, country musicVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective

2.3 After reading Yeh-Shen or viewing CBS Storybreak - Yeh-Shen A Cinderella Story from China pt. 1, 2, 3 https://edpuzzle.com/media/5790fbf776a37d2812153826, https://edpuzzle.com/media/5790fc6876a37d28121538ba , https://edpuzzle.com/media/5790fca276a37d2812153916 Students will work with a partner to research facts about China and compare and contrast facts about China to the United States. Students will record three facts and add illustrations in SS journals. Literacy RL.2.1, RL.2.9, RI.2.1, RI.2.5, RI.2.7, W.2.2, W.2.6, W.2.7

2.4 The teacher and students will reread Many Cultures, One Country Houghton Mifflin Tennessee Communities pp. 34- 43. to compare and contrast cultural celebrations in Tennessee and the United States. Students may view https://www.youtube.com/watch?v=o32l-_U6nGY to review the definition of culture. Referring to the Three Grand Divisions of Tennessee, Houghton Mifflin Tennessee Communities. 40-43 the teacher will create a three column chart focusing on each division's culture to include traditions, crafts and music. The students will write a letter in their social studies journals to someone who has never visited Tennessee using facts learned about Tennessee’s culture. The letter should also include illustrations. Literacy Rl.2.9, R.2.1, R.2.3, R.2.7, W.2.5, W.2.7

2.5 The teacher and students will read the article Tennessee Traditions (600L) at https://www.eduplace.com/ss/socsci/books/content/ilessons/5/ils_tn_gr5_u6_c12_l2.pdf. The Teacher may refer to http://www.deep-south-usa.com/tennessee/fly-drives/music-trail for facts about Tennessee’s culture. The teacher will then divide the students into small groups to create an audio recording and a visual display (see p. 41) that will explain all parts of the Three Grand Divisions of Tennessee’s cultures. The groups will present their projects.

Shelby County Schools2016-17

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Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx




HistoryWeeks: 7-9

Suggested TextNow and Ben from Journeys Unit 6From Trails to Highways Guided Reading Journeys Unit 6 Story 30Looking at Time Houghton Mifflin Tennessee Communities Read A Timeline Houghton Mifflin Tennessee Communities In the past from Your land, my land, A Tennessee History for Kids Publication for Second Grade 2.34 Describe periods of time in terms of days, weeks, months, years, decades, centuries and ages and discriminate between ancient times and modern times, recognizing time is organized into distinct periods.

2.38 Construct a timeline to depict the evolution of a technology over time. Some suggestions are as follows: automobiles, planes, refrigeration, telecommunication, computers, and television.

2.34 What is the difference between ancient times and modern times.

● I can discriminate between ancient times and modern times

2.38 How can I construct a timeline to show evolution of technology over time.

● I can tell how technology has changed over time.

Content Vocabulary (Tier 3):Chronology, ancient, modern times, historyAcademic Vocabulary (Tier 2): PastPresent, FutureVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/

2.34 The class will read Looking at Time Houghton Mifflin Tennessee Communities pages 178-181 reread In the past from Your land, my land, A Tennessee History for Kids Publication for Second Grade pages 44-47. Students will make a three-picture foldable of his or her life. The student will show something that he or she did in the past, present, and future. Students will write about pictures drawn in his or her SS journal. Literacy RI.2.1, RI.2.2, RI.2.5, RI.2.7, W.2.2, W.2.5

2.38 The class will read Now and Ben from Journeys Unit 6 page 520-539. The students will research the change in telephones https://edpuzzle.com/media/579101d376a37d2812154a0b , computers https://edpuzzle.com/media/579103fb76a37d281215504a , televisions https://edpuzzle.com/media/5791047c76a37d281215511f over the years, or read From Trails to Highways, leveled reader from Lesson 30 Journeys Unit 6.. Students will use Read a Timeline Houghton Mifflin Tennessee Communities pages 184-185 and make a timeline from one or more of the above technologies in SS journals. Literacy: RL.2.1, RI.2.1, RL.2.7, RI.2.3, W.2.2, W.2.5




teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx



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