Habits of Mind - Neshaminy

1

Neshaminy School District Curriculum Maps Second Grade ELA

Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map

Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SUPER Magazine, Write It Right, Daily Read Aloud Routine card, Superkids Skill-

Building Book, Big Book of Decoding)

Reading A to Z and Raz Kids (online)

Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons

The Fundamentals of Grammar and Conventions

Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.

1. Persisting -sticking to a task until it iscompleted.

Identify characteristics of persistenceshown by individuals in well-knownevents

Imagine what might have occurred ifmore or less persistence was shown ina given scenario.

2. Managing Impulsivity -thinkingbefore acting.

Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.

3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.

Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.

4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.

Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.

2

5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.

Diagram the relationship between awant and a need.

Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.

6. Striving for Accuracy and Precision -taking time to check over work.

Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.

7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.

Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.

8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.

Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”

9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.

Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.

10. Gathering Data through All Senses-knowing information gets into the brainthrough different sensory pathways.

Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.

11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.

Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.

12. Responding with Wonderment andAwe-having a passion for learning.

Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.

13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.

Create an environment where failureis analyzed, not punished.

14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.

Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.

Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.

15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.

Cooperative learning groups

Using digital and social mediaprovides opportunity forinterdependence.

16. Learning Continuously –alwaysstriving for improvement.

Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.

Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org

http://www.edutopia.org/

3

PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 2 ELA

PA Common Core Standard Common Core State Standard

Foundational Skills

1.1.2.D.- Know and apply grade level phonics and word analysis skills in

decoding words.

• Distinguish long and short vowels whenreading regularly spelled one-syllable words.

• Decode two-syllable words with long vowelsand words with common prefixes and suffixes.

• Read grade level high-frequency sight words

and words with inconsistent but commonspelling-sound correspondences.

Read grade-appropriate irregularly spelledwords.

RF.2.3 (Phonics and Word Recognition) - 3. Know and apply grade-level

phonics and word

analysis skills in decoding words. a. Distinguish long and short vowels when

reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for

additional common vowel teams.

c. Decode regularly spelled two-syllable wordswith long vowels.

d. Decode words with common prefixes andsuffixes.

e. Identify words with inconsistent but commonspelling-sound correspondences.

f. Recognize and read grade-appropriate

irregularly spelled words..

CC.1.1.2.E - Read with accuracy and fluency to support

comprehension:

• Read on-level text with purpose andunderstanding.

• Read on-level text orally with accuracy,appropriate rate, and expression on

successive readings.

• Use context to confirm or self-correct wordrecognition and understanding, rereading as

necessary

RF.2.4 (Fluency) - 4. Read with sufficient accuracy and fluency to

support comprehension.

a. Read on-level text with purpose andunderstanding.

b. Read on-level text orally with accuracy,appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct wordrecognition and understanding, rereading as

necessary

Informational Text CC.1.2.2.A- Identify the main idea of a multi-paragraph text as well as the

focus of specific paragraphs within the text.

RI.2.2 - Identify the main topic of a multi-paragraph text as well as the focus

of specific paragraphs within the text.

CC.1.2.2.B. - Ask and answer questions such as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

RI.2.1 - Ask and answer such questions as who, what,

where, when, why, and how to demonstrate

understanding of key details in a text.

CC.1.2.2.C.- Describe the connection between a series of events, concepts, or

steps in a procedure within a 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.

4

CC.1.2.2.D – Intentionally Blank N/A

CC.1.2.2.E. - Use various text features and search tools to locate key facts or

information in a text efficiently.

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.

CC.1.2.2.F. - Determine the meaning of words and phrases as they are used in

grade level text including multiple-meaning words.

RI.2.4 - Determine the meaning of words and phrases in a text relevant to a

grade 2 topic or subject area. CC.1.2.2.G.- Explain how graphic representations contribute to and clarify a

text.

RI.2.7 - Explain how specific images (e.g., a diagram

showing how a machine works) contribute to and

clarify a text. CC.1.2.3.H- Describe how reasons support specific points the author makes ina text.

R.I.2.8-Describe how reasons support specific points the author makes in atext.

CC.1.2.2.I-Compare and contrast the most important points presented by twotexts on the same topic.

R.I.2.9-Compare and contrast the most important points presented by two textson the same topic.

CC.1.2.2.J-Acquire and use grade-appropriate conversational, generalacademic, and domain-specific words and phrases.

L.2.6-Use words and phrases acquired through conversations, reading andbeing read to, and responding to texts, including using adjectives and adverbsto describe (e.g., When other kids are happy that makes me happy).

CC.1.2.2.K –Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content,choosing from a range of strategies and tools.

L.2.4-Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 2 reading and content, choosing flexiblyfrom an array of strategies.

CC.1.2.2.L-Read and comprehend literary nonfiction and informational text ongrade level, reading independently and proficiently.

R.I.2.10-By the end of the year, read and comprehend informational texts,including history/social studies, science, and technical texts, in the grades 2-3text complexity band proficiently, with scaffolding as needed at the high end ofthe range.

Literature CC.1.3.2.A -Ask and answer questions such as who, what, where, when, why,

and how to demonstrate understanding of key details in a text.

RL.2.1 -Ask and answer such questions as who, what,

where, when, why, and how to demonstrate

understanding of key details in a text.

CC.1.3.2.B -Describe how characters in a story respond to major events and

challenges

RL.2.3 -Describe how characters in a story respond to

major events and challenges.

CC.1.3.2.C - Recount stories and determine their central message, lesson, or

moral.

RL.2.2 -Recount stories, including fables and folktales

from diverse cultures, and determine their central

message, lesson, or moral.

CC.1.3.2.D - Acknowledge differences in the points of views of characters,

including by speaking in a different voice for each character when readingdialogue aloud.

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.

CC.1.3.2.E - Describe the overall structure of a story, including describing how

the beginningintroduces the story and the ending concludes

the action.

RL.2.5 -Acknowledge differences in the points of view of characters, including

by speaking in a different voice for each character when reading dialogue

aloud.

CC.1.3.2.F-Describe how words and phrases supply rhythm and meaning in a RL.2.4 -Describe how words and phrases (e.g., regular

5

story, poem, or

song.

beats, alliteration, rhymes, repeated lines) supply

rhythm and meaning in a story, poem, or song.

CC.1.3.2.G -Use information from illustrations and words, in print or digital

text, to demonstrate understanding of characters, setting, or plot.

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.

CC.1.3.2.H - Compare and contrast two or more versions of the same story by

different authors or from different culture.

RL.2.9 -Compare and contrast two or more versions of

the same story (e.g., Cinderella stories) by different authors or from different cultures.

CC.1.3.2.I - Determine or clarify the meaning of unknown and multiple-

meaning word and phrases based on grade level reading and content,

choosing from a range of strategies and tools.

L.2.4 -Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based

on grade 2 reading and content, choosing flexiblyfrom an array of strategies.

CC.1.3.2.J - Acquire and use grade-appropriate

conversational, general academic and domain specific words and phrases.

L.2.6 -Use words and phrases acquired through

conversations, reading and being read to, and

responding to texts, including using adjectivesand adverbs to describe (e.g., When other kids

are happy that makes me happy).

CC.1.3.2.K - Read and comprehend literature on grade level, reading

independently and proficiently.

RL.2.10 By the end of the year, read and comprehend

literature, including stories and poetry, in the grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the range.-

Writing CC.1.4.2.A - Write informative/ explanatory texts to examine a topic and

convey ideas and

information clearly.

W.2.2. - Write informative/explanatory texts in which they introduce a topic,

use facts and definitions to

develop points, and provide a concludingstatement or section.

CC1.4.2.B - Identify and introduce the topic. W.2.2. - Write informative/explanatory texts in which they introduce a topic,



CC.1.4.2.C - Develop the topic with facts and/or

definitions.

W.2.2. - Write informative/explanatory texts in which they introduce a topic,



C.1.4.2.D - Group information and provide a concluding statement or section. W.2.2. - Write informative/explanatory texts in which they introduce a topic,



CC.1.4.2.E - Demonstrate a grade appropriate command of L.2.1. - Demonstrate command of the conventions of

6

the conventions of standard English grammar

and spelling. • Capitalize proper nouns.

• Use commas and apostrophes appropriately.

• Spell words drawing on common spellingpatterns.

• Consult reference material as needed.

standard English grammar and usage when

writing or speaking. Use collective nouns (e.g., group).

Form and use frequently occurring irregular

plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently

Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

Use collective nouns (e.g., group). Form and use frequently occurring irregular

plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Use adjectives and adverbs, and choose between them depending on what is to be modified.

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).

CC.1.4.2.F - Choose words and phrases for effect. L.2.6. - Use words and phrases acquired through

conversations, reading and being read to, and

responding to texts, including using adjectivesand adverbs to describe (e.g., When other kids

are happy that makes me happy).CC.1.4.2.G - Write opinion pieces on familiar topics or texts. W.2.1. - Write opinion pieces in which they introduce the topic or book they

are writing about, state anopinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide a

concluding statement or section.

CC.1.4.2.H - Identify the topic and state an opinion. W.2.1. - Write opinion pieces in which they introduce the topic or book they

are writing about, state anopinion, supply reasons that support the opinion,



7

CC.1.4.2.I - Support the opinion with reasons that include details connected to

the opinion.

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


CC.1.4.2.J - Create an organizational structure that includes reasons and

includes a concluding

statement.

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,



CC.1.4.2.K - Use a variety of words and phrases to appeal

to the audience

N/A

CC.1.4.2.L - Demonstrate a grade appropriate command of the conventions of

standard English grammar and spelling.

L.2.1/L.2.2 - Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.• Use collective nouns (e.g., group).• Form and use frequently occurring irregular pluralnouns (e.g., feet, children, teeth, mice, fish).• Use reflexive pronouns (e.g., myself, ourselves).• Form and use the past tense of frequently occurringirregular verbs (e.g., sat, hid, told).• Use adjectives and adverbs, and choose betweenthem depending on what is to be modified.• Produce, expand, and rearrange complete simpleand compound sentences (e.g., The boy watched themovie; The little boy watched the movie; The actionmovie was watched by the little boy).Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling whenwriting.• Capitalize holidays, product names, and geographicnames.• Use commas in greetings and closings of letters.• Use an apostrophe to form contractions andfrequently occurring possessives.• Generalize learned spelling patterns when writing

words (e.g., cage → badge; boy → boil).

• Consult reference materials, including beginningdictionaries, as needed to check and correct spellings.

CC.1.4.2.M - Write narratives to develop real or imagined experiences or

events.

W.2.3. - Write narratives in which they recount a well elaborated event or

short sequence of events,

include details to describe actions, thoughts, andfeelings, use temporal words to signal event

8

order, and provide a sense of closure.

CC.1.4.2.N - Establish a situation and introduce a narrator and/or characters. W.2.3. - Write narratives in which they recount a well elaborated event or




CC.1.4.2.O - Include thoughts and feeling to describe experience and events

to show the response of characters to situations.

W.2.3. - Write narratives in which they recount a well elaborated event or


include details to describe actions, thoughts, and

feelings, use temporal words to signal eventorder, and provide a sense of closure.

CC.1.4.2.P - Organize a short sequence of events, using

temporal words to signal event order; provide

a sense of closure.

W.2.3. - Write narratives in which they recount a wellelaborated

event or short sequence of events,



CC.1.4.2.Q - Choose words and phrases for effect. N/A

CC.1.4.2.R- Demonstrate a grade appropriate command of

the conventions of standard English grammarand spelling.

• Capitalize proper nouns.• Use commas and apostrophes appropriately.

• Spell words drawing on common spelling

patterns.• Consult reference material as needed.

L.2.1/L.2.2 - Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.• Use collective nouns (e.g., group).• Form and use frequently occurring irregular pluralnouns (e.g., feet, children, teeth, mice, fish).• Use reflexive pronouns (e.g., myself, ourselves).• Form and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).• Use adjectives and adverbs, and choose betweenthem depending on what is to be modified.• Produce, expand, and rearrange complete simpleand compound sentences (e.g., The boy watched themovie; The little boy watched the movie; The actionmovie was watched by the little boy).Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling whenwriting.• Capitalize holidays, product names, and geographicnames.

• Use commas in greetings and closings of letters.• Use an apostrophe to form contractions andfrequently occurring possessives.• Generalize learned spelling patterns when writingwords (e.g., cage → badge; boy → boil).

• Consult reference materials, including beginningdictionaries, as needed to check and correct spellings.

9

CC.1.4.3.S. – Intentionally Blank N/A

CC.1.4.2.T - With guidance and support from adults and peers, focus on a

topic and strengthen writing as needed by revising and editing.

W.2.5. - With guidance and support from adults and

peers, focus on a topic and strengthen writing as

needed by revising and editing.

CC.1.4.2.U - With guidance and support, use a variety of digital tools to

produce and publish writing including in collaboration with peers.

W.2.6. - With guidance and support, use a variety of

digital tools to produce and publish writingincluding in collaboration with peers.

CC1.4.2.V - Participate in individual or shared research and writing projects. 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 scienceobservations).-

CC.1.4.2.W - Recall information from experiences or gather

information from provided sources to answer

a question.

W.2.8. - Recall information from experiences or gather

information from provided sources to answer a

question.

CC.1.4.2.X - Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day ortwo) for a range of discipline-specific tasks, purposes and audiences.

W.2.10. - (Begins in grade 3)

Speaking & Listening CC.1.5.2.A - Participate in collaborative conversations with peers and adults in

small and larger groups.

SL.2.1 - Participate in collaborative conversations with

diverse partners about grade 2 topics and texts

with peers and adults in small and larger groups.

o Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to

others with care, speaking one at a time aboutthe topics and texts under discussion).

o Build on others’ talk in conversations by linking

their comments to the remarks of others.o Ask for clarification and further explanation as

needed about the topics and texts underdiscussion.

CC.1.5.2.B - Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media.

SL.2.2 - Recount or describe key ideas or details from a text read aloud or

information presented orally or

through other media. CC.1.5.2.C - 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.2.3 - 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. CC.1.5.2.D - Tell a story or recount an experience with appropriate facts and

relevant, descriptive details, speaking audibly in coherent

sentences.

SL.2.4 - Tell a story or recount an experience with

appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences.

CC.1.5.2.E - Add drawings or other visual displays to presentations when SL.2.5 - Create audio recordings of stories or poems; add drawings or other

10

appropriate to

clarify ideas, thoughts, and feelings.

visual displays to stories or

recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

CC.1.5.2.F - Produce complete sentences when

appropriate to task and situation in order to

provide requested detail or clarification.

SL.2.6 - Produce complete sentences when appropriate to task and situation in

order to provide requested detail or clarification.

CC.1.5.2.G - Demonstrate command of the conventions of standard English

when speaking based on grade 2 level and content.

L.2.1 - Demonstrate command of the conventions of

standard English grammar and usage when

writing or speaking.

o Use collective nouns (e.g., group).o Form and use frequently occurring irregular

plural nouns (e.g., feet, children, teeth, mice,fish).

o Use reflexive pronouns (e.g., myself,

ourselves).o Form and use the past tense of frequently

occurring irregular verbs (e.g., sat, hid, told).o Use adjectives and adverbs, and choose

between them depending on what is to be

modified.Produce, expand, and rearrange complete simple

and compound sentences (e.g., The boy watchedthe movie; The little boy watched the movie; The

action movie was watched by the little boy).

11

COURSE/ SUBJECT: GRAMMAR GRADE: 2 MONTH: ONGOING THROUGHOUT SCHOOL YEAR

Enduring Understanding: Writing is a means of documenting thinking.

Essential Question: What role does writing play in our lives?

Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.

Essential Question: How do we develop into effective writers?

Enduring Understanding: Purpose, topic, and audience guide types of writing.

Essential Questions: To what extent does the writing process contribute to the quality of writing?

STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT

CC.1.4.2..F

CC.1.4.2.L

CC.1.4.2.R

The Fundamentals of

Grammar and Conventions

Capitalization

Parts of Speech

Text Layout

Punctuation

Sentence Structure

Compound Words

Plural Words

Explore letter writing – how letters begin and end, how to use capital

letters in salutations and closings and apply to writing

Review main rules of capitals and use an editing checklist when

writing

Notice how nouns and verbs work together and how they enhance the

way we speak and write

Learn that verbs can take the form of “be”(is, am, was, were, are, be,

being, and been) or of “have” (has, had, have).

Combine nouns and verbs to create sentences that engage readers’

senses and paint pictures in their minds

Notice how thoughtful text layout can enhance readers’ experiences

and understanding

Understand the importance of punctuation

Learn how writers use the introductory comma, capitalization, and end

punctuation when punctuating dialogue

Learn to comprehend meanings of newly formed compound words

and practice creating compound words

Learn the rules connected to writing plural words and practice

applying them

Review usage rules connected to punctuation

12

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Spoken language can be represented in print.

Essential Question: How can the knowledge of language help us to communicate and understand?

Enduring Understanding: Effective use of vocabulary builds social and academic knowledge



CC.1.1.2.ASuperkids-

Word Work Book Units

SUPER Magazine

Book Club

Units 1-3

Write It Right

Unit 2

Phonics and Word

Recognition (Alphabetic

Principle)

Recognize that certain vowel combinations within words produce either a

short or long vowel sound ( foot/food; bread/read)

Apply rule and read single syllable words with final –e

( e.g.. cane, hope, tile, tale)

Write the spelling correspondences for vce words

Use a strategy to determine the syllables in printed word with a long vowel

sound e.g.( reptile, paper, monkey)

Demonstrate an understanding that a closed syllable has a single vowel with

a consonant after it, making the vowel sound short( e.g. map, sit , stop)

Demonstrate an understanding that an open syllable contains a vowel at the

end of the syllable and the vowel is usually long (e.g. we, go, hi, she)

Demonstrate and understanding that the final –e in a vowel-consonant –e

(vce) syllable makes the vowel long or “ say its own name”( e.g. made, time,

cute).

Demonstrate an initial understanding that the consonant –le syllable contains

a consonant followed by the letters le (e.g. apple, table).

Demonstrate an initial understanding that an r-controlled syllable contains a

letter combination made up of a vowel followed by the letter r(e.g. for, star,

first)

Demonstrate that some letter combinations result in one sound(e.g.

sh,th,wh,ch,wr,ph,kn)

Demonstrates an understanding of suffixes (e.g.tion,sion)

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

Teacher

Anecdotal

Records

Words Their

Way

Assessment

Daily Dictation

javascript:__doPostBack('ctl00$_PageContent$rptBigIdeas$ctl02$lnkBigIdea','')


13

CC.1.1.2.ESuperkids-

Word Work Book Units 1-3

SUPER Magazine Units 1-3

Fluency Demonstrates accuracy, automaticity and prosody in oral reading of grade

level text in a variety of genres

60 wpm

Adjust reading rate based on purpose, text, difficulty, form and style

Participate in guided/shared reading of different genres of text.

Demonstrate an understanding of grade-appropriate vocabulary

Determine genre of text before reading

Actively listen to different genres read aloud

Use punctuation to cue expression when reading on-level text

Determine when on-level text is not understood

Determine when a word is misread

DIBELS

MAP

Superkids

Assessments

DRA

Teacher

Anecdotal

Records

14

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

Essential Question: How do we think while reading in order to understand and respond?

Informational (CC1.2.2)


CC.1.2.2.A

CC.1.2.2.B

CC.1.2.2.C

CC.1.2.2.E

CC.1.2.2.F

CC.1.2.2.G

CC.1.2.2.H

CC.1.2.2.I

CC.1.2.2.J

CC.1.2.2.K

CC.1.2.2.L

Superkids- SUPER Magazine

Units 1-3

SUPER Magazine

Units 1-3

SUPER Magazine

Units 1-3

Key Ideas and Details

Craft and Structure

Integration of Knowledge and

Ideas

Vocabulary Acquisition & Use

Range of Reading and Level of

Text Complexity

Reads for understanding

Use textual evidence to ask and answer general questions about key details

using who, what, when, where, why and how

Generate questions to determine important ideas

Use text features to find information with proficiency to analyze the text

information

(Captions, bold print, subheadings, glossaries, electronic menus, icons, etc.)

Locates and discusses text features( title, charts, table of contents, bold fact

type, italics, glossary) to understand information

Follows written directions

Monitors comprehension and uses fix up strategies

Uses prior knowledge to clarify understanding

Find out word meaning and phrases specific to grade 2

Integrate visual and print information to clarify understanding

Creates visual images in mind based on text

Draw and support conclusions

Describe the author’s reasoning by finding support within the text

Find similarities and differences in the points they have identified when

reading about two texts that share the same topic

Acquire and use grade-appropriate conversational, general meaning words

and domain-specific words and phrases

Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade-level reading and contet, choosing from a range

of strategies and tools

Read information text in the grade 2-3 text complexity band proficiently with

scaffolding`

Acquires the habits of reading independently and closely, which are essential

to their future success.

Encounter appropriately complex texts to develop the language skills and

conceptual knowledge needed for success in school and life

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

15

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: SEPTEMBER/OCTOBER/NOVEMBER





Literature (CC.1.3.2.)


CC.1.3.2.A

CC.1.3.2.B

CC.1.3.2.C

CC.1.3.2.D

CC.1.3.2.E

CC.1.3.2.F

CC.1.3.2.G

CC.1.3.2.H

Superkids-

Word Work Book

SUPER Magazine

Book Club

Write It Right

Units 1-3

Book Club Unit 2

Word Work Book

Book Club Units 1-3

Book Club Units 1-3

Word Work Book

SUPER Magazine

Book Club Units 1-3

SUPER Magazine

Book Club Units 1-3

Word Work Book –

Unit 3

Book Club Unit 3

Comprehension


Craft and Structure


Ideas

Uses prior knowledge

Reads for Understanding

Monitors comprehension and uses fix-up strategies

Uses textual evidence to support thinking as questions are asked and

answered( who, what ,where, when, why and how)

Answers what – if, why and how question

Makes predictions based on content and prior knowledge

Retell story including main events

Identifies correct sequence of events

Answers questions about main characters in terms of the character’s reaction

to what is taking place in the story

Identifies and describes story elements: character and setting

Explain how the introduction is the beginning and the conclusion is where

the action ends

Read using different voices for different characters

Understands descriptive language

Identifies literary devices/ figurative language:

alliteration, onomatopoeia


Tell how words and phrases provide meaning to a story, poem, or song

Describes the similarities and differences between settings, characters, events,

problems and solutions in a story

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal


11/2/2015

16

CC.1.3.2.I

CC.1.3.2.J

CC.1.3.2.K

Word Work Units 1-3

Word Work Units 1-3

Super Magazine Units

1-3

Word Work

SUPER Magazine

Book Club

Units 1-



text Complexity

Determine the meaning of unknow n and multiple-meaning word and phrases

based on grade level reading and content

Acquire and use grade-appropriate conversational, general academic and

domain specific words and phrases

Recognizes different types of genres

Read proficiently and understand various type of literature for the 2-3 text

complexity band

Make an increasing number of connections among ideas and between texts,

considering a wider range of textual evidence, and becoming more sensitive

to inconsistencies, ambiguities, and poor reasoning in texts

Acquire the habits of reading independently and closely which are essential to

their future success

Encounter appropriately complex texts at each grade level in order to develop

the mature skills and conceptual knowledge needed for success in school and

life

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

Teacher

Anecdotal

Records

11/2/2015

17

COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: SEPTEMBER/OCTOBER/NOVEMBER








CC.1.4.2.F

CC.1.4.2.L

CC.1.4.2.M

CC.1.4.2.N

CC.1.4.2.O

CC.1.4.2.P

CC.1.4.2.T

CC.1.4.2.U

CC.1.4.2.V

CC.1.4.2.W

Writing Fundamentals-

Unit 1 -How Writers Work

Unit 2 –Personal Narrative

Informative/Explanatory

Narrative

Response to Literature

Production and

Distributions of Writing

Learn rituals, routines, and resources for writing workshop

Identify reasons why writers write

Establish a community of writers who listen, share and respond to each

other’s thoughts, stories, and ideas

Follow agreed upon rules for discussion and build upon ideas and thinking

Recognize how writing is a process that takes hard work and time

Use mentor texts as inspiration for writing

Personalize writer’s notebook or folder

Understand the purposes of the various writing stages

Create a published piece of writing using stages of writing process

Identify features of personal narrative writing through independent and

teacher-supported reading and exploration of mentor texts

Participate in collaborative conversations with diverse partners about topics

and texts with peers and adults in small and large groups

Demonstrate an understanding of the purpose behind personal narrative

writing through active participation in immersion activities and writing

process

Generate ideas for writing in writer’s notebook

Publish a narrative recounting a well-elaborated event or short sequence of

events that includes details to describe actions, thoughts, and feelings

Checklists

Student

Work

Conferences

Teacher

Observation

& Notes

Rubrics

Self-

reflections

Focus

Correction

Areas

(FCAs)

District

Writing

Assessment

11/2/2015

18

COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: SEPTEMBER, OCTOBER, NOVEMBER




CC.1.5.2.A

CC.1.5.2.B

CC1.5.2.C.

CC.1.5.2.D

CC.1.5.2.E

CC.1.5.2.F

CC.1.5.2.G

Superkids- Units 1-3

Word Work Book

SUPER Magazine

Book Club

Write It Right

Writing Fundamentals

Units 1-2

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas

Participate in collaborative conversations with peers and adults in small and

larger groups

Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media

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

Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences

Create audio recordings of stories or poems; add drawings or other visual

displays to stories

Produce complete sentences when appropriate to task and situation in order

to provide requested detail or clarification

Demonstrate command of the conventions of standard English when

speaking based on grade 2 level and content

Teacher

Anecdotal

Records


11/2/2015

19

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.1.2.D

CC.1.1.2.E

Superkids- Word Work Book

Units 4-6

Word Work Book

SUPER Magazine

Units 4-6

Phonics and Word Recognition

(Alphabetic Principle)

Fluency

Identity sounds for diphthongs or two consecutive vowels each which

contributes to the second sound heard oi in soil, oy in toy, ow in now, ou in

loud).

Write the spelling correspondences for diphthongs

Demonstrate an understanding that many words are made up of prefixes, base

words and suffixes (e.g. In the word return what is the prefix and what is the

base word?)

Read common prefixes(e.g. un-,re-,in-,dis-) and suffixes(e.g. –s,-ed, -ing ,-er

,ture, less, tion)

Decode single syllable words with variant vowel digraphs

( e.g. al, au, ew, ea/ĕ/)

Demonstrate that some letter combination result in one sound( e.g. ph,gh/f/)

Demonstrate an understanding of exceptions with unusual word patterns (e.g.

–old, -ost)

Demonstrates accuracy, automaticity and prosody in oral reading of grade


79 wpm









DIBELS

MAP

Superkids

Assessments

Superkids Class

work

Teacher

Anecdotal

Records

Words Their

Way

Assessment

Daily Dictation

DIBELS

MAP

Superkids

Assessments

DRA

Teacher

Anecdotal

Records


11/2/2015

20

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY



Informational (CC1.2.2)


CC.1.2.2.A

CC.1.2.2.B

CC.1.2.2.C

CC.1.2.2.E

CC.1.2.2.F

CC.1.2.2.G

CC.1.2.2.H

CC.1.2.2.I

CC.1.2.2.J

CC.1.2.2.K

CC.1.2.2.L


Units 4-6

SUPER Magazine

Units 4-6

SUPER Magazine

Units 4-6


Craft and Structure


Ideas



Text Complexity






information




















scaffolding`





Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

11/2/2015

21

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: DECEMBER/JANUARY/FEBRUARY





Literature (CC.1.3.2)


CC.1.3.2.A

CC.1.3.2.B

CC.1.3.2.C

CC.1.3.2.D

CC.1.3.2.E

CC.1.3.2.F

CC.1.3.2.G

CC1.3.2.H

CC.1.3.2.I


SUPER Magazine

Book Club

Units 4-6

Write It Right

Units 5, 6

Book Club Units 4, 6

Word Work Book

Book Club

Units 4-6

Book Club Units 4-6

Word Work Book

SUPER Magazine

Units 4-6

Book Club Units 4, 5

Word Work Book

SUPER Magazine

Book Club

Units 4-6

Comprehension


Craft and Structure


Ideas

Answers questions about main characters and setting







Generates questions to determine important ideas





Recognize rhythm, rhyme and repetition






Draws and supports conclusions


the action ends


Interacts with stories to clarify and extend comprehension



Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal


11/2/2015

22


CC.1.3.2.J

CC.1.3.2.K

CC.1.3.2.L


Book Club

Word Work Book

Units 4-6

Word Work Book

Units 4-6

SUPER Magazine

Book Club

Word Work Book

Units 4-6

Vocabulary Acquisition &

Use

Range of Reading and Level

of Text Complexity







complexity band






Encounter appropriately complex texts at each grade level in order to develop

the mature skills and conceptual knowledge needed for success in school and

life

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

11/2/2015

23

COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: DECEMBER/JANUARY/FEBRUARY







STANDARDS CORE MATERIALS CONTENT UNPACKING STANDARDS AND SKILLS ASSESSMENT

CC.1.4.2.A

CC.1.4.2.B

CC.1.4.2.C

CC.1.4.2.D

CC.1.4.2.E

CC.1.4.2.F

CC.1.4.2.G

CC.1.4.2.H

CC.1.4.2.I

CC.1.4.2.J

CC.1.4.2.L

CC.1.4.2.M

CC.1.4.2.N

CC.1.4.2.O

CC.1.4.2.P

CC.1.4.2.R

CC.1.4.2.T

CC.1.4.2.V

CC.1.4.2.W


Unit 3-Folktales, Fairy Tales,

and Fable (Narrative)


Narrative


Production and


Learn about diverse cultures and traditions through folklore and

folktales

Learn about the universal nature of folktales, fables, and fairytales

(e.g., all human cultures tell stories and many variations of the same

tales are found among different cultures)

Participate in a collaborative conversation with a partner about the

cultures, traditions, and universal nature of folktales, fables and fairy

tales

Demonstrate an understanding of the unique characteristics of

folktales, fables, and fairy tales

Recount or describe key ideas from a folktale, fable or fairy tale and

determine central message, lesson, or moral

Include details to describe actions, thoughts, and feelings

Use temporal words to signal event order

Follow writing process to compose an original folktale, fable, or

fairy tale

Student Work

Teacher

Observation

Focus Correction

Areas( FCAs)

Conferring

Writer’s Notebook

I Can

Statements(self-

assessments)

11/2/2015

24

COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.5.2.A

CC.1.5.2.B

CC1.5.2.C.

CC.1.5.2.D

CC.1.5.2.E

CC.1.5.2.F

CC.1.5.2.G

Superkids- Units 4-6

Word Work Book

SUPER Magazine

Book Club

Write It Right


Units 3

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas


larger groups





topic or issue




displays to stories





Teacher

Anecdotal

Records


11/2/2015

25

COURSE/ SUBJECT: WORD WORK GRADE: SECOND MONTH: MARCH/APRIL




CC.1.1.2.D

CC.1.1.2.E

Superkids-


SUPER Magazine

Book Club

Units 7

Write It Right

Unit 2

Superkids-


7

SUPER Magazine

Units 1-3



Fluency

Recognize grade –appropriate phonemic and morphemic spelling patterns(e.g.

, gem/j/ sound before e; when a one-syllable root word has a short vowel

sound followed by /f/,/l/,or/s/, it is usually spelled ff, ll, or ss in sniff ,hill, or

mess).

Identify lower frequency phonological and orthographic patterns (e.g. ough in

rough, tough, enough).

Decode single syllable words with variant vowel digraphs (e.g. ey, ay, ange,

eigh/ā/ -ey, -ine, -ease, -eeze, ie/ē/)

Read common prefixes( e.g. un, mis, dis) and suffixes(e.g. able, ible)

Recognize and decode contractions

Recognize and decode compound words

Recognize and decode schwa: a, e/ə/( alone, happen, direct, gallop, circus)

Demonstrates accuracy, automaticity and prosody in oral reading of grade


99 wpm









DIBELS

MAP

Superkids

Assessments

Superkids Class

work

Anecdotal

Records

Words Their

Way

Assessment

Daily Dictation

DIBELS

MAP

Superkids

Assessments

DRA

Teacher

Anecdotal

Records


11/2/2015

26

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MARCH/APRIL



Informational (CC.1.2.2.)


CC.1.2.2.A

CC.1.2.2.B

CC.1.2.2.C

CC.1.2.2.E

CC.1.2.2.F

CC.1.2.2.G

CC.1.2.2.H

CC.1.2.2.I

CC.1.2.2.J

CC.1.2.2.K

CC.1.2.2.L


Unit 7

SUPER Magazine

Unit 7

SUPER Magazine

Unit 7


Craft and Structure


Ideas



Text Complexity

Reads for understandingUse textual evidence to ask and answer general

questions about key details using who, what, when, where, why and how



information




















scaffolding`





Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

11/2/2015

27

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MARCH/APRIL







CC.1.3.2.A

CC.1.3.2.B

CC.1.3.2.C

CC.1.3.2.D

CC.1.3.2.E

CC.1.3.2.F


SUPER Magazine

Book Club

Units 7

Write It Right

Units 7

Book Club Units 7

Word Work Book

Book Club

Units 7

Book Club Units 7

Comprehension-Literature


Craft and Structure







Generates questions to determine make and confirm predictions

Makes and confirms predictions based on content and prior knowledge

Summarizes a story including main events


Retell stories to include main ideas, reflections and connections ( text to

text, text to self, text to world)*

Distinguishes fact from opinion









Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response Journal


11/2/2015

28

CC.1.3.2.G

CC1.3.2.H

CC.1.3.2.I

CC.1.3.2.J

CC.1.3.2.K

CC.1.3.2.L

Word Work Book

SUPER Magazine

Units 4-6

Book Club Units 7

Word Work Book

SUPER Magazine

Book Club

Units 7


Book Club

Word Work Book

Units 7

Word Work Book

Units 7

SUPER Magazine

Book Club

Word Work Book

Units 7


Ideas



Text Complexity

Recognizes plot: beginning, middle and end




the action ends

Identifies main idea and supporting details



Determines important ideas

Distinguishes main idea/details; fact/opinion; cause/effect

Use information from pictures, print, or digital text to show understanding

of characters, setting and plot

Compare and contrasts texts or pictures


Describes the similarities and differences between settings, characters,

events, problems and solutions in a story

Determine the meaning of unknow n and multiple-meaning word and

phrases based on grade level reading and content





complexity band




Acquire the habits of reading independently and closely which are essential

to their future success

Encounter appropriately complex texts at each grade level in order to

develop the mature skills and conceptual knowledge needed for success in

school and life

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response Journal

Teacher

Anecdotal

Records

11/2/2015

29

COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: MARCH/APRIL








CC.1.4.2.A

CC.1.4.2.B

CC.1.4.2.C

CC.1.4.2.D

CC.1.4.2.E

CC.1.4.2.F

CC.1.4.2.G

CC.1.4.2.H

CC.1.4.2.I

CC.1.4.2.J

CC.1.4.2.L

CC.1.4.2.M

CC.1.4.2.N

CC.1.4.2.O

CC.1.4.2.P

CC.1.4.2.R

CC.1.4.2.T

CC.1.4.2.U

CC.1.4.2.V

CC.1.4.2.W


Unit 3-Gail Gibbons

Nonfiction Author Study

(Information/Explanatory)


Opinion/Argumentative

Production and


Learn about Gail Gibbons as a writer, illustrator, and person

Participate in collaborative conversations with partners and small groups

about various nonfiction topics

Identify how Gibbons uses her life experiences, curiosity, interests, and

observations about the world around her to generate ideas for writing

Name the nonfiction techniques and feature Gibbons uses in her texts to

develop topics and present information (mixing genres, speaking directly to

readers, using labels, defining words in context, including extra-textual

information on the back, detailed illustrations

Use Gibbons’s books as inspiration for writing and drawing

Select a topic to focus on and strengthen writing by revising and editing

Use a variety of digital tools and sources to research, gather information,

and produce writing

Publish an informative/explanatory piece which introduces a topic, uses

facts and definitions to develop points, and provides a concluding sections

Incorporate Gibbons’s nonfiction text features in published work such as

visuals that inform, bold print, captions, a glossary with definitions, and a

“Fun Facts” page

Checklists

Student

Work

Conferences

Teacher

Observation

& Notes

Rubrics

Self-

reflections

Focus

Correction

Areas

(FCAs)

District

Writing

Assessment

11/2/2015

30

COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: MARCH/APRIL




CC.1.5.2.A

CC.1.5.2.B

CC1.5.2.C.

CC.1.5.2.D

CC.1.5.2.E

CC.1.5.2.F

CC.1.5.2.G

Superkids- Units 7

Word Work Book

SUPER Magazine

Book Club

Write It Right


Units 4

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas


larger groups





topic or issue




displays to stories





Teacher

Anecdotal

Records


11/2/2015

31

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: SECOND MONTH: MAY/JUNE




CC.1.1.2.D

CC.1.1.2.E

Superkids-


SUPER Magazine

Book Club

Units 7

Write It Right

Unit 2

Superkids-


8

SUPER Magazine

Units 8



Fluency

Decode single syllable words with variant vowel digraphs (e.g. , -ease, -eeze, ie/ē/)

Read common prefixes and suffixes(e.g. –ness)

Decode single and multi-syllable words with r- controlled

vowels(e.g.or,oar,ar,our,ore/ôr/; er,or,ir,ur,ear,ure/êr/); air,ear,are,-airy,eery,ary/â/.)

Identify sound for diphthongs or two consecutive vowels, each contributes to the

sound heard (ui,ew,ue,oo,u-e/ōō/

Recognizes and decodes exceptions with unusual word patterns

Demonstrates accuracy, automaticity and prosody in oral reading of grade level text in

a variety of genres

110 wpm









DIBELS

MAP

Superkids

Assessments

Superkids Class

work

Teacher

Anecdotal

Records

Words Their

Way

Assessment

Daily Dictation

11/2/2015

32

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MAY/JUNE



Informational (CC.1.2.2.)


CC.1.2.2.A

CC.1.2.2.B

CC.1.2.2.C

CC.1.2.2.E

CC.1.2.2.F

CC.1.2.2.G

CC.1.2.2.H

CC.1.2.2.I

CC.1.2.2.J

CC.1.2.2.K

CC.1.2.2.L


Unit 8

SUPER Magazine

Unit 8

SUPER Magazine

Unit 8


Craft and Structure


Ideas



Text Complexity






information




















scaffolding`





Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

11/2/2015

33

COURSE/ SUBJECT: READING WORKSHOP GRADE: SECOND MONTH: MAY/JUNE







CC.1.3.2.A

CC.1.3.2.B

CC.1.3.2.C

CC.1.3.2.D

CC.1.3.2.E

CC.1.3.2.F

CC.1.3.2.G


SUPER Magazine

Book Club

Units 8

Write It Right

Units 8

Book Club Units 8

Word Work Book

Book Club

Units 8

Book Club Units 8

Word Work Book

SUPER Magazine

Comprehension-Literature


Craft and Structure

Craft and Structure





Uses textual evidence to support thinking as questions are asked and answered(

who, what ,where, when, why and how)

Generates questions to determine make and confirm predictions

Makes and confirms predictions based on content and prior knowledge

Summarizes a story including main events


Retell stories to include main ideas, reflections and connections ( text to text, text

to self, text to world)*

Distinguishes fact from opinion

Answers questions about main characters in terms of the character’s reaction to

what is taking place in the story







Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

11/2/2015

34

CC1.3.2.H

CC.1.3.2.I

CC.1.3.2.J

CC.1.3.2.K

CC.1.3.2.L

Units 8

Book Club Units 8

Word Work Book

SUPER Magazine

Book Club

Units 8


Book Club

Word Work Book

Units 8

Word Work Book

Units 8

SUPER Magazine

Book Club

Word Work Book

Units 8

Integration of Knowledge

and Ideas

Vocabulary Acquisition &

Use

Range of Reading and Level

of Text Complexity

Recognizes plot: beginning, middle and end



Explain how the introduction is the beginning and the conclusion is where the

action ends

Identifies main idea and supporting details



Determines important ideas

Distinguishes main idea/details; fact/opinion; cause/effect

Use information from pictures, print, or digital text to show understanding of

characters, setting and plot

Compare and contrasts texts or pictures






Acquire and use grade-appropriate conversational, general academic and domain

specific words and phrases



complexity band


considering a wider range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts



Encounter appropriately complex texts at each grade level in order to develop the

mature skills and conceptual knowledge needed for success in school and life

Teacher

Anecdotal

Records

DIBELS

MAP

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps

Reading

Response

Journal

Teacher

Anecdotal

Records

11/2/2015

35

COURSE/ SUBJECT: WRITING GRADE: 2 MONTH: MARCH/APRIL








CC.1.4.2.A

CC.1.4.2.B

CC.1.4.2.C

CC.1.4.2.D

CC.1.4.2.E

CC.1.4.2.F

CC.1.4.2.G

CC.1.4.2.H

CC.1.4.2.I

CC.1.4.2.J

CC.1.4.2.L

CC.1.4.2.M

CC.1.4.2.N

CC.1.4.2.O

CC.1.4.2.P

CC.1.4.2.R

CC.1.4.2.T

CC.1.4.2.U

CC.1.4.2.V

CC.1.4.2.W


Unit 4- Letter Writing

(Opinion/Argument)


Narrative

Opinion/Argumentative


Production and


Discuss and learn about multiple reasons for writing and receiving letters

Participate in collaborative conversations with diverse partners about

topics and texts

Identify common features of letters

Write individual and class letters for real audiences

Experiment with different types of letters for various purposes including

informative/explanatory, persuasive, epistolary/narrative, and thank you

Focus on a letter writing topic and strengthen writing as needed

Incorporate linking words to connect opinions and reasons within letters

Understand the structure and tone of both formal and informal letters

Publish a letter that expresses an opinion on a topic or book, uses reasons

and examples that support opinion, and provides a concluding statement

Checklist

Student Work

Teacher

Observation &

Notes

Rubrics

Self-

reflections

Focus

Correction

Areas( FCAs)

Conferring

Writer’s

Notebook

District

Writing

Assessment

11/2/2015

36

COURSE/ SUBJECT: SPEAKING & LISTENING SECOND GRADE MONTH: MAY/JUNE




CC.1.5.2.A

CC.1.5.2.B

CC1.5.2.C.

CC.1.5.2.D

CC.1.5.2.E

CC.1.5.2.F

CC.1.5.2.G

Superkids- Units 8

Word Work Book

SUPER Magazine

Book Club

Write It Right


Units

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas


larger groups





topic or issue




displays to stories





Teacher

Anecdotal

Records


Habits of Mind - Neshaminy

Documents

Transcript of Habits of Mind - Neshaminy