KNOTT COUNTY PUBLIC SCHOOLS Grade LA... · Web viewknott county public schools. curriculum...

KNOTT COUNTY PUBLIC SCHOOLSCURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 2

Duration: 5 daysMap:Week 1Big Idea: Realistic Fiction, Short Vowels, Character/Setting, PredictingTitle of Story: Iris and WalterEssential Vocabulary: Character/Setting; Predict; Realistic FictionTeaching Vocabulary: Predict Site Words: would, very, your, its, aroundSpelling Words: drum, rock, list, desk, job, sad, chop, sack, tag, rib, mess, dust, pocket, lettuce, engine Reading Vocabulary: someone, somewhere, friend, country, beautiful, frontCommon Core Standard

Essential Questions/Learning

Targets(I CAN statements)

What the students will know when the lesson are

complete

Skills (VERB)How the students will perform to understand the Learning Target

Suggested Activities

How will we teach this content?

Resources(Additional Resources)

AssessmentHow will students be formatively and summatively assessed to find out what they already know, and what they’ve learned?

CC.2.R.L.2Key Ideas and Details:Recount Stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

I CAN identify character and setting.

I CAN predict events in a story.

I CAN create a complete and clear sentence

*Demonstrate understanding of literary elements and literary passages/texts

Identify and describe characters, major

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of

Scott Foresman

Leveled readers

Workooks

Spelling worksheets

Grammer Practice

Formative assessments

Thums up/ thumbs down

White boards

Exit slips

1

CC.2.R.L.10Range of reading and level of text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.2.L.3.Knowledge of Language: U se knowledge of language and its conventions when writing, speaking, reading, or listening.

CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable words.

events/plot, setting or

problem/solution.*Students will utilize comprehension strategies while reading, listening to, or viewing literary, and informational texts.* Construct and clear sentences

the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading

Book

Daily fix-it

Brainpop

Starfall

www.shsu.edu/~txcae/

classroom.jc-schools.net/waltkek/

Think/pair/share

Oral questioning

Post-it

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Study Island

Summative AssessmentScott Foresman weekly assessment

Spelling Test

2

http://www.shsu.edu/~txcae/


Duration: 5 daysMap:Week 2Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Long Vowels CVCe, SubjectTitle of Story: Exploring Space with an AstronautEssential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)Teaching Vocabulary: IdentifySite Words: don’t, right, their, call, sleepSpelling Words: tune, page, nose, space, size, fine, mice, late, cube, blaze, home, vote, erase, spice, confuse Reading Vocabulary: everywhere, live, work, woman, machines, move, worldCommon Core Standard




complete






CC.2.R.L.2Key Ideas and Details:Ask and answer such questions as who, what, when, where, why, an dhow to demonstrate

I CAN identify main idea and supporting details.

I CAN identify text features.

I CAN identify the subject of a sentence.

*Utilize comprehension strategies while reading, listening to, or viewing literary and informational texts.

Locating and using text features

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of

Scott Forseman

Leveled readers

Workbooks

Spelling worksheets

Grammer Practice


Thumbs up/ thumbs down

White boards

Exit slips

3

understanding of key details in a text. CC.2.R.I.7Integration of Knowledge and Ideas: Explain how specific images(e.g., a diagram showing how a machine works) contribute to and clarify a text.CC.2.L.1.FConventions of Standard of English: Produce, Expand, and rearrange complete simple and compound sentences CC.2.R.F.3.a Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled

*Demonstrate understanding of structure and features of informational passages/text

Locate key ideas, facts and details.

* Identify the subject of a sentence.

the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading

Book

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one-syllable words.


Duration: 5 daysMap:Week 3Big Idea: Realistic-Fiction, Consonant Blends, Context Clues, Character/Setting, PredicateTitle of Story: Henry and MudgeEssential Vocabulary: character/setting, realistic fiction, context cluesTeaching Vocabulary: DescribeSight Words: wash, or, before, been, offSpelling Words: stop, strap, next, hand, brave, ask, clip, stream, mask, twin, breeze, state, browse, straight, skeleton Reading Vocabulary: couldn’t, love, build, mother, bear, father, straightCommon Core Standard




complete

Skills (VERB)How the students will perform to understand the

Learning Target





5

CC.2.R F.4Read with Sufficient Accuracy and fluency to support comprehension. CC.2.L.1.FConventions of Standard of English: Produce, Expand, and rearrange complete simple and compound sentences CC.2.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding.

CC.2.R.F.4 Read with sufficient accuracy and fluency to support comprehension.



I CAN identify the subject of a sentence.

*Demonstrate understanding of literary elements and literary passages/textIdentify traits of main characters, interpret possible motives, and explain a character’s actions

* Identify the predicate of a sentence.

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading

Scott Forseman

Leveled readers

Workbooks

Spelling worksheets

Grammer Practice Book

Daily fix-it

Brainpop

Starfall





White boards

Exit slips

Think/pair/share

Oral questioning

Post-it

T-CHART

Study Island


Spelling Test

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Duration: 5 daysMap:Week 4Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Statements/questionsTitle of Story: A Walk in the DesertEssential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)Teaching Vocabulary: IdentifySite Words: cold, tell, work, first, does Spelling Words: talked, talking, dropped, dropping, excited, exciting, lifted, lifting, hugged, hugging, smiled, smiling, dragging, amazed, danced Reading Vocabulary: water, early, full, eyes, animals, warmCommon Core Standard




complete






CC.2.R.L.1Key Ideas and Details:Ask and answer such questions as who, what, when, where, why, and how to



I CAN distinguish

*Utilize comprehension strategies while reading, listening to, or viewing literary and informational texts.

Locating and using text

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem

Scott Forseman

Leveled readers

Workbooks

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White boards

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demonstrate understanding of key details in a text. CC.2.R.L.2Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the textCC.2.R.I.7Integration of Knowledge and Ideas: Explain how specific images(e.g., a diagram showing how a machine works) contribute to and clarify a text.CC.2.L.1.FConventions of Standard of English: Produce, Expand, and rearrange complete simple

between a statement and a question.

features



*Distinguish between a statement and a question.

related one of the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading


Daily fix-it

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Exit slips

Think/pair/share

Oral questioning

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and compound sentences


Duration: 5 daysMap:Week 4Big Idea: Main Idea/ Details, Text Features, Expository Non-fiction, Statements/questionsTitle of Story: A Walk in the DesertEssential Vocabulary: Main Idea/details, text features(title, captions, pictures, bold, italics, glossary, table of contents)Teaching Vocabulary: IdentifySite Words: cold, tell, work, first, does Spelling Words: talked, talking, dropped, dropping, excited, exciting, lifted, lifting, hugged, hugging, smiled, smiling, dragging, amazed, danced Reading Vocabulary: water, early, full, eyes, animals, warmCommon Core Standard




complete






CC.2.R.L.1Key Ideas and Details:Ask and answer such


*Utilize comprehension strategies while reading, listening to,

Guided Reading-picture walk, think alouds,

Scott Forseman

Leveled readers


Thumbs up/

9

questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. CC.2.R.L.2Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the textCC.2.R.I.7Integration of Knowledge and Ideas: Explain how specific images(e.g., a diagram showing how a machine works) contribute to and clarify a text.CC.2.L.1.FConventions of Standard of


I CAN distinguish between a statement and a question.

or viewing literary and informational texts.

Locating and using text features



*Distinguish between a statement and a question.

comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading

Workbooks

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thumbs down

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English: Produce, Expand, and rearrange complete simple and compound sentences


Duration: 5 daysMap:Week 6Big Idea: Realistic Fiction, r-controlled ar, or, ore, Sequencing, Predicting, NounsTitle of Story: Tara and Tiree, Fearless FriendsEssential Vocabulary: Sequence, Predict, Fiction, NounTeaching Vocabulary: Sequence, PredictSite Words: goes, write, always, made, gave Spelling Words: part, hard, born, horse, before, more, smart, farm, porch, corn, chore, score, cardinal, therefore, morning Reading Vocabulary: family, listen, break, once, pull, heardCommon Core Standard




complete


Learning Target





CC.2.R.L.5 I CAN Predict what *Utilize text Guided Scott Forseman Formative

11

Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.2.SL.1.cComprehension and Collaboration: Ask for clarification and further explanation as needed about topics and texts under construction.read and comprehend informational texts, including prose and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.2.L.1.aConventions of Standard English: Use Collective Nouns

CC.2.R.L.7 Integration

will happen next in a story.

I CAN sequence the events in a story

I CAN identify common and proper nouns.

structure cues (sequence, compare/contrast) to aid in comprehension.

*Utilize comprehension strategies while reading, listening to, or viewing literary and informational texts

*Identify Common and Proper Nouns.

Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to first of schoolSelf-selected reading

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it

Brainpop

Starfall



assessments


White boards

Exit slips

Think/pair/share

Oral questioning

Post-it

T-CHART

Study Island


Spelling Test

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of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CC.2.L.2.a Conventions of Standard English: Capitalize holidays, product names, and geographic names.


Duration: 5 daysMap:Week 7Big Idea: Realistic Fiction, Contractions, Realism/Fantasy, Prior Knowledge, Verb

13

Title of Story: Ronald Morgan Goes to BatEssential Vocabulary: Realism, Fantasy, Prior Knowledge, Verb Teaching Vocabulary: Identify, DescribeSite Words: us, buy, those, use, fastSpelling Words: I’ll, wasn’t, it’s, he’s, I’m, didn’t, who’s, she’s, we’ll, isn’t, hasn’t, hadn’t, wouldn’t, shouldn’t, where’s Reading Vocabulary: laugh, either, second, great, you’re, certainly, worstCommon Core Standard



What the students will know when the lesson are complete


Learning Target





CC.2.R.L.1Key Ideas and Details: Ask and answer such questions as who, what, where, when, why. CC.2.R.L.5 Craft and Structure: Know and use various text features to locate key facts or information in a text efficiently.

CC.2.L.1.dConventions of

I CAN identify a realistic story and explain what makes it realistic.

I CAN use prior knowledge to make predictions and draw conclusions.I CAN identify verbs in a sentence.

I CAN identify contractions and the words that make up those contractions.

*Utilize prior knowledge to make predictions and draw conclusions.

*Distinguish between Realism/Fantasy

*Identify Verbs in a sentence.


Scott Forseman

Leveled readers

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Standard English: Form and Use the past tense of frequently occurring irregular verbs

CC.2.L.2.c Conventions of standard English: Use an apostrophe to form contractions and frequently occurring possessives.


Study Island


Spelling Test


Duration: 5 daysMap:Week 8

15

Big Idea: Folk Tale, Sequence, Summarize, r-controlled er, ir, urTitle of Story: Turtle’s Race with BeaverEssential Vocabulary: Sequence, Summarize, Folk TaleTeaching Vocabulary: Sequence, SummarizeSite Words: people, better, pretty, where, shouldSpelling Words: her, person, nurse, dirt, turn, birth, serve, curb, curl, skirt, purse, turtle, hamburger, surface, perfect Reading Vocabulary: enough, toward, above, ago, word, wholeCommon Core Standard




complete


Learning Target





CC.2.R.L.5Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.2.R.L.2Key Ideas and Details:recount Stories, including

I CAN summarize events in a story.

I CAN sequence the events in a story

*Utilize text structure cues (sequence, compare/contrast) to aid in comprehension.

*Utilize comprehension strategies while reading, listening to, or viewing literary and informational texts


Scott Forseman

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it

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Exit slips

Think/pair/share

Oral questioning

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Fables and Folktales from diverse cultures, cultures, determine their central message, lesson or moral.

*Summarize events in a story.

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Big Idea: Fairy Tale, Plurals, Irregular plurals, Author’s Purpose, Story Structure, plural nounsTitle of Story: The Bremen Town MusiciansEssential Vocabulary: Fairy Tale, Author’s Purpose, Character, Setting, PlotTeaching Vocabulary: IdentifySite Words: why, found, because, best, upon Spelling Words: note, notes, lunch, lunches, story, stories, tune, tunes, switch, switches, baby, babies, crumbs, supplies, centuries Reading Vocabulary: people, bought, pleasant, sign, shall, probably, scaredCommon Core Standard




complete


Learning Target





CC.2.R.l. 6Craft and structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

CC.2.R.1. 5Craft and Structure: Describe the overall structure of a story, including describing

I CAN identify the author’s purpose.

I CAN identify story elements(character, setting, plot)

I CAN identify plural nouns that change spelling.

I CAN identify irregular plurals.

* identify and describe characters, major events/plot, setting, or problem/solution

*Identify and describe the author’s purpose(to inform, persuade and entertain)

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to first of schoolSelf-selected

Scott Forseman

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it

Brainpop



White boards

Exit slips

Think/pair/share

Oral questioning

18

how the beginning introduces the story and the ending concludes the action.

CC.2.L.1.aConventions of Standard English: Use collective nouns

CC.2.L.1.bConventions of Standard English: Form and use frequently occurring irregular plural nouns (feet, children, teeth, mice, fish)

CC.2.R.L.6 Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a different voice for

readingStarfall



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each character when reading dialogue aloud.


Duration: 5 days

20

Map:Week 10Big Idea: Draw Conclusions, Visualize, long a: a, ai, ay, Possessive NounsTitle of Story: A Turkey For ThanksgivingEssential Vocabulary: Draw Conclusions, VisualizeTeaching Vocabulary: InferSite Words: these, sing, wish, many, behind Spelling Words: tail, main, wait, say, away, play, raise, brain, paint, stay, today, tray, holiday, daily, raisin Reading Vocabulary: door, minute, sorry, behind, brought, promise, everybodyCommon Core Standard




Skills (VERB)How the

students will perform to

understand the Learning Target





CC.2.R.l. 5Craft and structure: Know and Use various text features to locate key facts or information in a text efficiently.

CC.2.R. l.6Craft and Structure: Identify the main purpose of a text, including

I CAN draw conclusions using prior knowledge.

I CAN visualize the characters, settings and events in a story.

*Utilize prior knowledge to draw conclusions and make inferences about characters and events in a story.

*Visualize characters, settings, and events in a story


Scott Forseman

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it

Brainpop



White boards

Exit slips

Think/pair/share

Oral questioning

Post-it

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what the author wants to answer, explain, or describe.

CC.2.L.1.aConventions of Standard English: Use collective nouns

Starfall



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Duration: 5 days

22


Map:Week 11Big Idea: Author’s Purpose, Story Structure, Long e, e, ee, ea, y, Character DevelopmentTitle of Story: Pearl and WagnerEssential Vocabulary: Author’s Purpose, Inform, Persuade and Entertain Character, Setting, PlotTeaching Vocabulary: Identify and DescribeSight Words: although, beautiful, caught, describe, explainSpelling Words: read, feel, easy, deep, seat, party, wheel, leave, windy, sleep, teeth, team, wreath, season, eagle Reading Vocabulary: science, shoe, won, guess, village, pretty, watchCommon Core Standard





students will perform to understand

the Learning Target





CC.2.R.l. 6Craft and structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.R. L. 5Craft and Structure: Describe the overall structure of a story, including describing

I CAN identify story elements (character, setting, and plot)

I CAN identify author’s purpose.

I CAN describe changes in a character during the course of the story.

*List characters, setting and plot

*Describe whether or not the author’s purpose is to inform, persuade, or entertain.

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to first of school

Scott Forseman

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it



White boards

Exit slips

Think/pair/share

Oral questioning

23

how the beginning introduces the story and the ending concludes the action.

CC.2.R..F.3.b Phonics and Word Recognition: Know spelling-sound correspondences for additional common vowel teams.

CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges.

*Describe how characters in a story respond to major events and challenges.

Self-selected reading

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Duration: 5 days

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Map:Week 12Big Idea: Draw Conclusions, Visualize, Long o, o, oa, owTitle of Story: Dear JunoEssential Vocabulary: Draw Conclusions, VisualizeTeaching Vocabulary: InferSight Words: among, believe, cause, either, field, Spelling Words: goat, hold, show, most, bowl, float, toast, ago, open, told, toad, slow, almost, throat, hollow Reading Vocabulary: picture, school, answer, wash, parents, company, farawayCommon Core Standard




complete


Learning Target





CC.2.R.l. 5Craft and structure: Know and Use various text features to locate key facts or information in a text efficiently.

CC.2.R. l.6Craft and Structure: Identify the main purpose of a text,

I CAN visualize characters, events, and setting.

I CAN draw conclusions.

*make an inference based on new information

*create a mental image to improve comprehension


Scott Forseman

Leveled readers

Workbooks

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Oral questioning

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including what the author wants to answer, explain, or describe.

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Duration: 5 daysMap:Week 13Big Idea: Cause/Effect, Monitor and Fix up, Compound Words, Folk Tale, Dictionary skillsTitle of Story: AnansiEssential Vocabulary: Cause, EffectTeaching Vocabulary: Identify and ExplainSight Words: certain, fact, heart, noun, include Spelling Words: basketball, someone, weekend, something, birthday, riverbank, bathtub, backyard, driveway, bedtime, raindrop, mailbox, grandparent, rattlesnake, earthquake Reading Vocabulary: today, whatever, caught, believe, been, finally, tomorrowCommon Core Standard




complete


Learning Target





CC.2.R.l. 5Craft and structure: Know and Use various text features to locate key facts or information in a text efficiently. CC.2.L.2.e Conventions of Standard English: Consult reference

I CAN identify cause and effect

I CAN use monitor and fix-up strategies.

I CAN identify compound words

*identify cause and effect

*utilize monitor and fix-up strategies to aid in comprehension.


Scott Forseman

Leveled readers

Workbooks

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Daily fix-it



White boards

Exit slips

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materials, including and beginning dictionaries, as needed to check and correct spellings.

CC.2.L.4.dVocabulary Acquisition and use: Use Knowledge of the meaning of individuals Words to predict the meaning of compound words (birdhouse, lighthouse, housefly, bookshelf, notebook)

Self-selected reading Brainpop

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Duration: 5 daysMap:Week 14Big Idea: Realistic Fiction, Theme and Plot, Predict, Long i: i, ie, igh, yTitle of Story: Rosa and BlancaEssential Vocabulary: Theme, Plot, PredictTeaching Vocabulary: DescribeSight Words: another, must, want, while, houseSpelling Words: find, child, sky, bright, wild, fly, right, flight, spider, cry, blind, myself, frighten, arrival, identify Reading Vocabulary: their, many, alone, buy, half, youngest, daughtersCommon Core Standard





Learning Target





CC.2.R.L.2Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral

CC.2.R.L.1 Key Ideas and Details:

I CAN describe the theme and plot of a story.

I CAN predict the events in a story using prior knowledge and by drawing conclusions.

*trace plot across multiple episodes

*utilize comprehension strategies (making predictions) while reading, listening to, or viewing literary and informational texts.


Scott Forseman

Leveled readers

Workbooks

Spelling worksheets


Daily fix-it



White boards

Exit slips

Think/pair/share

Oral questioning

29

Ask and answer such questions as who, what, where, when, why, and h to demonstrate understanding of key details in a text.

Self-selected reading

Brainpop

Starfall



Post-it

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Study Island


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Duration: 5 daysMap:Week 15Big Idea: Biography, Cause and Effect, Monitor and Fix-up, Comparative Endings, Verbs, Synonyms/AntonymsTitle of Story: A Weed is a FlowerEssential Vocabulary: Biography, Cause and Effect, Synonyms/AntonymsTeaching Vocabulary: IdentifySight Words: thing, please, night, made, handSpelling Words: sooner, soonest, hotter, hottest, busier, busiest, happier, happiest, smaller, smallest, fatter, fattest, angrier, angriest, straighter, straightest Reading Vocabulary: only, question, clothes, money, hours, neighbor, taughtCommon Core Standard




complete








CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and h to demonstrate understanding of key details in a text. CC.2.R. l.6

I CAN identify a Biography

I CAN identify causeAnd effect.

*identify biographies and explain the elements that make it a biography.

*Identify cause and effect.

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skillsRead Aloud-books related to

Scott Forseman

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31

Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

CC.2.L.2.dConventions of Standard English: Generalize learned spelling patterns when writing words

CC.2.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.

first of schoolSelf-selected reading

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Duration: 5 daysMap:Week 16Big Idea: Realistic Fiction, Compare and Contrast, Story Structure, AdjectivesTitle of Story: The Quilt StoryEssential Vocabulary: Compare, Contrast, Beginning, Middle, End, AdjectivesTeaching Vocabulary: Compare/ContrastSight Words: find, live, more, most, leaveSpelling Words: ankle, title, apple, cable, purple, able, bugle, bundle, bubble, giggle, sparkle, tickle, mumble, scramble, twinkle Reading Vocabulary: mother, father, warm, family, ago, beautiful, country, friend, front, someoneCommon Core Standard




complete








CC.2.R.1.9 Integration of knowledge and ideas: Compare and Contrast two or more versions of the same story by different authors or from different cultures.

I CAN compare and contrast.

I CAN identify the beginning, middle, and end of a story.

I CAN identify adjectives.

*Compare and Contrast events, authors, books about the same theme or topic , and or characters

*Identify the beginning,


Scott Forseman

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CC.2.R.1.2 Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CC.2.L.5.aVocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g describe foods that are spicy or juicy)

CC.2.L.5.b. Vocabulary Acqusition and Use: Distinguish shades of meaning among closely related verbs (e.g toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny)

middle and end of a story.


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Big Idea: Expository Nonficton, Fact and Opinion, Ask QuestionsTitle of Story: Life Cycle of a Pumpkin SeedEssential Vocabulary: fact, opinionTeaching Vocabulary: Identify, DescribeSight Words: about, boy, come, did, fromSpelling Words: put, cook, stood, full, wood, July, shook, push, pull, brook, hook, hood, pudding, cushion, footprint Reading Vocabulary: water, animals, warm, people, ago, everywhere, live, work, woman, machines, move, worldCommon Core Standard




complete


Learning Target





CC.2.R.l.6Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain or describe.

CC.2.R.F.4.cUse context to confirm or self-correct word recognition and

I CAN identify fact and opinion.

I CAN ask questions to aid in comprehension.

*distinguish between fact and opinion.

*Utilize questioning skills to aid in comprehension.


Scott Forseman

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understanding, rereading as necessary.

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Map:Week 18Big Idea: Expository Nonficton, Fact and Opinion, Ask QuestionsTitle of Story: FrogsEssential Vocabulary: fact, opinionTeaching Vocabulary: Identify, DescribeSight Words: about, boy, come, did, fromSpelling Words: put, cook, stood, full, wood, July, shook, push, pull, brook, hook, hood, pudding, cushion, footprint Reading Vocabulary: water, animals, warm, people, ago, everywhere, live, work, woman, machines, move, worldCommon Core Standard




complete


Learning Target






CC.2.R.F.4.cUse context to confirm or self-correct word recognition and understanding,


I CAN ask questions to aid in comprehension.




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rereading as necessary.

CC.2.R.F.3.ePhonics and Word Recognition: Identify words with inconsistent but common spelling-sound correspondences.

CC.2.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g. When other kids are happy that makes me happy)

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Duration: 5 daysMap:Week 19Big Idea: Narrative Poem, Theme, Plot, Summarize, Dipthongs oi, oy,Title of Story: I Like Where I AmEssential Vocabulary: Narrative Poem, Theme and Plot, SummarizeTeaching Vocabulary: summarize, DescribeSight Words: again, long, much, that, wereSpelling Words: joy, noise, royal, moist, broil, cowboy, spoil, joint, foil, enjoy, destroy, loyal, employee, corduroy, turquoise Reading Vocabulary: friend, animals, move, early, love, eyes, pretty, love, school, mother, straightCommon Core Standard




complete








CC.2.R.L.7 Integration of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital ext to demonstrate understanding of character, setting, or plot

I CAN describe the theme and plot of a story.

I CAN summarize the events in a story.

*trace plot across multiple episodes

*summarize events in a story


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CC.2.R.L.1 Key Ideas and details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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Duration: 5 daysMap:Week 20Big Idea: Fact and Opinion, Questioning, Narrative Nonfiction, AdverbsTitle of Story: Helen Keller and The Big StormEssential Vocabulary: fact, opinion, narrative nonfictionTeaching Vocabulary: identifySight Words: any, down, eat, give, haveSpelling Words: too, new, fruit, blue, true, cool, suit, spoon, clue, juice, drew, flew, cruise, nephew, shampoo Reading Vocabulary: word, together, learn, very, love, learn, move, often, friend, though, gone, piecesCommon Core Standard




complete


Learning Target






CC.2.R.F.4.cUse context to confirm or self-correct word


I CAN ask questions to aid in comprehension

I CAN identify adverbs in a sentence



*identify adverbs in a sentence


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recognition and understanding, rereading as necessary.

CC.2.L.1.e Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified.

CC.2.R.F.3.fPhonics and Word Recognition: Recognize and read grade appropriate irregularly spelled words.

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Duration: 5 daysMap:Week 21Big Idea: Narratve Nonfiction, Main Idea/ Supporting Details, Text Structure, pronounsTitle of Story: FirefighterEssential Vocabulary: Fiction/Nonfiction, Main Idea, Supporting details, pronounTeaching Vocabulary: identifySight Words: how, make, new, said, whatSpelling Words: cheerful, visitor, slowly, weekly, teacher, helper, hardly, graceful, yearly, quickly, fighter, sailor, gardener, competitor, extremely Reading Vocabulary: enough, breaks, finally, family, someone, heard, special, listen, once, pullCommon Core Standard




complete








CC.2.R.L.2Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the textCC.2.R.L.1Key Ideas and Details:Ask and

I CAN identify the main idea and supporting details.

I CAN identify text structure

I CAN identify pronouns in a sentence

*identify the main idea and supporting details.

*identify text structure such as pictures, captions, glossaries, maps, charts,


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answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a textCC.2.R.I.7Integration of Knowledge and Ideas: Explain how specific images(e.g., a diagram showing how a machine works) contribute to and clarify a text.CC.2.L.4e Vocabulary Acquisition and Use: Use glossaries and beginning dictionaries, both print and digital to determine or clarify the meaning of words and phrases.CC.2.L.1.c Conventions of Standard English: Use reflexive pronouns (e.g. myself, ourselves)

bold words, italics.

*identify adverbs in a sentence


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Duration: 5 days

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Map:Week 22Big Idea: Realistic Fiction, Sequence, Graphic Organizer, Prefixes un-, re-, pre-, dis-, SuffixesTitle of Story: One Dark NightEssential Vocabulary: Realistic Fiction, Sequence, Prefix, SuffixTeaching Vocabulary: sequence, identifySight Words: how, make, new, said, whatSpelling Words: unsafe, preheat, rerun, disappear, unlock, retie, rewind, unpack, unplug, regroup, preschool, disagree, prehistoric, unfortunate, reunion Reading Vocabulary: angry, certainly, door, either, second, great, watch, once, warm, pull, water, Common Core Standard




complete



the Learning Target





CC.2.R.L.5 Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CC.2.L.4.b Vocabulary

I CAN sequence the events in a story.

I CAN identify prefixes and suffixes.

*sequence events in a story

*identify prefixes and suffixes


Scott Forseman

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Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a known word.

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Big Idea: Realistic Fiction, Plot and Theme, Prior Knowledge, Silent ConsonantsTitle of Story: Bad Dog DodgerEssential Vocabulary: Plot, ThemeTeaching Vocabulary: DescribeSight Words: him, little, other, them, twoSpelling Words: knock, sign, knee, wrong, write, climb, wrap, wren, gnat, lamb, comb, knob, knuckle, plumber, wrestle Reading Vocabulary: everybody, enough, laugh , toward, mother, above, picture, ago, school, word, pull, whole, parentsCommon Core Standard




complete


Learning Target





CC.2.R.1.7 Integration of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital ext to demonstrate understanding of character, setting, or plotCC.2.R.L.1Key Ideas and

I CAN describe the plot and theme of a story.

I CAN use prior knowledge to make predictions and draw conclusions

*identify problems and explain how conflicts are resolved

*utilize prior knowledge as a comprehension strategy while reading, listening to, or viewing informational or literary texts.


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Details: Ask and answer such questions as who, what, where, when, why

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Map:Week 24Big Idea: Fantasy, Author’s Purpose, Ask questions, ph, gh/f/Title of Story: Horace and Morris but Mostly DeloresEssential Vocabulary: Author’s Purpose, Inform, Entertain, PersuadeTeaching Vocabulary: IdentifySight Words: along, carry, didn’t, eyes, rideSpelling Words: phone, enough, stuff, laugh, puff, giraffe, graph, tough, photo, rough, cough, cliff, dolphin, physical, autograph Reading Vocabulary: alone, bought, door, people, friends, pleasant, love, probably, their, scared, shall, signCommon Core Standard




complete








CC.2.R.l. 6Craft and structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

I CAN identify the Author’s Purpose.

*determine the author’s purpose of a piece of writing.


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readingBrainpop

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Map:Week 25Big Idea: Humorous Fiction, Realism/Fantasy, Monitor and Fix Up, Context Clues, CommasTitle of Story: The Sign maker’s AssistantEssential Vocabulary: Fiction, Realism/Fantasy, Monitor and Fix Up, Context Clues, CommasTeaching Vocabulary: IdentifySight Words: also, away, back, dear, fourSpelling Words: talk, because, August, caught, draw, walk, chalk, auto, taught, thaw, fault, launch, applause, audience, awkward Reading Vocabulary: couldn’t, behind, door, brought, sign, sorry, everybody, school, minute, tomorrow, promise, work, watchCommon Core Standard




complete








CC.2.R.F.4.aRead Grade level text with purpose and understanding

CC.2.R.F.4.c Use Context to confirm or self-correct word recognition and understanding, rereading as necessary

I CAN identify a fiction story

I CAN distinguish between realism and fantasy

I CAN use context clue strategies to monitor and fix-up

I CAN identify

*distinguish between realism and fantasy.

*Distinguish between fiction and non-fiction.

*utilize context clues to aid in comprehension


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CC.2.R.l.4 Craft and Structure: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

CC.2.L.4.aVocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

CC.2.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibility from an array of strategies.

CC.2.L.2.b Conventions of Standard English: Use

context clues first of schoolSelf-selected reading

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commas in greetings and closings of letters.


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Duration: 5 daysMap:Week 27Big Idea: Narrative Nonfiction, Fact and Opinion, Monitor and Fix UpTitle of Story: Red, White, and BlueEssential Vocabulary: fact/opinion, nonfictionTeaching Vocabulary: identifySight Words: had, just, know, look, cleanSpelling Words: tried, trying, planned, planning, liked, liking, hiked, hiking, cried, crying, skipped, skipping, danced, dancing, replied, replying Reading Vocabulary: won, answer, very, company, people, faraway, early, parents, together, watchCommon Core Standard




complete


Learning Target






CC.2.R.I.6 Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

I CAN identify fact and opinion

I CAN identify nonfiction.

I CAN use comprehension strategies to monitor and fix-up.

* distinguish between fact and opinion

*distinguish between fiction/nonfiction.

*Utilize comprehension strategies to monitor and fix-up.


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CC.2.R.I.10 Range of Reading and Level of Text Complexity: By the end year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


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Duration: 5 daysMap:Week 28Big Idea: Realistc Fiction, Draw Conclusions, Summarize, SyllablesTitle of Story: A Birthday Basket for TiaEssential Vocabulary: draw conclusions, summarize, syllablesTeaching Vocabulary: summarize, Infer, identifySight Words: not, put, some, take, thenSpelling Words: mixture, nation, section, future, picture, action, caution, station, fixture, motion, nature, feature, furniture, adventure, tuition Reading Vocabulary: birthday, believe, today, been, door, caught, family, finally, laugh, today, tomorrow, whateverCommon Core Standard




complete









CC.2.R.I.8 Integration of knowledge and Ideas: Describe how reasons support specific points the author makes in a

I CAN draw conclusions


I CAN identify syllables

* make inferences with new information I read


*identify


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text.

CC.2.R.F.3.c Phonics and Word Recognition: Decode regularly spelled two-syllable words with , long vowels.

CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

syllables Self-selected reading

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Duration: 5 daysMap:Week 29Big Idea: Narrative Nonfiction, Cause and Effect, Graphic Organizers, SuffixesTitle of Story: CowboysEssential Vocabulary: cause/effect, graphic organizer, suffix, nonfictionTeaching Vocabulary: identifySight Words: black, close, end, far, girlSpelling Words: kindness, careless, goodness, useless, fearless, darkness, sadness, sickness, helpless, thankless, fitness, weakness, awareness, eagerness, wireless Reading Vocabulary: enough, clothes, animals, hours, aunt, money, above, neighbor, family, only, question, taughtCommon Core Standard




complete









CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events,

I CAN draw conclusions


I CAN identify syllables

* make inferences with new information I read



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scientific ideas or concepts, or steps in technical procedures in a text.

CC.2.R.F.3.d Phonics and Word Recognition: Decode words with common prefixes and suffixes.

*identify syllables


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Duration: 5 daysMap:Week 30Big Idea: Realistic Fiction, Character, Setting, Plot, Prior Knowledge, PrefixTitle of Story: Jingle DancerEssential Vocabulary: realistic Fiction, Character, Setting, Plot, Prior Knowledge, prefixTeaching Vocabulary: identify, describe, recallSight Words: big, color, five, high, standSpelling Words: midair, misplace, mislead, midway, misprint, midday, midweek, misbehave, midyear, mismatch, misdeed, mistake, midstream, midnight, misbehavior Reading Vocabulary: enough, clothes, animals, hours, aunt, money, above, neighbor, family, only, question, taughtCommon Core Standard




complete



the Learning Target





CC.2.L.4.b Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell)

I CAN identify character, setting, and plot

I CAN recall prior knowledgeI CAN identify prefixes

* identify character, setting, and plot

*recall prior knowledge

*identify

Guided Reading-picture walk, think alouds, comprehension question gamesShared reading-poem related one of the weeks skills

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CC.2.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g addition, additional)

CC.2.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CC.2.R.L.6 Craft and Structure: Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.CC.2.R.L.7 Integration of Knowledge and Ideas: Use information gained from the

prefixes Read Aloud-books related to first of schoolSelf-selected reading

Book

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illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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KNOTT COUNTY PUBLIC SCHOOLS Grade LA... · Web viewknott county public schools. curriculum...

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