MAP Gr2 Q2 FI… · Web view-Use context to confirm or self-correct word recognition ... focus on...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 2nd Nine Weeks Grade 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

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

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM)

Shelby County Schools2016/2017

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and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

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

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including:

Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth.

Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.

How to Use the Literacy Curriculum MapsShelby County Schools

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Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.

Using the Curriculum Maps, Grades K-2

● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider Shelby County Schools

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how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own

objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction.

Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in


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Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Foundational Skills: The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the


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evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.

Gradual Release of Responsibility Example Behaviors

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification


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We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the

learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome


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Week 1 Lesson 9

Reading Selection(s)● How Chipmunk Got His Stripes (Folktale)● Why Rabbits Have Short Tails (Traditional Tale)

Essential Question: What morals are learned from characters in folktales? Standards Evidence Statements Content & TasksReading Foundational Skills RF.2.3c -Decode regularly spelled two-syllable words with long vowels.RF.2.4a -Read with sufficient accuracy and fluency to support comprehension; Read grade-level text with purpose and understanding. RF.2.4b -Read with sufficient accuracy and fluency to support comprehension; Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4c -Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Demonstrates the ability to read regularly spelled two-syllable words with long vowels.

Demonstrates the ability to read and comprehend grade appropriate text.

Demonstrates the ability to fluently read grade level appropriate text with expression.

Demonstrates the ability to read and use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Sample Objectives (I can):Identify and read words with CV spelling-sound correspondences.Blend and decode regularly spelled words with endings –ed, -ing.Read base words with endings –s, -ed, and –ingCount syllables in spoken words.

Phonics and Fluency● CV Syllable Pattern (open syllable)● Base words and Endings –ed, -ing● High Frequency Words: afraid, dark, for, kept, many,

might, own, show, why, would

Decodable Readers: Maybe Racing Away!

Performance Assessments● Journeys Progress Monitoring● Journeys Reader’s Notebook● Journeys Grab-and- Go● Fluency: Phrasing: Punctuation TE pgT317● Fluency: Phrasing: Punctuation Projectable 9.6● Journeys Cold Reads

Literacy Station Activities● Phonics/word study station: Journeys Word study flip

chart, Lesson 9, CV syllable pattern, read decodable text, review previously taught skills, additional optional activities:

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

Reading Literature and Informational TextRL.2.2 -Recount stories, including fables and folktales from

Provides a recounting of stories, including fables, folktales Performance Assessments


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diverse cultures, and determine their central message, lesson, or moral RL.2.3 - Describe how characters in a story respond to major events and challengesR.L.2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

and folktales from diverse cultures. Provides an identification of the central message, lesson or

moral in a text. Provides a description of how characters in a story respond to

major events. Provides a description of how characters in a story respond to

challenges. Provides a description of how words and phrases supply

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

Sample Objectives (I can):Describe how chipmunk and bear respond to their challenges.Describe how repeated lines supply meaning to How Chipmunk Got His Stripes.Explain the moral and lessons learned in How Chipmunk Got His Stripes.

● Journeys Progress Monitoring● Journeys Grab-and-Go Assessment● Teacher-created

Text Dependent Questions ● How is the word height used in both folktales?● Why does the author keep repeating the characters' sentences?● What seasons are depicted in the story How Chipmunk Got His Stripes?● What lesson did chipmunk and rabbit learn?● What other ways could bear, chipmunk, and rabbit handled their situation?

Literacy Station ActivitiesComprehension station: character journal, illustrate a character, story map or other graphic organizer, story summary, retelling cards

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

Introduces a topic in an informational or explanatory text. Uses facts and definitions to develop points in an

informational or explanatory text. Provides a concluding statement or section in an

informational or explanatory text. Provides writing that is focused on a topic. Strengthens writing as needed when revising and editing. Uses a variety of digital tools to produce and publish writing. Collaborates with peers to produce and publish writing, using

a variety of digital tools.

Sample Objectives (I can):Write and opinion paragraph stating if you agree or disagree with bear or squirrel. Support your opinion with details from the text. Work with a partner to revise and edit my opinion piece.

Routine Writing● Write simple sentences in response to literature● Participate in shared writing experiences● Short and/or daily/weekly writing● Daily Proofreading Practice● Projectables 9.3, 9.8● Journeys Grab-and- Go

Writing Tasks-Culminating Create a venn diagram comparing the actions of bear and squirrel. Use the diagram to write a paragraph stating your opinion if you agree or disagree with the character's actions. The paragraph should state your opinion, supply a reason and example, and close by restating your opinion.

Speaking and ListeningSL.2.1a-Follow rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one

Demonstrates the ability to participate in collaborative conversations with diverse partners on grade 2 topics and texts in both small and large groups.

Performance Assessments● Classroom routines and procedures● Responsive Classroom activities such as Morning


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at a time about the topics and texts under discussion). SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2-Recount or describe key ideas or details from text read aloud, information presented orally, or through other media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

Demonstrates the ability to follow agreed-upon rules for discussion.

Demonstrates ability to build on others’ talk in conversations by linking their comments to the remarks of others.

Demonstrates ability to ask for clarification and further explanation as needed about topics and texts discussed.

Demonstrates ability to recount or describe key ideas or details from text read aloud.

Demonstrates ability to recount or describe key ideas or information presented orally or through other media.

Demonstrates the ability to produce complete sentences appropriate to task and situation in order to provide requested detail or clarification.

Sample Objectives (I can):Follow rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.

Meeting● Recount key ideas from the text read aloud

On Thin Ice TE pp. T312-T313

LanguageL.2.1a-Use collective nouns (e.g., group).L.2.4a - Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) L.2.5b-Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Demonstrates the ability to use collective nouns. Demonstrates the ability to determine or clarify the meaning of

unknown and multiple-meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries.

Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real life connections between words and their use

Provides a statement showing understanding of the shades of meaning among closely related verbs and adjectives.

Sample Objectives (I can):Use context as a clue to the meaning of a word or phrase.Identify synonyms and discuss which one fits best in a sentence.Use verbs in present time.Use an online dictionary.

Vocabulary● Daily Vocabulary Boost● Synonyms

Lesson Vocabulary● tunnel, height, healed, bragged, teased

Academic Vocabulary compare, folktale, lesson, moral http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts● Verbs in the Present


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf




● Review collective nouns

Performance Assessments for both● Journeys Progress Monitoring● Journeys Grab-and-Go ● Teacher-created

Literacy Station ActivitiesVocabulary station: synonyms

Week 2 Lesson 10

Reading Selections Jellies: The Life of a Jellyfish (Informational Text) Splash Photography (Informational Text)

Essential Question: How do oceanographers provide us facts about the ocean?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.2.4a-Read grade-level text with purpose and understanding.

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



Sample Objectives (I can):Build and read contractions.Use apostrophes to form and write contractions.Reread text with contractions and High-Frequency Words for fluency practice.Write/Spell words with contractions.

Phonics and Fluency Phonics: Contractions Fluency: Stress High Frequency Words: because, better, go, me, old, really, right,

they, was, you

Decodable Readers: Let’s Have Fun I’m Going to Win

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

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

previously taught phonics patterns, Journeys flip charts


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

Reading Literature and Informational TextRI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.RI.2.8-Describe how reasons support specific points the author makes in a text.

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

Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides an explanation of how specific images contribute to and/or clarify a text.

Provides a description of how the reasons in a text support specific points made by the author.

Sample Objectives (I can):Describe characteristics of a jellyfish using text evidence from Jellies.Identify the author’s purpose for writing Splash Photography and Jellies.Use text features from Jellies to describe a jellyfish.

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

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

different jellyfish.

Text-dependent Questions What are the characteristics of jellyfish? (key details) Why does the author use the word disgusting to describe the

jellyfish? (vocabulary) What prevents the jellyfish from knowing the difference between a

friend or enemy? (inference) Would you want to be an oceanographer? Use evidence from the

text to support your opinion.

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

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

Writing/ResearchW.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing,

Introduces a topic in an informational or explanatory text.

Uses facts and definitions to develop points in an informational or explanatory text.

Provides a concluding statement or section in an informational or explanatory text.

Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing. Uses a variety of digital tools to produce and

publish writing. Collaborates with peers to produce and publish

writing, using a variety of digital tools.

Sample Objectives (I can):. Write facts using information from Splash Photography

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

Writing Tasks Write about a day in the life of an oceanographer. Include a topic

sentence, at least three facts, and a closing sentence.


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



and Jellies.Write a closing sentence.Work with a peer to edit and revise my writing.

Speaking and ListeningSL.2.1a-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue. SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations)





Demonstrates ability to 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.



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

Sharks on the Run! TE pp. T414-T415

LanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Demonstrates the ability to form the past tense of irregular verbs that occur frequently.

Demonstrates the ability to use the past tense of frequently occurring verbs correctly.

Demonstrates the ability to use an apostrophe when forming contractions and/or possessives.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using a known root word as a clue to the meaning of the unknown word with the same root.

Vocabulary Daily Vocabulary Boost Base Words and Suffixes: -er, -est

Lesson Vocabulary Simple, wrapped, disgusting, drift, current

Academic Vocabulary characteristics, fact and opinion, compare and contrast,

oceanography, graphic features http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-


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Sample Objectives (I can):Form and write verbs in present, past, and future tense.Identify and understand words with suffixes –er and –est.Use known root words to determine unknown word with same root.

detail-pg (Supplemental Resources, click Vocabulary Quadrant)

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

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

Language Arts: Verbs: Present, Past, and Future Projectables 10.2, 10.5

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

Week 3 – Lesson 11Reading Selections Click, Clack, Moo: Cows That Type (Humorous Fiction) Talk About Smart Animals! (Informational Text)

Essential Question: What can the animals in Click, Clack, Moo do that most animals cannot do?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




Sample Objectives (I can):

Phonics and Fluency Phonics: Base Words and Endings –s, -es Fluency: Expression High Frequency Words: another, far, grow, hard, heard, kind, light,

more, some, toDecodable Readers:

Jess Makes GiftsCooking With Mom Fox


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




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


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

11, word building with base words and endings, review of previously taught phonics patterns, additional optional activities:

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

Reading Literature and Informational TextRL.2.3-Describe how characters in a story respond to major events and challenges.RL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

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

Provides a description of how characters in a story respond to major events.

Provides a description of how characters in a story respond to challenges.

Provides a description of how words and phrases supply rhythm and meaning in a story, poem, or song.

Demonstrates understanding of characters, setting, or plot of a print or digital text by using information gained from the illustrations and words of the text.

Demonstrates knowledge and use of text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text.

Sample Objectives (I can): Draw conclusions using illustrations and text clues in Click, Clack, Moo: Cows that Type.Describe why Click Clack Moo is repeated.Describe how the Farmer Brown and the animals respond to each other in Click, Clack, Moo: Cows That Type.Use headings to predict the text in Talk About Smart Animals!


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

Text-dependent Questions Why does Farmer Brown have a problem? (general understanding) What is a typewriter? (vocabulary) When looking at the last page of the text, the duck is diving off a

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

What are the similarities and differences of the animals in the two stories?

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart, Lesson

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

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.5: Know and use text features to locate facts or information.


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English Language Arts 2nd Nine Weeks Grade 2Re

adin

g

Level 1: EnteringMatch to the text features using independent level texts with support from illustrations, environmental print or an illustrated word bank.

Level 2: EmergingIdentify text features from familiar text with a partner.

Level 3: DevelopingLocate information using text features and graphic organizers with a partner.

Level 4: ExpandingAssociate key facts from informational text to appropriate text features with small group support.

Level 5: BridgingLocate information relevant to a given topic using text features using detailed sentences of varying length and content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

States an opinion in writing. Includes the topic of the book they are writing

about when sharing an opinion in writing. Supplies supportive reasons when sharing an

opinion in writing. Uses linking words to connect an opinion with

reasons when sharing an opinion in writing. Provides a concluding statement or section when

sharing an opinion in writing. Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing.

Sample Objectives (I can):Write a persuasive letter.Work with a peer to revise and edit my writing.

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

Writing Tasks-Culminating Write a letter persuading an adult for something you want. Students

must state an opinion, include at least three reasons, and a closing statement.

Speaking and ListeningSL.2.1a-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations)







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


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




LanguageL.2.1f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)

L.2.2b-Use commas in greetings and closings of letters.

L.2.4b-Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)

Demonstrates the ability to identify and use subjects and predicates in simple sentences.

Demonstrate the ability to use commas in greetings and closings of letters.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases when a known prefix is added to a known word.

Sample Objectives (I can):Determine the meaning of a word with a known prefix.Identify and produce complete compound sentences.

Vocabulary Daily Vocabulary Boost Prefixes pre- and mis-

Lesson Vocabulary impatient, demand, furious, gathered

Academic Vocabulary infer, signal words, base word, prefix, problem, repetition, humorous

fiction http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station-word building with bases and affixes (prefixes

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

Language Arts Compound Sentences


Week 4 Lesson14Reading Selections Helen Keller (Biography) Talking Tools (Informational Text)


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Essential Question: How do inventions help people communicate?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b-Know spelling-sound correspondences for additional common vowel teams. RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.

Demonstrates the ability to distinguish short vowels when reading one-syllable words

Demonstrates the ability to decode and spell words with short vowel sounds.


Demonstrates the ability to recognize and read grade appropriate high frequency words.

Sample Objectives (I can):Distinguish long and short vowels when reading one-syllable words with long o spelled o, oa, and ow.Blend, build, and decode regularly spelled words with long o spelled o, oa, ow.

Phonics and Fluency Phonics: Long o (o, oa, ow) Fluency: Natural Pauses High Frequency Words: all, food, front, hair, never, party, sky,

started, stories, warm

Decodable Readers:Bill E. Goat and Wise CrowMud Bugs


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

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

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

Reading Literature and Informational TextRI.2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Provides an identification of the main topic of a multiparagraph text.

Provides an identification of the focus of specific paragraphs within a multi-paragraph text.

Provides a description of the connection between a series of historical events in a text.

Provides a description of the connection between a series of scientific concepts or steps in technical procedures in a text.




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

Text-dependent Questions How does the text describe Helen Keller? What challenges did Helen Keller have in communicating with

others? What does "hungry for knowledge" mean on p. 487? (vocabulary)


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



Sample Objectives (I can): Connect the texts Helen Keller and Talking Tools.Summarize the life of Helen Keller.Use labels and pictures from Talking Tools to identify advancements in technology I can determine the author’s purpose in Helen Keller and Talking Tools

Why was Helen considered a miracle girl? (inference) Which of the tools from Talking Tools do you think would have

helped Helen Keller communicate?

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

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

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Read

ing

Level 1: EnteringIdentify whether the author’s purpose is to explain or describe by pointing to pictures that represent an explanation or description.

Level 2: EmergingIdentify whether the author’s purpose is to answer, explain, or describe by using matching phrases and short sentences with pictures and purpose.

Level 3: DevelopingIdentify whether the author’s purpose is to answer, explain, or describe producing simple sentences using repetitive structures and key, content-based vocabulary.

Level 4: ExpandingIdentify whether the author’s purpose is to answer, explain, or describe, producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingIdentify whether the author’s purpose is to answer, explain, or describe using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section

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




reasons when sharing an opinion in writing. (4) • Provides a concluding statement or section when sharing an opinion in writing.

Uses a variety of digital tools to produce and publish writing.

Collaborates with peers to produce and publish writing, using a variety of digital tools.

Sample Objectives (I can):Write an opinion paragraph describing who I think is the biggest hero, Helen Keller or Annie Sullivan and support my opinion with evidence from the text.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Short and/or daily/weekly writing Daily Proofreading Practice Journeys Projectable 14.8 Journeys Grab-and- Go

Writing Tasks-Culminating Write an opinion piece stating who was the bigger hero, Helen Keller

or Annie Sullivan. The paragraph should state your opinion, supply a reason and example, and close by restating your opinion.

Speaking and ListeningSL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.


Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Simple Science Experiment, TE pp. 361


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




SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Demonstrates ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Demonstrates ability to create audio recordings of stories or poems.

Demonstrates ability to add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.

Sample Objectives (I can):Participate actively in discussions.Retell key ideas from text read aloud.

Recount key ideas from the text Read Aloud Whale of a Lesson TE pp. T304-T305

LanguageL.2.2a-Capitalize holidays, product names, and geographic names.L.2.3a-Compare formal and informal uses of English.L.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Demonstrates the ability to use correct capitalization for holidays, product names and geographical names.

Demonstrates the ability to use knowledge of language and its conventions when writing, speaking, reading or listening.


Strategies and Skills Using Proper Nouns Routine for explicit vocabulary instruction,

TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

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

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

Mrs., etc.). Read and understand words with the suffix –

ly. Use formal English when participating in

discussions.

Vocabulary Daily Vocabulary Boost Suffix –ly

Lesson Vocabulary silence, imitated, communication, motion

Academic Vocabulary persuasive, suffix, biography, summarize, http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: word building with suffixes, word sorts, review

previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf

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

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


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




Journeys Grab-n-GoWeek 5 Lesson 12Reading Selections Ah, Music! (Informational Text) “There’s a Hole at the Bottom of the Sea” (Song)

Essential Question: What are the ways music can be enjoyed?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.

RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.

RF.2.3c-Decode regularly spelled two-syllable words with long vowels.

RF.2.4a-Read grade-level text with purpose and understanding

RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings

Demonstrates the ability to distinguish short vowels when reading one-syllable words.

Demonstrates the ability to decode and spell words with short vowel sounds




Sample Objectives (I can):Learn the spelling-sound correspondences for ai, ay.Blend and decode regularly spelled and two-syllable words with vowel teams: ai, ay.

Phonics and Fluency Phonics: Vowel Digraphs ai, ay Fluency: Adjust Rate to Purpose High Frequency Words: against, along, bird, different, girl, hold,

morning, night, part, someone

Decodable Readers: Trains The Waiting Game


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

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

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

Reading Literature and Informational TextRL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text

Provides a description of how words and phrases supply rhythm and meaning in a story, poem, or song.


Provides an explanation of how specific images


Performance Task-Optional


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efficiently.

RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

contribute to and/or clarify a text. Provides a description of how the reasons in a

text support specific points made by the author.

Sample Objectives (I can): Have you read this? Can we be more specific like how does the captions etc. Explain why the author used headings and speech bubbles in Ah, Music!Identify Aliki's purpose for writing Ah, Music!I can read There's a Hole at the Bottom of the Sea with and without rhythm.

Make a list detailing the various ways to make music.

Text-dependent Questions How does the author define music? (key details) What does the text mean when it says "speak with expression?"

(vocabulary) In Ah, Music the author states "practice makes perfect." What have

you had to practice to improve? On the last page, the author states that music is for everyone? Do

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

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

questions about texts, fact and opinion, additional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Read

ing

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

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

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

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

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

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.





sharing an opinion in writing. Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing. Recalls information from experiences to answer a

question in writing.

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

Writing Tasks - Culminating Write an opinion paragraph telling about a kind of music you like.The paragraph should state your opinion, supply reasons and examples using evidence from the text, and close by restating your opinion. (Student Model – Projectable 12.3)


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




Gathers information from provided sources to answer a question in writing.

Sample Objectives (I can):Write an opinion paragraph and cite evidence to support my opinion

Speaking and ListeningSL.2.1a-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue. SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations).







Music in the Snow TE pp. T112-T113

LanguageL.2.1f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy) L.2.2a-Capitalize holidays, product names, and geographic names.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil)L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Demonstrates the ability to identify and use subjects and predicates in simple sentences.


Demonstrates command of the conventions of Standard English of learned spelling patterns when writing words.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.

Vocabulary Daily Vocabulary Boost Figurative Language/Idioms

Lesson Vocabulary vibration, volume, creative, performance, concentrate, relieved, ah

Academic Vocabulary fact and opinion, fluency, prosody, idiom http://achievethecore.org/content/upload/



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

by literal/figurative use, review previously taught skills, additional


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Strategies and Skills Expanding/Rearranging Compound Sentences Figurative Language/Idioms Routine for explicit vocabulary instruction, TNCore

K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

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

meaning of a word or phrase, and use a dictionary to check.

Spell words with the digraphs ai and ay.

optional activities:

Language Arts Expanding/Rearranging Compound Sentences Projectables 12.2, 12.5


Week 6 ReviewReading Selection Suggested From: http://www.readworks.org/passages/give-thanks Give ThanksA description of Thanksgiving including an interview with a Native American storyteller on his Thanksgiving celebration.

Essential Question: Why did American Indians first celebrate Thanksgiving?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b-Know spelling-sound correspondences for additional common vowel teams.



Phonics and Fluency Vowel Teams

Performance Assessments Teacher-created


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http://www.readworks.org/passages/give-thanks

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

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





RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.4a-Read on-level text with purpose and understanding,



Sample Objectives (I can):Read on-level text accurately with purpose and understanding.

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

patterns Fluency station: performance reading, timed readings, high-

frequency word practice

Reading Literature and Informational TextRI 2.2-Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI 2.4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI 2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides an identification of the main topic of a multiparagraph text.


Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.


Sample Objectives (I can):Identify and understand ways to recognize author’s purpose.Summarize what has been read.


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

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

Writing/ResearchW.2.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.2.7- Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Introduces a topic in an informational or explanatory text.

Uses facts and definitions to develop points in an informational or explanatory text.

Provides a concluding statement or section in an informational or explanatory text.

Participates in shared research and writing projects.

Sample Objectives (I can)Research why the first Thanksgiving was celebrated and use at least 3 details from the story or your research to support your informative paragraph.

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

Writing Tasks Write a paragraph giving information about why American Indians

and Pilgrims first celebrated Thanksgiving. Use at least three details from the story in your paragraph.

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


Demonstrates ability to recount or describe key ideas or information presented orally or through

Performance Assessments Classroom routines and procedures


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SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

other media. Demonstrates ability to 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.

Demonstrates ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Sample Objectives (I can):Follow rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.Read with accuracy and feeling.

LanguageL.2.2a-Capitalize holidays, product names, and geographic names.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.


Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries

Sample Objectives (I can): Use http://www.merriam-webster.comand context clues to define Native American words.Capitalize proper nouns: names, holidays, and states

Vocabulary Review previous weeks skills

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

using compound sentence skills, review previously taught skills,

Language Arts: Sentences Nouns


Week 7 Lesson 13Reading Selections Schools Around the World (Informational Text) An American School (Informational Text)

Essential Question: How does our school compare to schools around the world?Standards Evidence Statements Content & Tasks


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






Sample Objectives (I can):Generalize learned spelling patterns when writing words with vowel teams: ee and ea.Read decodable text with vowel teams ee and ea.Read high-frequency words.

Phonics and Fluency Phonics: Vowel Digraphs: ee, ea Fluency: Accuracy: Self-Correct High Frequency Words: about, everything, first, her, of, slowly, store,

story, two, world

Decodable Readers:The Shell SheepReef Sees the Wide World



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

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

Reading Literature and Informational TextRI.2.5-Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.9-Compare and contrast the most important points presented by two texts on the same topic.

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

Provides an identification of the main topic of a multi-paragraph text.





Sample Objectives (I can):Use subheadings to identify important information in Schools Around the World.


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

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

understanding) What are subjects? What is your favorite subject? How does the author use headings to help you gain information?

(author’s craft) The author mentions adults going to school for fun. What are other


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Analyze similarities and differences in schools around the world.

reasons adults go to school? (inference)

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart, Lesson

13, draw pictures/write sentences with details about texts, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf

Writing/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or sectionW.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.




reasons when sharing an opinion in writing. Provides writing that is focused on a topic.

Sample Objectives (I can): Create writing and effective visuals to persuade others. Include information from the text to support my opinion.Use digital tools to publish my opinion paragraph.Work with peers to revise my writing.

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

Writing Tasks-Culminating Create and publish a poster, flyer, or digital presentation persuading

parents to enroll their child in your school. Students must include their opinion, three reasons using text evidence, text features, and images.

Speaking and ListeningSL.2.1a-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others.SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (







Demonstrates ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent


One-Room Schoolhouse TE pp. T206-T207


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sentences. Demonstrates the ability to produce complete

sentences appropriate to task and situation in order to provide requested detail or clarification.

Sample Objectives (I can):Follow rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

LanguageL.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries.

Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real life connections between words and their use.

Strategies and Skills Quotation Marks Using a Dictionary Routine for explicit vocabulary instruction,

TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

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

clarify the meaning of words.

Vocabulary Daily Vocabulary Boost Using a Dictionary

Lesson Vocabulary culture, community, subjects, lessons

Academic Vocabulary subheadings, interview, dictionary, persuasion http://achievethecore.org/content/upload/



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

glossary, use context to illustrate selected vocabulary words

Language Arts: Quotation Marks Projectables 13.2, 13.5

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


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Week 8-9 Lesson 15

Reading Selection(s) Officer Buckle and Gloria (Humorous Fiction)*See TWAG in Appendix Safety at Home (Reader’s Theater)

Essential Question: Week 1-How do Officer Buckle and Gloria demonstrate that “sticking with a buddy” worked out better than working alone? Week 2- What kinds of jobs can dogs have?

Standards Evidence Statements Content & TasksReading Foundational Skills RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understandingRF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Demonstrates the ability to recognize and read grade appropriate high frequency words

Demonstrates the ability to read and comprehend grade appropriate text



Sample Objectives (I can):Learn how compound words are formed.Blend and decode regularly-spelled compound words.Read texts with compound words; words with the schwa vowel sound. Read high-frequency words.

Phonics and Fluency Phonics: Compound Words, The Schwa Vowel Sound /ə/ Fluency: Accuracy: Connected Text High Frequency Words: after, book, care, ever, live, new, off, over,

small, thought

Decodable Readers:What Does It Say?In the Grove



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

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

Reading Literature and Informational TextRL.2.2-Recount stories, including fables and folktales from

Provides a recounting of stories, including fables, folktales and folktales from diverse cultures.

Performance Assessments Journeys Weekly Assessment


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diverse cultures, and determine their central message, lesson, or moral.RL.2.3-Describe how characters in a story respond to major events and challenges.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. 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.

Provides an identification of the central message, lesson or moral in a text.

Provides a description of how characters in a story respond to major events.

Provides a description of how characters in a story respond to challenges.

Provides a statement about the differences in the points of view of characters.

Demonstrates understanding of characters, setting, or plot of a print or digital text by using information gained from the illustrations and words of the text.

Provides a comparison and contrast of two or more versions of the same story written by different authors.

Provides a comparison and contrast of two or more versions of the same story written from different cultures.

Sample Objectives (I can):Identify cause-and-effect relationships.Recognize how authors create humor.

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

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

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

stage? (inference)

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

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

Writing/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.





sharing an opinion in writing. Introduces a topic in an informational or

explanatory text. Uses facts and definitions to develop points in an

informational or explanatory text. Provides a concluding statement or section in an

informational or explanatory text. Recounts a well-elaborated event in a narrative

writing. Recounts a short sequence of events in a

narrative writing. Includes details to describe actions, thoughts, and

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

Writing Tasks-Culminating (optional)*See TWAG


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feelings in a narrative writing. Uses temporal words to signal event order in a

narrative writing.

Sample Objectives (I can): Use linking words to connect my ideas. Use facts when providing an explanation.

Speaking and ListeningSL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issueSL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


Demonstrates ability to create audio recordings of stories or poems.

Demonstrates ability to add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.

Sample Objectives (I can):Participate in a recorded Readers’ Theater performance.Retell key ideas from text read aloud.Read with accuracy and feeling.

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

Adventures at Scout Camp TE pp. T404-T405

LanguageL.2.2a-Capitalize holidays, product names, and geographic namesL.2.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).



Sample Objectives (I can): Write abbreviations for months, days, and places

correctly. Recognize and read root words.

Vocabulary Daily Vocabulary Boost Root Words

Academic Vocabulary humor, relationship, cause/effect http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: word building with root words, discuss/write

about cause/effect situations, abbreviate words, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_2.pdf


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Language Arts: Abbreviations Projectables 15.2, 15.5


APPENDIXWeeks 8-9, Lesson 15

Week 8

Essential Question: How do Officer Buckle and Gloria demonstrate that “sticking with a buddy” worked out better than working alone?

1 2 3 4 5

Read Aloud Text based comprehension Text based discussion


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Main Selection (Read Aloud) Text based comprehension Text based discussion

(Whole and Small Group)

Officer Buckle and Gloria (humorous fiction, 560L) Respond to text questions orally and/or in writing from the Guided Summary – Oral Language (cards and questions) All activities and discussions should be guided by the Text X-ray (Think Through the Text #1, 3, 6, 12, 14, Analyze the Text p. 515, Daily

Assessment box p. T418, A Closer Look, p. T419)

Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole and Small Group)

VocabularyDrawn from the texts

banner, obeys, commands, tip, expression, electrical storm, shocked, “eyes popped”, “audience roared” Quick explanations: thumbtack, swivel chair

Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work

- Phonics and high frequency words Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities

Week 1

Grades K-2 Week 8 cont.

Essential Question: How do Officer Buckle and Gloria demonstrate that “sticking with a buddy” worked out better than working alone?

1 2 3 4 5


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Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing Response to text Culminating task

Aligned with the EQ and topic

Reader’s Notebook p. 222

What caused Officer Buckle to make Safety Tip #101? Is this always a good rule? Explain your reasons. Would this story still be funny if the author left out the pictures? Give reasons for your answer. How do Officer Buckle’s feelings about his safety presentations change from the beginning of the story to the end? When Officer Buckle and Gloria started giving presentations together, kids started listening and accidents stopped happening. Why did Officer

Buckle decide to stop giving presentations with Gloria?

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Literature RL.2.3, RL.2.7

WritingW.2.1, W.2.2

Week 9

Week 9

Essential Question: What kinds of jobs can dogs have?

1 2 3 4 5

Read Aloud Text based comprehension Text based discussion

Main Selection Text based comprehension Text based discussion


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Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

From the Leveled Readers: Firedog

Other Resources: “Working Dogs” – video - https://www.youtube.com/watch?v=6j9X3Fnswmp Sled Dogs (Epic!) Police Dogs (Epic!) Therapy Dogs (Epic!) Lifeguard Dogs (Epic! p. 4-5, 18-21) “Dogs at Work” – article - http://www.highlightskids.com/stories/dogs-work “Goooooood Booooooy!” – article - https://newsela.com/articles/healthcare-dogs/id/6259/

VocabularyDrawn from the texts

trained, trainer, handler, obedience, commands

Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work

- Phonics and high frequency words Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities

Week 9

Week 9 cont.

Essential Question: What kinds of jobs can dogs have?

1 2 3 4 5

Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities


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Writing Response to text Culminating task

Aligned with the EQ and topic

1. What do the dogs we have read about, over the course of the two weeks, have in common? What is different about them?

2. Think back on the different service dogs we have read about. Which type of these service dogs would you want to train? Why?

3. Choose one of the types of service dogs. Write about a typical day from the dog’s point of view.

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational TextRI.2.1, RI.2.2, RI.2.3, RI.2.9

WritingW.2.1, W.2.2, W.2.3


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