2nd grade curriculum map: literacy & integrated content 1 grade 2nd quarter 2016... · 2nd...

2nd Grade Curriculum Map: Literacy & Integrated Content

DS=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 2nd Grade Curriculum: Literacy & Integrated Content Revised 2016

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 2, Lesson 10

STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

CC2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI8 Describe how reasons support specific points the author makes in a text. CC2RI9 Compare and contrast the most important points presented by two texts on the same topic.

COMPREHENSION/FLUENCY Skill: Fact and Opinion Strategy: Monitor/Clarify Genre: Informational Text

Anchor Lesson Fact and Opinion CLLG p.58 Jellies SB 292-308 Pre-teaching for Success Ark Tab T412-413, T416-423 & T432-433 Learning About Fact and Opinion https://www.myon.com/reader/index.html?a=mlfk_fopin_s15 Students examine pictures and read about urban, rural, and suburban communities to complete a chart identifying the characteristics of each. Use the information you gather to identify and create statements of fact and opinion about the different types of communities. Provide students with books that have settings in different types of communities. Have them identify the type of community that the book takes place and give evidence from the book to support their answers. YouTube Video Urban/Suburban/Rural Communities—Use to complete chart on characteristics of the different types of communities.

Open Response AR Tab: Write two sentences to explain this statement in your own words: “Jellyfish are so simple that they look like plastic trash floating in the sea.” (Use rubric provided.) Have students respond to the following prompt: ______ is the best type of community. (Opinion) Have them provide three facts to support their opinion. Urban, Suburban, or Rural? Which Community is the Best and Why? Use to guide writing.

SOCIAL STUDIES (Unit 2, Lesson 10)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

G.8.22 Use geographic representation to describe the physical and human characteristics of a community

Unit: Geography Essential Question: How would our lives be different if we you

How Would Our Lives Be Different If We Lived in a Different Kind of Community? Inquiry By investigating the compelling question “How would

Refer to the Summative Assessment in the inquiry. Students respond to the prompt

https://www.myon.com/reader/index.html?a=mlfk_fopin_s15

https://www.myon.com/reader/index.html?a=mlfk_fopin_s15

https://www.youtube.com/watch?v=AMrOgpewspg


https://drive.google.com/open?id=0B2OxYfyPmeqgWWVTNUNPWjhWN3M

https://drive.google.com/open?id=0B2OxYfyPmeqgWWVTNUNPWjhWN3M



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G.9.2.3 Explain ways weather, climate, and other environmental characteristics affect people’s lives in a place or region G.10.2.1 Examine ways that natural resources influences where people settle G.10.2.2 Examine reasons and ways that people, goods, and ideas move from place to place E.5.2.2 Describe goods and services that people in the local community produce and those that are produced in other communities.

lived in a different kind of communities? Guiding Questions: What makes a community urban, suburban, or rural? How are communities different and alike? What are the advantages and disadvantages of living in urban, suburban, or rural communities?

our lives be different if we lived in a different kind of community” students will learn that locations offer a range of experiences for the people who live there and that there are advantages and disadvantages of living in each kind of community. Students will work through a series of supporting questions, formative performance tasks, and sources to address the question. BEFORE READING: Introduce vocabulary - suburban/rural/urban Urban, Suburban, Rural Rap Use to introduce vocabulary. Have students brainstorm and compile a list of the ways in which their lives might be different if they lived in a different place? Select a single location to use for the brainstorm. Introduce the first question of the inquiry “What makes a community urban, suburban, or rural?” Tell students that they will be completing a class chart on which they will compare and contrast community characteristics. Use the video City, Suburb and Rural Communities Video and featured sources for the first question on the inquiry to begin chart. Types of Communities T-Chart DURING READING: Choose books to read aloud or for students to read that have settings in different types of communities. Using clues from the books, identify the type of community from each book and have students provide evidence from the book to support their answer. If students find additional characteristics for one of the types of communities, add it to the chart. AFTER READING: Introduce the 2nd question on the inquiry, “How are communities different and alike? Use google images to display photographs/pictures

“How would our lives be different if we lived in a different community?”

https://www.youtube.com/watch?v=3OBN04BsfiU


https://drive.google.com/open?id=0B2OxYfyPmeqgM20yUGxSUktkS2s



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of the students’ community and other communities. Have students write a paragraph describing three characteristic of Little Rock that are similar or different from a rural community. Introduce the 3rd question on the inquiry, “What are the advantages and disadvantages of living in urban, suburban, or rural communities?” Create a class chart listing advantages and disadvantages of each type of community. Use featured sources from inquiry. You may want to show the following video from earlier in the week again. Stop video after each type of community is described. Discuss advantages and disadvantages of each type of community. YouTube Video Urban/Suburban/Rural Communities Columbus Day www.cals.lib.ar.us Fiction/Nonfiction Paired books Where Do You Think You’re Going Christopher Columbus? By Jean Fritz Christopher Columbus by Lisa Wade McCormick Bookflix Lesson Paired Books Lesson The activities for this week’s lessons can continue into the next week if additional time is needed.

SCIENCE (Use with Unit 2, Lesson 10)



http://www.cals.lib.ar.us/

http://sssecondgrade.wikispaces.com/file/view/Columbus%20Bookflix%20TE.pdf/359035413/Columbus%20Bookflix%20TE.pdf



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2ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

Unit: Earth Processes Essential Question: How does the geography of the land shape how we live? Guiding Questions:

What questions are important to ask about places on Earth?

How do geographic tools and skills help us learn about our world?

What landforms can we discover?

Better Lesson for Landform Research Page (LINK) Use various classroom text/library/online resources for research. What is a Landform? https://www.myon.com/reader/index.html?a=acornra_whatlandform Read Oliver K. Woodman by Oliver Woodman Google Activity Take a Journey with Oliver K. Woodman Activity—Complete the Geography “Track Oliver’s Journey” Integrate Social Studies with Science PEOPLE WE KNOW Social Studies Textbook Social Studies TE Compare and Contrast p. 60-61 SS text p. 57 Unit 2 Lesson 1 & 2 p. 66-81 HWP p. 12-14 Read a Landform Map p 82-83 HWP p. 15

Create an Oliver K Woodman or a female version. Have students brainstorm landforms around Little Rock & AR. Provide students with a physical map of AR. Map those places. Have students choose three places to write postcards about. Give students a copy of the Little Rock or AR map for them to plot those places like Oliver K Woodman did in the story.

WORD STUDY


VOCABULARY CC2RF3d Decode words with common prefixes and suffixes.

STRATEGY: Base Words and suffixes –er and -est ACADEMIC: millions, choices, drift, simple, weaker, wrapped, disgusting, decide SOCIAL STUDIES: landform, ocean, mountain, valley, river, island, plain, canyon, plateau, pond, location SCIENCE: same as above in Soc. St. TARGETED CLUSTERS/CATEGORIES: Teacher determined

The Electric Company – I’m Prettier Add –er and –est to Suffix Chart from Lesson 5 T254-T255 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

SPELLING/ENCODING CC2L2c Use an apostrophe to form contractions & frequently occurring possessives.

Contractions

WSG pp. 58-59

https://www.myon.com/reader/index.html?a=acornra_whatlandform

https://www.myon.com/reader/index.html?a=acornra_whatlandform

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Oliver%20Google%20Activity.pdf/359026372/Lesson%203%20Oliver%20Google%20Activity.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Oliver%20Activity%20Guide.pdf/359026360/Lesson%203%20Oliver%20Activity%20Guide.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Oliver%20Activity%20Guide.pdf/359026360/Lesson%203%20Oliver%20Activity%20Guide.pdf



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WRITING WORKSHOP


GRAMMAR STANDARDS CC2L1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

SKILL Present, Past & Future Verbs

T450-T451

PROCESS WRITING CC2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure CC2W5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING TYPE Story Writing Imaginative

SUW LESSONS & TOOLS SUW 6-1 Introducing Story Terms, Tools 6-1a, 6-1b SUW 6-3 Prewriting and Planning, Tool B6-4a SUW 6-4 Planning with a story map, Tool 6-4a SUW 6-5 Alphabet Soup/Other Idea Teacher Tools B6-3a and B6-3b

Writing Prompt: Write a story about living in a rural community. Imagine what life would be like. Use information you learned about rural communities in your story.



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CC2RI1 Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. CC2RI3 Describe the connection between concepts in a text. CC2RI5 Know and use various text features (e.g. captions, bold print, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain or describe. CC2RI8 Describe how reasons support specific points the author makes in a text CC2RL1 Describe how characters in a story respond to major events or challenges. CC2SL1b Build on others’ conversations by linking their comments to the remarks of others.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Infer/Predict Genre: Humorous Fiction

Anchor Lesson Conclusions CLLG p. 60 T50-51, T34-41 & T50-51 Click Clack Moo: Cows That Type Pre teaching for Success Ark. Tab SB 326-344 The Little House by Virginia Lee Burton---Read the story aloud using the book or the YouTube Video. ReadWorks.org Read-Aloud: The Little House Lesson “Little House” is the character in this story. Throughout the lesson there are questions about how the “Little House” felt at different times in the story. Use the book to reinforce the skill lesson as students draw conclusions about how Little House felt and provide clues from the book to support their conclusion. Complete the “City vs. Country” chart to compare a city (suburban or urban) with a country (rural) area.

Grab & Go: Weekly Test T72-73 Comprehension Have students use clues from the book to draw conclusions about the following questions: What was life in the country like for the “Little House”? Was living in the city good or bad for the Little House? Provide evidence to support your answer.

SOCIAL STUDIES (Use with Unit 3, Lesson 11)


G.8.21 Use map keys, legends, symbols, intermediate directions, scale and compass rose to derive information from maps. G.8.22 Use geographic representation to describe the physical and human characteristics of a community G.9.2.3 Explain ways weather, climate, and other environmental characteristics affect people’s lives in a place or region

Unit: Community Essential Question: Does the land and natural resources of a region have anything to do with the types of communities that are found in that region? Guiding Questions: What are the six regions of Arkansas? What natural resources and landforms are found in each region? Which regions in Arkansas are more likely

This week’s lesson relates to the Science content for this week. Little House Lesson Plan BEFORE READING: Review the characteristics of the three types of communities from last week and complete any work that was not finished. Introduce the vocabulary words natural resources, landforms, political map and physical map. Tell students that they will be examining physical and political maps of

Write a paragraph to answer the question “How do people use the land around them? Use the landform and natural resources pictures to plan your paragraph DBQ Resource Unit 3—Harcourt SS Textbook

https://www.youtube.com/watch?v=YqlOJKt4-RA

https://drive.google.com/open?id=0B2OxYfyPmeqgdVN3OVdhRlBKSFE

https://drive.google.com/open?id=0B2OxYfyPmeqgdVN3OVdhRlBKSFE

https://drive.google.com/open?id=0B2OxYfyPmeqgT1ViQldxYkZHSDg

https://drive.google.com/open?id=0B2OxYfyPmeqgT1ViQldxYkZHSDg



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G.10.2.1 Examine ways that natural resources influences where people settle G.10.2.2 Examine reasons and ways that people, goods, and ideas move from place to place E.5.2.2 Describe goods and services that people in the local community produce and those that are produced in other communities

to have urban/suburban or rural communities?

Arkansas to determine if the land and resources of the six regions of Arkansas relates to the types of communities in each region. DURING READING: Use the Document Based Questions (DBQ) resource from Unit 3 in the Harcourt Social Studies textbook “Land and Resources” to examine the question “How do people use land around them?”. For additional information refer to Unit 3 of the textbook. Guide students as they answer questions about each picture of landforms or natural resources that is found in the DBQ. Arkansas: A Six Region Journey Use this website to introduce landforms in the different regions of Arkansas. Use information about each region to draw conclusions about which types of communities you are most likely to find in that region. Preview the videos and use to provide additional content on Arkansas regions and landforms. Introduce students to a physical map of AR and use the map key to point out different physical features. Maps of Arkansas



2ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

Unit: Earth Processes Essential Question: Which landforms can you identify that are found locally or with our state? Guiding Questions What landforms can be found in the United States? What landforms can be found in the state of Arkansas?

Teachers will model writing a paragraph using the information found. Have the students choose their landforms and bodies of water. Students are to make their models and paint accordingly. various books on landforms Rubric for model (attachment) Lesson Plan: Landforms Landform Game Landform MiniBook All About Landforms Lesson

Students will use salt dough to complete a model of their landforms.

http://www.aetn.org/programs/sixregionjourney

http://www.mapsofworld.com/usa/states/arkansas/

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Landforms%20Lesson.pdf/439377990/Lesson%203%20Landforms%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20LandFormGame.pdf/359026344/Lesson%203%20LandFormGame.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Landform%20MiniBook.pdf/359026332/Lesson%203%20Landform%20MiniBook.pdf

http://www.education.com/lesson-plan/all-about-landforms/



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WORD STUDY (Unit 3, Lesson 11)


CC2L4b Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

STRATEGY: Prefixes pre- and mis- ACADEMIC: conclusion, infer, signal words, base word, prefix SOCIAL STUDIES: same as Science SCIENCE: landform, ocean, mountain, valley, river, peninsula, island, plain, canyon, plateau, ridge, mountain range TARGETED CLUSTERS/CATEGORIES: Teacher determined

WSG pp.122-123 Vocabulary Context Cards 81-88 Instructional Strategy #16 Vocabulary Reader: From Typewriters to Computers T80-81 T60-61 Prefixes: pre-and mis- Projectables S8, 11.10 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

CC2RF3d Decode words with common prefixes and suffixes

SPELLING/ENCODING Base Words with –s, -es

WSG pp 60-61 Grab & Go: Weekly Test T72-73 Phonics

WRITING WORKSHOP (Use with Unit 3, Lesson 11)


GRAMMAR CC2L1f Produce, expand, & rearrange complete simple & compound sentences.

SKILL Simple and Compound Sentences

Unit 3 EXT Simple and Compound Sentences C8- C9; Blackline Master CC3

Blackline Master CC3.1

PROCESS WRITING CC2W3 Write narratives in which they recount a well-elaborated event or short Sequence of events, include details to describe actions, thoughts, & feelings use temporal words to signal event order, & provide a sense of closure. CC2W5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing. CC2W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers.

WRITING TYPE Story Writing Imaginative

SUW LESSONS & TOOLS SUW 6-6 Six Steps for Planning and Writing a Story, Tools 6-7 a-f SUW 6-8 Sequencing events SUW 6-9 Creating Characters, Tool 6-9a SUW 6-12 Ways to Begin a Story, Tools 6-12 a-f SUW 6-15 Function and Variety of Story Transitions, Tools 6-15b SUW 6-16 Recognizing Story Transitions, Tools 6-16c SUW 6-17 Options for Writing the End of a Story, Tools 6-17a, b

Writing Prompt: SUW 10-18 Story Writing Scoring Guide, Tool 10-18a



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CC2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC2RL3 Describe how characters in a story respond to major events and challenges. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI9 Compare and contrast the most important points presented by two texts on the same topic CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Questioning Genre: Realistic Fiction

Anchor Lesson Story Structure CLLG p. 62 T124-125, T128-133 & T142-143 Violet’s Music Pre-teaching for Success Ark. Tab SB 358-272 BookFlix--Central Arkansas Library (Library Card Number Needed to Access Books) Duck for President by Doreen Cronin and Election Day by Patricia Murphy Use to teach lessons in Social Studies. Use Duck for President to reinforce or teach skill lesson on “Story Structure”. Discuss nonfiction/fiction features for books. Bookflix Paired Lesson Plan—Duck for President/Election

Open Response Arkansas Tab “Write three sentences that describe the music Violet made when she was little. Use rubric provided to score. .



C123 Explain the functions of government using local examples C223 Describe roles and responsibilities of individuals in a democracy C224 Use listening, consensus-building, and voting procedures in the classroom H1323 Gather information from different kinds of sources in response to a compelling question about a significant historical event G923 Explain ways weather, climate, and

Unit: Elections Essential Question: How do good citizens participate in their government and community? Guiding Questions: Does voting make a difference? How do you make your decision about who to vote for? How do people vote for the President of the United States? What is an election?

PEOPLE WE KNOW Social Studies Textbook Unit 1 Lesson 3 p 24 Recall previous knowledge of a Mayor and Governor to discuss the layers of heads of government to add the President. HWP p 5 Teaching Civics: Voting Activities for K-2 Kids Voting USA

K-2 Democracy and the People “The President’s Hats” Lesson pp. 5-8

Students examine the jobs of the President

Introduce the candidates for President for the

Students can name the presidential candidates of the 2016 Presidential election and explain what people will do when they vote in this election(voting process)

https://www.cals.org/

https://drive.google.com/open?id=0B2OxYfyPmeqgUmh0c0ROZEpkZHM

http://teachingcivics.org/lesson/voting-activities-for-grades-k-2/


http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf




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other environmental characteristics affect people’s lives in a place or region G1122 Investigate ways natural and human-made disasters affect people locally, nationally, and globally

Who is running for President in the 2016 election?

2016 election and show a picture of each. BEFORE READING: Use the lesson below to generate a discussion about voting and respond to the writing prompt “What do I know about voting?” readwritethink Lesson Voting! What’s It All About Session One: What Is Voting? Read aloud the book, Duck for President by Doreen Cronin/Election (Paired Books Bookflix). After reading the book aloud to the students, ask them to turn and talk to a partner and identify the Author’s Purpose. What did the author want us to learn from the story? Inform students that it is important for every person to vote because 1) it makes a difference in the result of an election, 2) if you don’t vote you give up your right to choose. Explain that the person or issue that receives the highest amount of votes wins the election. Announce to the class that they will be holding their own election in the classroom during the week. Making a Choice by voting pp. 28-29, HWP p. 6 Teaching Civics: Voting Activities for K-2 Kids Voting USA pp. 1-25 Choose lessons from the “Elections and Voting” segment of the unit to teach students about the elections, the power of voting, the importance of studying the candidates and issues and the registration process. It's Your Right to Vote Lesson Use this lesson to help students understand the voting process as they participant in a real voting situation. All printable resources for lesson can be accessed in the lesson. We the Civics for Kids If you can get a hold of a copy of Granddaddy's Gift by Margaree King Mitchell, there is a wonderful lesson on We the Civics for Kids on Voting.

http://www.readwritethink.org/classroom-resources/lesson-plans/voting-what-about-396.html?tab=4#session2

http://www.readwritethink.org/classroom-resources/lesson-plans/voting-what-about-396.html?tab=4#session2






http://pnwboces.org/ssela/Sample_Lessons/SecondGrade/Unit1/Unit1-Lesson3.htm






http://constitutioncenter.org/media/files/Civics_in_Literature_(AUGUST).pdf



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2ESS1-1 Use information from several sources to provide evidence that Earthevents can occur quickly or slowly.

Unit: Earth Processes Essential Question: What are the different types of landforms?

Use the “Better Lesson” for Landform Research. various books on landforms Read-Aloud- Gooseberry Park Gooseberry Park--Lesson Gooseberrt Park Smartboard Activity

Integrate how weather affects people's lives.



CC2L5 Demonstrate understanding of word relationships and nuances in word meanings. CC2RI4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

STRATEGY: Figurative Language/Idioms ACADEMIC: characters, plot, setting, solution, idiom SOCIAL STUDIES: ballot, candidate, decision, election, informed, register, responsibility, vote, President TARGETED CLUSTERS/CATEGORIES: Teacher determined

TE pp.152-153

CC2L5 Know spelling-sound correspondences for additional common vowel teams. CC2RF3c Decode regularly spelled two- syllable words

SPELLING/ENCODING Words with ai, ay

WSG pp. 62-63



GRAMMAR CC2L1f Produce, expand, rearrange complete simple and compound sentences

SKILL Simple and compound Sentences

SUW 3-7 Sentence Structures (Simple and Compound only), Tools 3-7a-b (alter to remove Complex sentences)

Use SUW 10-10 Quick Check for Sentences (for Reference, Instruction, & Assessment)

PROCESS WRITING CC2W3 Write narrative in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure.

WRITING TYPE Components of Editing, Revising, and Publishing

SUW LESSONS & TOOLS 10-3 Checklists for Revision, Tool 10-3a 10-4 Revising “To Be” Verbs, Tool 10-4a 10-7 Editing with CUPS

SUW: Section 10 Writing Prompt:

http://sssecondgrade.wikispaces.com/file/view/Lesson%201Gooseberry%20Park.pdf/359024436/Lesson%201Gooseberry%20Park.pdf



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CC2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC2RI2 Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI8. Describe how reasons support specific points the author makes in a text. CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL5 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.

COMPREHENSION/FLUENCY Skill: Author's Purpose Strategy: Analyze/Evaluate Genre: Informational Text

Anchor Lesson Author's Purpose CLLG p. 64 T216-217, T220-227 & T236-237 Schools Around the World SB pp.386-402 The Sun, The Wind, and the Rain https://www.youtube.com/watch?v=2icqEH5bED4 BookFlix--Central Arkansas Library (Library Card Number Needed to Access Books) Duck for President by Doreen Cronin and Election Day by Patricia Murphy Identify the author’s purpose in each of the books. Discuss how we know that Election Day is informational text?

Grab & Go: Weekly Test T258-259 Comprehension



C123 Explain the functions of government using local examples C223 Describe roles and responsibilities of individuals in a democracy C224 Use listening, consensus-building, and voting procedures in the classroom H1323 Gather information from different kinds of sources in response to a compelling question about a significant

Unit: Elections Essential Question: How do good citizens participate in their government and community? Guiding Questions: Does voting make a difference? How do you make your decision about who to vote for? How do people vote for the President of

Continue lesson from last week.

https://www.youtube.com/watch?v=2icqEH5bED4




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historical event G923 Explain ways weather, climate, and other environmental characteristics affect people’s lives in a place or region G1122 Investigate ways natural and human-made disasters affect people locally, nationally, and globally

the United States? What is an election? Who is running for President in the 2016 election?

SCIENCE (Unit 3, Lesson 13)


2ESS2-1 Compare multiples solutions designed to slow or prevent wind or water from changing the shape of the land.

Unit: Earth Processes Essential Question: How Do environments change over time? Guiding Questions Can wind or water change the earth?

Unit 5 Lesson 4 Skittle Experiment Chalk Experiment Better Lesson Unit 4 Lesson 3-What's up with the Water Cycle? Better Lesson Unit 4 Lesson 13- Erosion Webquest

http://betterlesson.com/lesson/634593/what-s-up-with-the-water-cycle

http://betterlesson.com/lesson/634593/what-s-up-with-the-water-cycle

http://betterlesson.com/lesson/637561/erosion-webquest



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS

CC2L2e Consult reference materials, including beginning dictionaries, as needed to check & correct spelling. CC2L4e Use glossaries & beginning dictionaries, both print and digital, to determine or clarify the meaning of words & phrases.

STRATEGY: Using a Dictionary ACADEMIC: author's purpose, author's message, analyze, dictionary entry SOCIAL STUDIES: ballot, candidate, decision, election, informed, register, responsibility, vote, President SCIENCE: resource, environment, TARGETED CLUSTERS/CATEGORIES: Teacher determined

Unit 3 EXT; C6-C7, Digital Dictionaries Student Magazine RA 30-31

CC2RF3c Know spelling-sound correspondences for additional common vowel teams. CC2RF3c Decode regularly spelled two-syllable words

SPELLING/ENCODING Words with ee, ea

WSG 64-65 Grab & Go: Weekly Test T258-259 Phonics

WRITING WORKSHOP (Unit 3, Lesson 13)


GRAMMAR STANDARDS CC2L2 Demonstrate command of the conventions of standards English capitalization, punctuation, and spelling when writing.

SKILL Quotation Marks

T 192-194 Grab & Go: Weekly Test T258-259 Grammar

PROCESS WRITING CC2W1 Write opinion pieces in which they introduce the topic 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. CC2W5 With guidance & support from adults & peers, focus on a topic & strengthen writing by revising & editing.

WRITING TYPE Topic Sentences for Opinion Pieces Sentences Variety

SUW LESSONS & TOOLS SUW 4-17 Defining a Topic Sentence, Tool 4-17a SUW 4-18 Topic Sentence Variety, Tool 4-18a

SUW 10-10 Quick Checks for Topic Sentences, Tool 10-10e (For Reference, Instruction, & Assessment) Writing Prompt:



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CC2RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. CC2RI3 Describe the connection between a sense of historical events in a text. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI8 Describe how reasons support specific points the author makes in a text. CC2RL3 Describe how characters in a story respond to major events & challenges. CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL3 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.

COMPREHENSION/FLUENCY Skill: Main Idea/Detail Strategy: Summarize Genre: Informational Text/ Biography

Anchor Lesson Main Ideas and Detail CLLG p. 66 T310-311, T314-321 & T330-331 Helen Keller SB 416-432 Strategy: Summarize SUW 1-33 Summary Paragraphs ReadWorks Native American Life Wampanoag Use to reinforce skill lesson and/or write a summary. Use the readings from the Scholastic website “The First Thanksgiving” lessons to reinforce the skill lesson Main Idea/Detail. Bookflix: Central Arkansas Library (Library Card Number Needed to Access Books) Giving Thanks: A Native American Good Morning Message Thanksgiving Paired with Thanksgiving Lesson Plan

SOCIAL STUDIES


G921 Interpret effects of human activities on the local environment G1021 Examine ways that natural resources influence where people settle G1022 Examine reasons and ways that people, goods, and ideas move from place to place G1023 Identify diverse groups that have come to Arkansas and where they settled

Unit: Thanksgiving Essential Question: Why did people settle in America? Guiding Questions: How did the lives of Wampanoag and Pilgrims compare to each other?

SSS TE Early America p 178-181, HWP p. 34 Use the Scholastic “First Thanksgiving” Lessons There are three topics with five lessons for each topic at this website. You will be choosing lessons from “Daily Life” and “The First Thanksgiving Feast”. The book If You Were at the First Thanksgiving by Anne Kamma will provide additional content for the

https://drive.google.com/open?id=0B2OxYfyPmeqgTGlZaEZYTHdXSU0



https://drive.google.com/open?id=0B2OxYfyPmeqgY1FXeWNGcVBabnM



http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-prek-2

http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-prek-2



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H1323 Gather information from different kinds of sources in response to a compelling question about a significant historical event

lesson but is not necessary to complete the lesson goals. BEFORE READING: Tell students that they are going to be learning about the daily lives of the Pilgrims and the Wampanoag, the native people that lived in what is now New England before the arrival of the Pilgrims. DURING READING: Use the resources in the lessons and the Virtual Field Trip to compare and contrast the lives of the Wampanoag and Pilgrims. (Interviews) Daily Life First Thanksgiving Virtual Field Trips—Plimoth Plantation ReadWorks Native American Life Wampanoag AFTER READING: Use the lesson from the “The First Thanksgiving Feast” on the website to discuss the history of Thanksgiving and to compare the first thanksgiving to today’s Thanksgiving. What are some traditions that the student’s families have around Thanksgiving? Complete a Thanksgiving T-Chart Thanksgiving Then/Now Review the Thanksgiving Timeline on the website to discover and discuss the evolution of Thanksgiving Day into a national holiday and the roles that different presidents & Sarah Hale played to make this happen.



2ESS2-1 Compare multiples solutions designed to slow or prevent wind or water from changing the shape of the land.

Unit: Earth Processes Essential Question: Where is all the Water?

pcErosion Activity pcLab Record Sheet Better Lessons Unit 4 Lesson 14- Company Plans to Slow or Stop Erosion **Better Lesson Unit 4 Lesson 15 continues with the building and testing of their plans if you wish to add this STEM activity.

http://www.scholastic.com/scholastic_thanksgiving/daily_life/

http://www.scholastic.com/scholastic_thanksgiving/daily_life/

http://www.scholastic.com/scholastic_thanksgiving/webcast.htm

http://www.scholastic.com/scholastic_thanksgiving/webcast.htm



https://drive.google.com/open?id=0B2OxYfyPmeqgWloxSV8yOWF1R0k

https://drive.google.com/open?id=0B2OxYfyPmeqgWloxSV8yOWF1R0k

http://betterlesson.com/lesson/637817/company-plans-to-slow-or-stop-erosion

http://betterlesson.com/lesson/637817/company-plans-to-slow-or-stop-erosion



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CC2RF3d Decode words with common prefixes & suffixes.

STRATEGY: Suffix -ly ACADEMIC: main idea, supporting detail, infer, suffix SOCIAL STUDIES: (See lessons) SCIENCE: erosion TARGETED CLUSTERS/CATEGORIES: Teacher determined

T340-341 Suffix –ly Projectable S8 & 14.9 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

CC2RF3b Know spelling-sound correspondences for additional common vowels teams. CC2RF3c Decode regularly spelled two-syllable words with long vowel

SPELLING/ENCODING Long o (o, oa, ow)

WSG pp. 66-67

WRITING WORKSHOP (Unit 3, Lesson 14)


GRAMMAR CC2L2a Capitalize holidays, product names, and geographic names.

SKILL Using Proper Nouns

Unit 3 EXT Capitalize Proper Nouns, C10-11, Blackline Master CC3.2

C11 Connect to Writing SUW 10-10 Sentence Writing Scoring Guide, Tools 10-10 a-b (for Reference, Instruction, & Assessment

PROCESS WRITING CC2W1 Write opinion pieces in which they introduce the topic 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.

WRITING TYPE Informational Writing Opinion

SUW LESSONS & TOOLS SUW 4-6 Color-coding and the Five Elements of Information Writing, Tools 4-6a-b SUW 4-7 Planning with an Informal Outline, Tools 4-5c, 4-7a SUW 4-8 Accordion Paragraphs, Tool 4-8a SUW 4-9 Determining Key/Star Ideas with the Thinking Game, Tools 4-9a

SUW 10-17 Persuasive Writing Scoring guide, Tool 10-17a (for Reference, Instruction, & Assessment) Modify for Opinion Writing



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CC2RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. CC2RI3 Describe the connection between a sense of historical events in a text. CC2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC2RI8 Describe how reasons support specific points the author makes in a text. CC2RL3 Describe how characters in a story respond to major events and challenges.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Monitor/Clarify Genre: Humorous

Anchor Lesson Cause and Effect CLLG p. 68T404-405, T408-417 & T428-T429 Officer Buckle and Gloria Pre-teaching for Success! Arkansas Tab SB 446-468 Too Many Toys by David Shannon- Video Book Read by Author

Grab & Go: Weekly Test T1450-451 Comprehension



G1021 Examine the way that natural resources influence where people settle G1022 Examine reasons and ways that people, goods and ideas move from place to place. G1023 Identify diverse groups that have come to Arkansas and where they settled

Unit: Cultural Geography Essential Question: How have toys changed over time? Guiding Questions: What were some of the most popular toys in the last few decades? What toys endured time? What toys this year?

December Holiday Lesson Story of Toys and Games BEFORE READING: Brainstorm with students the hottest-selling toys and games of the season. Make a list of the toys and discuss if they are new to the market or if they have been around for years. Tell students that there are some toys that are popular that have been around for many years. Make a list of some of those toys such as the Barbie Doll and Monopoly. DURING READING: Using the websites below to share information each day about at least two to three toys of the past. Model how to take notes identifying 2-3 facts on each toy shared. Work with students to develop criteria for what makes a toy stay popular for a long time. Use this to at the end of the week to identify ten most popular toys. Hot List of "History of Toys" Web Sites

Have each student, identify what he/she believes is the greatest toy ever. They should have two to three reasons why they believe it is the greatest. They will be presenting their toy to the class as the class works to come to consensus on the ten greatest toys ever.

http://www.scholastic.com/teacher/videos/teacher-videos.htm#3193873259001/1915374850

http://www.educationworld.com/a_lesson/03/lp327-01.shtml

http://www.educationworld.com/a_lesson/03/lp327-01.shtml



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Toys Past and Present PowerPoint Too Many Toys Lesson Plan History of Toys and Games Website TIME All Time Greatest Toys By Decade Vintage Toys from the 1920’s to the 1990’s The National Toy Hall of Fame • History of Toys • The History of Toys and Games • Toys and Games

AFTER READING: As a class, have students agree on the ten toys that they think are the greatest. They need to identify which decade the toy was from.



2ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid

Unit: Earth Processes-Water on Earth/USA Essential Question: Where is all the Water? Guiding Questions: Water on Earth - What are the water forms in the USA?

Better Lesson- Unit 4 Lesson 1-Our Blue Planet



CC2L2e Consult reference materials, including beginning dictionaries, as needed to check & correct spellings. CC2L4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

STRATEGY: Dictionary Entry ACADEMIC: cause, effect, infer, dictionary entry, guide words SOCIAL STUDIES: (See lessons) SCIENCE: water forms TARGETED CLUSTERS/CATEGORIES: Teacher determines

pp. T462-463 pp. T438-439 Dictionary Entry, Projectable S8 & 15.9

CC2RF3f Recognize & read grade-appropriate irregularly-spelled words. CC2L4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,

SPELLING/ENCODING Compound Words Schwa Vowel Sound

WSG pp. 68-69

Grab & Go: Weekly Test T1450-451 Phonics

https://drive.google.com/open?id=0B2OxYfyPmeqgeWhnUllFcnJxTjA

https://drive.google.com/open?id=0B2OxYfyPmeqgeWhnUllFcnJxTjA

https://drive.google.com/open?id=0B2OxYfyPmeqgU21KOXc3NURyQms


http://www.ideafinder.com/history/category/toys.htm

http://content.time.com/time/specials/packages/0,28757,2049243,00.html

http://content.time.com/time/specials/packages/0,28757,2049243,00.html

http://www.thepeoplehistory.com/toys.html

http://www.thepeoplehistory.com/toys.html

http://www.toyhalloffame.org/

http://inventors.about.com/library/inventors/bltoy.htm

http://www.ideafinder.com/history/category/toys.htm

http://www.teachers.ash.org.au/jmresources/toys/children.html

http://betterlesson.com/lesson/628064/our-blue-planet



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GRAMMAR CC2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SKILL Abbreviations

Pp. T380-T381 Grab & Go: Weekly Test T1450-451 Grammar

PROCESS WRITING CC2W1 Write opinion pieces in which they introduce the topic 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. CC2W5 With guidance & support from adults & peers, focus on a topic& strengthen writing as needed by revising & editing.

PROCESS WRITING TYPE Informational Writing Opinion

SUW LESSONS & TOOLS 4-6 Color-Coding & the 5 Elements of Informational Writing, Tools 4-6a, b 4-7 Planning w/ an Informal Outline, Tools 4-5c, 4-7a 4-8 Accordion Paragraphs 4-9 Determining Key/Star Ideas with the Thinking Game, Tools 4-11a-c 9-2 Supporting an Opinion with Facts, Tool 9-2a 4-22 and 4-23 Transition Words, Tools 4-23a-b 4-26 Transitions in Reports and Essays, Tool 4-26a

SUW 10-17 Persuasive Writing Scoring guide, Tool 10-17a (for Reference, Instruction, & Assessment) Modify for Opinion Writing



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2RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2RI8 Describe how reasons support specific points the author makes in a text. 2RI9 Compare & contrast most important points presented by 2 texts on same topic. 2RL3 Describe how characters in a story respond to major events & challenges. 2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Infer/Predict Genre: Realistic Fiction

Anchor Lesson Story Structure CLLG p. 70 TE pp. T30-31, T34-43 & T52-53 Mr. Tanen’s Tie Troubles Preteaching for Success Arkansas Tab SB pp. 14-36

Open Response from Arkansas Tab “Think about the title of the selection. Write a four-sentence paragraph to describe Mr. Tanen’s tie trouble.” Use the rubric provided to score



G1021 Examine ways the natural resources influence where people settle G1022 Examine reasons & ways that people, goods, & ideas move from place to place G1023 Identify diverse groups that have come to Arkansas and where they settled H1321 Compare different accounts of the same historical event H1323 Gather information from different kinds of sources in response to a compelling question about a significant historical event or person

Unit: Cultural Geography Essential Question: Why can’t we have everything we want? Guiding Questions: What is opportunity cost? What does scarcity mean? What can you do to help you decide what to do when you have to make a decision?

Too Many Toys Economics Lesson BEFORE READING: Tell students that the story they read last week relates to a scarcity of room to put all the toys that Spencer. They will be rereading the story to learn about how the economic terms, scarcity, opportunity cost and limited resources relate to the story. They will also get a chance to create their own toy. DURING READING: In the lesson there are guidelines for interacting with story and discussing the story and the economic concepts of the story under procedure. Read the story aloud using these guidelines to discuss it from an economic perspective. AFTER READING: Use the activities in the lesson to reinforce student understanding of the economic concepts. If time permits, students can make their own toy out of a box.




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2ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Unit: Earth Processes- Map of Water from USA Essential Question: Can you map the water in the USA?


D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 2nd Grade Curriculum: Literacy & Integrated Content Revised 2016

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CC2L4a Use sentence-level context as a clue to the meaning of a word or phrase.

STRATEGY: Homophone ACADEMIC: infer, predict, story elements, characters SOCIAL STUDIES: SCIENCE: TARGETED CLUSTERS/CATEGORIES: Teacher determined

WSG132-133 Vocab. In Context Cards 121-128 Instructional Strategy # 16 Raising Funds-Vocabulary Reader T62-63 Homographs, Projectable #16.10 SUW 2-12 Homonyms, Homophones, & Homographs Tools 2-12 a-c, modified, as needed

CC2RF3d Decode words with common prefixes and suffixes

SPELLING/ENCODING Base Words & Endings –ed, -ing

WSG pp. 70-71



GRAMMAR CC2L1c Use reflexive pronouns (e.g., myself, ourselves)

SKILL Pronouns

Unit 4 EXT pp. C8-9 SUW 3-13 Recognizing Parts of Speech, Tool 3-13c modified to show pronouns symbol only.

EXT p. C12

PROCESS WRITING CC2W2 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 to connect opinion and reasons, and provide a concluding statement or section.

PROCESS WRITING TYPE Informative Writing Opinion

SUW LESSONS & TOOLS 4-6 Color-coding & the 5 elements of information writing Tool 4-6a, b 4-7 planning with an informal outline, Tool 4-5c, 4-7a 4-8 accordion paragraphs (Smart exchange has slides on accordion paragraphs) 4-9 Determining key/star ideas with the thinking game Tools 4-11a, b, & c are all variations of informal outlines. Use to differentiate for students or pick one to use w/all students 9-2 supporting an opinion with facts, Tool 9-2a 4-22 & 4-23 transitions words, Tools 4-23a, 4- 23b 4-26 transitions in reports & essays, Tool 4-26a

SUW 10-17 Persuasive (Opinion) Scoring Guide Tools 10-17a, 10-17b, 10-17c (for Reference, Instruction, & Assessment) change “Persuasive” to “Opinion

2nd grade curriculum map: literacy & integrated content 1 grade 2nd quarter 2016... · 2nd...

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