Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary VocabularySetting Up Rituals & Routines
• Teacher selected read-aloud
(OPTIONAL)ComprehensiveScreening Assessment
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
(Refer to FSPS Vocabulary Instruction Guidelines K-6)
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learned through being read to. I will use words and phrases learned through responding to texts.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3
Word Work/Phonics PhonicsTeach Rituals &
Routines for Word Work
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW :
Comprehension Comprehension/ Fluency
Setting Up Rituals & Routines for Reading WorkshopSkill: Read to self (on independent
level textStrategy: Retelling
Genre: all types
Teacher selects read aloud texts to model and make thinking transparentWork on procedures to: Read to Self (on level texts) Work on procedures to: Retell a Familiar TextWork on Routines
(OPTIONAL)ComprehensiveScreening Assessment:
CC.RL.2.1 Ask and answer such questions who, what, where, when, why, and how to demonstrate understanding of key details in a text.
(Refer to FSPS ongoing CCSS standards grade 2)
I will ask who, what, where, when, why and how questions. I will answer who, what, where, when, why, and how questions.
DemonstrateKey details
STW: p. 17-18, 110-122, 177 IRA2-3: p. 5CT : Lessons 8-11RP:
Spelling Spelling patternsWJ
Work on procedures to Establish routines.
(OPTIONAL)Comprehensive Screening Assessment
CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil)
I will use generalized spelling patterns when writing words.
Spelling patterns WTWMM2-3: p. 47-52, 81-96
Grammar GrammarTeach Rituals &
Work on procedures for grammar materialsCC.L.2.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or I will produce complete
simple and compound Produce Expand
MM2-3:TDC: p. 57-58
FSPS Elementary Literacy, 2015-2016 Quarter 1-1
Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1speaking.CC.L.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.)
sentences. I will expand complete simple and compound sentences.
I will rearrangecomplete simple and compound sentences.
CompleteSimple
Compound
Routines for Grammar
Writing WritingTeach Rituals
& Routines for Writing Workshop
Work on establishing routinesWork on introducing 2Kinds of WritingWork on planning aNarrativeBrainstorming a list of topicsBrainstorming a list of forms
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-2
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness J-L1
Identify PhonemesCount Syllables
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Alphabetical Order
WORD CARDSCards 1-8
TARGET VOCABULARY:
curly, straight, floppy, drooled, weighed, stood,
collars, row
Weekly Plan T6-T7 J-L1
Day 1 T13Day 2 T25Day 3 T43Day 4 T53Day 5 T63AL: phonemes, syllablesWeekly Plan T6-T7Day 1 Daily Vocabulary
Boost T13Read Aloud “The Perfect
Pet” T14-T15CLLG: p. 41 Projectable 1.1Introduce VocabularyT16-T17Day 2 Daily Vocabulary
Boost 2528-T29 “At the Animal Shelter”Day 3 Daily Vocabulary
Boost T43Day 4 Daily Vocabulary
Boost T53Vocabulary StrategiesT58-T59 Projectable 1.10PB: Vol. 1, p. 12Day 5 Daily Vocabulary
Boost T63
(OPTIONAL)
Weekly TestsT70
1.2-1.3
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learned through reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learned through responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
Word Work/Phonics PhonicsJ-L1
Short Vowels a, i
CVC Syllable Pattern
Weekly Plan T6-T7 Day 1 T18-T20 Short Vowels
a, I PB: Vol. 1, p. 1Day 2 T26-T27 Short Vowels
a, I PB: Vol. 1, p. 3Day 3 T44-T45CVC Syllable PatternPB: Vol. 1, p. 8Day 4 T54-T55 ReviewDay 5 T70 Assessment
(OPTIONAL)Weekly Tests
T701.7-1.8
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
Comprehension Comprehension J-L1 Main Selection FSPS Elementary Literacy, 2015-2016 Quarter 1-3
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2J-L1Skill:
Sequence EventsStrategy: Infer/Predict
Genre: Realistic Fiction/ Informational Text
Fluency:Accuracy: Word Recognition
Essential Question:Why is the order of events
in a story important?
“Henry and Mudge”Genre: Realistic FictionT32-T38; SB: p. 14-24CLLG: p. 40Introduce: Sequence of Events; Infer/Predict T30-T31Projectable 1.4PB: Vol. 1, p. 4 Develop Comprehension T34-T37Projectables 1.5a, 1.5b Deepen Comprehension T48-T49 Projectable 1.8PB: Vol. 1, p. 9AL: infer, predict, sequence of events, eventConnect To“All in the Family”Genre: Informational TextT56-T57; SB: p. 26-27MC: T57 CLLG: p. 41
(OPTIONAL)Weekly Tests
T711.4-1.6
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.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.
(This standard is the Focus Wall target strategy for the week.)
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(This standard is the Focus Wall target skill for the week.)
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
CC.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.
(This standard is only taught in the “Connect To” section (Day 4) of Journeys.)
I will know and use text features to locate key facts or information in a text.
CaptionsBold print
SubheadingGlossaries
IndexesElectronic
menusIcons
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com
Spelling SpellingJ-L1
Short Vowels a, i
J-L1 Weekly Plan T6-T7 Day 1 T22 Teach the
Principle/PretestDay 2 T40 Teach/Word SortDay 3 T50 Segment
Sounds/Build WordsDay 4 T60 Connect to Writing
PB: Vol. 1, p. 13
Weekly TestsT66
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2d Generalize learned spelling patterns when writing words. (e.g., cage – badge; boy – boil).
I will use generalized spelling patterns when writing words.
Spelling patterns
WJ:WTW:MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
I will use reference
Referencematerials
http://www.wordcentral.co
Day 5 Assessment
FSPS Elementary Literacy, 2015-2016 Quarter 1-4
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.(The entire standard is not addressed in this Journeys lesson.
materials to check my spelling.
m/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Grammar Grammar J-L1
Subjects and PredicatesAL: subject, predicate
J-L1 Weekly Plan T6-T7 Day 1 T22 SubjectsProjectable 1.2PB: Vol. 1, p. 2Day 2 T40 PredicatesProjectable 1.6PB: Vol. 1, p. 6Day 3 T50 What is a Sentence?PB: Vol. 1, p. 11Day 4 T60 Spiral Review: ContractionsPB: Vol. 1, p. 14Day 5 T66-T67 Review: Subjects & PredicatesConnect to Writing: PB: Vol. 1, p. 15
(OPTIONAL)
Weekly TestsT71
1.9-1.10
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1e Use adjectives and adverbs and choose between them depending on what is to be modified.
(This standard is only addressed on Day Four of Writing.)
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
(This standard is only taught in the “Spiral Review” section (Day 4) of Journeys.)
I will use an apostrophe to form contractions. I will use an apostrophe to form possessives.
ApostropheContractionsPossessives
MM2-3: p. 90
Writing Choose appropriately from the lessons.
Refer to JourneysLessons 1-4
Narrative
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments: Appendix A:Appendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-5
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
J-L2
Identify PhonemesSyllables
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Using a Glossary
WORD CARDSCards 9 – 16
TARGET VOCABULARY:
remembered, porch, crown, spend, stuck, visit, cousin, piano
Weekly Plan T98-T99J-L2
Day 1 T105Day 2 T117Day 3 T137Day 4 T147Day 5 T157Weekly Plan T98-T99Day 1 Daily Vocabulary
BoostT105 Read Aloud“More Than a Best Friend”T106-T107 CLLG: p. 43Projectable 2.1Introduce VocabularyT108-T109 Day 2 Daily Vocabulary
Boost T117Develop BackgroundT120-T121 “Family Visits”Day 3 Daily Vocabulary
Boost T137Day 4 Daily Vocabulary
Boost T147Vocabulary StrategiesT152-T153 Projectable 2.10PB: Vol. 1, p. 27Day 5 Daily Vocabulary
Boost 157
(OPTIONAL)
Weekly TestsT164
2.2-2.4
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
(This standard is only taught in the “Vocabulary Strategies” section (Day 4) of Journeys.)
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL :TRS:
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3:
Word Work/Phonics PhonicsJ-L2
Short Vowels o ,u, e
CVC Syllable Pattern
J-L2 Weekly Plan T98-T99Day 1 T110-T113Short Vowels o, u, ePB: Vol. 1, p. 16Decodable Reader“Bud, Ben, and Roz”Day 2 T118-T119Short Vowels o, u, ePB: Vol. 1, p. 18Day 3 T138-T141CVC Syllable PatternPB: Vol. 1, p. 23
(OPTIONAL)Weekly Tests
T1642.7-2.8
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
FSPS Elementary Literacy, 2015-2016 Quarter 1-6
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Day 4 T148-T149 ReviewDay 5 T164 Assessment
Comprehension Comprehension J-L2
Skill: Compare and Contrast
Strategy: Question
Genre: Informational Text/Poetry
Fluency:Accuracy: Words
Connected in Text
Essential Question:How are families
alike and different?
J-L2 Main Selection “My Family”T124-T132; SB: p. 38-52CLLG: p. 42Introduce: Compare and Contrast; Question
T122-T123Projectable 2.4PB: Vol. 1, p. 19Develop Comprehension T126-T131
Projectables 2.5a, 2.5b(Venn Diagram)Deepen Comprehension T142-T143
Projectable 2.8(Venn Diagram: Compare & Contrast)
PB: Vol. 1, p. 24 AL: compare, contrast, characters, connect, events
Connect To “Family Poetry”
T150-T151; SB: p. 54-57MC: T151 CLLG: p. 43
(OPTIONAL)Weekly Tests
T1652.5-2.6
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, scaffolding as needed at the high end of the range.(This standard is the Focus Wall target strategy for the week.)(Refer to FSPS Ongoing CCSS for Grade 2.)
I will read and comprehend grade level informationaltext..
ComprehendInformational
text
GRW:STW2:RWM:NRP:RP:
CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
(This standard is the Focus Wall target skill for the week.)
(Journeys Lesson 2 focuses on comparing events, characters and conflicts in literary selections from a variety of cultures to student’s experiences. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.RI.2.9).
I will compare the most important points between two texts on the same topic. I will contrast the most important points between two texts on the same topic.
Compare ContrastPoints Text
http://21centurylibrarian.ning.com/group/llc5790childrenslit/forum/topics/compare-and-contrast-of?xg_source=activity
CC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
I will determine the meaning of words and phrases in a text or topic.
TextTopic
GR: p. 163-166 WJ :BWL:
CC.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.
(The rigor of this standard is not addressed in this Journeys lesson.)
I will know and use text features to locate key facts or information in a text.
Text features Key facts CaptionsBold print
SubheadingGlossaries
IndexesElectronic
MenusIcons
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.htmlCT: Lessons 2 and 3 Weekly ReaderTime For KidsSpigot.com
CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
(The rigor of this standard is not addressed in this Journeys lesson.
I will explain how an image helps me understand the text.
ExplainImageText
NRP: p. 78
FSPS Elementary Literacy, 2015-2016 Quarter 1-7
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Spelling Spelling
J-L2
Short Vowels o, u, e
J-L2Weekly Plan T98-T99Day 1 T114 Teach the Principle/Pretest
Day 2 T134 Teach/ SortDay 3 T144 Segment Sounds/Build Words
Day 4 T154 Connect to Writing PB: Vol. 1, p. 28
Day 5 T160 Assessment
Weekly TestsT160
Spelling Assessment
C.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
(The entire standard is not addressed in this Journeys lesson.)
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Grammar Grammar J-L2
Complete Sentences
AL: sentence, run-on sentence
J-L2Weekly Plan T98-T99 Day 1 T114 Is it a Sentence?Projectable 2.2 PB: Vol.1, p. 17Day 2 T134 Word Order in Sentences Projectable 2.6PB: Vol. 1, p. 21Day 3 T144 Run-on Sentences PB: Vol. 1, p. 26Day 4 T154 Spiral Review: Abbreviations PB: Vol. 1, p. 28Day 5 T160-T161 Review: Complete SentencesConnect to Writing:PB: Vol. 1, p. 30
(OPTIONAL)Weekly Tests
T165 2.9-2.10
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.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).
(The rigor of this standard is not addressed in this Journeys lesson.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3TDC: p. 57-58
Writing Choose appropriately from the lessons.
FSPS Elementary Literacy, 2015-2016 Quarter 1-8
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3
Refer to JourneysLessons 1-4
Narrative
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix AAppendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-9
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary:
Teacher Selected Materials CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly form an array of strategies.CC.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).
(Refer to FSPS Vocabulary Instruction Guidelines K-6)
I will determine the meaning of the new word formed when a prefix is added.
PrefixDetermine
TRS: p. 491-493
Word Work/Phonics PhonicsJ-L3
Long Vowels a, i
Sounds for c
J-L3 Weekly Plan T192-193
Day 1 T204-T207Long Vowels a, iPB: Vol. 1, p. 31Decodable Reader“City Ride”Day 2 T212-T213Long Vowels a, iPB: Vol. 1, p. 33Day 3 T230-T233Sounds for cPB: Vol. 1, p. 38Day 4 T240-T241 ReviewDay 5 T256 Assessment
(OPTIONAL)Weekly Tests
T2563.12-3.15
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
Comprehension Teacher Selected Materials Teacher may choose standards that best match the read-aloud.
Spelling SpellingJ-L3
Long a, i
J-L3 Weekly Plan T192-193
Day 1 T208 Teach the Principle/ PretestDay 2 T226 Teach/Word SortDay 3 T236 Segment Sounds/Build WordsDay 4 T246 Connect to Writing PB: Vol. 1, p. 43Day 5 T252 Assessment
Weekly TestsT252
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
(The entire standard is not addressed in this Journeys lesson.)
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Grammar J-L3Statements and
J-L3 Weekly Plan T193-T194
(OPTIONAL)Weekly TestsCC.L.2.1 Demonstrate command of the conventions of I will use Adjectives MM2-3: p. 72-74,112
FSPS Elementary Literacy, 2015-2016 Quarter 1-10
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4standard English grammar and usage when writing and speaking.CC.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
(This standard is only taught in the “Spiral Review” section (Day 4) of Journeys.)
adjectives and adverbs correctly.
Adverbs Questions
AL: sentences, statement, question
Day 1 T208 StatementsProjectable 3.2PB: Vol. 1, p. 32Day 2 T226 QuestionsProjectable 3.6PB: Vol. 1, p. 36Day 3 T236 Statements &
QuestionsPB: Vol. 1, p. 41Day 4 T246 Spiral Review:
Kinds of AdjectivesPB: Vol. 1, p. 44Day 5 T252-253 Review:
Statements & QuestionsConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 45
T2573.16-3.18
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.CC.L.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).
(The rigor of this standard is not addressed in this Journeys lesson.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
Writing Choose appropriately from the lessons.
Refer to JourneysLessons 1-4
Narrative
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-11
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic AwarenessJ-L4
Segment, Substitute Phonemes
Sort Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY:Context Clues
WORD CARDSCards 25-32
TARGET VOCABULARY:insects, dangerous, scare, sticky, rotten, screaming,
breeze, judge
J-L4 Weekly Plan T284-T285
Day 1 T291Day 2 T303Day 3 T327Day 4 T337Day 5 T347Weekly Plan T284-T285Day 1 Daily Vocabulary Boost T291Read Aloud “Bats:
Beastly or Beautiful” T292-T293 CLLG: p. 47
Projectable 4.1 (Model Oral Fluency)Introduce VocabularyT294-T295 Day 2 Daily Vocabulary Boost T303 Develop BackgroundT306-T307 “Spiders”Day 3 Daily Vocabulary
Boost T327Day 4 Daily Vocabulary
Boost T337Vocabulary StrategiesT342-T343Projectable 4.9(Context Clues)PB: Vol. 1, p. 57Day 5 Daily Vocabulary Boost T347
(OPTIONAL)Weekly Tests
T3544.2-4.4
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3
Word Work/Phonics Phonics
FSPS Elementary Literacy, 2015-2016 Quarter 1-12
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5J-L4
Long Vowels o, u, e
Sounds for g
J-L4 Weekly Plan T284-T285
Day 1 T296-T298Long Vowels o, u, ePB: Vol. 1, p. 46Decodable Reader“A Bed of Roses”Day 2 T304-T305Long Vowels o, u, ePB: Vol. 1, p. 48Day 3 T328-T329Sounds for gPB: Vol. 1, p. 53Day 4 T338-T339ReviewDay 5 T354 Assessment
(OPTIONAL)Weekly Tests
T3544.8-4.11
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
Comprehension ComprehensionJ-L4
Skill: Cause and Effect
Strategy: Summarize
Genre: Humorous Fiction/Fable
Fluency: Intonation
Essential Question:What might cause a story
character to change?
J-L4 Main Selection “Diary of a Spider”
T310-T322 SB: p. 90-113
CLLG: p. 46Introduce: Cause and Effect; Summarize T308-T309
Projectable 4.4PB: Vol. 1, p. 49Develop Comprehension T312-T321Projectables 4.5a, 4.5b, 4.5c, 4.5d
Deepen Comprehension T332-T333Projectable 4.8 (T-Map: Identify & Infer Cause & Effect)
PB: Vol. 1, p. 54AL: cause, effectConnect To“A Swallow and a Spider” Genre: Fable
T340-T341; SB: p.114-117MC: T341 CLLG: p. 47
(OPTIONAL)Weekly Tests
T355 4.5-4.7
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(This standard is the Focus Wall target skill for the week.)
(This Standard is the Focus Wall target skill for the week.)
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
CC.RL.2.3 Describe how characters in a story respond to major events and challenges. .
(The rigor of this entire standard is not addressed in this Journeys lesson.)
I will describe how characters in a story respond to major events and challenges.
Major eventsChallengesCharactersRespond
GRW:STW2: p. 94-97
CC.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
I will recognize the different points of view of characters. I will speak in a
Point of viewDialogue
CharactersVoice
http://www.readwritethink.org/classroom-resources/printouts/character-30199.html
FSPS Elementary Literacy, 2015-2016 Quarter 1-13
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5
(The entire standard is not addressed in this Journeys lesson.)different voice for each character when reading dialogue aloud.
ActionsThoughts
Text
IRA2-3: p. 121-124
CC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW
Spelling J-L4Long Vowels o, u
J-L4 Weekly Plan T284-T285
Day 1 T300 Teach the Principle/Pretest Day 2 T324 Teach/Word SortDay 3 T334 Segment Sounds/Build WordsDay 4 T344 Connect to WritingPB: Vol. 1, p. 58Day 5 T350 Assessment
Weekly TestsT350
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
(The entire standard is not addressed in this Journeys lesson.)
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Grammar GrammarJ-L4
NounsAL: noun
J-L4 Weekly Plan T284-T285
Day 1 T300 Nouns for People & Animals
Projectable 4.2PB: Vol. 1, p. 47Day 2 T325 Nouns for
Places & ThingsProjectable 4.6
(OPTIONAL)Weekly Tests
T3554.12-4.14
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1a Use collective nouns (e.g., group).
(The rigor of this standard is not addressed in this Journeys lesson.)
I will use collective nouns.
Collectivenouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:
FSPS Elementary Literacy, 2015-2016 Quarter 1-14
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5PB: Vol. 1, p. 51Day 3 T334 Names for
People, Animals, Places & Things
PB: Vol. 1, p. 56Day 4 T344 Spiral
Review: Possessive Pronouns
PB: Vol. 1, p. 59Day 5 T350-T351Review:
What is a Noun?Connect to Writing: Word
ChoicePB: Vol. 1, p. 60
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
(The entire standard is not addressed in this Journeys lesson.)
I will use irregular plural nouns.
Irregular plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3WTWWJ
CC.L.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).
(This standard is only addressed in the Connect to Writing portion of grammar.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences. I will rearrange complete simple and compound sentences.
ProduceExpand
CompleteSimple
Compound
MM2-3TDC: p. 57-58
Writing Choose appropriately from the lessons.
Refer to JourneysLessons 1-4
Narrative
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-15
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7Week 6: District Dyslexia & DRA Assessment Window COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL
VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXPLANATIONS & EXAMPLES ASSESSMENTS
Daily Language/Vocabulary Phonemic AwarenessJ-L5
Segment Phonemes
TARGETED VOCABULARY &
STRATEGIES
STRATEGY: Base Words and Endings –ed,
-ing
WORD CARDSCards 33-40
TARGET VOCABULARY:
wonderful, noises, quiet, sprinkled, share, noticed,
bursting, suddenly
J-L5 Weekly Plan T382-T383 Day 1 T389Day 2 T401Day 3 T425Day 4 T433Day 5 T443
Weekly Plan T382-T383Day 1 Daily Vocabulary Boost
T389 Read Aloud “Lester”T390-T391 CLLG: p. 49Projectable 5.1Target VocabularyT392-T393Day 2 Daily Vocabulary Boost
T401Develop Background T404-T405 “Classroom Pets”Day 3 Daily Vocabulary Boost
T425Day 4 Daily Vocabulary Boost
T433Vocabulary StrategiesT438-T439 Projectable 5.9(Word Endings –ed, -ing)PB: Vol. 1, p. 72 Day 5 Daily Vocabulary Boost T443
(OPTIONAL)Weekly Tests
T4505.2-5.4
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
(Refer to FSPS Vocabulary Instruction Guidelines K-6)
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
CC.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
I will use words and phrases learned through talking. I will use words and phrases learnedthrough reading. I will use words and phrases learnedthrough being read to. I will use words and phrases learnedthrough responding to texts. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectives Adverbs
Responding to texts
IRA2-3
Word Work/Phonics PhonicsJ-L5
Consonant Blends withr, l, s
J-L5 Weekly Plan T382-T383Day 1 T394-T397Consonant Blends r, l, sPB: Vol. 1, p. 61Decodable Reader“Flint Cove Clambake”Day 2 T402-T403Consonant Blends r, l, sPB: Vol. 1, p. 63Day 3 T426 Cumulative ReviewPB: Vol. 1, p. 68Day 4 T434-T435 ReviewDay 5 T450 Assessment
(OPTIONAL)Weekly Tests
T4505.8-5.9
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
FSPS Elementary Literacy, 2015-2016 Quarter 1-16
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7Comprehension Comprehension
J-L5Skill: Story Structure
Strategy: Visualize
Genre: Realistic Fiction/Informational Text
FluencyPhrasing: Punctuation
Essential Question:What clues tell you where and when a story takes place?
J-L5 Main Selection “Teacher’s Pets”Genre: Realistic Fiction
T408-T420; SB: p.126-148CLLG: p. 48Introduce: Story Structure; Visualize T406-T407
Projectable 5.4PB: Vol. 1, p. 64Develop Comprehension T410-T419
Projectables 5.5a, 5.5b, 5.5c, 5.5d
(Story Map)Deepen Comprehension T428-T429
Projectable 5.8(Story Map: Story Structure)PB: Vol. 1, p. 69AL: characters, setting, plot, retell
Connect To“See Westburg by Bus” Genre: Informational Text
T436-T437; SB: p.150-153MC: T437CLLG: p.49
(OPTIONAL)Weekly Tests
T4515.5-5.7
CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(This standard is the Focus Wall target strategy for the week.)
I will describe how the beginning introduces the story. I will describe how the ending concludes the action. I will describe the beginning, middle, and end of the story.
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
CC.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.
(This standard is the Focus Wall target skill for the week.)
I will use information gained from illustrations and words. I will demonstrate understanding of characters, setting, or plot.
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
CC.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
(This standard is only addressed in the Your turn section of Journeys.).
I will describe how characters in a story respond to major events and challenges. I will recount stories, including fables and folktales.
FableDiverseCulture
DetermineMessage
MoralFolktales
STW: p. 181-182,198CT: Lessons 16-17
CC.RL.2.3 Describe how characters in a story respond to major events and challenges
I will determine the central message or moral of the story.
Major eventsChallengesCharactersRespond
GRWSTW2: p. 94-97
CC.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.
I will describe how words and phrases supply rhythm and meaning in text.
PoemsSongs
Poetry: PTTP: p. 11-29
Grammar Irregular Plural Nouns Teacher Selected Materials CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3WTWWJ
WritingFSPS Elementary Literacy, 2015-2016 Quarter 1-17
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
Choose appropriately from the lessons.
Refer to JourneysLessons 1-4
Narrative
CC.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.
I will write a narrative that recounts an event. I will add details to describe actions, thoughts and feelings. I will use temporal (transition) words. I will write a story with closure. (conclusion)
Narrative Recount
Event Include Details
TransitionConclusion
ClosureTemporal words
http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html?tab=2#tabsIs That a Fact?, p 187-209Small Moments Appendix A:Appendix C:GRW:CL:
FSPS Elementary Literacy, 2015-2016 Quarter 1-18
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8 -9READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary
Teacher Selected Materials for Vocabulary Study During Research Connections
CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.CC.L.2.4e Use glossaries and dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (Refer to FSPS Vocabulary Instruction Guidelines K-6)
I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
GlossariesDictionaries
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishBWL:
Word Work/Phonics PhonicsJ-L6
Common Final Blends
nd, ng, nk, nt, ft, xt, mp
J-L6Weekly Plan T6-T7 Day 1 T18-T21Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 76Decodable Reader“A Job for Bob”Day 2 TT26-T27Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 78Day 3 T46 Cumulative
ReviewDay 4 T54-T55 ReviewDay 5 T70 Assessment
(OPTIONAL)Weekly Tests
T70
6.6-6.7
CC.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.2.3f Recognize and read grade appropriate irregularly spelled words.
(Refer to FSPS Ongoing CCSS for Grade 2)
I will recognize and read irregularly spelled words.
RecognizeIrregularly
TRS: Chapter 7 PTR:WTW:WJ:
Comprehension: Research Connections Teacher Selected Materials for Research Connections Teacher may choose standards that best match the research connections genre. Refer to FSPS Research Connections Criteria
Spelling SpellingJ-L6
Common Final Blends nd, ng, nk, nt,
ft, xt, mp
J-L6 Weekly Plan T6-T7Day 1 T22 Teach the
Principle/PretestDay 2 T42 Teach/SortDay 3 T50 Segment
Sounds/Build WordsDay 4 T60 Connect to
Writing PB: Vol. 1, p. 88Day 5 T66 Assessment
Weekly TestsT66
Spelling Assessment
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
(The entire standard is not addressed in this Journeys lesson.)
I will use reference materials to check my spelling.
Referencematerials
http://www.wordcentral.com/http://kids.yahoo.com/reference/dictionary/englishMM2-3: p. 47-52, 81-96, 112 GRW:
Grammar
FSPS Elementary Literacy, 2015-2016 Quarter 1-19
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 8 -9J-L6
More Plural NounsAL: plural nouns
Weekly Plan T6-T7
J- L6Day 1 T22 Adding –es
to NounsProjectable 6.2PB: Vol. 1, p. 77Day 2 T42 Nouns That
Change SpellingProjectable 6.6PB: Vol. 1, p. 82Day 3 T50 More
Nouns That Change Spelling
Day 4 T60 Spiral Review: Parts of a Sentence
PB: Vol. 1, p. 89Day 5 T66-T67
Review: More Plural Nouns
Connect to Writing: Sentence Fluency
PB: Vol. 1, p. 90
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
I will use irregular plural nouns.
Irregular-plural nouns
http://www.readingrockets.org/article/27876/http://www.nclrc.org/essentials/grammar/grindex.htmMM2-3:WTW:WJ:
WritingCorrelate Writing Piece/Product to Research TopicCC.W.2.8 Recall information from experiences
or gather information from provided sources to answer a question.
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
FSPS Elementary Literacy, 2015-2016 Quarter 1-20