grade 2 literacy curriculum.pdf

7/30/2019 Grade 2 Literacy Curriculum.pdf

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FNWSU Literacy Curriculum Grade 2 Fall 2010 1

FNWSU Literacy Curriculum GRADE 2

Power Standard

#1 Literate

Community

Students

participate as

members of a

21st century

literate

community by

creating,comprehending,

and responding

purposefully to

a range of

media, images,

and texts.

(Aligns with Standards

1.4, 5.14)

Concepts Skills/Strategies Power Indicators Common Local

Assessment

Reading Extensively

Reading Widely and

In-Depth

Literate Community

-Read one or two books, medium-long chapters, or the equivalent

every day

- Read at least three different genres/ kinds of text and a

variety of authors as in the following:

literary texts: poetry, plays, fairy tales, fantasy,realistic fiction, fables

informational: content trade books, childrensmagazines, beginning dictionaries, glossaries, childrens

newspapers

practical/functional texts: procedures, instructions,simple menus, labels, announcements, invitations, book

orders

- Self-select reading materials of personal interest and readingability

-Participate in discussions about text:

offer comments support evidence recommend books and other materials

Active Listening

-Ask clarifying questions

-Restate information

-Respond appropriately in a

variety of modes

-Be responsive, respectful to

the speaker

-Extend and apply

-Make connections

Speaking

-Share knowledge and

perspectives

-Show awareness of audience

by adapting language & style

-Respond effectively to

audience

-Use language expressively

-Speak clearly with

appropriate pacing and volume

-Assume roles in group

communication tasks

-Individual and

Class Reading

Logs?

-Teacher

Observations?


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Power Standard

#2 Reading

Strategies

Students

effectively

apply a

combination of

word

identification,

vocabulary,monitoring, &

broad

comprehension

strategies to

help them read.

(act of reading)

(Aligns with Standards

1.1, 1.13, 1.14, 1.18, 1.19, 2.1,

2.2, 2.6, 2.9, 3.2)


Assessment

Early Reading Skills &

Strategies

Phonological Awareness

Concepts of Print

Auditory recognition of

language

Phonological/Phonemic Awareness

-Blend and segment phonemes in more complex one-

syllable and multisyllabic words (blends, digraphs)

-Delete a sound from a one-syllable word to make a

new word

Word ID/Vocabulary

Apply phonological

knowledge and decoding

skills (syllable types and

word patterns) and use

resources to identify

and understand

unfamiliar vocabularywords.

Word Study/Word

Identification/Phonics

Word identification -Read grade-appropriate high frequency words

including irregularly spelled words with automaticity

-Identify base words, prefixes and suffixes

Word ID/Vocabulary

Apply phonological

knowledge and decodingskills (syllable types and



and understand

unfamiliar vocabulary

words.

^ F & P

Grade 2

Word

Features


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Analyzing word

structure

Sound-symbol

correspondence

Word patterns

Syllables

-Decode words using silent e, vowel teams and

diphthongs

-Read commonly spelled multi-syllabic words by using

word knowledge of sounds, syllable types or

word/spelling patterns

-Use the six-syllable types to help identify unknown

words

Vocabulary

Identifying meaning of

words

-Use strategies to help identify the meaning of

unfamiliar words

-Recognize base words, prefixes and suffixes

-Understand how prefixes and suffixes affect the

meaning of base words

Word ID/Vocabulary

Apply phonological

knowledge and decoding

skills (syllable types and



and understand

unfamiliar vocabulary

words.


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Relationship of words

(e.g. synonyms,

antonyms)

-Use context clues including illustrations and

diagrams to understand vocabulary

-Use prior knowledge to understand vocabulary

-Identify synonyms, homonyms and antonyms

-Categorize words using synonyms and antonyms

-Describe categories, functions and features of

words

Comprehension

Applying reading

strategies to

understand text

While reading and/or listening to text, students:

-Use prior knowledge

-Predict and make basic text-based inferences

-Ask literal and clarifying questions

-Construct sensory images (visualize)

-Make connections

-Locate and use text features

-Self-select and read a variety of texts at their

independent reading levels

-Use strategies in response to comprehension

questions or prompts

Broad Comprehension

Construct meaning of

varied texts by

activating prior

knowledge, predicting,

inferring, making

connections, visualizing,

asking questions,

determining importance,

and using text features

while reading.

^F & P Text

Level M


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-Participate in group discussions about what is read

Monitoring

Context and Self-Correction Strategies

Monitoring and

Adjusting Strategies

-Self corrects

-Use multiple strategies to decode

-Use context clues and self-correction strategies

including: predicting, monitoring, adjusting and

confirming

-Sample text for readability and interest in order to

self-select independent level text

-Reread and adjust pace as needed

Monitoring

Monitor and adjustreading by self-

correcting using

sentence structure and

context clues

^F & P Text

Level M


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Power Standard#3 Reading

Accuracy

Students read

grade

appropriate

text with

accuracy and

fluency in a way

that makes

meaning clear

Aligns with Standard 1.2

Concepts Skills/Strategies

Power Indicators Common Local

Assessment

Accuracy & Fluency

Rate & Accuracy

Phrasing (e.g.

expression, punctuation)

-Read grade appropriate material with at least 90-

94% accuracy at the end of grade 2

- Read grade-appropriate text with oral fluency at arate of 80-100 correct words per minute.

- Read grade-appropriate text in a way that makes

meaning clear by:

^reading with correct phrasing

^using good expression

^paying attention to punctuation

Accuracy: Read

material appropriate for

the end of grade 2

within the instructionalrange of 90-94%

accuracy.

Fluency: Oral reading

of material appropriate

for end of grade 2

demonstrates phrasing,expression and

attention to text

features at rates of 80-

100 correct words per

minute (cwpm).

^F & P

Benchmark

Assessment

Text Level M

(Instructional

Level)

^Fluency

Measure


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Power Standard

#4 Reading

Comprehension

Students read,

understand,

interpret and

analyze

informational

texts.

Aligns with Standards

1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Informational Text

-Gather information from text features such as

table of contents, glossary, charts, etc.

-Reread and find answers to literal questions in the

text

-Record information to show understanding when

given an organized format such as a t-chart or Venn

diagram

-Distinguish among a variety of texts (e.g.

dictionaries, glossaries, magazines, etc.) and their

purposes

- Identify new learning from a non-fiction text

-Use text features

(table of contents and

glossary) in order to

answer literal and

inferential questions

about text

-Use graphic organizers

to record informationobtained from text

-Identify main idea and

communicate learning

^F & P Text

Level M

(Instructional

Level)

^VT Item

Bank

ProgressAssessment 1

OR 2 OR 3


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Analysis &

Interpretation of

Informational

Text/Citing Evidence

-Connect information by comparing and combining

ideas within a text

-Infer main ideas from pictures and by identifying

key words

-Make inferences of causes and effects when signal

words are present (e.g. The sun came up. Then the

puddle dried up. Why did the puddle dry up?)

-Make basic inferences or draw basic conclusions

about the topic. (e.g. Based on this report, do

turtles make good pets?)

-Recognize the authors purpose in writing the text.


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Power Standard#5 Reading

Comprehension

Students read,

understand,

interpret and

analyze literary

texts.

Aligns with Standards

1.3, 1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Literary Text

(Comprehension)

When reading text, students will be able to cite

evidence from the text to:

Identify characters, setting, problem, solution,or major events as appropriate to text

Retell the key elements of a story in orderDistinguish between genres (poetry, plays,realistic fiction, etc.)

Begin to identify literary devices /authorscraft (e.g. rhyme, repeated language, and

dialogue)

Reread, recall relevant details, and find answersto literal questions

Explain possiblecharacter motivation

Retell and sequenceall key elements of a

story

Make logicalpredications and

connections based on

evidence from text

Make inferencesabout

problem/solution

Identify literarydevices such as

dialogue

^F & P Text

Level M

(Instructional

Level)^VT Item

Bank

^ProgressAssessment 1

OR 2 OR 3


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Analysis and

Interpretation of

Literary Text/ Citing

Evidence

When reading text, students will be able to cite

evidence from the text to:

Analyze characteristics of main characters (e.g.physical traits or personality traits) and possiblemotives

Make basic inferences of explicit stated causesand effects when signal words are present (e.g.

The sun came up. Then the puddle dried up. Why

did the puddle dry up?)

Make inferences about the problems and solutionsInfer authors message/lesson and purpose by

identifying key words

Make predictions based on story and tell why theywere made

Use text and schema (prior knowledge) to maketext-to-text and text-to-self connections

Generate a personal response to what is read bycomparing stories or other texts to related

personal experience, prior knowledge, or books


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Power Standard

#2 Writing

Dimensions/

Process

Students apply

the processes

of writing

including

drafting,

revising, editing,

and critiquing to

create a written

product for the

purpose of

communication,

discovery, or

expression.


Assessment

Prewriting, Drafting,

Revising, Editing,

Publishing

In addition to previous:

Pre-write

- Brainstorm, plan, and organize thoughts and ideas

- Demonstrate purpose for writing

- Begin to use graphic organizers

Draft

- Construct a written text to convey an idea or story

- Stay on a topic throughout a piece of writing.

Revise

- Reread own writing to check for meaning

- Add relevant details that enhance the story

- Conference with teacher and use feedback to

revise

- Reflect on and improve writing using established

criteria with support

Edit

Prewriting

Generate and share

ideas on a given topic or

focus and organize them

using a visual organizer

Drafting and Revision

Develop a specific topic

or focus by giving

relevant details in a

logical sequence

Formative

PS #4

(response to

informationa

l text OR

report)

PS #5

(narrative)


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-Edit with help from teacher

-Use resources to correct spelling of unknown words

-Check for punctuation and capital letters

Publish

-Create and share text with an audience in a variety

of forms (handwritten, electronic, or visual display)


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Power Standard

#3

Writing

Conventions &

Structures

Students

demonstrate

command of the

structures of

English language

by writing with

appropriate

English grammar

and conventions.


Assessment

Concepts of Print,

Grammar, Usage,

Mechanics, Spelling,

Handwriting

In addition to previous:

Concepts of Print

- Distinguish between letters, words, and sentences

Grammar/Usage/Mechanics (GUM)

- Use end punctuation (periods, question mark, and

exclamation marks) correctly

- Use commas for dates and salutations

- Use capital letters to begin sentences and for

names, months, and days of the week

- Identify and use nouns, verbs, and adjectives in

sentences

Spelling

- Use es to form plural words ending in s, -x, -ss, -

sh, and ch

- Add ed to words to show past tense

- Give a readable and accurate phonetic spelling for

words that have not been taught

Students willbuild

meaningwith

Using the past tense of

verbs, adding adjectives

to nouns, making

contractions

Students willedit for

clarity

Commas with dates,

letters and lists,

apostrophes in

contractions, and

common plurals


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- Represent each sound heard in a word with a

feature of print

- Correctly spell phonetically regular words with

short vowels, consonant digraphs and blends, silent ewords

- Correctly spell grade-appropriate, high-frequency

words

Handwriting

- Form letters correctly

- Print legibly on standard lined paper using

appropriate margins and spacing.


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Power Standard

#4

Informational

Writing

Students will

write

informational

pieces with

purpose,

organization,

voice and

details in order

to show thinking

through

analysis,

synthesis and

evaluation.

Concepts Skills/Strategies Power Indicators Common LocalAssessment

Purpose, Organization,

Voice, Detail

Response to Informational Text

-Use references to text to support a given focus and

prior knowledge

-Organize ideas by using a beginning, middle, and

concluding statement/ sentence, using a

template, frame, or graphic organizer

Report

-Organize ideas using a given template, frame, or

graphic organizer

-Restate a given focus/controlling idea on a topic

-Include details/information relevant to topic and/or

given focus

Procedures

-List steps in a logical order

-Provide a list of materials to be used, if appropriate

Purpose: Restate a

given focus/controlling

idea on a topic.

Voice: n/a

Organization: Given astructure, logically

organize ideas by using a

beginning, middle, and

concluding

statement/sentence.

Details (Elaboration):

Use prior knowledge

and/or reference to

text in order to provide

details to support a

given focus.


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Power Standard

#5

Expressive

Writing

Students willwrite creatively

with purpose,

organization,

voice and

details in order

to express

identity, their

own thoughts,ideas and

feelings.


Assessment

Expressive Writing:

Purpose, Organization,

Voice, Detail

Narratives

- Create a clear understandable story line, with a

beginning, middle, and end, when given a structure

- Develop details

- Describe character(s)

Poetry

-Establish a clear topic

-Begin to use descriptive language to create visual

imagery

- Write forms of poetry

Acrostic Free verse Rhyming Concrete poems

Purpose:

Create a clear

understandable story

line/topic.

Voice:

Begin to show evidence

of individual voice.

Organization:

Write with a clear

beginning, middle, and

end.

Details (Elaboration):


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*Develop characters,

setting, plot.

*Use simple forms or

images to describe(poetry).

grade 2 literacy curriculum.pdf

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