fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/83862412/2nd grade... · web...
TRANSCRIPT
Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1EADING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary VocabularySetting Up Rituals
& Routines
• Teacher selected read-alouds
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 learnedthrough 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/ Teacher selects read
Quarter 1-1
Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1Fluency
Setting Up Rituals & Routines for Reading Workshop
Skill: Read to self (on independent level text
Strategy: Retelling
Genre: all types
aloud texts to model and make thinking transparent
Work on procedures to:Read to Self (on level texts)Work on procedures to: Retell a Familiar TextWork on procedures to: Establishing 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:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
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
WTW
MM2-3: p. 47-52, 81-96
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
I will demonstrate command of standard English capitalization, punctuation, and spelling when writing.
CapitalizationPunctuationCommand
WTW
MM
Grammar Work on procedures for
Quarter 1-2
Assessment FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 1Grammar
Teach Rituals & Routines for
Grammar
grammar materials Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f.
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or 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.)
I will produce complete simple and compound sentences. I will expand complete simple and compound sentences.
I will rearrangecomplete simple and compound sentences.
Produce Expand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
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:
Quarter 1-3
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2READING WORKSHOP: WHOLE GROUP LESSONS
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 1T13Day 2T25Day 3T43Day 4T53Day 5T63AL: phonemes, syllables
Weekly Plan T6-T7Day 1Daily Vocabulary BoostT13Read Aloud “The Perfect Pet”T14-T15CLLG: p. 41Projectable 1.1(Model Oral Fluency)Introduce VocabularyT16-T17Day 2Daily Vocabulary BoostT25Develop BackgroundT28-T29“At the Animal Shelter”Day 3Daily Vocabulary BoostT43Day 4Daily Vocabulary BoostT53Vocabulary Strategies
(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:
Quarter 1-4
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2T58-T59Projectable 1.10(Alphabetical Order)PB: Vol. 1, p. 12Day 5Daily Vocabulary BoostT63
Word Work/Phonics PhonicsJ-L1
Short Vowels a, i
CVC Syllable Pattern
Weekly Plan T6-T7 J-L1
Day 1T18-T20Short Vowels a, iPB: Vol. 1, p. 1Decodable Reader
(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:
Quarter 1-5
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2“We Camp”Day 2T26-T27Short Vowels a, iPB: Vol. 1, p. 3Day 3T44-T45CVC Syllable PatternPB: Vol. 1, p. 8Day 4T54-T55ReviewDay 5T70Assessment
Comprehension ComprehensionJ-L1
Skill:Sequence Events
Strategy: Infer/Predict
Genre: Realistic Fiction/ Informational
Text
Fluency:Accuracy: Word
Recognition
Essential Question:Why is the order of
events in a story important?
Main Selection J-L1
“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 (Flow Chart)Deepen Comprehension T48-T49Projectable 1.8(Flow Chart: Retell Sequence of Events)PB: Vol. 1, p. 9
AL: infer, predict, sequence of events, event
Connect To“All in the Family”Genre: Informational Text
(OPTIONAL)Weekly Tests
T711.4-1.6
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
Main CC StandardsCC.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.
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
Embedded CC Standards
Quarter 1-6
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2T56-T57; SB: p. 26-27MC: T57CLLG: p. 41
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.
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
Spelling SpellingJ-L1
Short Vowels a, i
Weekly Plan T6-T7J-L1
Day 1T22 Teach the
Principle/PretestDay 2T40 Teach/Word SortDay 3T50 Segment
Sounds/Build WordsDay 4T60 Connect to WritingPB: Vol. 1, p. 13Day 5T66 Spelling Assessment
(OPTIONAL)Weekly Tests
T66Spelling
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).
(Refer to FSPS Ongoing CCSS Standards.)
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 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:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar GrammarJ-L1
Subjects and Predicates
Weekly Plan T6-T7J-L1
Day 1T22 SubjectsProjectable 1.2PB: Vol. 1, p. 2Day 2
(OPTIONAL)Weekly Tests
T71
1.9-1.10
Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1fCC.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
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112
Quarter 1-7
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2choose between them depending on what is to be modified.
(This standard is only addressed on Day Four of Writing.)
T40 PredicatesProjectable 1.6PB: Vol. 1, p. 6Day 3T50 What is a Sentence?PB: Vol. 1, p. 11Day 4T60 Spiral Review:
ContractionsPB: Vol. 1, p. 14Day 5T66-T67 Review: Subjects
& PredicatesConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 15AL: subject, predicate
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or 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.
Produce Expand
CompleteSimple
Compound
MM2-3:TDC: p. 57-58
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 WritingJ-L1
Write to Narrate:
Weekly Plan T6-T7J-L1
Day 1T23 Introduce the Model:
Sentences That Tell a
Writing Trait Scoring Rubric
T69Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Narrative Writing Criteria A
Quarter 1-8
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 2Sentences That Tell a
True Story
Focus Trait: Ideas
True Story Projectable 1.3(Writing Model: Sentences
That Tell a True Story)Day 2T41 Focus Trait: Ideas(Details)PB: Vol. 1, p. 7Day 3T51 Sequence of Events Projectable 1.9Day 4T61 AdjectivesProjectable 1.11(Drafting Sentences That
Tell a True Story)Day 5T68-T69 Revise & Edit(Ideas)Projectable 1.12(Revising Megan’s Draft)
Optional Weekly Writing Prompt:
Describe your neighborhood in a
few sentences.
Write three or more sentences to tell about a favorite
pet or a pet you would like to have,
(reference Journeys writing
rubric before lesson 1Foucs
Wall)
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:
Quarter 1-9
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3READING WORKSHOP: WHOLE GROUP LESSONS
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 1T105Day 2T117Day 3T137Day 4T147Day 5T157
Weekly Plan T98-T99Day 1Daily Vocabulary BoostT105 Read Aloud“More Than a Best Friend”T106-T107 CLLG: p. 43Projectable 2.1 (Model
Oral Fluency)Introduce VocabularyT108-T109 Day 2Daily Vocabulary BoostT117Develop BackgroundT120-T121“Family Visits”Day 3Daily Vocabulary BoostT137Day 4Daily Vocabulary BoostT147Vocabulary StrategiesT152-T153Projectable 2.10
(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:
Quarter 1-10
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3(Using a Glossary)PB: Vol. 1, p. 27Day 5Daily Vocabulary Boost157
Word Work/Phonics PhonicsJ-L2
Short Vowels o ,u, e
CVC Syllable Pattern
Weekly Plan T98-T99 J-L2
Day 1T110-T113Short Vowels o, u, ePB: Vol. 1, p. 16Decodable Reader“Bud, Ben, and Roz”Day 2T118-T119Short Vowels o, u, ePB: Vol. 1, p. 18Day 3T138-T141CVC Syllable PatternPB: Vol. 1, p. 23Day 4T148-T149ReviewDay 5T164Assessment
(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:
Comprehension Comprehension J-L2
Skill: Compare and Contrast
Strategy: Question
Genre: Informational Text/Poetry
Fluency:Accuracy: Words Connected in Text
Main Selection J-L2
“My Family”Genre: Informational TextT124-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
(OPTIONAL)Weekly Tests
T1652.5-2.6
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
Main CC StandardsCC.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.
I will compare 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
Quarter 1-11
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3(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 contrast the most important points between two texts on the same topic.
Essential Question:
How are families alike and different?
T142-T143Projectable 2.8(Venn Diagram: Compare & Contrast)
PB: Vol. 1, p. 24
AL: compare, contrast, characters, connect, events
Connect To “Family Poetry”Genre: PoetryT150-T151; SB: p. 54-57MC: T151CLLG: p. 43
Embedded CC StandardsCC.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
Spelling SpellingJ-L2
Short Vowels o, u, e
Weekly Plan T98-T99J-L2
Day 1T114 Teach the Principle/Pretest
Day 2T134 Teach/Word Sort
(OPTIONAL)Weekly Tests
T160Spelling
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:
Quarter 1-12
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Day 3T144 Segment Sounds/Build Words
Day 4T154 Connect to Writing
PB: Vol. 1, p. 28
Day 5T160 Spelling Assessment
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar Grammar J-L2
Complete Sentences
Weekly Plan T98-T99J-L2
Day 1T114 Is it a Sentence?Projectable 2.2PB: Vol. 1, p. 17Day 2T134 Word Order in SentencesProjectable 2.6PB: Vol. 1, p. 21Day 3T144 Run-on SentencesPB: Vol. 1, p. 26Day 4T154 Spiral Review: AbbreviationsPB: Vol. 1, p. 28Day 5T160-T161 Review: Complete SentencesConnect to Writing:Sentence FluencyPB: Vol. 1, p. 30AL: sentence, run-on sentence
(OPTIONAL)Weekly Tests
T165 2.9-2.10
Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f. 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 Writing J-L2
Write to Narrate:
Weekly Plan T98-T99J-L2
Day 1T115 Introduce the Model: Friendly Letter
Writing Trait Scoring Rubric
T163
Optional Weekly Writing Prompt:
Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Narrative Writing Criteria A
Quarter 1-13
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 3Friendly Letter
Focus Trait:Voice
Projectable 2.3(Writing Model: Friendly Letter)Day 2T135 Focus Trait: Voice(Expressing Feelings) PB: Vol. 1, p. 22Day 3T145 Planning A LetterProjectable 2.9Day 4T155 Parts of a Friendly LetterProjectable 2.11 (Drafting a Friendly Letter)Day 5T162-T163 Revise & Edit (Voice)Projectable 2.12(Revising Nestor’s Draft)
Tell about the family members
you live with.
What does the author of “My
family” want you to know about
families? Write three or more
sentences telling what the author
wants you to know.
(reference Journeys writing
rubric before lesson 2 Focus
Wall)
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:
CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.2.2b Use commas in greetings and closings of letters.
(This standard is only addressed on day four and five of writing.)
I will use commas in greetings and closings of letters.
CommasGreetingsClosings
MM2-3: p. 100CL:NCL:
CC.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CC.L.2.3a Compare formal and informal uses of English.
(The rigor of this standard is not addressed in this Journeys lesson.)
I will compare formal and informal uses of English.
CompareFormalInformal
Uses
MM2-3:GRW:
Quarter 1-14
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary
Teacher Selected Vocabulary Materials for Vocabulary StudyCC.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.
(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.2.5 Demonstrate understanding of word relationships and nuances in word meanings.CC.L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
(Refer to FSPS Vocabulary Instruction Guidelines K-6)
I will distinguish the meaning of closely related verbs. I will distinguish the meaning of closely related adjectives.
DistinguishVerbs
AdjectivesClosely related
https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/WJ:BWL:WTW :
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 learnedthrough reading. I will use words and phrases learned through 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
Quarter 1-15
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4J-L3
Long Vowels a, i
Sounds for c
Weekly Plan T192-193J-L3
Day 1T204-T207Long Vowels a, iPB: Vol. 1, p. 31Decodable Reader“City Ride”Day 2T212-T213Long Vowels a, iPB: Vol. 1, p. 33Day 3T230-T233Sounds for cPB: Vol. 1, p. 38Day 4T240-T241ReviewDay 5T256Assessment
(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 FSPS Comprehension/
Fluency
Skill: Conclusions
Strategy: Analyze/Evaluate
Essential Question:Why might an author
write a story?
Teacher Selected Materials for Read Aloud(Narrative)
Main CC StandardsCC.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,
DescribeAction
Concludes
http://www.busyteacherscafe.com/worksheets/reading/Parts%20of%20a%20Story.pdfIRA2-3: p. 95-100
Quarter 1-16
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4and end of the story.
Spelling SpellingJ-L3
Long a, i
Weekly Plan T192-193J-L3
Day 1T208 Teach the Principle/ PretestDay 2T226 Teach/Word SortDay 3T236 Segment Sounds/Build WordsDay 4T246 Connect to WritingPB: Vol. 1, p. 43Day 5T252 Spelling Assessment
(OPTIONAL)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:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar FSPS Grammar Focus:
Complete Sentences
Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1f.
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).
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 Writing J-L3
Weekly Plan T192-T193J-L3
Writing Trait Scoring Rubric
T255Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Quarter 1-17
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 4
Refer to FSPS Narrative Writing Criteria A Write to Narrate:Sentences That
Describe
Focus Trait: Word Choice
Day 1T209 Introduce the Model: Description Projectable 3.3(Writing Model: Descriptive
Sentences)Day 2T227 Focus Trait: Word
Choice (Sense Words)PB: Vol. 1, p. 37Day 3T237 Prewrite: Exploring a
DescriptionProjectable 3.9Day 4T247 Draft: Putting Details
in OrderProjectable 3.11(Drafting
Descriptive Sentences)Day 5T254-T255 Revise and
Edit: Word ChoiceProjectable 3.12 (Revising
Nadia’s Draft)
Optional Weekly Writing Prompt:Describe what fall is like where you
live.
Write three or more sentences to tell how you
know that Henry and Mudge are good friends. (reference
Journeys writing rubric before
lesson 3 Focus Wall)
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:
Quarter 1-18
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
J-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
Weekly Plan T284-T285 J-L4
Day 1T291Day 2T303Day 3T327Day 4T337Day 5T347
Weekly Plan T284-T285Day 1Daily Vocabulary BoostT291Read Aloud “Bats: Beastly or
Beautiful”T292-T293 CLLG: p. 47Projectable 4.1 (Model Oral Fluency)Introduce VocabularyT294-T295 Day 2Daily Vocabulary BoostT303Develop BackgroundT306-T307“Spiders”Day 3Daily Vocabulary BoostT327Day 4Daily Vocabulary Boost T337Vocabulary Strategies
(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
Quarter 1-19
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5T342-T343Projectable 4.9(Context Clues)PB: Vol. 1, p. 57Day 5Daily Vocabulary Boost T347
Word Work/Phonics PhonicsJ-L4
Long Vowels o, u, e
Sounds for g
Weekly Plan T284-T285J-L4
Day 1T296-T298Long Vowels o, u, ePB: Vol. 1, p. 46Decodable Reader“A Bed of Roses”Day 2T304-T305Long Vowels o, u, ePB: Vol. 1, p. 48Day 3T328-T329Sounds for gPB: Vol. 1, p. 53Day 4T338-T339ReviewDay 5T354Assessment
(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
Main SelectionJ-L4
“Diary of a Spider”Genre: Humorous Fiction T310-T322 SB: p. 90-113
CLLG: p. 46Introduce: Cause and Effect; Summarize T308-T309
Projectable 4.4PB: Vol. 1, p. 49Develop Comprehension
T312-T321
(OPTIONAL)Weekly Tests
T355 4.5-4.7
Optional Unit Assessment:
Benchmark and Unit Test Unit 1
(Arkansas Benchmark and
Unit Test)
Main CC StandardsCC.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
Embedded CC StandardsCC.RL.2.3 Describe how characters in a story I will describe how
characters in a story Major eventsChallenges
GRW:STW2: p. 94-97
Quarter 1-20
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5respond to major events and challenges. .
(The rigor of this entire standard is not addressed in this Journeys lesson.)
respond to major events and challenges.
CharactersRespond
change? Projectables 4.5a, 4.5b, 4.5c, 4.5d
(T-Map)Deepen Comprehension T332-T333Projectable 4.8 (T-Map: Identify & Infer Cause & Effect)
PB: Vol. 1, p. 54AL: cause, effect
Connect To“A Swallow and a Spider”
Genre: Fable T340-T341; SB: p.114-117
MC: T341CLLG: p. 47
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.
(The entire standard is not addressed in this Journeys lesson.)
I will recognize the different points of view of characters. I will speak in a different voice for each character when reading dialogue aloud.
Point of viewDialogue
CharactersVoice
ActionsThoughts
Text
http://www.readwritethink.org/classroom-resources/printouts/character-30199.htmlIRA2-3: 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 SpellingJ-L4
Long Vowels o, u
Weekly Plan T284-T285J-L4
Day 1T300 Teach the Principle/Pretest Day 2T324 Teach/Word SortDay 3T334 Segment Sounds/Build WordsDay 4T344 Connect to WritingPB: Vol. 1, p. 58Day 5T350 Spelling Assessment
(OPTIONAL)Weekly Tests
T350
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:
WRITING WORKSHOP: WHOLE GROUP LESSONCOMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL
VOCABULARYRESOURCES LESSON FOCUS MATERIALS,
EXPLANATIONS & ASSESSMENTS
Quarter 1-21
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5EXAMPLES
Grammar GrammarJ-L3
Statements and Questions
Weekly Plan T193-T194J-L3
Day 1T208 StatementsProjectable 3.2PB: Vol. 1, p. 32Day 2T226 QuestionsProjectable 3.6PB: Vol. 1, p. 36Day 3T236 Statements &
QuestionsPB: Vol. 1, p. 41Day 4T246 Spiral Review:
Kinds of AdjectivesPB: Vol. 1, p. 44Day 5T252-253 Review:
Statements & Questions
Connect to Writing: Sentence Fluency
PB: Vol. 1, p. 45AL: sentences, statement, question
(OPTIONAL)Weekly Tests
T2573.16-3.18
Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.l.2.1e and CC.L.2.1f
CC.L.2.1 Demonstrate command of the conventions of standard 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.)
I will use adjectives and adverbs correctly.
AdjectivesAdverbs
MM2-3: p. 72-74,112
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 Weekly Plan T284-T285 Writing Trait
Quarter 1-22
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5WritingJ-L14
Write to Narrate: True Story
Focus Trait: Ideas
J-L14
Day 1T301 Introduce the
Model: True StoryProjectable 4.3(Writing Model: True
Story)Day 2T325 Introduce the Focus
Trait: Ideas (Main Idea)PB: Vol. 1, p. 52Day 3T335 Prewrite: True
Story: Choosing a Topic
Day 4T345 Prewrite: True
Story: Leaving Out Unimportant Details Projectable 4.10
(Prewriting: Planning a True Story)
Scoring RubricT353
Optional Weekly Writing Prompt:Write sentences
about a sleep-over you have been to.
Write three or more sentences to tell how the title,
“Diary of a Spider,” helps you
understand the story. (reference Journeys writing
rubric before lesson 4 Focus
Wall)
Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Writing Criteria A
Quarter 1-23
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 5Day 5T352-T353 Prewrite:
True Story
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:
Quarter 1-24
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
J-L5Segment 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
Weekly Plan T382-T383 J-L5
Day 1T389Day 2T401Day 3T425Day 4T433Day 5T443
Weekly Plan T382-T383Day 1Daily Vocabulary BoostT389Read Aloud“Lester”T390-T391CLLG: p. 49Projectable 5.1 (Model Oral Fluency)Target VocabularyT392-T393Day 2Daily Vocabulary BoostT401Develop Background T404-T405“Classroom Pets”Day 3Daily Vocabulary BoostT425Day 4Daily Vocabulary Boost T433Vocabulary StrategiesT438-T439Projectable 5.9
(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 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.
(The entire standard is not addressed in this Journeys lesson.)
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
Quarter 1-25
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6(Word Endings –ed, -ing)PB: Vol. 1, p. 72 Day 5Daily Vocabulary BoostT443
Word Work/Phonics PhonicsJ-L5
Consonant Blends withr, l, s
Weekly Plan T382-T383J-L5
Day 1T394-T397Consonant Blends r, l, sPB: Vol. 1, p. 61Decodable Reader“Flint Cove Clambake”Day 2T402-T403Consonant Blends r, l, sPB: Vol. 1, p. 63Day 3T426Cumulative ReviewPB: Vol. 1, p. 68Day 4T434-T435ReviewDay 5T450Assessment
(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.
I will distinguish long and short vowels in one syllable words.
Distinguish SyllableVowels
PTR: p.105-127WJ:WTW:
Comprehension ComprehensionJ-L5
Skill: Story Structure
Strategy: Visualize
Genre: Realistic Fiction/Informational
Text
FluencyPhrasing: Punctuation
Essential Question:What clues tell you where and when a
Main Selection J-L5
“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
(OPTIONAL)Weekly Tests
T4515.5-5.7
Main CC StandardsCC.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.
I will use information gained from illustrations and words. I will demonstrate understanding of
IllustrationsCharacters
SettingPlot
Demonstrate
STW: p. 141-142GRW:
Quarter 1-26
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6(This standard is the Focus Wall target skill for the week.) characters, setting,
or plot.story takes place? 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
Embedded CC StandardsCC.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.
(The rigor of this standard is not addressed in this Journeys lesson.)
I will describe how words and phrases supply rhythm and meaning in text.
PoemsSongs
Poetry: PTTP: p. 11-29
Spelling SpellingJ-L5
Consonant Blends with r, l, s
Weekly Plan T382-T383J-L5
Day 1T398 Teach the Principle/PretestDay 2T422 Teach/Word SortDay 3T430 Segment Sounds/Build WordsDay 4T440 Connect to WritingPB: Vol. 1, p. 73Day 5T446 Spelling Assessment
(OPTIONAL)
Weekly TestsT446
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.
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
WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL
VOCABULARYRESOURCES LESSON FOCUS MATERIALS,
EXPLANATIONS & ASSESSMENTS
Quarter 1-27
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6EXAMPLES
Grammar GrammarJ-L4
Nouns
Weekly Plan T284-T285J-L4
Day 1T300 Nouns for People &
AnimalsProjectable 4.2PB: Vol. 1, p. 47Day 2T325 Nouns for Places &
ThingsProjectable 4.6PB: Vol. 1, p. 51Day 3T334 Names for People,
Animals, Places & Things
PB: Vol. 1, p. 56Day 4T344 Spiral Review:
Possessive PronounsPB: Vol. 1, p. 59Day 5T350-T351Review: What
is a Noun?Connect to Writing: Word
ChoicePB: Vol. 1, p. 60AL: noun
(OPTIONAL)Weekly Tests
T3554.12-4.14
Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1, CC.L.2.1b, and CC.L.2.1f. 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:
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 WritingJ-L5
Write to Narrate: True
Weekly Plan T284-T285J-L5
Day 1
Writing Trait Scoring Rubric
T353
Optional Weekly
Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Writing Criteria A
Quarter 1-28
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 6Story
Focus Trait: Ideas
T301 Introduce the Model: True Story
Projectable 4.3(Writing Model: True
Story)Day 2T325 Introduce the Focus
Trait: Ideas (Main Idea)PB: Vol. 1, p. 52Day 3T335 Prewrite: True
Story: Choosing a TopicDay 4T345 Prewrite: True
Story: Leaving Out Unimportant Details Projectable 4.10
(Prewriting: Planning a True Story)
Day 5T352-T353 Prewrite: True
Story
Writing Prompt:Write sentences
about a sleep-over you have been to.
Write three or more sentences to tell how the title,
“Diary of a Spider,” helps you
understand the story. (reference Journeys writing
rubric before lesson 4 Focus
Wall)
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:
Quarter 1-29
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7READING 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 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 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
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).
(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. I will use adjectives to describe. I will use adverbs to describe.
PhrasesAdjectivesAdverbs
Responding to texts
IRA2-3:
Word Work/Phonics Phonics
Quarter 1-30
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7J-L6
Common Final Blends
nd, ng, nk, nt, ft, xt, mp
Weekly Plan T6-T7J-L6
Day 1T18-T21Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 76Decodable Reader“A Job for Bob”Day 2TT26-T27Common Final Blendsnd, ng, nk, nt, ft, xt, mpPB: Vol. 1, p. 78Day 3T46Cumulative ReviewDay 4T54-T55ReviewDay 5T70Assessment
J-L6(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. Suggested Comprehension strategies & skills: Fact & Opinion & Infer/Predict Refer to FSPS Research Connections Criteria
Spelling SpellingJ-L6
Common Final Blends nd, ng, nk, nt,
ft, xt, mp
Weekly Plan T6-T7J-L6
Day 1T22 Teach the
Principle/PretestDay 2T42 Teach/Word SortDay 3T50 Segment
Sounds/Build WordsDay 4T60 Connect to WritingPB: Vol. 1, p. 88Day 5T66 Spelling Assessment
(OPTIONAL)Weekly Tests
T66
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:
WRITING WORKSHOP: WHOLE GROUP LESSONSQuarter 1-31
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 7
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar FSPS Grammar Focus:
Irregular Plural Nouns
Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar
components and standards. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1 and CC.L.2.1b.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).
(This standard is the FSPS Grammar Focus for the week.
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:
Writing FSPS Writing Focus
Informational(Inform)
Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Narrative Writing Criteria ACC.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
(This standard is the FSPS Writing Focus for the week.)
I will participate in writing projects.
RecallExperiences
Gather
http://kids.britannica.com/IW: Chapter 11
Reference FSPS Year at a GlanceWeek 8: TLI Assessment and Review
Quarter 1-32
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Reference FSPS Year at a GlanceWeek 8: TLI Assessment and Review
READING 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.
(The entire standard is not addressed in this Journeys lesson.)
(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-L7
Double Consonants and ck
Double Consonants (CVC)
Weekly Plan T98-T99 J-L7
Day 1T110-T112Double Consonants & ckPB: Vol. 1, p. 91Decodable Reader“Jill & Mack”Day 2T118-T119Double Consonants & ckPB: Vol. 1, p. 93Day 3T142-T143Words with Double
Consonants (CVC)PB: Vol. 1, p. 98Day 4T152-T153ReviewDay 5T168Assessment
Weekly Tests T168
7.8-7.11CC.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
Quarter 1-33
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Teacher Selected Materials for Research Connections Teacher may choose standards that best match the research connections genre.
Suggested Comprehension strategies & skills: Main Ideas & Details & Summarize Refer to FSPS Research Connections Criteria
Spelling Spelling J-L7
Double Consonants and ck
Weekly Plan T98-T99J-L7
Day 1T114 Teach the
Principle/PretestDay 2T138 Teach/Word SortDay 3T148 Segment Sounds/
Build wordsDay 4T158 Connect to WritingPB: Vol. 1, p. 103Day 5T164 Spelling Assessment
Weekly TestsT164
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:
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, MATERIALS,
EXPLANATIONS & EXAMPLES
ASSESSMENTS
Grammar GrammarJ-L6
More Plural Nouns
Weekly Plan T6-T7J-L6
Day 1T22 Adding –es to NounsProjectable 6.2PB: Vol. 1, p. 77Day 2T42 Nouns That Change
SpellingProjectable 6.6PB: Vol. 1, p. 82Day 3T50 More Nouns That
Change Spelling
Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.2.1b. 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:
Quarter 1-34
FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 9Day 4T60 Spiral Review: Parts
of a SentencePB: Vol. 1, p. 89Day 5T66-T67 Review: More
Plural NounsConnect to Writing:
Sentence FluencyPB: Vol. 1, p. 90AL: plural nouns
CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or 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.)
(This standard is only addressed on the Connect to Writing on Day Five of writing.)
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 FSPS Writing Focus
Narrative(Personal)
Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
Refer to FSPS Narrative Writing Criteria A
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:
END OF FIRST QUARTER
Quarter 1-35