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ELA Pacing GuideTime Frame: September/October Second GradeUnit 1 Theme: CooperationGenres: Fantasy (narrative reading and narrative writing) Definition – Fantasy: fiction contains unrealistic or unworldly elements and magical adventure. Six basic motifs are covered: magic, secondary worlds, good versus evil, heroism, special character types, and fantastic objects.

Processes, Content Statements & Expectations

(Disciplinary Knowledge)Common Core Standard Essential

Questions Assessment Vocabulary Resources

READINGWORD RECOGNITION AND

WORD STUDYPhonemic Awareness

R.WS.02.01 Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.02.02 Recognize that words are composed of sounds blended together and carry meaning.

How do letters work together to make words?

Students will make a word family book.

Student writing portfolio

VowelConsonantBlend

Alphabet chartWord WallFlashcardsPhonics books (easy to purchase at any store)Domino blends

WORD STUDYPhonics

R.WS.02.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.02.04 Use structural cues to recognize and decode words with long and short vowels, consonant digraphs, and irregular vowels in isolation and in context including: letter-sound, onset and rimes, whole word chunks, word families, long and short vowels, digraphs wh, ph, irregular vowels ei, ie, ea,

FOUNDATIONAL SKILLSPhonics and Word Recognition

RF.2. 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels

when reading regularly spelled one-syllable words.

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

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

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent

How do I pronounce long vowels and short vowels?

How do some words break the rules?

Before: Running RecordMLPPDIBELSDolch Sight Word

List

During:Reading

ConferenceRunning RecordDIBELS progress

monitoring

After:Phonics test

ConsonantDigraphVowelPhonicsPrefixSuffix

Word wall

Second Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 1K-2 Literacy CCSS – ELA GLCE Alignment – June 2010




ue.

Word RecognitionR.WS.02.05 Automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.

R.WS.02.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.02.07 Make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.

but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

DIBELSRunning RecordDolch Sight Word

List

WORD STUDY

R.WS.02.08 Use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words.

R.WS.02.09 Know the meanings of words encountered frequently in grade-level reading and oral

LANGUAGEVocabulary and Acquisition of UseL. 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. a. Use sentence-level context as a

clue to the meaning of a word or phrase.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

How can context be used to determine the meaning of a word?

Before:Questioning

During:Think Aloud

After:Post Test

ContextSounding outPrefixSuffixRoot wordCompound

word





language contexts.

R.WS.02.10 Use syntactic and semantic cues including reading context; picture clues; prefixes re-, un-; and suffixes -s, -ed, -ing to determine the meaning of words in grade-appropriate texts.

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real life connections

between words and their use (e.g., describe foods that are spicy or juicy).

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

FOUNDATIONAL SKILLSPhonics and Word Recognition






e. Identify words with inconsistent but common spelling-sound





correspondences.f. Recognize and read grade-

appropriate irregularly spelled words.

WORD STUDYFluency

R.FL.02.01 Automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.

R.FL.02.02 Use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.

CRAFT AND STRUCTURERL.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.

How does correctly reading punctuation cues help you enjoy the story?

Before:Teacher observation

During:The student will record themselves on a tape recorder and evaluate their fluency. Teacher observation

After:Teacher observation

Dolch word list

ContextPunctuationPeriodQuestion

markCharacter

High-frequency word list for individual story

WORD STUDYFluency

R.FL.02.03 Read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

FLUENCY

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose

and understanding.b. Read grade-level text orally with

accuracy, appropriate rate, and expression.

c. Use context to confirm or self-

Before:Running record

During:Teacher observation

After:Running record





correct word recognition and understanding, rereading as necessary.

NARRATIVE TEXTR.NT.02.01 Describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

KEY IDEAS AND DETAILSRL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

What are some similarities between the plots and characters of different books?

Before:Questioning

During:Graphic organizer

After:Students will retell a story indicating the characters, plot, and setting.

Questioning

SimilarityPlotCharacter

Book Suggestions for Fantasy:Doctor DeSoto, William Steig, 1982. ISBN-13: 9780374318031

Babushka’s Doll, Patricia Polacco, 1995. ISBN-13: 9780689802553

Charlotte’s Web, E.B. White, 1974. ISBN-13: 9780064400558 (Read to students.)

Stanley’s Party, Linda Bailey, 2004. ISBN-13: 978-1553377689

Horton Hears a Who, Dr. Seuss, 1954. ISBN-13: 978-0394800783

The Secret Shortcut, Mark Teague, 1999. ISBN-13: 978-0439110914

The Littles, John Peterson, 1993. ISBN-13: 978-0590462259

The Magic Tree House series by Mary Osborne

R.NT.02.02 Identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.

What makes a story a fantasy?

What are the main differences between poetry and other types of literature?

Before:KWL

During:Quick write a story that includes elements of a fantasy.

After:Students will read a short story and decide if it is fantasy or not and explain their answer.

PurposePoetryFantasyLegendDrama

R.NT.02.03 Identify and describe characters’ actions and

RL.2.3 Describe how characters in a story respond to major events and

How can the setting and

Before:Questioning

CharacterAction





motivations, setting (time and place), problem/solution, and sequence of events.

challenges. events affect the characters’ actions and motivations?

During: Think aloud

After:Quick write about a characters motivation after reading a story.

MotivationSettingTimePlaceProblemSolutionSequenceEvent

R.NT.02.04 Identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.

INTEGRATION OF KNOWLEDGE AND IDEAS

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.

How do pictures help readers understand the story?

Before:Do a book walk with students.

During;Graphic organizers

After:Quiz

AuthorIllustratorIllustrationMetaphorSimileCharacterSettingPlot

R.NT.02.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

CRAFT AND STRUCTURERL.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.

How can words and phrases add rhythm or meaning to literature?

BeforeAnticipation guide

DuringResponse cards

AfterUse a Venn diagram to compare two stories or two characters.

EvidenceBeatsAlliterationRhymesRepeated

lines

COMPREHENSIONR.CM.02.01 Make text-to-self and

How do your own life

BeforeKWL

Comparison





text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

experiences help you become a better reader?

During Think, Pair, Share

AfterStudents will do a quick write after a story to compare a situation in the story to something that has happened in their own life.

COMPREHENSIONR.CM.02.02 Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

KEY IDEAS AND DETAILSRL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CRAFT AND STRUCTURERL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

What is the difference between a major idea and minor details?

How can you determine the message, lesson, or moral of a story?

BeforeMini lesson and sequencing activity

DuringSequence pictures

AfterStudents will do a cut and paste to put events from a story in order.

SequenceMajor ideaNarrativeInformational

textFableFolktaleCultureMoralStructureIntroductionConclusion

METACOGNITIONR.MT.02.01 Self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.

R.MT.02.02 Self-monitor

What are some strategies to help understand the meaning of a text?

BeforePicture walk and predict

DuringThink aloud

AfterStudents will read a story, stopping

Comprehension

PredictionMental imageInferenceSummarizeTheme





comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.

R.MT.02.03 Self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text.

R.MT.02.04 Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., using context to predict meaning of unfamiliar words), and discuss which comprehension strategies worked and did not work.

at various spots as the teachers directs. They will tell a partner what has happened in the story.

READING ATTITUDER.AT.02.01 Be enthusiastic about reading and learning how to read.

R.AT.02.02 Do substantial reading and writing on their own during free time in school and at home.

What do you read for fun?

BeforeSurvey on reading attitude

DuringTeacher observation, reading logs

AfterBook talks

WRITINGWriting Genre

TEXT TYPES AND PURPOSESW.2.3 Write narratives in which they

What have you dreamed

BeforeGraphic organizer

NarrativeRealistic

See suggested fantasy books for writing ideas.





W.GN.02.01 Write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events.

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.

KNOWLEDGE OF LANGUAGEL.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Compare formal and informal uses of English.

of?

How do your life experiences help you write a fantasy?

DuringThink/Pair/Share

AfterHave students write their own fantasy story.

fictionFictionFantasyPersonal

narrativeEventMoodSettingSequenceActionThought

Writing ProcessW.PR.02.01 Set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.

W.PR.02.02 Develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).

What is the writing process?

Why does brainstorming ideas for writing help you write better?

What is the difference between first and third person?

Why do you have more confidence writing after using

BeforeStudents will use a graphic organizer to plan a story.

Students will take sentence strips given by the teacher and group them according to subject, then they will put them in order to form a paragraph.

Venn Diagram first and third person characteristics

DuringJournals

PurposeAudienceStylePatternNarrativeInformationalPlanIdeaGraphic

organizerProblem/

SolutionSequenceDescriptionCompare/

ContrastParagraphMain ideaSupporting

detailsFirst personThird person

http://tinyurl.com/38at8w6 Plus 1 Traits lessons and resources

Graphic Organizers

Writing Process Posters

W.PR.02.03 Draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.

PRODUCTION AND DISTRIBUTION OF WRITING

W.2.5 With guidance and support from adults and peers, focus on a


http://tinyurl.com/38at8w




W.PR.02.04 Write in first and third person based on genre type and purpose.

W.PR.02.05 Draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.

W.PR.02.06 Revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

W.PR.02.07 Attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.

topic and strengthen writing as needed by revising and editing.

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

resources to edit? Students will

proofread their own writing using a classroom created checklist and spelling dictionary.

Students will conference with the teacher on a piece of the students writing.

AfterStudent will publish a finished piece from the writing they conferenced with their teacher.

GrammarProofreadEditRevisePublishVoiceWord choiceSentence Fluency

Personal StyleW.PS.02.01 Develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

What does personal style mean?

Why does personal style vary from person to person?

Before:Brainstorm what they think personal style is.

During:Read stories aloud to show how authors write in their own personal

Personal style

NarrativeDescriptiveImaginationInformational

writingFact





style.

Journals

After:Teacher conference to discuss personal style using in journal writing.

WRITINGGrammar and Usage

W.GR.02.01 In the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

CONVENTIONS OF STANDARD ENGLISH

L. 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use collective nouns (e.g., group).b. Form and use frequently occurring

irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

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

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. 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).

What is a complex sentence?

How can sentences be arranged in multiple ways and retain the same meaning?

Before:Teacher observation of grammar usage during conversations.

During:Review of daily assignments and observations of classroom conversations.

After:Students give an oral presentation to the class.

Complex sentence

Simple sentence

NounVerbCommaContractionColonCapitalizatio

nProper nounPronounAdjectiveAdverb





L. 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize holidays, product

names, and geographic names.b. Use commas in greetings and

closings of letters.c. Use an apostrophe to form

contractions and frequently occurring possessives.

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

What is the correct way to use punctuation?

What is the correct way to use capitalization?

Before: Have students complete a quick write on a given topic.

During:Daily assignments and journal writing.

After:Have students complete another quick write on the same topic as above and compare the two writing samples.

Capitalization

PunctuationProper nounCommaApostropheContractionPossessive

SpellingW.SP.02.01 In the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

How can sounds help you spell words correctly?

Before:Spelling pre-test

During:Daily assignments including spelling worksheets and word building activities.

After : Spelling test

PrefixSuffixSyllableStructure

DictionarySecond grade spelling bookwww.spellingcity.com

Writing AttitudeW.AT.02.01 Be enthusiastic about writing and learning to write.

What can help you become enthusiastic

Before:Interest survey

During:


http://www.spellingcity.com/




about writing?

Teacher observation and writing journals

After:Author’s chair

SPEAKINGDiscourse

S.DS.02.02 Tell or retell stories (e.g., fantasy, legends, drama), using story grammar (e.g., elaborated information about characters, characters’ actions and motivations, plot and setting as related to plot), while maintaining appropriate intonation and tone of voice.

COMPREHENSION AND COLLABORATION

SL.2. 2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Compare formal and informal uses of English.

Why is writing important to us in our lives?

What makes a retelling of a story effective?

Before:Have students draw a picture of the beginning, middle, and end of the story.

During:Teachers conference with students individually after a story and ask students to retell the story.

Have students act or create a puppet show of the story in small groups.

After:DRA or DIBELS

FantasyLegendDramaGrammarCharacterActionMotivationPlotSettingIntonationVoiceDetail

LISTENINGConventions

L.CN.02.01 Understand, restate and follow three- and four-step directions.

Why is it important to follow directions in order?

Before:Have students play a group game such as Simon Says but gradually increase the

DirectionsStepsRestate





How does restating a direction help you understand what is expected of you?

number of steps they need to perform.

During:Daily assignments and practice sheets.

After:Give students a test where they are given three or four step directions. Have them repeat the directions back and then complete the task(s). (Example: give students a blank paper and direct them to draw a pond, with three ducks, and a frog sitting on a log.)

SPEAKING & LISTENINGSL. 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts

What are some basic rules for respectfully engaging in conversations with others?

Before:Create a KWL to show what students know about listening, asking appropriate questions, and participating in discussions.

During:

ListeningUnderstandin

gConversation

rules





under discussion).b. Build on others’ talk in

conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

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

Teacher observation

After:Book talks

Debate science or social studies topics.


ELA Pacing GuideTime Frame: November/December/mid January Second GradeUnit 2 Theme: Change/TimeGenres: Legend (narrative reading), Feature Article (informational writing)Definitions – Legend: a subgenre of folktales provides an historical story (before recorded history) about a hero (protagonist), a people, or a natural phenomenon. Perceived to be true by the teller and listener, it centers around the lives and deeds of famous individuals, embellishing traits of strength and bravery. Feature article: original piece of nonfiction journalism that places an emphasis on people or social issues rather than straight facts or news. Feature articles are human interest pieces presented in newspapers and magazines.




READINGWORD RECOGNITION AND

WORD STUDYPhonics

R.WS.02.04 Use structural cues to recognize and decode words with long and short vowels, consonant digraphs, and irregular vowels in isolation and in context including: letter-sound, onset and rimes, whole word chunks, word families, long and short vowels, digraphs wh, ph, irregular vowels ei, ie, ea, ue.

READING: FOUNDATIONAL SKILLS

RF.2. 3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.




e. Identify words with inconsistent but common spelling-sound correspondences.



Before: Running RecordMLPPDIBELSDolch Sight Word List

During:Reading ConferenceRunning RecordDIBELS progress monitoring

After:Phonics testDIBELSRunning RecordDolch Sight Word List

CuesVowelLong VowelShort VowelIrregular

VowelConsonantDigraphContextWord

familiesPhonicsSyllablePrefixSuffix

Guided Reading

Word RecognitionR.WS.02.05 Automatically

LANGUAGEL. 2.4 Determine or clarify the

How can recognizing

Before:Questioning

Sight wordsSounding out

Word wall





recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.




R.WS.02.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.02.10 Use syntactic and semantic cues including reading context; picture clues; prefixes re-, un-; and suffixes -s, -ed, -ing to

meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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

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

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

sight words help you read better?

How does predicting meaning of unfamiliar words help you figure out word meanings?

During:Think Aloud

Students will draw pictures of vocabulary words or things relating to the words.

After:Post Test

ContextCuePrefixSuffixRoot WordCompound

WordGlossaryDictionaryDefinition

Guided Reading





determine the meaning of words in grade-appropriate texts.

VocabularyR.WS.02.11 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

READING INFORMATIONAL TEXT

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

How can using the words I know help me figure out the words I don’t know?

Before:Questioning

During:Response cards

After:Unit test

ContextObjectActionConceptContext cluesMental

picturesQuestioning

FLUENCYR.FL.02.01 Automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.


READING: LITERATURERL.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.

How do punctuation cues help you read and understand text?



After:Teacher observationDRA

ContextPunctuationCuePeriodQuestion

markIntonationPoint of view

FLUENCYR.FL.02.03 Read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.


RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

How can context help you recognize and understand

Before:Running recordDRA

During:Teacher

AccuracyComprehensi

onPurposeContext





Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression.

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

the meaning of words?

observation

After;Running recordDRA

NARRATIVE TEXTR.NT.02.01 Describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

What is a plot?

What is a character?

Before:Questioning

During:Think, pair, share

After:Venn Diagram

SimilarityPlotCharacter

Suggested books for legends:Iktomi and the Coyote: A Plains Indian Story, Paul Goble, 1998. ISBN-13: 978-0531301081

Anansi and the Magic Stick, Eric A. Kimmell, 2002. ISBN-13: 978-0823417636

Arrow to the Sun, Gerald McDermott, 1974. ISBN-13: 978-0670133697

The Legend of Sleeping Bear, Kathy-jo Wargin, 1998. ISBN-13: 978-1886947351

NARRATIVE TEXTR.NT.02.02 Identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.

What basic elements compose a legend?

Before:KWL

During:Think aloud

After:Students will read or hear a short story and decide if it is a legend. They should explain their answer.

PoetryFantasyLegendDrama

NARRATIVE TEXTR.NT.02.03 Identify and describe

READING: LITERATURERL.2.1 Ask and answer such

How can the setting and

Before:Students will draw

CharacterAction





characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events.

questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.3 Describe how characters in a story respond to major events and challenges.

events affect the characters’ actions and motivations?

pictures to retell the events of a story in order.

During:Story map

After:Write a retell of the story that includes the characters, setting, problem/solution, and sequence of events.

MotivationSettingTimePlaceProblem/

SolutionSequenceMajor eventChallenge

NARRATIVE TEXTR.NT.02.04 Identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.

READING: LITERATURERL.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.

How do pictures help readers understand the story?

Before:Book walk

During:Think Alouds

After:Teacher Conference

AuthorIllustratorIllustrationMetaphorSimileCharacterSettingPlot

NARRATIVE TEXTR.NT.02.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

What does it mean to take a position?

Before:Questioning

During:Quick write

After:Written report that includes having the student take a stand and backing

Evidence





their position with evidence from the story.

INFORMATIONAL TEXTR.IT.02.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, personal correspondence, science and social studies magazines.

R.IT.02.02 Discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.

What is the purpose of informational text?

Before:Questioning

During:Think Alouds

After:Unit test

PurposeInformational

textPatternDescriptiveSequentialEnumerativeCompare/

Contrast

Trade book ideas for feature articles:

Suggested Magazines:Weekly Reader www.weeklyreader.com

Ranger Rick www.rangerrick.com

Zoo Books www.zoobooks.com

Click www.cricketmagazine.com

National Geographic Kids www.nationalgeographic.com

READING: INFORMATIONAL TEXT

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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

RI.2.8 Describe how reasons support specific points the author makes in a text.

How does the use of details in a text convey purpose and meaning?

Before:KWL

During:Graphic Organizer

After:Quick write

Main topicParagraphPurpose


http://www.nationalgeographic.com/

http://www.cricketmagazine.com/

http://www.zoobooks.com/

http://www.rangerrick.com/

http://www.weeklyreader.com/




COMPREHENSIONR.CM.02.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

How do your own life experiences help you become a better reader?

BeforeKWL



Comparison Variety of books

COMPREHENSIONR.CM.02.02 Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

READING: LITERATURERL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Can you retell the characters, setting, plot, and ending of the story?

Do I understand what I am reading?


DuringSequence pictures


Major ideaDetailNarrativeInformational

textFableFolktaleCultureMoralStructureIntroductionConclusion

COMPREHENSIONR.CM.02.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing

READING: LITERATURERL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

What are some similarities and differences between characters in

Before:Discussion


After:

CompareContrastCharacterEventKey ideas





key ideas and details, and asking questions as they read.

the text? Venn Diagram

METACOGNITIONR.MT.02.01 Self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.

R.MT.02.02 Self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.



Why is it important to ask questions before, during and after reading a story?

What is reading comprehension?

How do I know if I understand what I am reading?


DuringThink aloud

Discussion to make sure meaning is not breaking down.

AfterStudents will read a story, stopping at various spots as the teachers directs. They will tell a partner what has happened in the story.

Comprehension

Mental imageInferenceSummarizeTheme







How can you make it fun to read and write on your own?

What do you read for fun?


DuringThink aloud

Discussion to make sure meaning is not breaking down.


Classroom books

Library books

Trade books

WRITINGGenre

W.GN.02.03 Write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central key ideas.

What is a feature article?

Before:Brainstorm what should be included in a magazine article and what topics to include.

During:Graphic organizers

Rough draft

After:Write a feature

MagazineArticleOrganization

al patternDescriptionEnumerationSequenceCompare/

ContrastGraphDiagramChartKey idea

Suggested Magazines as templates for Feature Article:

Suggested Magazines:Weekly Reader www.weeklyreader.com

Ranger Rick www.rangerrick.com

Zoo Books www.zoobooks.com

Click


http://www.zoobooks.com/

http://www.rangerrick.com/

http://www.weeklyreader.com/




article for a class magazine.

www.cricketmagazine.com

National Geographic Kids www.nationalgeographic.com

WRITINGProcess

W.PR.02.01 Set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.





LANGUAGEL.2. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.



L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.Compare formal and informal uses of English.

How does a writer consider the audience?

Why do authors write?

What is the difference between first person and third person?

Why should you revise your writing?

Why do authors revise their writing?


Venn Diagram narrative and informational characteristics

Venn Diagram first and third person

DuringJournals

Students will proofread their own writing using a classroom created checklist and spelling dictionary.

Students will conference with a classmate and the teacher on a piece of the students writing.

PurposeAudienceStylePatternNarrativeInformational

textGraphic

organizerBrainstorm-

ingProblem/

SolutionSequenceDescriptionCompare/

ContrastFirst draftReviseEditFinal draftPublishSupporting

detailsFirst personThird personPurposeGenreGrammarPunctuationCapitalizatio

n

Writing process posters.

Writers Workshop/6 trait writing


http://www.nationalgeographic.com/

http://www.cricketmagazine.com/





Students will write a story in first person.

Teacher evaluation of peer editing.

Proper nounCommaApostrophePossessive

WRITINGProcess



WRITINGW.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


How can editing and revising your writing greatly improve your work?

Before:Question students about why revising their writing is important.

During:Daily assignments including having students evaluate, edit, and revise an assigned passage.

After:Students will revise and publish a journal entry.

ReviseEditDraftTransitionPurposeAudienceProofreadPublish





WRITINGPersonal Style

W.PS.02.01 Develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

What is a personal style and why should you develop your own?


During:Read stories aloud to show how authors write in their own personal style.

Journals


Six Trait rubric

Personal style

NarrativeDescriptive

languageImaginationInformational

text



See L.2.2 above Why is grammar important for understand-ing writing?



After:Have students complete another

Complex sentence

NounVerbCommaContractionColonCapitalizatio

nProper noun





quick write on the same topic as above and compare the two writing samples.

WRITINGSpelling

W.SP.02.01 In the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

LANGUAGEL.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.






Why is it important to use correct spelling of words?




SyllablePrefixSuffixCueCapitaliza-

tionPunctuationProper nounCommaApostrophePossessive

www.spellingcity.com

WRITINGAttitude

W.AT.02.01 Be enthusiastic about writing and learning to write.

Do you like to write?

How can writing be fun?


During:Teacher observation and writing journals







SPEAKINGConventions

S.CN.02.01 Use common grammatical structures correctly when speaking including subject/verb agreement, pronoun/noun agreement, nominative and objective case pronouns, and more complex conjunctions (e.g. although, instead of, so that).

S.CN.02.02 Explore and use language to communicate effectively with a variety of audiences and for different purposes including questions and answers, discussions, and social interactions.

How do you change the way you speak depending on who you are talking to and what you are saying?

What does it mean to communicate effectively?

Before:Teacher observation of grammar usage during conversations.

During:Review of daily assignments and observations of classroom conversations.

After:Students give an oral presentation to the class.

Teacher observation

Subject/verb agreement

Pronoun/noun agreement

Nominativepronoun

Objective pronoun

ConjunctionAudiencePurpose

SPEAKINGDiscourse

S.DS.02.01 Engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in book discussions, peer conferencing, or other interactions.

SPEAKING & LISTENINGSL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L. 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

What is the benefit of having book discussions?

Why is tone of voice important when telling a story?

Before:Create a KWL to show what students know about listening, asking appropriate questions, and participating in discussions.

During: Teacher observation

Teacher led small

Subject matter

ClarificationGrammarPlural nounReflexive

pronounIrregular

verbsAdjectiveAdverbSimple

sentenceCompound

sentence





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

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

Use adjectives and adverbs, and choose between them depending on what is to be modified.

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).

group discussion on peer interactions.

After:Book talks

Debate science or social studies topics.

Peer critique

SPEAKINGDiscourse


SPEAKING & LISTENINGSL.2. 2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

How can using story grammar and appropriate intonation add to a story?

What makes a retelling of a story effective?

Before:Have students draw a picture of the beginning, middle, and end of the story.

During:Teachers conference with students individually after a story and ask students to retell the story.

Have students act or create a puppet

FantasyLegendDramaGrammarCharacterActionMotivationPlotSettingIntonationVoiceKey ideas





show of the story in small groups.

After:DRA or DIBELS


L.CN.02.02 Ask appropriate questions for clarification and understanding during a presentation or report.

SPEAKING & LISTENINGSL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

What are important skills for listeners to have?

Do with GLCE S.DS.02.01 above.

ClarificationUnderstand-

ingRecountRelevantCoherent

MicrophoneStory sequencing strips


L.CN.02.05 Begin to evaluate the messages they experience in broadcast and print media distinguishing between the factual information and opinion, advertising hype, or propaganda.

SPEAKING & LISTENINGSL. 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Should you believe everything you hear or see in the media?

Before:Questioning


After:Quick write

MediaEvaluateInformationFactOpinionHypePropagandaClarification

SPEAKING & LISTENINGSL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen

How can asking questions enhance shared

Comprehen-sion





understanding of a topic or issue. understand-ing?


ELA Pacing GuideTime Frame: mid-January/February Second GradeUnit 3 Theme: RelationshipsGenres: Research Project (informational writing), How-To Book (informational reading)Definitions - Research project: a nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing information, a written report, and a presentation of the report to a larger audience. How-to book: how-to books for children convey procedures for breaking down a process into sequential steps to direct thoughts for accomplishing an action or achieving a planned result.




READINGWord Study

R.WS.02.05 Automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.









e. Identify words with inconsistent but common spelling-sound correspondences.



What is a prefix?

What is a suffix?

Before: Running RecordMLPPDIBELSDolch Sight Word List

During:Reading ConferenceRunning RecordDIBELS progress monitoring

After:Phonics testDIBELSRunning RecordDolch Sight Word List

Sight wordLong vowelShort vowelSyllablePrefixSuffix

Dictionary

READINGWord Study

R.WS.02.08 Use previously learned and new strategies to identify unknown words and construct

LANGUAGEL.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing

How can context be used to determine the meaning of a

Before:Questioning

During:Think Aloud

ContextSounding outCuePrefixSuffix





meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words.



flexibly from an array of strategies.a. Use sentence-level context as a

clue to the meaning of a word or phrase.

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


d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

word? Response cards

After:Post Test

Root WordCompound

WordGlossaryDictionary

COMPREHENSIONVocabulary

R.WS.02.11 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

CRAFT AND STRUCTURERI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

How can using the words I know help me figure out the words I don’t know?

Before:Questioning

During:Students will draw pictures of vocabulary words or things relating to the words.

Students get into pairs and teach a word to the class, (a new or an old word).

ContextContext clues





After:Vocabulary quiz

READINGFluency

R.FL.02.01 Automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.



RF.2.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose

and understanding.b. Read grade-level text orally with

accuracy, appropriate rate, and expression.

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

How does pausing help emphasize words and phrases?

What does a fluent reader sound like?



After:Teacher observationDRA

Readers theater group presentations

ContextPunctuationCuePeriodQuestion

markIntonationEmphasisFluency

READINGFluency

R.FL.02.03 Read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

Before:Running recordDRA

During:Teacher observation

After;Running recordDRA





READINGInformational Text

R.IT.02.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, personal correspondence, science and social studies magazines.

R.IT.02.02 Discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.

R.IT.02.03 Explain how authors use text features including boldface text, graphs, maps, diagrams, and charts to enhance the understanding of key and supporting ideas.


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.

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

Why is it important to read informational text?

How do you read a “how-to” book?

Before:Questioning

During:Think Alouds

Students will make salt dough by following a recipe. (How –to example)

After:Unit test

How-toDirectionsBoldfaceGraphMapDiagramChartSupporting

ideasCaptionSubheadingGlossaryIndexIconPurpose

Suggested books for “how-to” reading:The Little Red Hen Makes a Pizza, Philemon Sturges, 2002. ISBN-13: 978-0142301890

The Furry News: How to Make a Newspaper, Loreen Leedy, 1990. ISBN-13: 978-0823407934

Look at My Book: How Kids Can Write and Illustrate Terrific Books, Loreen Leedy, 2005. ISBN-13: 978-0823419593

Cook –a-Doodle-Doo! Susan Stevens Crummel and Janet Stevens, 2005. ISBN-13: 978-0152056582

READINGInformational Text

R.IT.02.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.


RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

INTEGRATION AND KNOWLEDGE OF IDEAS

RI.2.7 Explain how specific images

How is supporting evidence used to clarify a text and add to its understand-ing?

Before:KWL

During:Graphic Organizer

After:Quick write-Students will answer a teacher directed question about a story by stating an answer and supporting their answer with

Evidence





(e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8 Describe how reasons support specific points the author makes in a text.

evidence from the story.

READINGComprehension

R.CM.02.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

What are some ways you connect your personal knowledge with information in the text?

Do I understand what I am reading?

How does comparing and contrasting help you understand what you read?

BeforeKWL



ComprehendRetellMain ideaMain

characterCharactersSettingPlotProblem/

solution

Variety of books students can choose from.

Graphic Organizers


R.CM.02.02 Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.


RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Which details should be included in a retelling of a text?


During

SequenceMajor idea





Sequence pictures



R.CM.02.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.


RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

How are characters from similar texts alike?

How are characters from similar texts different?

Before:Discussion


After:Venn Diagram

CompareContrastCharacterEventKey idea


R.CM.02.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.


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, with scaffolding as needed at the high end of the range.

What knowledge can be acquired through reading informational texts?

Before:KWL

During:Quizzes and daily assignments

After:Unit test

READINGMetacognition


What does making inferences mean?

What are some methods that


DuringThink aloud

Discussion to

InferenceSummarize







can be used to check your own understand-ing of a text?

make sure meaning is not breaking down.



R.MT.02.05 Self-monitor comprehension by using graphic organizers such as a Venn diagram and paragraphs to compare and contrast or indicate a sequence of ideas.

How can a Venn diagram help you visualize similarities and differences?

Before:KWL

During:Graphic organizer

After:Students will compare and contrast a character or story situation to themselves.

Venn diagram

CompareContrast


R.MT.02.06 Determine which resources contain appropriate information for the intended task

How do I find the best resources for the intended task?

Before:Brainstorming

During:Question and





by using teacher/student generated criteria.

answer

After:Quiz

READINGAttitude

R.AT.02.01 Be enthusiastic about reading and learning how to read.


What are some occasions that you read or write outside of school?


DuringThink aloud

Have a wall on which students can write the title of a book she/he read at home. The student can also write a critique or a summary of the book to put on the wall.


WRITINGGenre

W.GN.02.03 Write an informational piece including a

WRITINGW. 2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and

How do you write a research project?

Before:KWL

During:

Research ProjectInvestigate

Suggested books for research on water (science theme for unit):A Drop of Water, Walter





magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central key ideas.

W.GN.02.04 Use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and organize the information using key ideas with teacher assistance.

definitions to develop points, and provide a concluding statement or section.

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

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

What are some ways to research information?

Graphic organizer

Rubric

After:Partners will research an animal and make a poster containing certain facts assigned by teacher.

Rubric

Wick, 1997. ISBN-13: 978-0590221979

Ice, Helen Frost, 2004. ISBN-13: 978-0736849203

Sources of Water, Rebecca Olien, 2005. ISBN-13: 978-0736851800

A Cool Drink of Water, Barbara Kerley, 2006. ISBN-13: 978-0792254898

WRITINGGenre

W.GN.02.03 Write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central key ideas.

WRITINGW.2. 1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

What is the difference between a fact and an opinion?

Before:Think

During:Turn and tell

After:Quick write

Organizatio-nal pattern

GraphDiagramChartKey ideaOpinionFactReason

WRITINGProcess


LANGUAGEL. 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently

How do I narrow my big idea down to a topic for a story?

What is the



PurposeAudienceStylePatternMain ideaSupporting

detailsFirst person









occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).





L. 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.





e. Consult reference materials, including beginning

difference between first person and third person?

DuringJournals


Students will conference with a classmate and the teacher on a piece of the students writing.


Students will write a story in third person.


Third personGenre





dictionaries, as needed to check and correct spellings.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

WRITINGProcess






How do you revise and edit a draft?


During:Read alouds to show how authors write in their own personal style.

Journals


Six Trait rubric

ReviseDraftProofreadEditPublish

Word wall







LANGUAGEL. 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize holidays, product

names, and geographic names.b. Use commas in greetings and

closings of letters.c. Use an apostrophe to form

contractions and frequently occurring possessives.



What is a paragraph?



After:Have students complete another quick write on the same topic as above and compare the two writing samples.

ParagraphNounVerbCommaContractionComplexCompleteCapitalizat-

ion

WRITINGSpelling


What are some methods or tools you can use to help you spell words correctly?




After : Spelling test (using sentences)JournalsWriters Workshop

SyllablePrefixSuffix







WRITINGHandwriting

W.HW.02.01 Fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.

Why is good handwriting important?

Teacher observation

Upper caseLower caseCursive

WRITINGAttitude


What makes me excited about writing?


During:Teacher observation and writing journals


SPEAKINGConventions

S.CN.02.01 Use common grammatical structures correctly when speaking including subject/verb agreement, pronoun/noun agreement, nominative and objective case pronouns, and more complex conjunctions (e.g. although, instead of, so that).

S.CN.02.02 Explore and use language to communicate effectively with a variety of audiences and for different purposes including questions and answers, discussions, and social interactions.

SPEAKING & LISTENINGSL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGEL. 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Use collective nouns (e.g., group).Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).Use reflexive pronouns (e.g., myself, ourselves).Form and use the past tense of frequently occurring irregular verbs

Is the way you speak important? Why or why not?

Why is voice tone important when I am speaking?

Students will record themselves on a tape recorder and evaluate their voice.

Subject/verb agreement

Pronoun/noun agreement

Nominative case

Objective case

ConjunctionTone of voice

http://tinyurl.com/6an2c8 Listening and speaking activities


http://tinyurl.com/6an2c8




S.CN.02.03 Speak effectively adopting appropriate tone of voice and intonation patterns in narrative and informational presentations.

(e.g., sat, hid, told).Use adjectives and adverbs, and choose between them depending on what is to be modified.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).

SPEAKING & LISTENINGSL.2. 1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by linking their comments to the remarks of others.Ask for clarification and further explanation as needed about the topics and texts under discussion.

DiscourseS.DS.02.03 Respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.

S.DS.02.04 Plan and deliver

What is effective speaking?

Students will give a presentation.

VoicePauseEmphasisToneIntonation

Tape recorderPhone tubes





presentations using an informational organizational pattern (e.g., descriptive, cause/effect, compare/ contrast) providing supportive facts and details to make their point, reflecting the source of information, while maintaining appropriate intonation and tone of voice using a prop.


L.CN.02.02 Ask appropriate questions for clarification and understanding during a presentation or report.

L.CN.02.03 Listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of peers and respond on topic adding a connected idea.

SPEAKING & LISTENINGSL.2. 1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by linking their comments to the remarks of others.Ask for clarification and further explanation as needed about the topics and texts under discussion.

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

What are the characteristics of a good listener?

Teacher Observation

Teacher’s written and oral critiques

Eye contactAttentiveSupportiveComprehensi

on


ELA Pacing GuideTime Frame: March/April Second GradeUnit 4 Theme: InvestigationGenres: Poetry (narrative reading, narrative writing), Personal Narrative (narrative writing)Definitions – Poetry: literature expressed in various, metrical forms, structures and arrangements that is traditionally characterized by rhythmical patterns of language. Personal narrative: written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience. A personal narrative is often one of the first types of writing. It includes experiences encountered, read, observed, or heard.


(Disciplinary Knowledge)

Common Core Standard Essential Questions Assessment Vocabulary Resources

READINGWord Recognition




LANGUAGEL. 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.

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





How can you determine meaning of a word from the context?

Guided Reading/teacher observation

ContextCuesPrefixSuffixRoot wordCompound

word

Dictionary





VocabularyR.WS.02.11 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

LANGUAGEL. 2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

How can context help you determine the meaning of a word?

Write sentences using vocabulary words from a story.

ContextFigurative

language


RF.2. 3 Know and apply grade-level phonics and word analysis skills in decoding words.Distinguish long and short vowels when reading regularly spelled one-syllable words.Know spelling-sound correspondences for additional common vowel teams.Decode regularly spelled two-syllable words with long vowels.Decode words with common prefixes and suffixes.Identify words with inconsistent but common spelling-sound correspondences.Recognize and read grade-appropriate irregularly spelled words.

How do you pronounce words that you are not familiar with?

Long vowelShort vowelSyllablePrefixSuffix





NARRATIVE TEXTR.NT.02.02 Identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.


READING: LITERATURERL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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.

What is poetry?

Why do we read poetry?

Listen to students read poetry out loud.

Students will work with partners to research a topic given by teacher, take a position, and then participate in a debate. Should be done with a social studies topic from 2nd grade.

PoetryRhymeRhythmAlliterationHaikuFantasyLegendDrama

Suggested books for poetry:A Light in the Attic, Shel Silverstein, 1981. ISBN-13: 978-0060256739

Falling Up, Shel Silverstein, 1996. ISBN-13: 978-0060248024

Candy Corn: Poems, James Stevenson, 1999. ISBN-13: 978-0688158378

A Pocketful of Poems, Nikki Grimes, 2001. ISBN-13: 978-0395938683

A Pizza the Size of the Sun, Jack Prelutsky, 1996. ISBN-13: 978-0688132354

COMPREHENSIONR.CM.02.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.


R.CM.02.03 Compare and contrast



RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

What is an important detail?

Students will draw and then retell a story by writing it.

Students will fill out a story map after reading an assigned story.

ComparisonRetellMajor ideaCompareContrastFableFolktaleMoralCulture





relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

METACOGNITIONR.MT.02.02 Self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.




RF.2.4 Read with sufficient accuracy and fluency to support comprehension.Read grade-level text with purpose and understanding.Read grade-level text orally with accuracy, appropriate rate, and expression.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Which details should be included in a summary?

Teacher observation

Summary

CRITICAL STANDARDSR.CS.02.01 Develop and discuss shared standards and begin to assess the quality and accuracy of their

What are standards and characterist-ics of good

Students will use a check list to peer edit and check their own writing.

Peer edit





own writing and the writing of others.

writing?



READING: LITERATURERL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.

How do I choose a book to read?


DuringThink aloud



WRITINGGenre

W.GN.02.01 Write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using

WRITINGW.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

What is a personal narrative?

Have students use the writing process to write a personal narrative.

Realistic fiction

FantasyPersonal

narrativeWriting

Suggested books for writing a personal narrative:Something Beautiful, Sharon Dennis Wyeth, 2002. ISBN-13: 978-0440412106





illustrations to match mood, and containing setting, problem/solution, and sequenced events.

W.GN.02.02 Approximate poetry based on reading a wide variety of grade-level appropriate poetry.

signal event order, and provide a sense of closure.

process I’m in Charge of Celebrations, Byrd Baylor, 1995. ISBN-13: 978-0689806209

Alexander and the Terrible, Horrible, No Good, Very Bad Day, Judith Viorst, 1972. ISBN-13: 978-1416985952

Nate the Great, Marjorie Weinman Sharmat, 2002. ISBN-13: 978-0385730174

Enemy Pie, Derek Munson, 2000. ISBN-13: 978-0811827782

Gooney Bird Greene, Lois Lowry, 2004. ISBN-13: 978-0440419600

Dictionary

Class checklist

WRITINGProcess




W.PR.02.06 Revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit



b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).





L.2. 2 Demonstrate command of the

Why is it important to think about your audience when you plan a story?

What are some different genre types?




DuringJournals


Students will conference with a

PurposeAudienceStylePatternNarrativeInformationalFirst personThird personGenrePurposeReviseDraftProofreadEdit





intended purpose and audience.


conventions of standard English capitalization, punctuation, and spelling when writing.









classmate and the teacher on a piece of the students writing.







WRITINGPersonal Style


Why does every writer use their own personal style of writing?


During:Read texts aloud to show how authors write in their own personal style.

Journals


Six Trait rubric

Personal style



LANGUAGEL. 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Capitalize holidays, product names, and geographic names.Use commas in greetings and closings of letters.Use an apostrophe to form contractions and frequently occurring possessives.Generalize learned spelling patterns when writing words (e.g., cage →

Why is it important to vary sentence structure?



After:Have students complete another

Complex sentence

NounVerbCommaContractionColonCapitalizat-

ion





badge; boy → boil).Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

quick write on the same topic as above and compare the two writing samples.

WRITINGSpelling


LANGUAGEL.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.






Why is it important to spell words correctly?




SyllablePrefixSuffixCue


WRITINGHandwriting



Teacher Observation


WRITINGAttitude

W.AT.02.01 Be enthusiastic about

How can you make writing exciting?







writing and learning to write. During:Teacher observation and writing journals


SPEAKINGConventions

S.CN.02.03 Speak effectively adopting appropriate tone of voice and intonation patterns in narrative and informational presentations.

SPEAKING & LISTENINGSL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

LANGUAGEL. 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).

Is my speaking voice loud enough for everyone to hear me?

How does tone of voice add meaning to speaking?

Readers’ Theater Tone of voice

SPEAKINGDiscourse

S.DS.02.03 Respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.

What is your opinion of the information in a text?

Book report Reflect


L.CN.02.04 Understand how the source of the message affects the receiver’s response

How does the source of a message affect the receiver’s

Observation SourceReceiverResponse





(student/student, student/teacher, student/parent).

response?

LISTENINGResponse

L.RP.02.01 Listen to or view knowledgeably and discuss a variety of genre.

L.RP.02.03 Respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.

What does it mean to take a position?

Observation GenreRespondDiscussIllustrateReflect


ELA Pacing GuideTime Frame: May/June Second GradeUnit 5 Theme: ResourcesGenres: Drama (narrative reading), Realistic Fiction (narrative writing) Definitions – Drama: literature written for performance. Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme (e.g., survival, friendship, diversity, tolerance, environmental preservation, courage, freedom, justice).




READINGWord Recognition



LANGUAGEL. 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.

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





How can you find the definition of words that you do not know the meaning of?

ContextPrefixSuffixRoot wordCompound

word





READINGVocabulary

R.WS.02.11 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

How can context help you determine the meaning of a word?

Vocabulary quiz or vocabulary work

Context

READING: LITERATURERL.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.

How does the point of view change between different characters?

Point of view

READINGNarrative Text

R.NT.02.01 Describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.02.02 Identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.

R.NT.02.03 Identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events.

READING: LITERATURERL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.3 Describe how characters in a story respond to major events and challenges.

How are characters in different stories alike?

What is drama?

What are the various forms of drama?

Venn Diagram

Perform a play

PlotCharacterPurposePoetryFantasyLegendDramaGenreEventSettingSequenceMotivationAction

www.aaronshep.com Reader’s theater resource

www.readinglady.com Reader’s theater resource

Book resources for Drama:12 Fabulously Funny Folktale Plays, Justin McCory Martin, 2004. ISBN-13: 978-0439517621

Cinderella Outgrows the Glass Slipper and Other Zany Fractured Fairy Tale Plays, Joan M. Wolf, 2004. ISBN-13: 978-0439517621

Childsplay: A Collection of Scenes and Monologues for


http://www.readinglady.com/

http://www.aaronshep.com/





Children, Kerry Muir, 2004. ISBN-13: 978-0879101886

25 Just Right Plays for Emergent Readers, Carol Pugliano-Martin, 1999. ISBN-13: 978-0590189453


R.CM.02.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.


R.CM.02.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.



RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

How does this story relate to me?

Observation of students in class discussions.

Students will compare/contrast themselves to a character or story situation.

CompareContrast

Venn diagram


R.MT.02.01 Self-monitor comprehension by recognizing

READING:FOUNDATIONAL SKILLS

RF.2.4 Read with sufficient accuracy and fluency to support

Why is reading comprehen-sion

Guided ReadingObservation

Teacher

Comprehen-sion

Summary





when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.




comprehension.Read grade-level text with purpose and understanding.Read grade-level text orally with accuracy, appropriate rate, and expression.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

important?

What strategy works best for me?

observations

CRITICAL STANDARDSR.CS.02.01 Develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others.

What are standards and characterist-ics of good writing?

Students will use a checklist to assess their writing.

Peer edit







How do you find a book that is interesting to you?


DuringThink aloud



WRITINGGenre

W.GN.02.01 Write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced

WRITINGW.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.

What is realistic fiction?

How can I write realistic fiction?

Have students write a realistic fiction piece.

Realistic fiction

FantasyPersonal

narrative

Suggested books for realistic fiction writing:Ira Sleeps Over, Bernard Waber, 1979. ISBN-13: 9780395205037

Whistle for Willie, Ezra Jack Keats, 1977. ISBN-13: 9780140502022





events. LANGUAGEL. 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).

Mr. Tanen’s Tie Trouble, Maryann Cocca-Leffler, 2003. ISBN-13: 978-0807553053

WRITINGProcess


W.PR.02.02 Develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/ solution, sequence, description, or compare/ contrast).



W.PR.02.05 Draft a coherent piece



b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).





L. 2.2 Demonstrate command of the conventions of standard English

How can I make my reader see my story?

What does first person and third person mean?

How do I proofread and edit writing?




DuringJournals


Students will conference with a classmate and the

AudiencePurposeDraftMain ideaSupporting

detailsFirst personThird personReviseProofreadEditsimile/

metaphorPlotVoiceTone

DictionaryThesaurus

http://tinyurl.com/38at8w6 Traits of Writing


http://tinyurl.com/38at8w




with appropriate grammar, usage, mechanics, and temporary spellings.



capitalization, punctuation, and spelling when writing.









W.2.8 Recall information from experiences or gather information

teacher on a piece of the students writing.


Students will write a story in first person.






from provided sources to answer a question.

WRITINGSpelling


LANGUAGEL.2. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.






Are all words in your piece of writing spelled correctly?



After : Spelling testJournals

Grammar SpellingPrefixSuffixRoot wordCuesCapitalizePuntuation


WRITINGHandwriting



Teacher observation


WRITINGAttitude


How can you make writing exciting?


During:Teacher observation and






writing journals

After:Author’s chairObservation

SPEAKINGConventions

S.CN.02.04 Present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

S.CN.02.05 Understand, providing examples of how language differs from school and home as a function of linguistic and cultural group membership.

LANGUAGEL.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.Compare formal and informal uses of English.

What is the purpose of your presentation?

Students will give a presentation.

LanguageCulture

SPEAKINGDiscourse


SPEAKING & LISTENINGSL. 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

What information is important to include in a retelling of a story?

How can tone of voice add meaning to a story?

Book reports FantasyLegendDramaRetellCharacterActionMotivationPlotSettingTone of voiceKey idea






L.CN.02.04 Understand how the source of the message affects the receiver’s response (student/student, student/teacher, student/parent).

How does the source of a message affect the receiver’s response?

Observation SourceReceiverResponse

LISTENINGResponse

L.RP.02.01 Listen to or view knowledgeably and discuss a variety of genre.

L.RP.02.02 Select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.02.03 Respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.

What is your favorite genre? Why?

Students will either write or give a report on their favorite genre explaining why and giving some favorite titles.

Students will choose a story from their favorite genre and illustrate it in a diorama.

GenreRespondDiscussIllustrateReflect


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