scos goals and objectives · web view-hfw –bought, front, kitchen, roll, until, brought, reason,...

Pitt County Schools Revised 2009

Pitt County SchoolsReading Instructional Guide/ Grade 2

SCOS GOALS AND OBJECTIVES ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

RECOMMENDED RESOURCES AND ASSESSMENT

ESSENTIAL TASKS, STRATEGIES,

PROJECTS, CONNECTIONS

HM Back to School Days 1-4

1.01 Use phonics knowledge and structural analysis to decode regular multi-syllable words when reading text.

1. What are the parts of a word?2. How do I examine the parts of a word?

-Consonant Sounds-Consonant Clusters-Consonant Digraphs-Short Vowel Sounds-Long Vowel Sounds-Syllables

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape Buddy Study HM Phonics Library HM Workbook Phonics Book (blue and white)

1. Identify root word to construct meaning2. Decode patterns with closed syllables: vccv (rabbit, tablet)3. Decode patterns with open syllables: ti/ger words v/cv (pilot)4. Decode patterns with closed syllables: cam/el words vc/v (robin)

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• determine fact and opinion

1. How do I read different types of genre?2. What can I do to demonstrate understanding of different types of genre?

-Predict and Infer-Evaluate

Leveled Books Theme Big Books Library Books Theme Paper backs Dictionary Student Anthology Poetry: Powerful Thoughts in Tiny

Packages (Calkins and Parsons)

1. Monitor own reading and comprehension by asking: Does it sound right? Does itlook right? Does it make sense?2. Identify text structure

bold-faced print italicized words captions headings subheadings table of contents maps index Glossary text boxes

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2.03 Read expository materials for answers to specific questions.

1. Where do I find the answers to specific questions in nonfiction text?

1. Analyze nonfiction literature to answer questions related to text

2.04 Pose possible how, why, and what if questions to understand and/or interpret text.

1. How do I construct how, why, and what if questions to understand what I read?

1. Create how, why, and what if questions to interpret text.

2.05 Self-monitor own difficulties in comprehending independently using several strategies.

1. How do I analyze and choose appropriate strategies to self-monitor my comprehension independently?

1. Self-correct for meaning2. Analyze text using context clues3. Predict and confirm predictions4. Reread5. Model think aloud (students ask themselves questions as they read)6. Retell story in a sequential order7. Summarize plot of story in a few sentences

2.06 Recall main idea, facts and details from a text.

1. How do I analyze the text to find the main idea, facts, and details?

1. Retell facts and details directly from text2. Locate supporting facts and details in text

HM Theme 1Silly Stories- First Nine Weeks

1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes) to decode regular multi-syllable words when reading text.


-Blending two syllable words with short A, E, I, O, U

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape

1. Identify root word to construct meaning2. Apply knowledge of suffixes in reading and spelling: -ing3. Decode patterns with closed syllables: vccv (rabbit, tablet)

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-Isolate phoneme in words with long A and I-Blend long vowel words-Short A, E, I, O, U-Spelling Patterns CVCe / VCCV / CVCe + ing

Buddy Study HM Phonics Library “Len and Linda’s

Picnic” “An Ice Cream Crash” “Big Hog’s House Hunt” “Robin’s Farm” “Jane’s Mistake” “The Big Surprise”

I Love Reading Books 1-7 HM Workbook Phonics Book (blue and white)

4. Decode patterns with open syllables: ti/ger words v/cv (pilot)5. Decode patterns with closed syllables: cam/el words vc/v (robin)

1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.

1. How do I decode using letter-sound knowledge?

-Blending two syllable words with short A, E, I, O, U-Isolate phoneme in words with long A and I

1. Decode short vowels2. Decode long vowels

1.02 Read most high frequency and many irregularly spelled words accurately in text.

1. What site words can I identify?-HFW –bought, front, kitchen, roll, until, brought, reason, special, surprise, different, floor, letter, move, poor, word

See Word Work (HM) On-going component

High Frequency Word Assessment

1. Read high frequency words

1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.

1. How do I cross check information to read a new text silently? Does it make sense? Does it sound right? Can I say it that way? Does it look right?

On-going Work stations Leveled Readers Guided Reading Decodable Texts Anthology “Dragon

Gets By” “Julius” “Mrs. Brown Went to Town”

1. Apply previously learned phonemic and phonological awareness skills2. Analyze text for meaning3. Cross-check text using meaning, syntax, and visual cues.

1.05 Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student’s independent reading level.

1. How do I choose books at my independent reading level?2. How do I build stamina for reading?

Accelerated Reader; Media, Classroom Library, Leveled Books

Read Aloud, Guided Reading, Theme Big Books (HM), Student Conferences

Reading log, Reader’s response, Journal, Story Maps

Independent Reading, Theme Paper backs (HM)

1. Choose books according toindependent reading level (above 94%accuracy in comprehension and wordrecognition)2. Make predictions about story using

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picture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual increase to 20 minutes

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• determine fact and opinion• make inferences and draw conclusions


- Story Structure-Fantasy and Realism-Predict Outcomes-Predict and Infer




bold-faced print italicized words captions headings subheadings table of contents maps index glossary text boxes



-Monitor / Clarify

Student Anthology Theme Book Teacher’s Edition (HM)

1. Self-correct for meaning2. Analyze text using context clues3. Predict and confirm predictions4. Reread5. Model think aloud (students

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ask themselves questions as they read)6. Retell story in a sequential order7. Summarize plot of story in a few sentences



-Summarize

1. Retell facts and details directly from text2. Synthesize text to name main idea3. Locate supporting facts and details in text

2.07 Discuss similarities and differences in events, characters, and concepts within and across texts.

1. How do I compare and contrast events, characters, and concepts in texts?2. How do I compare and contrast events, characters, and concepts across different texts?

-Summarize-Story Structure-Fantasy / Realism

1. Demonstrate knowledge of similarities anddifferences through various forms:

Venn diagram illustration written paper Compare and contrast

multiple forms of media: text to text text to video text to self among genre (example:

short story to poetry OR fiction to nonfiction)

text to world2.08 Interpret information from diagrams, charts, and maps.

1. How do I analyze data from diagrams, charts and maps?

HM Theme 1 1. Read a table2. Read a graph3. Interpret information on graphs and maps4. Infer meaning of bold print and

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text format3.01 Use personal experiences and knowledge to interpret written and oral messages.

1. How can I use what has happened in my life to understand this story?

-Predict / Infer

HM Teacher’s Edition: On-going Small Moments: Personal Narrative

Writing (Calkins and Oxenhorn)

1. Activate prior knowledge to interpret: lists signs messages questions problem/solution labels directions notes personal narratives descriptions captions rules

3.04 Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., Read aloud by teacher, literature circles, interest groups, book clubs).

1. Now that I have read this selection, how can I use my new vocabulary?

-Homophones-Synonyms-Multiple Meaning Words-Vocabulary- balanced, dairy, hungry, shopper, shopping, diet, vegetables, crumbs, imitation, noise, slurped, spread, commotion, voted, delivered, tire, feathers, released, wearing

Theme Books Student Anthology Theme Big Books Reader’s Response Journal Writer’s Workshop Folders About the Authors (Wood Ray)

1. Identify, discuss, and participate by using key vocabulary during read aloud, shared reading, interactive reading, guided reading, and teacher directed reading, literature circles2. Use new vocabulary during journal writing or writer’s workshop to respond to literature3. Use new vocabulary in spoken language4. Ask questions

3.05 Locate and discuss examples of an author’s use of:• genre(s) and specific word choice(s).

1. How does the author use type of sentence, punctuation, order of paragraphs, specific word choice with this genre?

HM Theme 1, Focus on Genre 1. Recognize and identify characteristics of genre(s): poetry (short poems, word

plays, alliteration, rhyme)3.06 Discuss the effect of an author’s 1. How does the author use specific Student Anthology 1. Identify, discuss, and give

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choices for nouns, verbs, modifiers, and specific vocabulary which help the reader comprehend a narrative or expository text.

vocabulary to help the reader comprehend?

-Multiple Meaning Words

Theme Books Theme Big Books Craft Lessons (Fletcher and Portalupi)

examples of nouns, verbs, modifiers (adjectives and adverbs), and specific vocabulary (key vocabulary from text) within literature and student writing

4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.

1. How do I apply the use of formal and/or literary language in my writing?

-Homophones-Synonyms-Multiple Meaning Words-Vocabulary- balanced, dairy, hungry, shopper, shopping, diet, vegetables, crumbs, imitation, noise, slurped, spread, commotion, voted, delivered, tire, feathers, released, wearing

Writing Trainer’s Notebook Integrated Theme Test Theme Books Student Anthology Theme Big Books Reader’s Response Journal Writer’s Workshop Folders About the Authors (Wood Ray)

1. Demonstrate use of formal language (Standard American English) in writing2. Demonstrate use of literary language in writing beginning hooks (once upon a

time; in a land far, far away)

4.03 Read aloud with fluency and expression any text appropriate for early independent readers.

1. How do I read with fluency and expression?

Phonics Library Leveled Readers Classroom Library

1. Reads smoothly pausing at commas and stopping at appropriate punctuation2. Reads at appropriate rate with appropriate volume3. Reads with expression

4.04 Use oral communication to identify, organize, and analyze information.

1. How do I discuss information with others?

-Scan-Use diagram

HM Theme 1 Leveled Readers Theme Big Books Teacher’s Edition Think-Alouds

1. Participate in oral discussion with others for the purpose of analyzing information2. Use clear and precise language to paraphrase message3. Take turns to speak4. Stay on subject or topic5. Express opinions6. Ask questions7. Use a variety of words to convey meaning

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4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

1. What are the appropriate behaviors when working in a group?2. How do I communicate effectively with a group?

HM Theme 1 Teacher’s Edition Think-Alouds

1. Clarify, speak, and write clearly to communicate goal and complete task2. Distinguish between appropriate language used during small group work and large group presentation

HM Theme 2Nature Walk-Selection 1 First Nine Weeks

Selection 2 and 3 Second Nine Weeks1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.


-CVCe words with long O, U, E-Hard and soft /g/-Blend long vowel words adding –ing-Consonant clusters –rls-Hard and soft /c/-Double Consonants-Spelling patterns VCV-Final consonants –ck and -k

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape Buddy Study HM Phonics Library “Miss Pig’s

Garden” “Mike and Dave Sleep Outside” “A Trip to Central Park” “Zeke and Pete Rule” “In the Woods” “A Snake Sheds Its Skin”


1. Identify root word to construct meaning2. Apply knowledge of suffixes in reading and spelling: -ing,3. Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster)4. Decode patterns with open syllables: ti/ger words v/cv (pilot)5. Decode patterns with closed syllables: cam/el words vc/v (robin)


1. What site words can I identify?

-HFW –beautiful, even, quiet, straight, year, busy, important, later, touch, young, across, brother, great, stand


Second Grade High Frequency Word Assessment


1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently

1. How do I cross check information to read a new text silently? Does it make sense?

On-going Work stations Leveled Readers

1. Apply previously learned phonemic and phonological awareness skills

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and independently. Does it sound right? Can I say it that way? Does it look right?

Guided Reading Decodable Texts Anthology “Henry and Mudge and the

Starry Night” “Exploring Parks with Ranger Dockett” “Around the Pond”

2. Analyze text for meaning3. Cross-check text using meaning, syntax, and visual cues.






4. Independent Reading, Theme Paper backs (HM)

1. Choose books according toindependent reading level (above 94%accuracy in comprehension and wordrecognition)2. Make predictions about story usingpicture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual increase to 20 minutes

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes


-Question-Fact and Opinion



1. Determine author’s purpose entertain inform persuade describe

2. Monitor own reading and comprehension by asking: Does it sound right? Does it

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• recognize and apply text structure• comprehend and examine author’s decisions and word choice• determine fact and opinion• recognize and comprehend figurative language• make inferences and draw conclusions

-Evaluate-Understanding Fables-Predict and Infer


look right? Does it make sense?3. Identify text structure




1. Analyze nonfiction literature to answer questions related to text



1. Create how, why, and what if questions to interpret text.



-Monitor / Clarify


2.07 Discuss similarities and differences in events, characters, and concepts within and

1. How do I compare and contrast events, characters, and concepts in texts?

Leveled Books Theme Big Books

1. Demonstrate knowledge of similarities and

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across texts. 2. How do I compare and contrast events, characters, and concepts across different texts?

Library Books Theme Paper backs Dictionary Student Anthology Poetry: Powerful Thoughts in Tiny

Packages (Calkins and Parsons) Student Anthology Theme Book Teacher’s Edition (HM)

differences through various forms:






HM Theme 2 1. Read a map key2. Read a table3. Read a legend4. Read a graph5. Interpret information on graphs and maps6. Infer meaning of bold print and text format

3.01 Use personal experiences and knowledge to interpret written and oral messages.


-Predict and Infer



1. Activate prior knowledge to interpret: lists signs messages questions problem/solution labels directions notes personal narratives

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descriptions captions rules

3.02 Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.

1. Compare _____to______ in this selection/or previous selections. How are they alike/different?

Thinking Maps Workbook (HM)

1. Demonstrate knowledge of similarities and differences through various forms: Venn diagram illustration written paper

3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author’s message, connections, topic, key vocabulary, key concepts, text features).

1. How can I tell about new concepts and information based on this selection in my own words?

HM Workbook Story Map Transparency; Key Word Cards HM Teacher Edition- On-going

1.Retell and express the following information in own words: plot-summarize events in text

in 3-5 sentences setting-where and when the

story takes place major events-action,

problem/solution characters-identify and

describe main characters author’s message-moral or

theme of story connections- find relation

between self, world, or other text

topic- main idea key vocabulary- 3-5 words

needed to comprehend text key concepts-ideas or points in

text student needs for comprehension

text features- bold-faced print, italics, captions, text boxes, maps, table of contents, index,

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glossary, headings, subheadings



-Compound Words-Exact Words (verbs)Vocabulary –camping, tent, campfire, hike, backpack, climbed, doe, fawn, rainbow, lanterns, ranger, urban, tasks, tours, statues, protect, habitat, wades, exploring, bank, crater, edge, moss, path, swamp, azalea, shallow, dangles, terrapin, containers, scolds, swishy, mussel



3.05 Locate and discuss examples of an author’s use of:• genre(s) and specific word choice(s).


-Understanding Fables

Mentor Texts (Author’s Craft) Theme Books Theme Big Books Daily Language Transparencies HM Focus on Genre

1. Apply knowledge of types of sentences in written language2. Recognize and use capitalization in reading and writing: I proper nouns beginning of a sentence Recognize and use punctuation

in reading and writing: periods question marks exclamation points commas in dates commas in the middle of a

sentence (pause) quotation marks (introduce

dialogue)

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commas in a series (introduced)

6. Recognize and identify characteristics of genre(s): fiction (realistic, fantasy,

mystery and detective)4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.


-Compound Words-Antonyms-Multiple Meaning Words-Verbs

Writing Trainer’s Notebook Integrated Theme Test

1. Demonstrate use of formal language (Standard American English) in writing2. Demonstrate use of literary language in writing beginning hooks (once upon a

time; in a land far, far away)4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.

1. What other words could I use in place of _____?

-Verbs

Thesaurus Mentor Text (Author’s Craft)

1. Identify and classify synonyms in literary text and written work2. Replace commonly used words with synonyms3. Demonstrate use of a thesaurus







-Using a map /graph

Leveled Readers Theme Big Books Teacher’s Edition: Think-Alouds

1. Participate in oral discussion with others for the purpose of analyzing information2. Use clear and precise language to paraphrase message3. Take turns to speak4. Stay on subject or topic5. Express opinions6. Ask questions

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7. Use a variety of words to convey meaning



Teacher’s Edition: Think-Alouds Modeled


HM Theme 3Around the Town- Selections 1 and 2 Second Nine Weeks

Third Nine Weeks Selections 3 and 41.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.


- Consonant Digraphs –ch (tch) –th –wh –sh-Word Endings –er and –est-Vowel pairs –ai and -ay-Compound Words-Vowel Pairs -ow –ou –ee –ea-Suffixes –ly –ful-Common syllables –tion -ture

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape Buddy Study HM Phonics Library “Sunshine for the

Circus” “Mother’s Day Parade on Park Street” “Jay the Mailman” “Watch out for Thick Mud!” “Mouse’s Crowded House” “Hurray for Main Street” "The Clean Team” “Big Hound’s Lunch”


1. Identify root word to construct meaning2. Apply knowledge of suffixes in reading and spelling:-ly, -est, -er, -tion3. Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster)4. Decode patterns with open syllables: ti/ger words v/cv (pilot)5. Decode patterns with closed syllables: cam/el words vc/v (robin)



-HFW –during, lion, heard, winter, clothes, guest, order, behind, soldier, story, believe, lady, whole




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-Vowel pairs –ai –ay –ow –ou –ee –ea

HM Theme 3 1. Decode vowel digraphs (oo, ew, ui, aw)2. Decode vowel diphthongs (oi, oy, ou, ow)3. Decode short vowels4. Decode long vowel



On-going Work stations Leveled Readers Guided Reading Decodable Texts Anothology “ChinaTown” “A Trip to

the Firehouse” “Big Bushy Mustache” “Jamaica Louis James”








1. Choose books according toindependent reading level (above 94%accuracy in comprehension and wordrecognition)2. Make predictions about story usingpicture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual

Revised 2009 16







increase to 20 minutes2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• comprehend and examine author’s decisions and word choice• determine fact and opinion• recognize and comprehend figurative language• make inferences and draw conclusions


-Problem Solving-Predict / Infer-Evaluate-Question






4. Participate in author study2.02 Use text for a variety of functions, including literary, informational, and practical.

1. How do I apply text in a variety of ways?

Non-Fiction Teacher-Selected Texts Independent Reading

1. Read text to: inform follow directions select menu choices follow board game

directions problem solve enjoy recognize different types of

genre: fiction (including: realistic fiction, historical

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fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend



HM Theme 3 1. Create how, why, and what if questions to interpret text.



-Summarizing-Topic / Main Idea / Supporting Details

HM Theme 3 1. Retell facts and details directly from text2. Synthesize text to name main idea3. Locate supporting facts and details in text

2.08 Interpret information from diagrams, charts, and maps.


-Reading a diagram-Using a schedule-Using the phone book-How to take notes-Understanding the calendar-Using an encyclopedia-Dictionary guide words




-Making Judgments



1. Activate prior knowledge to interpret: lists signs messages questions problem/solution

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labels directions notes personal narratives descriptions captions rules







HM Workbook Story Map Transparency Key Word Cards HM Teacher Edition- On-going










text student needs for

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comprehension text features- bold-faced print,

italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings



-Alphabetical Order to the third letter-Using context clues-Dictionary Entry Words-Rhyming Couplet-Vocabulary –apartment, delivery, graceful, handcarts, tai chi, cobbler, arrive, restaurant, market, celebrations, favorite, furious, medicinal, herbal, musty, herbs, seafood, sizzle, crackle, woks, clang, barely, kung fu, develop, chief, dispatch, emergencies, fire, engine, firefighter, gear, bushy, costume, disguise, mirror, handsome, sword, mustache, booth, plaque, station, subway, token, mayor, worry, halfway, tile, blending, collection, swoosh, recipe, spatula, ingredients



3.06 Discuss the effect of an author’s choices for nouns, verbs, modifiers, and specific vocabulary which help the reader comprehend a narrative or expository text.

1. How does the author use specific vocabulary to help the reader comprehend?

-Author’s Purpose

Student Anthology Theme Books Theme Big Books Craft Lessons (Fletcher and Portalupi)

1. Identify, discuss, and give examples of nouns, verbs, modifiers (adjectives and adverbs), and specific vocabulary (key vocabulary from text) within literature and student writing

4.01 Begin to use formal language and/or 1. How do I apply the use of formal Writing Trainer’s Notebook 1. Demonstrate use of formal

Revised 2009 20







literary language in place of oral language patterns, as appropriate.

and/or literary language in my writing?

-Alphabetical Order in the dictionary-Dictionary Guide Words

Integrated Theme Test Dictionaries Thesaurus Mentor Text (Author’s Craft)

language (Standard American English) in writing2. Demonstrate use of literary language in writing beginning hooks (once upon a

time; in a land far, far away) figurative language (similes,

metaphors, idioms)4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.











HM Theme 4Amazing Animals- Third Nine Weeks

1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.


-R Controlled Vowels –ar –or

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards

1. Decode patterns with r-controlled syllables vr/cvc (mar/ket)2. Identify root word to construct meaning

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–ore-Word with –nd –nt –mp –ng –nk-Vowel Pairs –oa –ow –ee -ea-Base words and endings-Substitute Phonemes-Suffixes –ly -ful

Highlighting Tape Buddy Study HM Phonics Library “A Park for

Parkdale” “Arthur’s Book” “Hank’s Panda” “Marta’s Larks” “Crow’s Plan” “Brent Skunk Sings”

HM Workbook Phonics Book (blue and white) I Love Reading Books 34-46

3. Apply knowledge of suffixes in reading and spelling:-y, -ly, -less, -ness, -ment, -est,-able, -ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion4. Apply knowledge of prefixes in reading and spelling for example: re, dis, un, pre, tri, bi, sub5. Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster)6. Decode patterns with open syllables: ti/ger words v/cv (pilot)7. Decode patterns with closed syllables: cam/el words vc/v (robin)



-HFW – board, listen, told, between, care, weigh, ago, field, half, war






On-going Work stations Leveled Readers Guided Reading Decodable Texts Anthology “Officer Buckle and Gloria”

“The Great Ball Game” “Ant”







1. Choose books according toindependent reading level (above 94%accuracy in comprehension and wordrecognition)

Revised 2009 22








2. Make predictions about story usingpicture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual increase to 20 minutes

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• comprehend and examine author’s decisions and word choice• determine fact and opinion• recognize and comprehend figurative language• make inferences and draw conclusions


-Drawing Conclusions-Text Organization-Summarize-Cause and Effect-Question-Monitor / Clarify-Evaluate-Biographies-Making Inferences-Predicting Outcome-Making Judgments-Noting Detail-Information and Study Skills





bold-faced print italicized words captions headings subheadings table of contents maps index glossary

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-Using a glossary-Compare and Contrast-Critical Thinking-Problem Solving-How to read a caption-Using directions

text boxes4. Participate in author study

2.02 Use text for a variety of functions, including literary, informational, and practical.





genre: fiction (including: realistic fiction, historical fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend



HM Theme 4 1. Analyze nonfiction literature to answer questions related to text







1. Self-correct for meaning2. Analyze text using context clues3. Predict and confirm predictions

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4. Reread5. Model think aloud (students ask themselves questions as they read)6. Retell story in a sequential order7. Summarize plot of story in a few sentences



-Summarizing




HM Theme 4 1. Demonstrate knowledge of similarities anddifferences through various forms:






HM Theme 4 1. Read a map key2. Read a table3. Read a legend

Revised 2009 25







4. Read a graph5. Interpret information on graphs and maps6. Infer meaning of bold print and text format


















text features- bold-faced print,

Revised 2009 26







italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings

3.05 Locate and discuss examples of an author’s use of:• kinds of sentences (declarative, interrogative, exclamatory)• capitalization (titles, dates and days, names of countries)• punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).• use of paragraphs in texts and their effects on the reader• genre(s) and specific word choice(s).


Mentor Texts (Author’s Craft) Theme Books Theme Big Books Daily Language Transparencies

1. Locate and discuss kinds of sentences within literature and student writing: declarative: statement

sentences interrogative: question

sentences exclamatory: exclamation

sentences2. Apply knowledge of types of sentences in written language3. Recognize and use capitalization in reading and writing: I proper nouns beginning of a sentence Recognize and use punctuation



dialogue) commas in a series

(introduced)

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5. Recognize and use paragraphs in reading and writing

indent in writing6. Recognize and identify characteristics of genre(s): fiction (realistic, fantasy,

mystery and detective) nonfiction (newspapers,

telephone books, signs and labels, biographies)

poetry (short poems, word plays, alliteration, rhyme)

drama (plays, skits)4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.









Leveled Readers Theme Big Book Teacher’s Edition: Think-Alouds

1. Participate in oral discussion with others for the purpose of analyzing information2. Use clear and precise language to paraphrase message3. Take turns to speak4. Stay on subject or topic5. Express opinions6. Ask questions

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7. Use a variety of words to convey meaning





HM Theme 5Family Time- Fourth Nine Weeks



-Word Endings –er –ly in two syllable words-Contractions-Sound of /y/ at the end of long words-Prefix –un-Base words and –ed –ing endings-Silent /gh/ /k(n)/ /b/-Homophones-Substitute syllables-Segment syllables-Blend final phonemes /e/ with words ending in y-Blend phonemes in words with silent consonants

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape Buddy Study HM Phonics Library “My Sister Joan”

“The Big Party Plan” “Lost and Found” “What Will Lester be? “Aunt Lizzy Finds her Cake” “My Brother” “Eight Daughters” “The Family Garden”

HM Workbook Phonics Book (blue and white) I Love Reading Books 47-58

1. Decode patterns with r-controlled syllables vr/cvc (mar/ket)2. Identify root word to construct meaning3. Apply knowledge of suffixes in reading and spelling:-y, -ly, -less, -ness, -ment, -est,-able, -ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion4. Apply knowledge of prefixes in reading and spelling for example: re, dis, un, pre, tri, bi, sub5. Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster)6. Decode patterns with open syllables: ti/ger words v/cv (pilot)7. Decode patterns with closed syllables: cam/el words vc/v

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(robin)1.02 Read most high frequency and many irregularly spelled words accurately in text.


-HFW – middle, trouble, uncle, early, hair, instead, aunt, million, pair, air, child, heavy, hour






HM Theme 5 1. Decode vowel digraphs (oo, ew, ui, aw)2. Decode vowel diphthongs (oi, oy, ou, ow)3. Decode R or L controlled vowels (er, ar, ir, or, ur, al)4. Decode beginning digraphs (wr, kn, gn)5. Decode short vowels6. Decode long vowels7. Double consonants8. Consonant clusters9. Hard and soft sounds10. Contractions11. Words with nd, nt, np, ng, nk



On-going Work stations Leveled Readers Guided Reading Decodable Texts Anthology “Brothers and Sisters”

“Jalapeño Bagels” “Carousel” “Thunder Cake”


1.05 Use a variety of strategies and skills to read self-selected texts independently for 20

1. How do I choose books at my independent reading level?


1. Choose books according toindependent reading level (above

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minutes daily. Self-selected texts should be consistent with the student’s independent reading level.

2. How do I build stamina for reading? Read Aloud, Guided Reading, Theme Big Books (HM), Student Conferences



94%accuracy in comprehension and wordrecognition)2. Make predictions about story usingpicture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual increase to 20 minutes

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• comprehend and examine author’s decisions and word choice• determine fact and opinion• recognize and comprehend figurative language• make inferences and draw conclusions


-Drawing Conclusions-Text Organization-Summarize-Cause and Effect-Question-Monitor / Clarify-Evaluate-Biographies-Making Inferences





bold-faced print italicized words captions headings subheadings

Revised 2009 31







-Predicting Outcome-Making Judgments-Noting Detail-Information and Study Skills-Using a glossary-Compare and Contrast-Critical Thinking-Problem Solving-How to read a caption-Using directions

table of contents maps index glossary text boxes

4. Participate in author study

2.02 Use text for a variety of functions, including literary, informational, and practical.





genre: fiction (including: realistic fiction, historical fiction, mystery and detective fiction) , fables, folktales, tall tales, nonfiction (also called expository), biographies, autobiographies, poetry, drama, legend







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text to world3.01 Use personal experiences and knowledge to interpret written and oral messages.


-Generalizing-Evaluate



1. Activate prior knowledge to interpret: lists signs messages

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-Follow Directions-Question-Making Judgments-Predict and Infer-Sequence of Events-Monitor and Clarify-Understanding Chapter Books-Summarize

questions problem/solution labels directions notes personal narratives descriptions captions rules
















needed to comprehend text

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key concepts-ideas or points in text student needs for comprehension

text features- bold-faced print, italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings





3.05 Locate and discuss examples of an author’s use of:• kinds of sentences (declarative, interrogative, exclamatory)• capitalization (titles, dates and days, names of countries)• punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).• use of paragraphs in texts and their effects on the reader• genre(s) and specific word choice(s).


Mentor Texts (Author’s Craft) Theme Books Theme Big Books Daily Language Transparencies

1. Locate and discuss kinds of sentences within literature and student writing: declarative: statement



sentences2. Apply knowledge of types of sentences in written language3. Recognize and use

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capitalization in reading and writing: I proper nouns beginning of a sentence Recognize and use punctuation




(introduced)5. Recognize and use paragraphs in reading and writing

indent in writing6. Recognize and identify characteristics of genre(s): fiction (realistic, fantasy,

mystery and detective) nonfiction (newspapers,

telephone books, signs and labels, biographies)


drama (plays, skits)4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.


Writing Trainer’s Notebook Integrated Theme Test

1. Demonstrate use of formal language (Standard American English) in writing

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-Compound Words-Antonyms-Multiple Meaning Words-Verbs

2. Demonstrate use of literary language in writing beginning hooks (once upon a

time; in a land far, far away)4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.










1. Participate in oral discussion with others for the purpose of analyzing information2. Use clear and precise language to paraphrase message3. Take turns to speak4. Stay on subject or topic5. Express opinions6. Ask questions7. Use a variety of words to convey meaning





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HM Theme 6Talent Show- Fourth Nine Weeks



-Substitute phonemes with Vowel Pairs –oo –ew –ue- ou-Base words and endings –ed –ing -Base words with dropped final e with –ed -ing-Substitute phonemes with Long I –igh –ie

Word Matters Magnetic Letters Word Wall Cards Sound Spelling Cards Blending Routine Cards Highlighting Tape Buddy Study HM Phonics Library “Our Classroom

Zoo Book” “Jade’s Drumming” “Dwight the Knight” “Who Drew the Cartoon”

HM Workbook Phonics Book (blue and white) I Love Reading Books59-65

1. Decode patterns with r-controlled syllables vr/cvc (mar/ket)2. Identify root word to construct meaning3. Apply knowledge of suffixes in reading and spelling:-y, -ly, -less, -ness, -ment, -est,-able, -ful, -er, -ible, -s, -es, -ed, -ing, -sion, -tion4. Apply knowledge of prefixes in reading and spelling for example: re, dis, un, pre, tri, bi, sub5. Decode patterns with closed syllables: vccv (rabbit, tablet):, vcccv (hundred, monster)6. Decode patterns with open syllables: ti/ger words v/cv (pilot)7. Decode patterns with closed syllables: cam/el words vc/v (robin)



-HFW – heart, mind, alphabet, below, neightbor






On-going Work stations Leveled Readers Guided Reading Decodable Texts Anthology “Brothers and Sisters”


Revised 2009 38







“Jalapeño Bagels” “Carousel” “Thunder Cake”







1. Choose books according toindependent reading level (above 94%accuracy in comprehension and wordrecognition)2. Make predictions about story usingpicture and context clues3. Recall and synthesize information from story during teacher/student conferencing4. Record information about book title, author, and date in a SSR log (other information may be recorded based on teacher preference)5. Demonstrate the ability to sustain reading with a gradual increase to 20 minutes

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two.• determine purpose (reader’s and author’s)• make predictions• ask questions• locate information for specific reasons/purposes• recognize and apply text structure• comprehend and examine author’s decisions and word choice


-Drawing Conclusions-Text Organization-Summarize-Cause and Effect-Question





bold-faced print

Revised 2009 39







• determine fact and opinion• recognize and comprehend figurative language• make inferences and draw conclusions

-Monitor / Clarify-Evaluate-Biographies-Making Inferences-Predicting Outcome-Making Judgments-Noting Detail-Information and Study Skills-Using a glossary-Compare and Contrast-Critical Thinking-Problem Solving-How to read a caption-Using directions

italicized words captions headings subheadings table of contents maps index glossary text boxes

4. Participate in author study














Revised 2009 40














-Author’s Viewpoint-Evaluate-Noting Details-Summarize-Problem Solving-Question-Cause and Effect-Summarize-Predicting Outcome-Making Judgments-Making Inferences-Study skills using a newspaper-Study skills chapter titles and headings-Study skills captions



1. Activate prior knowledge to interpret: lists signs messages questions problem/solution labels directions notes personal narratives descriptions captions rules

Revised 2009 41
























text features- bold-faced print, italics, captions, text boxes, maps, table of contents, index, glossary, headings, subheadings

3.05 Locate and discuss examples of an 1. How does the author use type of Mentor Texts (Author’s Craft) 1. Locate and discuss kinds of

Revised 2009 42







author’s use of:• kinds of sentences (declarative, interrogative, exclamatory)• capitalization (titles, dates and days, names of countries)• punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).• use of paragraphs in texts and their effects on the reader• genre(s) and specific word choice(s).

sentence, punctuation, order of paragraphs, specific word choice with this genre?

Theme Books Theme Big Books Daily Language Transparencies

sentences within literature and student writing: declarative: statement



sentences2. Apply knowledge of types of sentences in written language3. Recognize and use capitalization in reading and writing: I proper nouns beginning of a sentence Recognize and use punctuation




(introduced)5. Recognize and use paragraphs in reading and writing indent in writing6. Recognize and identify characteristics of genre(s):

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fiction (realistic, fantasy, mystery and detective)

nonfiction (newspapers, telephone books, signs and labels, biographies)


drama (plays, skits)3.06 Discuss the effect of an author’s choices for nouns, verbs, modifiers, and specific vocabulary which help the reader comprehend a narrative or expository text.

1. How does the author use specific vocabulary to help the reader comprehend?

Student Anthology Theme Books Theme Big Books Craft Lessons (Fletcher and Portalupi)

1. Identify, discuss, and give examples of nouns, verbs, modifiers (adjectives and adverbs), and specific vocabulary (key vocabulary from text) within literature and student writing

4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.










1. Participate in oral discussion with others for the purpose of analyzing information2. Use clear and precise language to paraphrase message3. Take turns to speak4. Stay on subject or topic5. Express opinions

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6. Ask questions7. Use a variety of words to convey meaning





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scos goals and objectives · web view-hfw –bought, front, kitchen, roll, until, brought, reason,...

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