Grade 2 Language Arts

Transcription

1 Grade 2 Language Arts Course Description and Philosophy How can we express what we feel, think, and know to others? What are some ways that we can share our thoughts clearly so we will be understood by our friends, family, and teachers? How is our verbal communication linked to our written expression? The purpose of the 2 nd grade language arts curriculum is to provide a successful program for teaching and improving fluency in areas including writing, speaking, listening, spelling, and writing mechanics. Students are given multiple opportunities to express their thoughts, ideas, and emotions through formal, as well as, informal writing lessons, experiences, and discussions. Learning about writing as a process helps students to produce thoughtful, expressive, and concise written products. Through linking the process and product of writing, students will begin to appreciate writing as a mode of thinking and communicating. Writer s Workshop is one way that is used to establish different types of writing, as well as, developing purposeful writing and effective writing skills. Guided Writing is used to focus the learning of a specific skill and is then directly applied to the current writing piece. In addition to organic writing activities, formal spelling and grammar lessons are incorporated into the Language Arts program. Students are provided with various opportunities to practice conventions of standard English related to writing such as: grammar, spelling, vocabulary acquisition, and handwriting. Various materials are used throughout the year to generate a well rounded, enriching program that reinforces students skills and abilities through modeling and discovery learning styles. Through active listening and speaking, students gain understanding and appreciation of good communication. Effective listeners are able to question, interpret, respond to, reflect and evaluate oral communication. Students also recognize that what they say, read, and write contributes to the quality of their daily experiences. Many activities help students to acquire the skills necessary to connect with others, develop vocabulary, and gain an understanding of the structure of the English language. Class discussions, questioning, sharing, role-playing, presenting, and research all contribute to the content and quality of students writing ability, as well as, oral language. Text Reference: Spelling Activity Book, Macmillan/McGraw-Hill, 1997, New York, NY / USA Grammar Activity Book, Macmillan/McGraw-Hill, 1997, New York, NY / USA Chadwell, Gary B., Developing an Effective Writing Program for the Elementary Grades, 1999, Collins Educational Assoc, West Newbury, MA / USA Collins, John J., Ed.D., Implementing the Cumulative Writing Folder Program, 1994, Collins Education Assoc, West Newbury, MA / USA Revised

2 Unit I: Writing Essential Question: How can students use writing to demonstrate an increased ability in all aspects of language use from vocabulary to the development and organization of ideas to communicate their thoughts, experiences, and knowledge? Objectives: Students will be able to: Observe the modeling of writing Begin to develop an awareness of simple story structures and author s voice through narrative compositions Use sentences to introduce a topic and develop points that provide information and help to convey concluding statements Maintain the use of a basic writing process to develop writing: journals, essays, picture stories, open-ended responses, and reading responses Use graphic organizers to assist with planning writing Compose readable first drafts Use everyday words and their respective definitions in appropriate written context Reread drafts for meaning, to add details, and to improve correctness Focus on elaboration as a strategy for improving writing Participate, with peers, to comment on and react to each other s writing Use a simple checklist to improve elements of own writing Use computer writing applications during some parts of the writing process Use writing as a tool for learning self-discovery and reflection Use reading and technology to support writing Analyze text to form an opinion that provide details and examples from introduced literature Revise compositions for sequence structure through the use of temporal words 2

3 Topic/Content Skills Assessment Resources al Method Tech Infusion Standards Topic 1: Writing Process Pre-write Rough Draft Self-Edit Self-Revise Peer Conference Teacher Conference Publish Topic 2: Content Writing Opinion Piece Information/Explanatory Piece Narrative Composition Learning Logs Collins Writing Book Reports Non-fiction Reports Research Reports Topic 3: Lucy Calkins Writing Writing Organization Brainstorming Techniques Topic Sentences Closing Sentences Titles Author s Voice Thoughts and Feelings Sentence Fluency Homework In-Class Assignments Direct Observation Art Projects Participation in Peer Editing and Discussion Collins Writing Activities Rubrics Teacher Journals Exit Learnals Cumulative Writing Folders Writer s Workshop Portfolio DRA Writing Assessment Piece Anecdotal Notes Lucy Calkins Writer s Workshop Model Revising and Editing Checklists Tiered Learning Objectives Open-Ended Responses In-class library Wildwood Library Teachercreated materials On-line resources Collins Reference Guides Practice Workbooks Revising and Editing Checklists Whole Class Small Group Peer Teacher Modeling Discovery Learning Group Projects Computer Lab activities Web Sites BrainPopJr SmartExchange Common Core W.2.1 W.2.2 W.2.3 3

4 Differentiated Learning Activities Writer s Workshop activities allow students to write at their own pace, working to their the best of their ability Small Group allows students to demonstrate an understanding of specific writing goals and can be adjusted to meet individual learning needs Tiered Learning Objectives encourage independent thinking and creativity in written projects at each child s level. For additional differentiated activities, see the CommonCore Curriculum Map website, in which the username is mtlakes and the password is ccmaps Ethical Decision Making/Character Education Peer-conferencing encourage cooperation and giving and accepting constructive criticism Journal writing and sharing require students to reflect on personal beliefs and thoughts, and those of peers Learning centers promote teamwork, cooperation, problem-solving, and decision-making 21 st Century Learning Critical Thinking Students will be able to utilize technology to pre-write, draft, edit/revise and publish (ie-weather Slideshows on Kid Pix) to demonstrate and communicate their understanding of the unit (ie-weather Unit). Cross curricular, research-based projects will be a focal point of collaboration among students, which will enable them to develop, present and cite both online and print sources. For example, President Projects, Climate Mural, and Cultural Studies will be topics for these researchbased activities. Current events projects will be used to compare and contrast world events and to offer an individual perspective, as well as, develop an understanding of mutual respect of opposing views. For more examples of 21 st Century Skills lessons, go the P21 website for the English LAL curriculum map. 4

5 Unit II: Language Essential Question: How do good writing skills help us to share our feelings, ideas, and knowledge with others? Objectives: Students will be able to: Observe models of good writing Participate by writing independently during Writer s Workshop activities to apply Language skills into daily work Produce finished writing to share with classmates and/or for publication Create written texts for others to read Use correct end point punctuation. Apply basic rules of capitalization for holidays, product names and geography Use correct spelling of high frequency words Apply sound/symbol relationships when writing words Recognize and apply basic spelling patterns Identify and properly use nouns, verbs, adverbs, and adjectives in written language Use reflexive pronouns Form high frequency irregular plural nouns and verbs Utilize adjectives and verbs appropriately Identify and label subject and predicate in written sentences Differentiate statements and questions, and recognize proper usage Apply basic rules of changing base words using plural form, prefixes Begin to identify and use synonyms, antonyms, and homonyms correctly Begin to identify, use, and break down compound words and contractions Produce and expand simple and compound sentences Use commas to punctuate letters Proper use of apostrophes in contractions and possessives Reference dictionaries to verify spelling Use context clues to discover the meanings of unknown words Identify root words to aide in understanding of an unknown word Developing vocabulary that makes real-life connections between words and their use 5

6 Topic/Content Skills Assessment Resources al Method Tech Infusion Standards Topic 1: Conventions of Standard English Nouns and Irregular Nouns Reflexive Pronouns Verbs and Irregular Verbs Adjectives Adverbs Subject/Predicate Statements and Questions Simple/Compound Sentences Plurals, Prefixes, Suffixes Contractions and Compound Words Commas in Letter Writing Capitalization Rules Dictionary and Thesaurus use Topic 2: Knowledge of Language Recognize Commonly misspelled words Alphabetical Order to the 2 nd letter Slang/Proper English Homework In-Class Assignments Direct Observation Participation in Peer Editing and Discussion Collins Writing Activities Publish Writing Projects Rubrics Opened-Ended Responses Rubrics DRA Writing Assessment Piece Teachercreated materials On-line resources Student Workbooks Whole Class Small Group Peer Teacher Modeling Writer s Workshop Mini-Lesson Collins Type III Activities Writer s Workshop Mini Lessons Guided Writing Discovery Learning Modeling DLMR Computer Lab activities Web Sites BrainPopJr SmartExchange AbcYa Common Core: L.2.1.A, L.2.1.B, L.2.1.C, L.2.1.C, L.2.1.D, L.2.1.E, L.2.1.F, L.2.2.A, L.2.2.B, L.2.2.C, L.2.2.D, L.2.2.E, L.2.3.A, L.2.4.A, L.2.4.B, L.2.4.C, L.2.4.D, L.2.4.E, L.2.5.A, L.2.5.B, L.2.6 Topic 3: Vocabulary Acquisition Use Context Clues Rereading Using Illustrations for meaning Prefixes Root Words Compound Words Glossary Dictionary Idioms Similes Closely Related Verbs Oral Reading and Discussions 6

7 Differentiated Learning Activities Writer s Workshop activities allow students to write at their own pace, spelling and using mechanical writing skills to the best of their ability. Students also have the opportunity to conference with peers, as well as, their teacher for further instruction on their specific needs. Collins Writing Types III will be individually tailored to match students mastery of specific skills Tiered learning objectives Ethical Decision Making/Character Education Learning centers and small group discovery learning promote teamwork, cooperation, problem-solving, and decision-making 21 st Century Learning Critical Thinking When working through the Writing Process, both, the teacher and peers will expose students to constructive critiques in order to help revise and edit their writing projects. Students will learn how to initiate problem-solving skills through the use of both print and online materials, when faced with new vocabulary. Unit III: Speaking and Listening Essential Question: How can our lives be positively impacted through improving our verbal interactions? Objectives: Students will be able to: Elaborate on experiences and ideas Begin to stay focused on a topic of discussion Offer personal opinions related to topics of discussions Wait their turn to speak Ask for explanation to clarify meaning Respond to ideas posed by others Restate to demonstrate understanding Identify a problem and simple steps for solving the problem Use new vocabulary learned from literature and classroom experiences Recognize and discuss how authors use words to create vivid images Participate in a dramatization or role play Begin to understand the importance of looking at a speaker Talk about an experience or work sample in front of a small group Listen critically to identify main ideas and supporting details Begin to distinguish between types of speech (e.g., a joke, a chat, a warning) Listen and contribute to class discussions Follow one- and two- step oral directions Develop a strong listening vocabulary to aide comprehension and oral and written language growth Comment appropriately on the topic of discussion Use technology as a visual and speaking aide in the presentation of topics, discussions and research reports Ask follow-up questions for elaboration of relevant topics Record works of literature Create depictions of events in a sequential order Compose complete sentences when preparing or presenting topics and projects 7

8 Topic/Content Skills Assessment Resources al Method Tech Infusion Standards Topic 1 Comprehension and Collaboration Oral Presentation Role Playing Questioning Class and Small Group Discussion Reader s Theater Note-Taking Active Listening Small Group Rules, Routines and Jobs Topic 2: Presentation of Knowledge of Ideas Listening Comprehension Audience Behavior Reader s Theater Observing and Discussing Models Class Participation Paraphrasing Directions Current Events Journal Sentence Structure and Variation Use of audio and technology equipment for listening and presenting. Sequencing Transitional Words Description Homework In-Class Assignments Direct Observation Class Participation and Discussion Rubrics Book Reports Presentations Plays Peer Audience/Teach er Rubric of Listening and Participation Anecdotal Notes Teachercreated materials On-line resources Tape Stories and Videos Kid Pix Whole Class Small Group Peer Teacher Modeling Computer Lab activities Web Sites FictionTeachers and ReadWriteThink Kid Pix PowerPoint SMART Notebook Common Core SL.2.1.A, SL.2.2.B, SL.2.3.C, SL.2.2, SL.2.3, SL.2.4, SL.2.5, SL.2.6 Differentiated Learning Activities Class discussion times provide opportunities for students to individually practice and work to improve speaking and listening skills Presentations are designed to include various levels of challenge for students Tiered assignments and expectations will meet the needs of all students. This could include preparing questions or notes prior to discussions or modified assignments for projects. Leveled Books with be provided for audio recordings 8

9 Ethical Decision Making/Character Education Learning centers promote teamwork, cooperation, problem-solving, and decision-making Through listening, speaking, and role-playing activities, students can act out and discuss real-life scenarios in order to identify and resolve problems Experiences in presenting and being part of an audience can develop empathy for performers and speakers leading to good manners and positive conduct 21 st Century Learning Critical Thinking Through the use of technology infused learning, students will develop the ability and appreciation for multimedia aides that enhance group and individual discussions, presentations and learning. Higher level thinking skills will be taught by the development of active listening, responding and discussions. As a result, students will have a broader understanding of topics. Final Note on ASSESSMENT Although this is a revised curriculum, make sure to continue to check the NJ Department of Education website for updates on the online PARRC assessment and the 2 nd Grade Model Curriculum (see image below). 9