Weeks 1-3 Essential Questions: How do readers ensure that what they have read they understand? What do readers do when they don t understand what they ve read? How do writers write effectively to convey meaning? How do we work as a community of readers and writers in our classroom? Complex Text CC Literature RL 1- Ask and answer such questions as who, what, where, details in a text. (weeks 1, 2) RL 2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (weeks 1, 2) RL 3- Describe how characters in a story respond to major events and challenges. (weeks 1, 2) RL 4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (week 2) RL 5- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action (weeks 1, 2) RL 6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (week 2) RL 7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters setting, or plot. (week 2) RL 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. (week 2) CC Literature Identify and analyze critical parts and characteristics of literature. Ask and answer questions to demonstrate under- standing about key details in a story. Retell stories, determining key details and major events, and the central message or moral. Identify and describe characters and setting. Analyze character traits. (Formulate description based on what characters say and do.) Distinguish between points of view of characters and read dialogue with appropriate expression. Analyze how the setting supports the plot. Analyze how the beginning introduces the story and the ending concludes the action. Make predictions based on evidence in text. (Justify predictions using clues in the text.) Make connections between illustrations and under- standing major events in the story. Build vocabulary critical for understanding text. Identify similes and discuss how this type of figurative language builds understanding. Explain how rhyming words and alliterations are used in poetry. Comprehension skills: Identify and Analyze Story Elements and Structure of a Story Comprehension strategies: Cite Evidence; Make Predictions; Ask Questions to Clarify Meaning; Summarize Main Events; Visualize Vocabulary: Amazing Words and Similes Vocabulary Strategies: Using Context Clues PARCC READ ALOUD (week 1) Street Unit 1 Iris and Walter (main selection, week 2) Morning Song and My Travel Tree (poetry selections for Day 4, week 2) PARCC says Literary Texts for Read Aloud for the first nine weeks could include: How the Camel Got His Hump RL 2.2 Extended Text: Students read fables from diverse cultures that represent various origin tales, such as Rudyard Kipling s How the Camel Got His Hump and paraphrase how the suspenseful plot comes to an end. Appendix B pg. 53 See CCSS performance task under Writing CC Informational Text RI 1- Ask and answer such questions as who, what, where, details in a text. (week 3) RI 2- Identify the main topic of a multi- paragraph text as well as the focus of specific paragraphs within the text. (week 3) RI 3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical Identify, analyze, and use text features and text structure. Ask and answer questions to demonstrate under- standing of key details in informational text. (week 3) Tell what a text is mainly about. (week 3) Tell what the author wants to explain in informational text. (week 3) Comprehension Skills: Identify and Analyze Text Structure; Recognize Main Idea and Details Comprehension Strategies: Ask Questions; Cite Evidence; Use Text Structure Vocabulary: Position Words CC-Common Core Standards http://www.corestandards.org/the-standards 1 0f 10
procedures in a text (Week 3) Identify the main idea of specific paragraphs. RI 4- Determine the meaning of words and phrases in a text (week 3) relevant to a grade 2 topic or subject area. (week 3) Cite key supporting details to justify main ideas. (week Street Unit 1 RI 5- Know and use various text features (e.g., captions, bold 3) Exploring Space with an Astronaut (main print, subheadings, glossaries, indexes, electronic menus, Describe connection between a series of historical selection, icons) events. (week 3 Space Travel and Women in Space) week 3) to locate key facts or information in a text efficiently. (Week 3) Recognize, identify and use text features for A Trip to Space Camp (Day 4, week 3) RI 6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (week 3) informational texts, such as headings and subheadings. (week 3) RI 7- Use the illustrations and details in a text to describe its Use illustrations as keys to meaning. (week 3) key ideas. (week 3) RI 10- By the end of year, read and comprehend informational Build vocabulary critical for understanding content. texts, including history/social studies, science, and technical Use glossaries as needed to determine meanings. texts, in the grades 2 3 text complexity band proficiently, Identify position words. with scaffolding as needed at the high end of the range. (week 3) Writing to Texts CC Writing W 2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (weeks 1, 2, 3) W 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (weeks 1, 2, 3) Composition Write a few sentences describing a character from a selection read in class. With support write evidence from the story that supports the description, such as what the character said and did. Writing Mechanics Form all capital and lowercase letters correctly. Print legibly, leaving spaces between words. Use temporary/creative spelling to spell independently as needed. Arrange words so that there is clarity of meaning. Daily/Weekly Writing Skills: Informative/Explanatory Writing Daily/Weekly Routine Writing: Interactive Writing; Writing to a Prompt; Journaling Research Project No research project this three weeks Writing Traits with Support Make the subject of the paper clear and interesting. Write with a strong sense of voice (the writer s personality). Order ideas and sentences to show how they re connected Use clear and descriptive wording (e.g., specific nouns, strong verbs, and colorful adjectives) CC-Common Core Standards http://www.corestandards.org/the-standards 2 0f 10
For and Writing in Each Module CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete simple sentences. L2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. (week 3) Standard English Grammar and Usage Write complete sentences on assigned topic. (weeks 2, 3) Distinguish between fragments and sentences. (weeks 2, 3) Recognize that a sentence begins with a capital letter and ends with a punctuation mark. (weeks 2, 3) Edit group writing checking for capital letters and end punctuation. (weeks 2, 3) Recognize the Subject Part of a Sentence. (week 3) Language Skills: Sentences, Capitalization, Punctuation, Nouns as Subjects CC Language L 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. Vocabulary Recognize and read high- frequency words. (weeks 2, 3) Determine the meanings of words in context. (week 3) Vocabulary: KK 1 st Grade High Frequency Words Building Vocabulary Through Read Alouds Vocabulary Skills: Use Context Clues Foundational Skills CC Speaking and Listening SL 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). CC Foundational Skills RF 1- Demonstrate understanding of the organization and basic features of print. (First Grade) a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF 2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (First Grade) b. Orally produce single- syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. d. Segment spoken single- syllable words into their complete sequence of individual sounds (phonemes). CC Speaking and Listening Recognize and follow rules for classroom discussions Ask and answer questions from teacher and classmates Speak clearly and understandably Basic Features of Print Recognize that a sentence begins with a capital letter and ends with a period, question mark, or exclamation point. Decoding, Phonics, and Word Recognition Decode words with short vowel CVC spelling pattern. (week 2) Decode words with the ea spelling making the short e sound (week 2) Decode words with long vowel CVCe spelling pattern (week 3) Fluency Speaking and Listening Establishment of classroom rules and procedures Expectations for Responsive Classroom activities such as Morning Meeting Word Study Skills: Isolating, identifying, blending, and segmenting phonemes Connecting sound to letter Recognizing, identifying, and producing rhyming words Short Vowel CVC Pattern; Short e Sound Spelled by ea; Long Vowel CVCe Pattern CC-Common Core Standards http://www.corestandards.org/the-standards 3 0f 10
Weeks 4-6 Complex Text RF 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 f. Recognize and read grade- appropriate irregularly spelled words. RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. CC Literature RL 1- Ask and answer such questions as who, what, where, details in a text. (weeks 4, 6) RL 2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (weeks 4, 6) RL 3- Describe how characters in a story respond to major events and challenges. (weeks 4, 6) RL 5- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action (weeks 4, 6) RL 6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (weeks 4, 6) RL 7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters setting, or plot. (weeks 4, 6) RL 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. (weeks 4, 6) Read grade level text with accuracy. Read smoothly and at an appropriate rate. Read with expression. Read with attention to punctuation. Read with purpose and understanding. Use context to self- correct when reading. Identify and analyze critical parts and characteristics of literature. Ask and answer questions to demonstrate under- standing about key details in a story. (weeks 4, 6) Monitor and check for understanding. (weeks 4, 6) Retell stories, determining key details and major events, and the central message or moral. (weeks 4, 6) Identify and describe characters and setting. (week 4) Analyze character traits. (Formulate description based on what characters say and do.) (week 4) Distinguish between points of view of characters and read dialogue with appropriate expression. (weeks 4, 6) Analyze how the setting supports the plot. (week 4) Analyze how the beginning introduces the story and the ending concludes the action. (weeks 4, 6) Make connections between illustrations and under- standing major events in the story. (week 4) Build vocabulary critical for understanding text. Identify synonyms in texts. (weeks 4, 6) Fluency: Focus on accuracy and purpose Echo reading, choral reading, independent oral reading and rereading Practice reading like talking (e.g., smooth, expressive) Current goal: By the end of the third week read 50 60 words correct per minute Comprehension skills: Identify Characters, Setting, Plot, and Theme; Sequence Events; Recognize the Structure of a Story; Distinguish between Realistic and Fantasy Fiction Comprehension strategies: Predict; Ask Questions; Monitor and Fix- up; Reread for Meaning; Cite Evidence from the Text; Analyze Text Vocabulary: Amazing Words; Synonyms Street Unit 1 Henry and Mudge and the Starry Night (main selection, week 4) The Strongest One (main selection, week 6) CC Informational Text RI 1- Ask and answer such questions as who, what, where, Identify, analyze, and use text features and text structure. Ask and answer questions to demonstrate under- Comprehension Skills: Text Structure; Main Idea and Details CC-Common Core Standards http://www.corestandards.org/the-standards 4 0f 10
details in a text. (week 5) RI 2- Identify the main topic of a multi- paragraph text as well standing of key details in informational text. (weeks 4, 5, 6) as the focus of specific paragraphs within the text. (week 5) Tell what a text is mainly about. (weeks 4, 5, 6) RI 3- Describe the connection between a series of historical Tell what the author wants to explain in informational Vocabulary: Descriptive Words events, scientific ideas or concepts, or steps in technical text. (weeks 4, 5, 6 ) procedures in a text (week 5) Identify the main idea of specific paragraphs. RI 4- Determine the meaning of words and phrases in a text (weeks 4, 5, 6) relevant to a grade 2 topic or subject area. (week 5) Cite key supporting details to justify main ideas. (week RI 5- Know and use various text features (e.g., captions, bold 5) print, subheadings, glossaries, indexes, electronic menus, Distinguish between main ideas and details. (week 5) icons) to locate key facts or information in a text efficiently. Describe connection between scientific ideas or (week 5) concepts. (week 5 Different Ecosystems) RI 6- Identify the main purpose of a text, including what the Recognize, identify and use text features for author wants to answer, explain, or describe. (week 5) informational texts. (weeks 4, 5, 6 Labels and RI 7- Use the illustrations and details in a text to describe its Headings) key ideas. (week 5) Use illustrations as keys to meaning. (weeks 4, 5, 6) RI 8- Describe how reasons support specific points the author Explain the difference between text structure for a makes in a text. (week 5) narrative and expository nonfiction. (week 5) RI 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. (week 5) Writing to Texts CC Writing W 2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (Week 5) W 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. (Weeks 4, 6) W 5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (weeks 4, 5, 6) Build vocabulary critical for understanding content. Use glossaries as needed to determine meanings. Discuss how descriptive build understanding. Composition Using a sentence frame, If I was, I would say,, to, have students write 2 or 3 sentences of dialogue for a character who did not speak in one of the selections read in class. (week 4) Using information from the selection, A Walk in the Desert, write a narrative from the point of view of one of the animals. Have the animal tell about something that could happen based on what was learned about the desert. (week 5) Writing Mechanics Form all capital and lowercase letters correctly. Print legibly, leaving spaces between words. Use temporary/creative spelling to spell independently as needed. Arrange words so that there is clarity of meaning. Comprehension Strategies: Ask Questions; Cite Evidence; Use Text Structure Street Unit 1 Star Pictures in the Sky (Day 4, week 4) A Walk in the Desert (main selection, week 5) Rain Forests (Day 4, week 5) Anteaters (Day 4, week 6) Daily/Weekly Writing Skills: Informative and Narrative Writing; Mechanics; Writing Traits Daily/Weekly Routine Writing: Interactive Writing; Writing to a Prompt; Journaling CC-Common Core Standards http://www.corestandards.org/the-standards 5 0f 10
Writing Traits with Support Make the subject of the paper clear and interesting. Write with a strong sense of voice (the writer s personality). Order ideas and sentences to show how they re connected. Use clear and descriptive wording (e.g., specific nouns, strong verbs, and colorful adjectives) Research Project For and Writing in Each Module W 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 8- Recall information from experience or gather information from provided sources to answer a question. CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete, simple sentences. L 2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. (Weeks 4, 5) I can work with my teacher and peers to find the answer to a question we formulate about one of the plants or animals we listed after reading about living things in The Walk in the Desert. (week 6) Standard English Mechanics Recognize that a sentence is a group of words that tells a complete idea. (weeks 4 6) Distinguish between fragments and sentences. (weeks 4 6) Recognize that a sentence begins with a capital letter and ends with a punctuation mark. (weeks 4 6) Recognize the predicate part of a sentence. (week 4) Distinguish between statements and questions. (week 5) Write statements and questions using the correct ending punctuation. (week 5) Write commands and exclamations using the correct ending punctuation. (week 6) Edit group writing checking for capital letters and end punctuation. (weeks 4 6) Research Skill: Narrow Focus of Research; Formulate Questions; Check Different Sources Language Skills: Predicate Part of Sentences; Types of Sentences - Statements, Questions, Exclamations, and Commands; Vocabulary L 4- Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 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. (all) L 5- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (Week 6) Vocabulary Recognize and read high- frequency words. (weeks 4-6) Determine the meanings of words in context. (weeks 4-6) Vocabulary: Grade-Level High Frequency Words Building Vocabulary Through Read Alouds Vocabulary Skills: Use Context Clues Speaking and Listening CC Speaking and Listening CC Speaking and Listening classroom routines and procedures CC-Common Core Standards http://www.corestandards.org/the-standards 6 0f 10
SL 1- Participate in collaborative conversations with diverse Recognize and follow rules for classroom discussions Responsive Classroom activities such as partners about grade 2 topics and texts with peers and adults Ask and answer questions from teacher and Morning Meeting in small and larger groups. classmates a. Follow agreed- upon rules for discussions (e.g., listening to Speak clearly and understandably others with care, speaking one at a time about the topics and texts under discussion). Foundational Skills CC Foundational Skills RF 3- Know and apply grade- level phonics and word analysis skills in decoding words. a. Decode regularly spelled one- syllable words. f. Read words with inflectional endings. RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. Decoding, Phonics, and Word Recognition Decode words with consonant blends. (week 4) Decode words with inflected endings. (week 5) Decode words with consonant digraphs. (week 6) Fluency Read grade level text with accuracy. Read smoothly and at an appropriate rate. Read with expression. Read with attention to punctuation. Read with purpose and understanding. Use context to self- correct when reading. Word Study Skills: Consonant Blends; Consonant Digraphs; Inflected Endings Fluency: Focus on accuracy and purpose Echo reading, choral reading, independent oral reading and rereading Practice reading like talking (e.g., smooth, expressive) Current goal: By the end of the sixth week read 50-60 words correct per minute. Weeks 7-9 Complex Text CC Literature RL 1- Ask and answer such questions as who, what, where, details in a text. (weeks 7, 8, 9) RL 2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (weeks 7, 8, 9) RL 3- Describe how characters in a story respond to major events and challenges. (weeks 7, 8, 9) RL 4- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (week 8) RL 5- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action (weeks 7, 8, 9) RL 6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each Identify and analyze critical parts and characteristics of literature. Analyze character traits in a story. (Formulate description based on what they say and what they do.) (weeks 7, 8, 9) Identify and describe the characters and setting in a story. (weeks 7, 8, 9) Analyze how the setting supports the plot. (weeks 7, 8, 9) Retell a story in sequential, logical order. (weeks 7, 8, 9) Identify the main events in the beginning, middle, and end of a story. (weeks 7, 8, 9) Identify and justify the theme of a play or story. (weeks 7, 8, 9) Make predictions based on evidence in text. (Justify Comprehension Skills: Identify Characters, Setting, Plot, and Theme; Sequence Events; Recognize the Structure of a Story; Distinguish between Realistic and Fantasy Fiction Comprehension Strategies: Predict; Ask Questions; Monitor and Fix- up; Reread for Meaning; Cite Evidence from the Text; Analyze Text Vocabulary: Amazing Words; Position, Direction, Descriptive, and Time Order Words Street Unit 2 Tara and Tiree (main selection, week 7) CC-Common Core Standards http://www.corestandards.org/the-standards 7 0f 10
character when reading dialogue aloud. (weeks 7, 8, 9) predictions using clues in the text.) (week 7) Ronald Morgan at Bat (main selection, week 8) RL 7- Use information gained from the illustrations and words Use prior knowledge to gain understanding. (week 8) in a print or digital text to demonstrate understanding of its Spaceball (poetry selection for Day 4, week 8) Turtle s Race with Beaver (main selection, characters setting, or plot. (weeks 7, 8, 9) Build vocabulary critical for understanding text. week 9) RL 10- By the end of the year, read and comprehend literature, Identify time and order words for sequencing. including stories and poetry, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (weeks 7, 8, 9) CC Informational Text RI 1- Ask and answer such questions as who, what, where, details in a text. (weeks 7, 9) RI 2- Identify the main topic of a multi- paragraph text as well as the focus of specific paragraphs within the text. (weeks 7, 9) RI 3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text (weeks 7, 9) RI 4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (weeks 7, 9) RI 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. (weeks 7, 9) RI 6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (weeks 7, 9) RI 7- Use the illustrations and details in a text to describe its key ideas. (weeks 7, 9) RI 8- Describe how reasons support specific points the author makes in a text. (weeks 7, 9) RI 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. (weeks 7, 9) Identify, analyze, and use text features and text structure. Ask and answer questions to demonstrate under- standing of key details in informational text. (weeks 7, 9) Tell what a text is mainly about. (weeks 7, 9) Tell what the author wants to explain in informational text. (weeks 7, 9) Identify the main idea of specific paragraphs. (weeks 7, 9) Cite key supporting details to justify main ideas. (weeks 7, 9) Distinguish between main ideas and details. (weeks 7, 9) Recognize, identify and use text features for informational texts. (weeks 7, 9 Labels, Diagrams, Headings) Use illustrations as keys to meaning. (weeks 7, 9) Comprehension Skills: Identify and Analyze Text Structure; Recognize Main Idea and Details Comprehension Strategies: Asking Questions; Citing Evidence; Using Text Structure Street Unit 2 Rescue Dogs (Day 4, week 7) Secret Life of Ponds (Day 4, week 9) Writing to Texts CC Writing W 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, connect opinion and reasons, and provide a concluding statement or section. W 2- Write informative/explanatory texts in which they name Composition Using one of the stories read in class, provide evidence from the selection telling why you preferred a particular character. (week 7) Write a couple of sentences explaining why something in one of the stories, read in class, happened. Provide Daily/Weekly Writing Skills: Informative Writing; Mechanics; Writing Traits Daily/Weekly Writing Routines: Notes, Lists, Outlines, Paragraph CC-Common Core Standards http://www.corestandards.org/the-standards 8 0f 10
a topic, supply some facts about the topic, and provide some evidence from the selection. (week 8) sense of closure. (week 8) W 5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (weeks 7, 8) Writing Mechanics Form all capital and lowercase letters correctly. Print legibly, leaving spaces between words. Use temporary/creative spelling to spell independently as needed. Arrange words so that there is clarity of meaning. Writing Traits with Support Make the subject of the paper clear and interesting. Write with a strong sense of voice (the writer s personality). Order ideas and sentences to show how they re connected. Use clear and descriptive words. Research Project For and Writing in Each Module W 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 8- Recall information from experience or gather information from provided sources to answer a question. CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. (week 9) c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (Week 9) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (Week 7) L 2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. (Week 7) L 4- Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading As a class choose either the turtle and/or the beaver to research. First formulate questions about the animal based on how it acted in the selection, Turtle s Race with Beaver, and then check sources to find the answers. After finding the answers, check back in the selection to see if the animal acted similar to how it acts in real life. (week 9) Standard English Grammar and Usage Edit group writing checking for capital letters and end punctuation. (weeks 7, 8, 9) Know that a noun is the name of a person, place, animal, or thing. (week 7) Recognize and use nouns in sentences. (week 7) Distinguish between common and proper nouns. (week 8) Distinguish between singular and plural nouns. (week 9) Use apostrophes in the use of contractions (week 8) Demonstrate a command of grade level spelling patterns. (weeks 7, 8, 9) Research Skill: Collect Information to Answer a Question Language Skills: Standard English Mechanics; Common and Proper Nouns; Singular and Plural Nouns Vocabulary Vocabulary: Recognize and read high- frequency words. (weeks 7, Grade-Level High Frequency Words Building Vocabulary Through Read Alouds and content, choosing flexibly from an array of strategies. CC-Common Core Standards http://www.corestandards.org/the-standards 9 0f 10
L 5- With guidance and support from adults, demonstrate 8, 9) understanding of word relationships and nuances in word Determine the meanings of words in context. (weeks Vocabulary Skills: Use Context Clues meanings. 7, 8, 9) Foundational Skills CC Speaking and Listening SL 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., listening to others with care, speaking one at a time about the topics and texts under discussion). CC Foundational Skills RF 3- Know and apply grade- level phonics and word analysis skills in decoding words. a. Decode regularly spelled one- syllable words. f. Read words with inflectional endings. CC Speaking and Listening Recognize and follow rules for classroom discussions Ask and answer questions from teacher and classmates Speak clearly and understandably Decoding, Phonics, and Word Recognition Decode words with r- Controlled vowels ar, or, ore. (week 7) Decode contractions. (week 8) Decode words with r- Controlled vowels er, ir, ur. (week 9) Speaking and Listening Classroom routines and procedures Responsive Classroom activities such as Morning Meeting Word Study Skills: Words with r- Controlled Vowels Words with Contractions RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. Fluency Read grade level text with accuracy. Read smoothly and at an appropriate rate. Read with expression. Read with attention to punctuation. Read with purpose and understanding. Use context to self- correct when reading. Fluency: Focus on accuracy and purpose Echo reading, choral reading, independent oral reading and rereading Practice reading like talking (e.g., smooth, expressive) Current goal: By the end of the ninth week read 58-68 words correct per minute CC-Common Core Standards http://www.corestandards.org/the-standards 10 0f 10