GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week9-10Standard(s):2.RL.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.2.RL.6Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.LessonOverview:Studentswillcontinuetogenerateclarifyingquestions(e.g.,Who?What?Why?Where?When?How?)tomonitortheirunderstandingoftext.Thedetailsinfollow-updiscussionwilldemonstrateanunderstandingofeachcharacter’spointofview.Theywillbeabletoproduce,expand,andrearrangecompletesimpleandcompoundsentencesorallyandinwriting(e.g.,Theboywatchedthemovie.=Thelittleboywatchedtheactionmovie.=Theactionmoviewaswatchedbythelittleboy.)

LessonObjective(s)/ICAN:Icananswerclarifyingquestionsincollaborativeconversationsandwrittenformtodemonstrateanunderstandingofcharacters’pointsofviewinastory.

Vocabulary:compoundsentence,reflexivepronouns

FocusQuestion(s):Whatistheimportanceofunderstandingeachcharacter’spointofview?Howdoesverbalexpressiondirectthemoodofastory?Whatistheimportanceofcollaboratingwithpeers?Howdoeswritingwithcompoundsentencesimproveastory’soverallcontent?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewthedefinitionofsimple,compound,declarative,interrogative,imperative,andexclamatorysentences.Reviewidentifyingcharactersinastory.InstructionandStrategies:Studentsmayreadtextaloudusingadifferentvoiceforeachcharacter.Studentsmayretellthestoryfromthevoice/pointofviewofonecharacter(e.g.,fromthewolfinLittleRedRidingHood,fromthegiantinJackandtheBeanstalk).Studentsmaycombinesimplesentencesintocompoundsentences.GuidedPractice:CommonCoreWorkbookpg.4-8

CommonCoreWorkbookpg.42-46FormativeAssessment:CommonCoreWorkbookpg.9-10CommonCoreWorkbookpg.47-48OralassessmentSkillsworksheetsClosure:Studentswillbeabletoautomaticallyreferexplicitquotesfromtexttoanswertheclarifyingquestions.Theywillbeabletodistinguishtheirpointofviewfromthatoftheauthor.Studentswillbeabletoelaborateondifferentcharacter’spointsofviewinastorybothorallyandinwriting.IndependentPractice:CommonCoreWorkbookpg.4-8CommonCoreWorkbookpg.42-46Reviewworksheetsoncomprehensionskills,pointsofviewofcharacters.Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):McGrawHill/HMtextDItextbookOnlinesupport/CCSSWorkbooksReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week10Standard(s):2.SL,1a-cParticipateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadultsinsmallandlargergroups:a)Followagreed-uponrulesfordiscussions(e.g.,listeningtootherswithcare,speakingoneatatimeaboutthetopicsandtextsunderdiscussion)b)Buildonothers’talkinconversationsbylinkingtheircommentstotheremarksofothers;c)Askforclarificationandfurtherexplanationasneededaboutthetopicsandtextsunderdiscussion.2.L.1candfDemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking:c)Usereflexivepronouns(e.g.,myself,ourselves);f)Produce,expand,andrearrangecompletesimpleandcompoundsentences(e.g.,Theboywatchedthemovie,Thelittleboywatchedthemovie,Theactionmoviewaswatchedbythelittleboy).LessonOverview:Studentswillcontinuetogenerateclarifyingquestions(e.g.,Who?What?Why?Where?When?How?)tomonitortheirunderstandingoftext.Thedetailsinfollow-updiscussionwilldemonstrateanunderstandingofeachcharacter’spointofview.Theywillbeabletoproduce,expand,andrearrangecompletesimpleandcompoundsentencesorallyandinwriting(e.g.,Theboywatchedthemovie.=Thelittleboywatchedtheactionmovie.=Theactionmoviewaswatchedbythelittleboy.)

LessonObjective(s):Inthislesson,studentswillaskandanswerclarifyingquestionsincollaborativeconversationsandwrittenformtodemonstrateanunderstandingofcharacters’pointsofviewinastory.

Vocabulary:compoundsentence,reflexivepronouns

FocusQuestion(s):Whatistheimportanceofunderstandingeachcharacter’spointofview?Howdoesverbalexpressiondirectthemoodofastory?Whatistheimportanceofcollaboratingwithpeers?Howdoeswritingwithcompoundsentencesimproveastory’soverallcontent?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewthedefinitionofsimple,compound,declarative,interrogative,imperative,andexclamatorysentences.Reviewidentifyingcharactersinastory.

InstructionandStrategies:Studentsmaycollaborateinretellingthestoryinwhicheachstudentaddstothecommentmadebefore).Studentswillexchangesimplesentenceswithpeerstoexpandandrearrange(e.g.,Thecatsat.=Theyellowcatsatpatientlyonawall.=Patientlysittingonthewallwasthecat.).Studentscanrewritesentencestousereflexivepronouns(e.g.,“Iwrotethispaper.=Iwrotethispaperbymyself.”“Hewantstobeafireman.=Heseeshimselfasafireman.”).GuidedPractice:CommonCoreWorkbookpg.231-235CommonCoreWorkbookpg.265-275FormativeAssessment:CommonCoreWorkbookpg.236CommonCoreWorkbookpg.276-279OralassessmentSkillsworksheetsClosure:Studentswillbeabletoautomaticallyreferexplicitquotesfromtexttoanswertheclarifyingquestions.Theywillbeabletodistinguishtheirpointofviewfromthatoftheauthor.Studentswillbeabletoelaborateondifferentcharacter’spointsofviewinastorybothorallyandinwriting.IndependentPractice:CommonCoreWorkbookpg.231-235CommonCoreWorkbookpg.265-275Interviewafamilymember(usingasetofquestions)toguidetheconversation.Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):McGrawHilltexts&SkillsbookDItexts&workbooksContentareatextbooks(Science,SocialStudies,&Health)Currenteventstopics/newspaperReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week5Standard(s):2.RI.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.2.RI.8Describehowreasonssupportspecificpointstheauthormakesinatext.2.L.1dDemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking:Formandusethepasttenseoffrequentlyoccurringirregularverbs(e.g.;sat,hid,told).2.L.2dDemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting:Generalizelearnedspellingpatternswhenwritingwords(e.g.,cage=badge;boy=boil)2.W.1Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion.LessonOverview:Writingstructuresofnarrative,informational,andpersuasivewritinghasbeenintroducedpreviously.Nowguidestudentstostrengthentheirwritingbyediting,lookingatwordchoice(e.g.temporalwords,redundancyofwords),conventionsandstructure(e.g.,openingstatement,purposesupportingdetails/facts,senseofclosure),andrevising.

LessonObjective(s)/ICAN:ICANstatethepurposeofagiventextandprovideawrittenopinionthatcanbesupported.

Vocabulary:opinion,author’spurpose,edit,draft,revise

FocusQuestion(s):Whatidentifiesthemainpurposeofatext?Howdotypesofwritingdiffer?Whatevidencesupportshowcharactersfeelorreacttoeventsinastory?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewthewritingprocess(e.g.,ideas,wordchoice,conventions,edit,revise).Reviewstudentparticipationexpectationsforcollaborativework(e.g.,provideandreceivefeedback,revisionofwork,publication).InstructionandStrategies:Providesimplevisualresources(e.g.,focusorwordwall,primarydictionaries,anchorcharts,orposters)forfocusskills(e.g.,conventionsofwriting,editingprocess,spelling/phonicspatterns).

Model(demonstratetheprocesswhilethinkingaloud)takinginformationfromagraphicorganizerintoaroughdraft.Model(demonstratetheprocesswhilethinkingaloud)howtorefinearoughdraftforclarityandeffectiveness.Createproceduresandroutinestofacilitateeditingandrevising(e.g.,peerreview,checklists,andrubricstorefinethedraft).Studentsconferencewithpeersandtheteacherforfeedback(e.g.,suggestionsforillustrations,chartsorimages;wordchoice,useoftemporalwords/flowofideas).GuidedPractice:CommonCoreWorkbookpg.115-122CommonCoreWorkbookpg.132-136CommonCoreWorkbookpg.265-275CommonCoreWorkbookpg.280-285CommonCoreWorkbookpg.174-177FormativeAssessment:CommonCoreWorkbookpg.123-124CommonCoreWorkbookpg.137-138CommonCoreWorkbookpg.276-279CommonCoreWorkbookpg.286-289CommonCoreWorkbookpg.178-179SkillsworksheetsWritingassessmentClosure:Studentswillbeabletoindependentlyuseacomputer(digitaltools)toproduceandpublishwriting.Thelengthanddensityofinformationofthewritingpiecewillincrease.Studentswillusecomplexsentencesandhigher-levelvocabulary.IndependentPractice:CommonCoreWorkbookpg.115-122CommonCoreWorkbookpg.132-136CommonCoreWorkbookpg.265-275CommonCoreWorkbookpg.280-285CommonCoreWorkbookpg.174-177Reviewworksheetsonmainidea,irregularverbs,capitalization,punctuation,&writingopinions.Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):McGrawHill/HMtexts&SkillsbookReasoning&WritingCContentareatextbooks(Science,SocialStudies,&Health)

Currenteventstopics/newspapersHoughtonMifflinSecondGradeEnglishbook,U.2,WritingaPersonalNarrative,pp.62–84HoughtonMifflinSecondGradeEnglishbook,U.4,WritingaStory,pp.134–158HoughtonMifflinSecondGradeEnglishbook,U.6,WritingInstructions,pp.206–226HoughtonMifflinSecondGradeEnglishbook,U.8,WritingaDescription,pp.266–286HoughtonMifflinSecondGradeEnglishbook,U.10,WritingtoExpressanOpinion,pp.340–370HoughtonMifflinSecondGradeEnglishbook,ToolsandTipsH2,GraphicOrganizers,GrammarGlossary,SpellingGuide,Thesaurus,pp.H2–H56HoughtonMifflinSecondGradeSpellingandVocabulary,Writer’sResource,pp.253–254HoughtonMifflinSecondGradeSpellingandVocabulary,MyFirstThesaurus,pp.255–264HoughtonMifflinSecondGradeSpellingandVocabulary,SpellingDictionary,pp.269–312HoughtonMifflinSecondGradeSpellingandVocabulary,TypesofWriting,pp.51,153–159,189–195,219http://www.corestandards.org/ELA-LiteracyCCSSAppendixC:forexamplesofgrade-levelstudentwritingwithannotationReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week6Standard(s):2.W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.2.W.3Writenarrativesinwhichtheyrecountawell-elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.2.W.5Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.2.W.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.2.SL.6Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.LessonOverview:Writingstructuresofnarrative,informational,andpersuasivewritinghasbeenintroducedpreviously.Nowguidestudentstostrengthentheirwritingbyediting,lookingatwordchoice(e.g.temporalwords,redundancyofwords),conventionsandstructure(e.g.,openingstatement,purposesupportingdetails/facts,senseofclosure),andrevising.Revisingincludesevaluatingandrefiningtheroughdraftforclarityandeffectiveness.Thewritingmaybechangedbyadding,deleting,andreorganizing.Editingincludesproofreadingandcorrectingthedraftforconventions(e.g.punctuation,capitalization,andspelling).Assistancewillbeprovidedinusingdigitaltoolstoproduceandpublishwriting.Thiswritingproductcanbetheresultofcollaborationwithpartnerorsmallgroups.

LessonObjective(s)/ICAN:ICANstatethepurposeofagiventextandprovideawrittenopinionthatcanbesupported.

Vocabulary:opinion,author’spurpose,edit,draft,revise

FocusQuestion(s):Whatidentifiesthemainpurposeofatext?Howdotypesofwritingdiffer?Whatevidencesupportshowcharactersfeelorreacttoeventsinastory?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewthewritingprocess(e.g.,ideas,wordchoice,conventions,edit,revise).Reviewstudentparticipationexpectationsforcollaborativework(e.g.,provideandreceivefeedback,revisionofwork,publication).InstructionandStrategies:Providesimplevisualresources(e.g.,focusorwordwall,primarydictionaries,anchorcharts,orposters)forfocusskills(e.g.,conventionsofwriting,editingprocess,spelling/phonicspatterns).Model(demonstratetheprocesswhilethinkingaloud)takinginformationfromagraphicorganizerintoaroughdraft.Model(demonstratetheprocesswhilethinkingaloud)howtorefinearoughdraftforclarityandeffectiveness.Createproceduresandroutinestofacilitateeditingandrevising(e.g.,peerreview,checklists,andrubricstorefinethedraft).Studentsconferencewithpeersandtheteacherforfeedback(e.g.,suggestionsforillustrations,chartsorimages;wordchoice,useoftemporalwords/flowofideas).GuidedPractice:CommonCoreWorkbookpg.180-184CommonCoreWorkbookpg.188-192CommonCoreWorkbookpg.195-198CommonCoreWorkbookpg.201-206CommonCoreWorkbookpg.261-263FormativeAssessment:CommonCoreWorkbookpg.185-187CommonCoreWorkbookpg.193-194CommonCoreWorkbookpg.199-200CommonCoreWorkbookpg.207-209CommonCoreWorkbookpg.264WritingassessmentSkillsworksheetsClosure:Studentswillbeabletoindependentlyuseacomputer(digitaltools)toproduceandpublishwriting.Thelengthanddensityofinformationofthewritingpiecewillincrease.Studentswillusecomplexsentencesandhigher-levelvocabulary.IndependentPractice:CommonCoreWorkbookpg.180-184CommonCoreWorkbookpg.188-192CommonCoreWorkbookpg.195-198CommonCoreWorkbookpg.201-206CommonCoreWorkbookpg.261-263Writeaparagraph(givenatopic)Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):

HoughtonMifflinEnglishtextbookLanguageArtsTodayworkbookLang.Arts/CCSSsupplementalworkbooksDIReasoning&WritingCOnlinesupport/CCSSWorkbooksHoughtonMifflinSecondGradeEnglishbook,U.2,WritingaPersonalNarrative,pp.62–84HoughtonMifflinSecondGradeEnglishbook,U.4,WritingaStory,pp.134–158HoughtonMifflinSecondGradeEnglishbook,U.6,WritingInstructions,pp.206–226HoughtonMifflinSecondGradeEnglishbook,U.8,WritingaDescription,pp.266–286HoughtonMifflinSecondGradeEnglishbook,U.10,WritingtoExpressanOpinion,pp.340–370HoughtonMifflinSecondGradeEnglishbook,ToolsandTipsH2,GraphicOrganizers,GrammarGlossary,SpellingGuide,Thesaurus,pp.H2–H56HoughtonMifflinSecondGradeSpellingandVocabulary,Writer’sResource,pp.253–254HoughtonMifflinSecondGradeSpellingandVocabulary,MyFirstThesaurus,pp.255–264HoughtonMifflinSecondGradeSpellingandVocabulary,SpellingDictionary,pp.269–312HoughtonMifflinSecondGradeSpellingandVocabulary,TypesofWriting,pp.51,153–159,189–195,219http://www.corestandards.org/ELA-LiteracyCCSSAppendixC:forexamplesofgrade-levelstudentwritingwithannotationReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week7Standard(s):2.RL.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.2.RI.2Identifythemaintopicofamulti-paragraphtextaswellasthefocusofspecificparagraphswithinthetext.2.RI.4Determinethemeaningofwordsandphrasesinatextrelevanttograde2topicorsubjectarea.2.RI.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.2.L.5bDemonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings:Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throw,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,andscrawny).LessonOverview:Thesestandardsarecombinedtoemphasizereadingandlisteningcomprehensionwhetheritisnarrativeorinformationaltext.Studentswillbeabletogeneratequestionsandprovideanswersforwho,what,where,when,why,andhowquestions.Theywillbeabletoanalyzetexttodeterminethemaintopicofapassagethatcontainsseveralparagraphsandexplainhowimages,charts,orgraphscontributetoclarifyingthetext.Studentswillbeabletodeterminethemeaningofwordsandphrases––particularlyadjectivesandadverbsinatextusingavarietyofstrategiessuchascontextclues,backgroundknowledge,andillustrations.

LessonObjective(s)/ICAN:ICANaskclarifyingquestionstodeterminethemaintopicandkeyideasinatextanddeterminethemeaningofwordsorwordphrases.

Vocabulary:character,setting,action,climax,resolution,plot,storyline,illustrations

FocusQuestion(s):Whydowordshavemultiplemeanings?Whatistheimportanceofunderstandingrootwords?Whatarewaystofindthemaintopic?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewestablishedproceduresforworkingwithpartners(e.g.,readingtogether,Q&Afollowing

reading).Reviewclarifyingquestions(e.g.,Who?What?Why?Where?When?How?).Continuetouseawritingjournalornotebooktocollectexamplesofdifferentphonicspatternsorvocabularyterms.InstructionandStrategies:Studentsusejournalsornotebookstocollectresources(e.g.vocabulary,writingconventions,comprehensionstrategies)Providevisualresources(e.g.,focuswall,anchorcharts,posters)forproceduresorstrategiestodeterminemeaningsofunknownwords:1.Lookattheillustrationorgraph.2.Usebackgroundknowledgeregardingthesubject.3.Lookatthesentencebeforeandaftertohelpbuildmeaning.4.Usemorphology,affixes,roots(GreekandLatinroots)tohelparriveatmeaning.Studentsusenon-linguisticrepresentationofvocabularyinadditiontostudent-friendlydefinitionsandexamples.Studentsstrengthenverbalskillsexplainingimages,illustrations,charts,orgraphstopeersusingacademicvocabulary.GuidedPractice:CommonCoreWorkbookpg.70-74CommonCoreWorkbookpg.77-81CommonCoreWorkbookpg.92-97CommonCoreWorkbookpg.125-129CommonCoreWorkbookpg.307-315FormativeAssessment:CommonCoreWorkbookpg.75-76CommonCoreWorkbookpg.82-83CommonCoreWorkbookpg.98-99CommonCoreWorkbookpg.130-131CommonCoreWorkbookpg.316-318OralassessmentSkillsworksheetsClosure:Studentswillbeabletoreadmaterialofhighercomplexity.Theywillincreasebeingabletodeterminethemeaningofunknownmultisyllabicwordsthroughmorphologyinstruction(i.e.,meaningfulpartsofwordsfromLatinorigin)(3.RF.3).Theirdiscussionswillincludemoresupportedinferencesaswellasanswersfoundspecificallyinthetext(3.RL.1,3.RI.1).Theirexposuretoreadingnarrativesandinformationaltextwillhaveaninfluenceontheirwritingexpectations.Theirwritingwillincludecomplexsentenceswithcleardescriptions,dialogue,andtransitionalwordsthatmakethereadingsmooth(3.W.2,3.W.3).IndependentPractice:CommonCoreWorkbookpg.70-74

CommonCoreWorkbookpg.77-81CommonCoreWorkbookpg.92-97CommonCoreWorkbookpg.125-129CommonCoreWorkbookpg.307-315Reviewworksheetsoncomprehensionskills,findingmaintopic,&wordmeaning.Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):McGrawHilltextDItextbookContentareatextHoughtonMifflinEnglishtextbookOnlinesupport/CCSSWorkbooksHoughtonMifflinSecondGradeReadingbook:storiesofvariousgenreswithfollow-upquestionsandactivitiesHoughtonMifflinSecondGradeSpellingandVocabularybook:activitiesforvocabularydevelopmenthttp://www.corestandards.org/ELA-LiteracyCCSSAppendixB:forsuggestionsofgrade-levelreadingcomplexityReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week8Standard(s):2.L.6Usewordsandphrasesacquiredthroughconversations,reading,andbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.2.L.4aDetermineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade2readingandcontent,choosingflexiblyfromanarrayofstrategies:Usesentence-levelcontextasacluetothemeaningofawordorphrase.2.L.1eDemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking:Useadjectivesandadverbs,andchoosebetweenthemdependingonwhatistobemodified.LessonOverview:Thesestandardsarecombinedtoemphasizereadingandlisteningcomprehensionwhetheritisnarrativeorinformationaltext.Studentswillbeabletogeneratequestionsandprovideanswersforwho,what,where,when,why,andhowquestions.Theywillbeabletoanalyzetexttodeterminethemaintopicofapassagethatcontainsseveralparagraphsandexplainhowimages,charts,orgraphscontributetoclarifyingthetext.Studentswillbeabletodeterminethemeaningofwordsandphrases––particularlyadjectivesandadverbsinatextusingavarietyofstrategiessuchascontextclues,backgroundknowledge,andillustrations.

LessonObjective(s)/ICAN:ICANaskclarifyingquestionstodeterminethemaintopicandkeyideasinatextanddeterminethemeaningofwordsorwordphrases.

Vocabulary:image,subject,topic,verb,adverb,adjective,intensity

FocusQuestion(s):Whydowordshavemultiplemeanings?Whatistheimportanceofunderstandingrootwords?Whatarewaystofindthemaintopic?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewestablishedproceduresforworkingwithpartners(e.g.,readingtogether,Q&Afollowingreading).Reviewclarifyingquestions(e.g.,Who?What?Why?Where?When?How?).Continuetouseawritingjournalornotebooktocollectexamplesofdifferentphonicspatternsorvocabularyterms.InstructionandStrategies:Studentsusejournalsornotebookstocollectresources(e.g.vocabulary,writingconventions,comprehensionstrategies)

Providevisualresources(e.g.,focuswall,anchorcharts,posters)forproceduresorstrategiestodeterminemeaningsofunknownwords:1.Lookattheillustrationorgraph.2.Usebackgroundknowledgeregardingthesubject.3.Lookatthesentencebeforeandaftertohelpbuildmeaning.4.Usemorphology,affixes,roots(GreekandLatinroots)tohelparriveatmeaning.Studentsusenon-linguisticrepresentationofvocabularyinadditiontostudent-friendlydefinitionsandexamples.Studentsstrengthenverbalskillsexplainingimages,illustrations,charts,orgraphstopeersusingacademicvocabulary.GuidedPractice:CommonCoreWorkbookpg.261-263CommonCoreWorkbookpg.299-303CommonCoreWorkbookpg.265-275FormativeAssessment:CommonCoreWorkbookpg.264CommonCoreWorkbookpg.304-306CommonCoreWorkbookpg.276-279OralassessmentSkillsworksheetsClosure:Studentswillbeabletoreadmaterialofhighercomplexity.Theywillincreasebeingabletodeterminethemeaningofunknownmultisyllabicwordsthroughmorphologyinstruction(i.e.,meaningfulpartsofwordsfromLatinorigin).Theirdiscussionswillincludemoresupportedinferencesaswellasanswersfoundspecificallyinthetext.Theirexposuretoreadingnarrativesandinformationaltextwillhaveaninfluenceontheirwritingexpectations.Theirwritingwillincludecomplexsentenceswithcleardescriptions,dialogue,andtransitionalwordsthatmakethereadingsmooth.IndependentPractice:CommonCoreWorkbookpg.261-263CommonCoreWorkbookpg.299-303

CommonCoreWorkbookpg.265-275Reviewworksheetsonadjectivesandadverbs&wordmeaning.Accommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):HoughtonMifflinEnglishtextbookLanguageArtsTodayworkbookLang.ArtssupplementalworkbooksDIReasoning&WritingCOnlinesupport/CCSSWorkbooksReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week3Standard(s):2.RF.4a-cReadwithsufficientaccuracyandfluencytosupportcomprehension:a)Readgrade-leveltextwithpurposeandunderstanding;b)Readgrade-leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings;c)Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.2.SL.3Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicorissue.LessonOverview:Fluencyisabridgetocomprehensionandistheresultofaccuratelydecodingwordsautomaticallyinordertonotlosethemeaningofthetext.Itisachievedthroughmultipleopportunitiesofpractice.Studentsreadgrade-levelmaterialwithappropriaterate(speed),accuracy(precision),andprosody(expression).Studentsneedtopracticereadingdifferenttypesoftexttoexperienceappropriaterhythm,pacing,intonation,andexpressionrelevanttothetext.

LessonObjective(s)/ICAN:ICANreadfluentlyandwriteexplanatorytextsonagiventopic.

Vocabulary:connection,clarifying,synonyms,antonyms

FocusQuestion(s):Howdoesfluencycontributetocomprehension?Whattypesofquestionsclarify?Whatisthestructureofinformativewriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewclarifyingquestions(e.g.,Who?What?Why?Where?When?How?).InstructionandStrategies:Establishproceduresforstudentstoreadwithpartnersorsmallgroups.Provideareviewpriortoreadingapassageorstoryforelements(e.g.,vocabulary,phonicspatterns,orphrases)thatmaybedifficultforstudents.Establishroutinesthatembedmultipleopportunitiestoreadandrereadsamepassages.Example:1)Whisper-readtoyourself;2)Choralreadwithapartner;3)Trackandmarkphrasingwhiletheteachermodelsreadingthepassage.4)Choral-readwithapartner.

GuidedPractice:CommonCoreWorkbookpg.167-171CommonCoreWorkbookpg.242-247FormativeAssessment:CommonCoreWorkbookpg.172-173CommonCoreWorkbookpg.248Oralreading(accurately&fluently)AskandanswerquestionsClosure:Studentswillbeabletoworkindependentlyinwritingnonfictionthatdevelopsatopicwithsupportingdetailsorfacts,usingtemporalwordstoestablishsequenceofeventsorideas,andprovidingatypeofclosure.Theexpectationsforthenumberofsupportingdetailsorfactsincrease,andtheselectionofhigher-levelvocabularyisanticipated.IndependentPractice:CommonCoreWorkbookpg.167-171CommonCoreWorkbookpg.242-247ReviewworksheetsfromReadingbooksandothercontentareatextbooksAccommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):McGrawHill/HMtexts&SkillsbookDItexts&workbooksContentareatextbooksChoralereading,groupreading,pairedreading,independentreadingOnlineSupportHarcourtHorizonsSecondGradeSocialStudies,topicsforinformationalwritingHoughtonMifflinSecondGradeSpellingandVocabulary,(Antonyms)p.116HoughtonMifflinSecondGradeSpellingandVocabulary,(Synonyms)p.38HoughtonMifflinSecondGradeEnglishbook,UnitTen,TheWritingProcess,pp.348–357HoughtonMifflinSecondGradeEnglishbook,ToolsandTips,GraphicOrganizers,p.H31http://www.corestandards.org/ELA-LiteracyCCSSAppendixC:forexamplesofgrade-levelstudentwritingwithannotationsReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Week4Standard(s):2.W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.2.L.5aDemonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings:Identifyreal-lifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicy).LessonOverview:Theemphasisof2.W.2isnonfictionwritingthatdescribes,explains,informs,orsummarizesideasandcontent.Informationaltextpresentsfactsandopinions,definesterms,andprovidesexamplestoinformthereader.Thewritingscansupportresearch,observations,orexperiences.TeachersmayhavestudentsuseSocialStudiesandScienceunitsfortopics.Thevocabularywillincreasethisquarterasstudentsexploretherelationshipsbetweenwords(e.g.,antonyms,synonyms).Thisskillwillbuildlargerlexicons(wordbanks)forthemastheybegintoeditandrevisetheirwordchoiceintheirwritingpieces.

LessonObjective(s)/ICAN:ICANreadfluentlyandwriteexplanatorytextsonagiventopic.

Vocabulary:connection,clarifying,synonyms,antonyms

FocusQuestion(s):Howdoesfluencycontributetocomprehension?Whattypesofquestionsclarify?Whatisthestructureofinformativewriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewtheelementsofinformationalwritingexpectations.Reviewthewritingprocessandstudentparticipationexpectations(e.g.,peerreview,feedback,revisions,publication).InstructionandStrategies:Providearubricofexpectationsforstudents(e.g.,Thereshouldbeaclearlystatedtopicsentence.Thetopicshouldbedevelopedthroughfacts,details,andrelevantinformation;andaconcludingstatementshouldbeincluded(2.W.2).Modelthestagesofthewritingprocess(e.g.,pre-writing,writing,editingdraft,publishing)bythinkingaloudasyoudemonstratethestages.Studentsconnectwordswiththeopposite(e.g.,hot/cold,stop/go,big/little)(2.W.2).

Studentscompletegraphicorganizers(wordweb)forsynonyms(e.g.,said:told,declared,replied,mumbled,hollered,stammered).Provideanalogieswithmissingnounforstudentstocomplete.(fork/____::cup/saucer;puppy/____::kitten/cat;TV/_____::CD/compactdisc;knee/foot::elbow/_____.)(2.L.5a).GuidedPractice:CommonCoreWorkbookpg.180-184CommonCoreWorkbookpg.307-315FormativeAssessment:CommonCoreWorkbookpg.185-187CommonCoreWorkbookpg.316-318WritingassessmentClosure:Levelsofreadingcomplexitywillincreaseandadultsupportwilldecrease.Studentswillbefamiliarwithusinggraphicorganizerstoindependentlycollectinformationtoanswerquestions(e.g.,mainideaandsupportingdetails,causeandeffect,problemandsolution).StudentswillbeusingsupportingdetailstodrawinferencesfromthetextIndependentPractice:CommonCoreWorkbookpg.180-184CommonCoreWorkbookpg.307-315WriteaparagraphonagiventopicAccommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):HoughtonMifflinEnglishReasoning&WritingCOnlinesupportHarcourtHorizonsSecondGradeSocialStudies,topicsforinformationalwritingHoughtonMifflinSecondGradeSpellingandVocabulary,(Antonyms)p.116HoughtonMifflinSecondGradeSpellingandVocabulary,(Synonyms)p.38HoughtonMifflinSecondGradeEnglishbook,UnitTen,TheWritingProcess,pp.348–357HoughtonMifflinSecondGradeEnglishbook,ToolsandTips,GraphicOrganizers,p.H31http://www.corestandards.org/ELA-LiteracyCCSSAppendixC:forexamplesofgrade-levelstudentwritingwithannotationsReflection:

GuamDistrictLevelLessonPlan

Quarter2

Content:ELA Grade/Course:2 Timeline:Weeks1-2Standard(s):2.RF.3d-fKnowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords:d)Decodewordswithcommonprefixesandsuffixes.f)Recognizeandreadgrade-appropriateirregularlyspelledwords.2.L.1aDemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.Usecollectivenouns(e.g.,group).2.L.1bDemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.Formandusefrequentlyoccurringirregularpluralnouns(e.g.,feet,children,teeth,mice,fish).

LessonOverview:Studentswillenhancetheirabilitytoanalyzewordmeaningthroughapplyingaffixestobasewords.Theprefixesun-,re-,in-,ir-,il-,anddis-areusedin58%ofallprefixedwords.Threeinflectionalendings:-s/es,-ed,and-ingarefoundin65%ofwordsthathaveinflectionalendingandsuffixes(White,Sowell,&Yanagihara,1989).Studentswillusecollectivenouns(e.g.team,group,class,people)andpluralnounsthatchangespelling(e.g.,man-men,child-children,woman-women).Studentpracticechangingwordsanddiscussingmeaningthroughapplyingandremovingaffixeswillfosterfluencyandcomprehensioninreadingandwriting.

LessonObjective(s)/ICAN:ICANapplyknowledgeofprefixes,suffixes,andirregularwords,collectiveandpluralnouns.

Vocabulary:prefix,suffix,affix,collectivenoun,plural,irregularspelling

FocusQuestion(s):Howdoeswordmeaningchangewhenusingprefixesorsuffixes?Whatwritingorspeakingconventions(e.g.,verbmatching,spelling)areneededwithcollectivenounsorirregularnouns?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Reviewcommoninflectionalendings(-s/-es,-ed,and-ing).Reviewcommonregularplurals.InstructionandStrategies:Providealistofaffixesandbasewords.Studentscreatenewwordsbyaddingaffixes.Providereadingpassagesforstudentstohighlightaffixesfoundintext.Providephraseswithwordsthatstudentswillattachprefixesorsuffixestotocreatenewmeaning.Providepassagesforstudentstochangenounsfromsingulartoplural.GuidedPractice:CommonCoreWorkbookpg.151-164CommonCoreWorkbookpg.266-275

FormativeAssessment:CommonCoreWorkbookpg.165CommonCoreWorkbookpg.276-279OralassessmentSkillsworksheetsClosure:Studentswillbeabletospeak,read(decode),andwrite(encode)wordswithinflectionalendingsandderivationalsuffixesappropriatelyandwithfluencyandcomprehension.TheywillidentifyandcomprehendwordswithcommonLatinsuffixes.IndependentPractice:CommonCoreWorkbookpg.151-164CommonCoreWorkbookpg.266-275Reviewworksheetsonprefix/suffix,collectivenouns,andirregularpluralnounsAccommodations/Modifications:Extratime,reducedamountofwork,peer/individualizedinstructionResources(TextbookandSupplemental):pellingMasteryCVocabularyGamesSongsMcGrawHillHoughtonMifflin(HM)OnlineSupport/CCSSWorkbookshttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Vocab_2.pdfactivitiesregardingaffixesHoughtonMifflinSecondGradeEnglishbook,U.Three,NounsandPronouns,L.5,pp.103–105HoughtonMifflinSecondGradeSpellingandVocabulary,Cycle4,U.19,WordsEndingwith-sor-es,p.126HoughtonMifflinSecondGradeSpellingandVocabulary,Cycle6,U.31,U.32,Wordsendingwith-edor-ing,pp.198–210HoughtonMifflinSecondGradespellingandVocabulary,Cycle6,U.34,Prefixesre-andun-,pp.216–221HoughtonMifflinSecondGradeSpellingandVocabulary,Cycle6U.35,Suffixes-lyand-ful,pp.222–228Reflection: