1

2nd

Grade Literacy Curriculum Guide Module 2

2014-2015

Unit Name: Community / Nature

Module 2: (Number of Days 24) TLI Focus Start: 9/29/14 Test: 11/3/14

Unit Overview:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a science textbook is quite different from a vacation guide. The ability to work effectively with the salient features of various informational texts and to derive meaning from such interactions is referred to as content literacy.

Performance Task:

1. Students will write an news article. 2. Students will review appropriate news articles that tell what, when, where, and why

things happened, and who was there. 3. Remind students that informational articles give both facts and opinions. 4. Have children discuss article ideas based on school events. They may also think of

articles based on characters or events. 5. Children will identify the who, what, when, and why of their articles on notecards. 6. Students will write their first draft, exchange articles, and discuss ways to improve. 7. Students will then sort their articles into sections by putting informational articles in

one section and editorials in another.

8. For print publications have children add pictures and cut out their articles. Compile articles into one file and add images.

Essential Question How are families alike and different? How do you know what a story is mostly about? How do you know if a story is fact or opinion?

Building Background Knowledge Prior to Teaching: Please refer to the North Carolina Unpacked Standards

Explanations and Examples in this document are reference the Arizona, Delaware, North Carolina and Ohio Departments of Education

Grade ELA Checklist for Module ___

2

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed

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

CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

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

CC.RI.2,4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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

__

3

2nd

Grade ELA Checklist for Module _2_ (continued)

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

CCRI2.8 Describe how reasons support specific points the author makes in a text.

CCRI.2.9 Compare and contrast the most important

points presented by two texts on the same topic.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

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

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

b. Use commas in greetings and closings of letters.

LP2.K2a Capitalize the first word in a sentence and the pronoun I.

LP2.11C

4

Use singular and plural nouns with matching

verbs in basic LP2.11g Use frequently occurring conjunctions (e. g., and, but, or, so, because).

LP2.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

LP2.2.2C Use commas in dates and to separate single words in a series.

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W2.3 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.

5

ELA Writing Standards – Embedded into All Modules

Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

Production and Distribution of Writing

4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short research projects that build knowledge about a topic.

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

6

Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word Study—Whole Group---15-20 minutes daily

Book Talk—5 Minutes

Read Aloud—Whole Group---15 minutes

Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lesson—15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write Aloud/Modeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.

Guided Reading

• Small group meet with teacher

• Comprehension focus

Literature Discussion

• Student-led literature discussion

• Teacher set purpose for learning and facilitate discussion

Independent Reading

• Students Reading Independently

• Students respond to text in reading response log/notebook

Guided Writing

• Small Group meets with teacher

• Writing focus

Independent Writing

• Teacher sets purpose for writing

• Students write independently for a minimum of 30 minutes

Conferencing

• Teacher holds individual writing conferences for at least 3 students daily

7

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

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

o Key details about a topic can be discovered by

asking who, what, where, when, why, and how.

o Pieces of text are often separated into parts called

paragraphs.

o In many cases, several paragraphs are associated

with a single topic.

o Every paragraph revolves around a particular point

or idea.

o Separate events, ideas, and procedures are

organized to help a reader make sense of them.

Compass Learning Odyssey

Reading Informational Texts Using the 3-2-1 Strategy -- In this lesson, students in grades K-2 learn to use the 3-2-1 strategy, which involves writing about three things they discovered, two things they found interesting, and one question they still have. Reading Workshop Activities for Informational Texts – This document lists 17 activities appropriate for gaining understanding of informational texts. Who, What, When, Where, Why, and How Graphic Organizer – Here is a printable graphic organizer that is adaptable for use in second grade lessons focused on informational texts.

8

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

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

Teachers, please free to write your own notes in this space.

Question Stems and Prompts: Asking yourself questions that will help you understand the story,

like: Who is this story about? Where did it take place? What is

happening now?

Why do you think the author included that detail?

Where in the passage did you find that key detail?

How do you know that is a key detail?

What details are important in order to tell the story?

How do the key details make a difference at the end of the

story?

9

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

o Key details about a topic can be discovered by

asking who, what, where, when, why, and how.

o Pieces of text are often separated into parts called

paragraphs.

o In many cases, several paragraphs are associated

with a single topic.

o Every paragraph revolves around a particular point

or idea.

Separate events, ideas, and procedures are organized to help

a reader make sense of them.

The topic of a text is the subject, or what the text is about. A topic can be expressed as a noun or a noun phrase. An idea is what you say about a topic. Ideas, including the main idea, are expressed as sentences.

VOCABULARY

o main idea

o paragraph

o procedure

o series of events

o steps

o who, what, where,

when, why, and

how

Reader’s Workshop

Unit 2 Journeys- Super Storms (T222)

Whole Group Read Aloud(TE204); Vocabulary

(TE206); Mini Lesson(TE220-221 Main Ideas and

Details);

Small Group- Leveled Readers (TE276-278) and

guided reading books from bookroom.

Word Study Teacher’s Guide (Lesson 8 Words with

th, sh, wh, ch) TE page 54-55

Compass Learning Odyssey

Writing: After reading the story Super Storms, students will

write a paragraph giving information about super storms.

(projectable 8.3) Review, “ What Makes a Great Informational

Paragraph” on page T213 in Journeys. The students will look at

the author’s words and think about how they would describe

the information to a friend using their own words.

10

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CC.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

What is the main idea of this text?

What is the topic sentence in this paragraph?

What additional details does the author give us in this

paragraph that helps us understand the main topic?

Construct the main ideas of multiple paragraphs in a text.

Is there a map or graphic organizer you can use to keep track

of the main ideas in each paragraph?

List some of the supporting details found in this multi-

paragraph text.

What is the focus of this paragraph?

VOCABULARY

o main idea

o paragraph

o procedure

o series of events

o steps

o who, what,

where, when,

why, and how

11

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities CC.RI.2.3 Describe the

connection between a

series of historical

events, scientific

ideas or concepts, or

steps in technical

procedures in a text.

o Students who are able to describe the connection between

a series of historical events, scientific ideas or concepts, or

steps in technical procedures in a text have prior

knowledge of, and can use, critical academic vocabulary

words such as connections, details, ideas, information,

events, identify, questioning (question answering and

asking), similarities, differences and describe. They learn

and practice using new vocabulary such as evidence,

procedures, historical, scientific, technical, and series.

o Students who are able to describe the connection between

a series of historical events, scientific ideas or concepts, or

steps in technical procedures in a text study the

organization of the texts, including the key ideas in, and

main purposes of, paragraphs or brief sections. They use

what they find to chart the information from the

paragraphs/sections within the text to determine

connections.

o Students who are able to describe the connection in a text

are able to determine connections in the text that parallel

each other as well as connections that are sequential.

o Students who are able to describe the connection between

two individuals, events, ideas or pieces of information

understand that asking and answering questions (who,

why, what, where, and when) about key details gives them

clues to connections between individuals, events, ideas, or

pieces of information.

Word Study Teacher’s Guide (Lesson 9 Base Words

with Endings ed, ing) TE page 56-57

Compass Learning Odyssey

VOCABULARY

o ideas

o concepts

o procedure

o scientific ideas

o describe

o sequential

(order)

o parallel

o historical events

o steps

o series of events

o connection

o series

o technical

procedures

12

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources

and Activities

CC.RI.2.3 Describe the

connection between a

series of historical

events, scientific

ideas or concepts, or

steps in technical

procedures in a text.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts: How did inventing ________ change history?

How did the life of (historical figure) effect people today?

Which step would you do first? Which would you do last?

How has this __________ changed over time?

Show me how scientific ideas or concepts are the same and

how they are different?

Using a timeline, sequence the historical events.

Compare the historical events to your present life. Is the past

important? What can we learn from the past?

Why is it important to do step 1 in a technical procedure

before step 3?

What do you think would happen if you did not follow the

steps in order?

13

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources and Activities

CC.RI.2,4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

o A topic is what is being written or talked about.

o Words are organized into groups called phrases

and sentences.

o Sometimes two words mean the same thing.

o Sometimes two words have opposite meanings.

o Studying the words that surround an unknown word

can be used to understand what it means.

o Certain words are used to describe the exact order

in which events occurred.

o Other words give a general picture of when things

happened.

A young reader might naturally assume that in any given language, every novel, cookbook, newspaper article, and how-to-manual would be written in the same style using words and phrases that conveyed the same meaning. Close observation across different genres reveals that this is not at all the case. To be successful, readers must selectively differentiate reading strategies and prior understandings associated with a particular type of reading and the topic of the text. Every content domain is characterized by a particular set of related concepts. Every domain has its own specialized language and phrases that communicate specific meanings to ideas within that content realm. Identical terms used in different domains can convey completely different intentions

Unit 2 Journeys- Jellies (T414)

Whole Group Read Aloud(TE396); Vocabulary

(TE398); Mini Lesson(TE 412 Fact / Opinion);

Small Group- Leveled Readers (TE 472-474) and

guided reading books from bookroom.

Word Study Teacher’s Guide (Lesson 10

Contractions) TE page 558-59

Compass Learning Odyssey

Synonyms and Antonyms: Background Information and Activities This site includes background information as well as a variety of approaches for teaching synonyms and antonyms (BrainPop) In the lesson, Sea Scenes: Synonyms and Antonyms, teachers and students use a sea-theme based worksheet (easily reproducible) to enhance understanding and use of synonyms and antonyms (from Scholastic) Sight Words (Dolch Word List). Sight Words are some of the most frequently used words in the English language. Even though they number only about 200, Sight Words make up approximately 50 to 70 percent of any given general, non-technical text..

14

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources and Activities

CC.RI.2,4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

Explain and/or demonstrate how to look up words in a dictionary

using the first two letters of a word.

What will you do if you come to a word you don’t know?

Remember to look at our poster if you need help

understanding a word.

What strategies can you use to help find out what a word

means?

How does the particular meaning of the same word change in

different contexts?

Explain the meaning of the word that includes a prefix or

suffix from the text.

Did you try using the computer’s dictionary to find the

meaning of the word?

VOCABULARY

o antonyms/oppos

ites

o context clues

o dictionary

o directions

o gather

information

o ordinal number

words (first,

second, third)

o phrase

o time order

words (after,

before, since,

until, when)

o topic

15

CCSS Focus Standard

Explanation of Standard Instructional Strategies, Resources

and Activities CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

o Every book consists of major and minor text

features that serve individual purposes.

o Understanding the structural elements of a text

helps the reader to locate key facts and

information.

o Locating information is one thing; doing so

efficiently is what is most important.

o The better that a reader understands different text

features, the more efficiently he/she is able to

locate important information.

o Students who meet this standard are able to both

define and explain the use of the following terms:

captions, bold print, subheadings, glossary, icons,

index, and electronic menu.

o Students who are able to use various text features

(i.e., captions, bold print, subheadings, glossaries,

indexes, and icons as well as electronic menus) to

locate key facts and other information comfortably

use an academic vocabulary that includes terms

such as text features, digital sources, key facts,

and information.

o Students who are able to use text features

demonstrate that they can locate key facts and

other information in text correctly and quickly

through the use of captions, bold print,

subheadings, glossaries, icons, electronic menus,

and indexes. They are able to record the

information found and the text feature(s) used to

Reader’s Workshop

Unit 2 Journeys- Animals Building Homes (T32)

Whole Group Read Aloud(TE14); Vocabulary (TE16);

Mini Lesson(TE30-31 Text and Graphic Features);

Small Group- Leveled Readers (T84-86) and guided

reading books from bookroom.

Word Study Teacher’s Guide (Lesson 11 Base

Words and Endings s, es) TE page 60-61

Writing – 1. After the teacher reads the story, City Life

is for the Birds, students will write a paragraph about

the two birds in New York City. (Projectable 6.3)

2. Students will also write a paragraph describing the

weaver bird’s home in the story Animals Building

Homes. (TE 51)

Compass Learning Odyssey Fundamental Lessons- PS002 Use parts of a book to locate information, including table of contents, guide words, and indexes. TF002-Recognize the distinguishing features of Genres, including stories, poems, and informational texts.

16

find it

Authors use a variety of physical text structures to organize

how they present information in non-fiction text. The text’s

layout influences how students interact with and derive

meaning from a piece of informational text. The way that

authors use captions, illustrations, bold and italicized print,

and tables and diagrams, etc. to make their points is quite

discipline specific. Most informational text draws from the

cause-effect, problem-solution, compare-contrast,

chronological sequencing, description, or directions style of

writing. When readers learn how to identify the text’s structure

based on how the information is organized within a domain,

they can apply comprehension strategies that are appropriate

for a particular type of text. Understanding the pattern of the

text helps readers to efficiently organize, synthesize, interpret,

and summarize information

17

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources

and Activities

CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

Can you find_______ feature in the text?

Open you book. Find the index, glossary, and heading.

Put your finger on the word that is in bold print.

Are there any words that are written in bold print? Why do

you think the author wrote that word in bold print?

Where would you find a glossary or index in your book?

Retell key facts from text.

Under the subheading of_______, find a key fact.

Why are icons important, and how do they help us locate key

facts?

On the computer, can you find the icon that means undo, save,

Internet Explorer?

I will show you some icons; you tell me what they mean.

VOCABULARY

o bold print

o captions

o electronic

menus

o digital sources

o glossary

o icons

o index

o key facts

o locate

information

o subheadings

o text features

18

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources

and Activities

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

o Students who are able to identify the main purpose

of the text are able to understand and easily use

academic vocabulary previously learned including:

illustrations, key details, informational text, author,

who, what, why, when, how, when, description,

explanation, information, purpose, research,

evidence, print text, and graphic organizers.

o Students who are able to identify the main purpose

of the text understand that authors write

informational texts for different reasons. They know

that authors of informational books start their work

with a question or the desire to explain something.

o Students who are able to identify the main purpose

of the text are skilled at asking and answering

questions to obtain information. They are able to

predict what the purpose of the informational

selection may be by exploring headings,

illustrations (charts, graphs, etc.) and asking

themselves “What clues do the illustrations and text

features give about why the author wrote this text?”

o Students who are able to identify the main purpose

of the text, after reading an informational text, ask

themselves why the author wrote the book --- did

the author want to answer a question, describe

someone or something, or provide an explanation

of something?

Reader’s Workshop

Unit 3 Journeys- Schools Around the World (TE218)

Whole Group Read Aloud(TE200); Vocabulary

(TE202); Mini Lesson(TE216-217 Author’s Purpose);

Small Group- Leveled Readers (TE272-274) and

guided reading books from bookroom.

Word Study Teacher’s Guide (Lesson 12 Words with

ai,ay) TE page 62-63

Writing: After reading the story, Schools Around the

World, students will write a paragraph to persuade and

or convince their teacher to go on a class trip.

(Projectable 13.3) TE209

Fundamental Lesson-AP001-Determine Author’s

Purpose; AP002-Establish purposes for reading and

listening(e.g., to be informed, to follow directions, to be

entertained.

19

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

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

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

What is the author’s intent in this text?

What does the author explain or describe in this passage?

Describe the information the author gives you in the text.

After reading the text, what information did the author

describe to you? Summarize the author’s intent.

Determine the author’s _______(description, explanation)

from the text.

In the text we just read, is the author trying to explain,

describe or answer something? What makes you think that?

Vocabulary Identity Main purpose Text Author Author’s answer Author’s Explanation

20

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Given a diagram or other image, students can write two or

three sentences explaining the image (e.g, what it is showing) and

how it connects to the text.

o Students who are able to explain a specific images and

how it connects to the text are able to describe how the

image helps the reader understand related key ideas in

text print.

o After reading informational text, students who understand

that images can contribute to and clarify text are able to

create an image that “goes with” and explains the text.

o Students who are able to use illustrations and details in

text to describe key ideas can identify similarities and

differences between illustrations and print details (i.e., can

determine whether the image clarifies or does not clarify

the text).

o Students who are able to explain specific images and how

those images clarify or contribute to text understanding

know and use key vocabulary terms such as clarify,

connect, images, diagrams, analyze, explain, reasons,

details, similarities and differences.

o Students who are able to explain specific images and how

those images clarify or contribute to text understanding

realize that authors select specific images to provide

information and help readers make sense of a piece of

text.

Fantastic Facts Center - In this center, students will choose a non-fiction book to read. Students will read the non-fiction story and make a fact poster displaying four facts from the non-fiction book. For example, if a student reads a book about bats, then the student will make a poster with four facts about bats. Making Mental Images/Visualizing Mini-Lessons - Images are created from readers’ schema and words in the text (artistic response) Readers create images to form unique interpretations, clarify thinking, draw conclusions and enhance understanding. Helping Students Focus on Text Structure - This video is part of the “Improving K-3 Reading Comprehension” module at the Doing What Works Clearinghouse. Although, at first glance, the video appears to be on narrative text structure, informational text structure comprises as large part of the video.

21

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CC.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

How does reading the chart, diagram help you understand what the

author is trying to say?

What information did you gather from that _______ diagram that aided

your understanding?

Restate the important facts from the chart or graph using the

________.

What examples can you find to ________?

What conclusions can you draw______?

How can you make use of these facts and graphs?

Vocabulary

o diagram

o contribute

o explain

o reasons

o Clarify

o graphic

organizer

o images

o analyze

22

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CCRI2.8 Describe how reasons

support specific

points the author

makes in a text.

o Students who can describe how reasons support

specific points the author makes in a text are able to

determine the meaning of general academic vocabulary

and domain-specific words and phrases necessary to

understand text they read.

o Students who can describe how reasons support

specific points the author makes in a text must be able

to determine the key details in text. They do this, in

part, by examining illustrations and words in print as

well as asking and answering questions about text.

After determining key details (specific points), students

are able to search for and identify reasons for the

specific points the author makes.

o Students who can describe how reasons support

specific points the author makes in the text understand

the various reasons authors write informational text: to

give information about a person, an event or a thing; to

describe something; to tell what happened in a real

event; or to tell how something is alike or different from

something else. This knowledge helps them describe

how reasons support specific points the author makes.

Reader’s Workshop

Unit 3 Journeys- Helen Keller (TE 312)

Whole Group Read Aloud(TE294); Vocabulary

(TE296); Mini Lesson(TE310-311 Main Idea and

Details);

Small Group- Leveled Readers (TE366-368) and

guided reading books from bookroom.

Word Study Teacher’s Guide (Lesson 13

Words with ee, ea) TE page 64-65

Writing- After reading the story, Helen Keller,

students will write the opinion from the

paragraphs listed in the practice book lesson 14

and write two facts that support each opinion.

TE 325

. Literacy Centers - This site includes suggestions for setting up literacy centers and activities, including those focused on comprehension and activities related to comparing and contrasting. A teacher developed site devoted to author’s purpose.

23

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CCRI2.8 Describe how reasons

support specific points

the author makes in a

text.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts: What does the writer think about the problem?

Explain in your own words the reasons that support the author’s main

purpose.

Why do you think the author wrote that?

What details did the author use to support his/her main purpose?

Did the author justify his/her ideas?

Why did the author write this piece?

VOCABULARY

compare

contrast

diagram

specific points

support

graphic organizer

images

point of view

reasons

24

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CCRI.2.9 Compare and contrast the

most important points

presented by two texts

on the same topic.

o In order to be able to compare and contrast two or

more versions of the same story by different authors

or from different cultures, students must acquire or

have acquired an understanding of related vocabulary

– culture, comparing, contrasting, similarities,

differences, versions, and author as well as

understand the concept of “the same story from

different authors or from different cultures”. Students

must also be familiar with the terms related to

strategies they might use to compare and contrast

such as questioning, connecting illustrations to print,

determining key details, and so forth.

o Students who are able to compare and contrast

adventures and experiences of characters in familiar

stories can, with teacher prompting and support,

transfer this ability to the more complex task of

comparing and contrasting two or more versions of the

same story by different authors or from different

cultures.

o In order to be able to compare and contrast two or

more versions of the same story by different authors

or from different cultures, students should have

already experienced multiple opportunities to read or

listen to stories, drama, poems and myths.

o

Reader’s Workshop

Unit 1 Journeys- My Family (T124)

Whole Group Read Aloud(TE106); Vocabulary

(TE108); Mini Lesson(TE122-123

Compare/Contrast);

Small Group- Leveled Readers (T178-180) and

guided reading books from bookroom.

Word Study Teacher’s Guide (Lesson 14 Long o

(o, oa, ow) page 66-67

Writing— After reading the story My Family,

students will write a friendly letter about

something they like to do with their families.

Explain that a friendly letter tells all the events in

the order they happened. Projectable 2.9 (TE

page 145)

Fundamental Lesson- CC001-Compare and contrast information in one or more passages.

25

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

CCRI.2.9 Compare and contrast

the most important

points presented

by two texts on

the same topic.

Teachers, please free to write your own notes in this space.

Question Stems and Prompts:

What is the text about?

What are the key details?

Read both texts. What is the difference between them? (contrast)

How are the two pieces alike? (compare)

Can you fill in the Thinking Map showing the similarities and

differences between the two texts?

How were the illustrations used in both books?

What did the illustration in the books tell you?

Can you tell your partner what is the same/different about what

you are reading?

VOCABULARY

o Compare

o Contrast

o Versions

o Similarities

o Differences

o Culture

26

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). LP2.11C Use singular and plural nouns with matching verbs in basic LP2.11g

Use frequently occurring conjunctions (e. g., and, but, or, so, because). LP2.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

• A review of the definition of “noun”, “pronoun”, “verb”, “adjective” and “adverb” will be helpful as second grade students move forward to more complex grammar and usage conventions • Students will need to be able to define and identify a “collective noun" • Students will need to be able to define and identify a “plural noun” and then distinguish between a “regular plural noun” and an “irregular plural noun” • Students will need to be able to identify “reflexive pronoun” • Students will need to able to define and identify an “irregular verb” and then use irregular verbs in the past tense

VOCABULARY

o conventions/rules

o collective nouns

o nouns

o plural nouns

o irregular nouns

o reflexive pronouns

o pronouns

o verbs

o past tense

o irregular verbs

Irregular Verb Worksheet-This teacher-made worksheet has a few simple questions asking students to identify the correct irregular verb. Starship English-Blast the Rocket-This BBC game reads present tense verbs to students so that they may select the correctly spelled past tense verbs. It includes irregular past tense verbs.

Nouns-This teacher website contains online activities and crosswords related to collective nouns and plural nouns Singular and Plural Forms-Students learn to identify and correctly use singular and plural nouns as they drag them into the correct column in this game

Fundamental Lesson- LC004 Use singular and plural nouns and pronouns, including personal pronouns.

27

CCCS Focus

Standards

Explanation of Standard Instructional Strategies, Resources,

and Activities

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

LP2.11C Use singular and plural nouns

with matching verbs in basic

LP2.11g Use frequently occurring

conjunctions (e. g., and, but, or,

so, because). LP2.1.1j Produce and expand complete

simple and compound declarative,

interrogative, imperative, and

exclamatory sentences in response

to prompts

Teachers, please free to write your own notes in this

space.

28

CCSS Focus Standards Explanation of Standard Instructional Strategies, Resources, and Activities

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

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

b. Use commas in

greetings and

closings of letters.

LP2.K2a Capitalize the first word

in a sentence and the

pronoun I.

LP2.2.2C Use commas in dates and

to separate single words

in a series.

o Punctuation is used to aid the smooth reading of

texts. Writers use punctuation as a powerful tool in

shaping meaning. A lack of punctuation or

misused punctuation can lead to misunderstanding

and confusion.

o Learning how and why certain patterns are used

and then practicing these common patterns will

allow students to develop spelling and writing

skills. We begin by teaching the most reliable

patterns and move to those that are less reliable

over time. In the learning stages, it is very

important to teach spelling using decodable words

grouped together by spelling pattern. By teaching

these patterns to students, we can help them

develop language skills.

o Use glossaries and dictionaries, both print and

digital, to determine and clarify word spellings.

o Viewing and analyzing the use of contractions in

reading and writing assists students by

demonstrating the correct use of contractions,

identifying the correct use of contractions, and

identifying where they should not be used.

o Include possessive and abbreviation contractions

as part of spelling lists.

o Students can begin to learn the basic functions of

capitalization during shared reading and writing

lessons and practice capitalization in small group

activities.

VOCABULARY

o Apostrophe

o Capitalization

o Comma

o Contraction

o Exclamation

point

o Possessive

o Reference

Materials

o Spelling

Patterns

Capitalization Worksheets includes activities for

capitalization of holidays, product names, and

geographic names.

The Wordville website offers an interactive activity

for children to practice placing commas in letters.

The edHelper website offers an apostrophe activity

appropriate for second grade students

The First School Years website includes several

activities for children to practice apostrophe usage.

Autumn Word Ladders - This activity uses word

ladders to practice learned spelling patterns as well

as a template for teachers to create their own word

ladders

29

CCSS Standards Standards Explanation of Standard Instructional Strategies, Resources, and Activities

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

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

b. Use commas in

greetings and

closings of letters.

LP2.K2a Capitalize the first word

in a sentence and the

pronoun I.

LP2.2.2C Use commas in dates and

to separate single words

in a series.

Teachers, please free to write your own notes in this space.

30

CCSS Standards Standards Explanation of Standard Instructional Strategies, Resources, and Activities

W.2.1 Write opinion pieces in

which they introduce the

topic or book they are

writing about, state an

opinion, supply reasons that

support the opinion, use

linking words (e.g., because,

and, also) to connect opinion

and reasons, and provide a

concluding statement or

section.

W2.2 Write

informative/explanatory

texts in which they introduce

a topic, use facts and

definitions to develop

points, and provide a

concluding statement or

section.

o Model examples of opinion and persuasive writing through the

use of mentor texts. Some examples are: Hey Little Ant by Phillip

Hoose, Earrings by Judith Viorst, and I Wanna Iguana by Karen

Orloff.

o Social studies, civics and current events all provide topics for

students to express an opinion and support that opinion with

reasons and/or facts. Deciding upon the class rules can also give

students an outlet for taking a side and debating.

o When students have an opinion on a topic, allow them time to

research facts on the topic to support their opinion. This allows

for integration of research and technology/media skills

o Model the use of graphic organizers to establish key details

about a topic. Link various details to show connections and/or a

progression. Then model using the graphic organizer as an

outline or planning tool for students' own compositions.

o Frequently discuss figures, diagrams, and explanatory

illustrations from informative texts. Practice making similar

figures during shared writing.

o Frequently point out distinctions between facts and opinions or

thoughts in current event texts such as news paper articles.

o Highlight concluding statements or sentences in texts.

The StudyZone webpage gives samples of student writing that has opinions supported by facts Here is a book review template helps to provide a structure for students to review books. Students provide their opinion on their favorite part and why they would or would not recommend the book to others

Beginning, Middle, End Story Map opens a simple,

31

W2.3 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.

• Second grade students begin to use more complex

sentences as well as more elaborate details.

• Students can also use a wider variety of adjectives and

verbs to describe an event, and will use these details more

frequently.

• Second graders can rely on their earlier understanding of

the concepts of “beginning”, “middle”, and “end” to structure

their narrative.

• They will also continue to use temporal words, such as

next, then, and last to indicate a passage of time.

• Second graders will become more skilled at writing an

introduction and a closing when working on a narrative

piece.

printable story map from ReadingRockets.org. This map can be used for organizing writing, as well as for reading comprehension. Here is a sample personal narrative from“Time For Kids” Homework Helper that offers a printable tool that can be sent home as an example Story Starters is an interactive, online tool for students from Scholastic.com.

32

CCSS Standards Explanation of Standard Instructional Strategies, Resources, and Activities

W.2.1 Write opinion pieces in

which they introduce the

topic or book they are

writing about, state an

opinion, supply reasons that

support the opinion, use

linking words (e.g., because,

and, also) to connect opinion

and reasons, and provide a

concluding statement or

section.

W2.2 Write

informative/explanatory

texts in which they introduce

a topic, use facts and

definitions to develop

points, and provide a

concluding statement or

section.

W2.3 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.

Teachers, please free to write your own notes in this space.

33