Bundle 2 Grade 2 Language Arts

EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 2

Language Arts

Big Idea Organization Patterns in Literature

Enduring Understandings Essential Questions Even the smallest moment in time can be shared in a story Recognizing patterns in word families makes a story easier to read Organizing ideas make a story easier to read

The writing process is a tool that helps make our writing better

Why are stories we write worth sharing What helps us learn new words Why are stories organized in different ways

Why is the writing process important

CCLearning Targets Core Vocabulary Links to Technology 2211 RL3 RL7 2210 235 236 RF3 ae f 211

212 2111 W3 W5 L1 ad f L2 a d

L5 a b 261 266 268 SL 1 SL 2 SL 4

antonyms fantasy past tense verbs quotation marks reality synonyms word families

Read Me Stories (app)

MeeGenius Kids Books (app) Interactive Touch Books (app) Scholastic Storia (app) Bluster (app) Build a Word Express (app) ABC Magnetic Alphabet (app) A+ Spelling Test (app) Spelling Test (app)

Bundle Performance Task(s) While listening to a text read aloud students will make and confirm predictions using prior knowledge and illustrations Students will determine whether or not the story is fantasy or reality and provide evidence to support their thinking Students will create a story board using sentences and illustrations to retell the text in sequential order They will then share their story board with small groups of students Students will take a small moment experience and write a personal narrative incorporating the writing process Students will use word patterns to help with spelling use proper nouns in their writing and will focus on correct word order in sentences As an extension students will use the ideas from their original narrative and change themselves into a fictional character in order to develop a fantasy story Descriptive words will need to be added to be able to visualize the character Students may make a puppet of their fictional character or create a comic strip showing the character developing through the narrative This may then be shared through an oral presentation to the class

Grade 2 LA Bundle 2

Quarter 1 Sep-Oct

Recommended Read-Alouds G2 - Bundle 2

Big Idea Organization Title Author Relates tohellip

If You Were an Antonym Michael Dahl Antonyms

Stop and Go Yes and No Brian Cleary Antonyms

The Greatest Gymnast of All Stuart Murphy Antonyms

Code Blue ndash Calling all Capitals Pamela Hall Capitalization

Flossie and the Fox Patricia McKissack Characters (respond to major events)

The Little Engine That Could Watty Piper Characters (respond to major events)

The Ugly Duckling Hans Christian Andersen Characters (respond to major events) The Chalk Box Kid Clyde Robert Bulla Characters setting plot

The Jester Has Lost His Jingle David Saltzman Characters setting plot Mufarorsquos Beautiful Daughters John Steptoe Characters setting plot Sheep in a Jeep Nancy E Shaw Common word families

Sheep on a Ship Nancy E Shaw Common word families Word Family Tales (series) Scholastic Common word families Balto and the Great Race Elizabeth Cody Kimmel Fantasyreality

Superdog The Heart of a Hero Caralyn Buehner Fantasyreality Animal FactAnimal Fable Seymour Simon Fantasyreality A Chair for My Mother Vera B Williams Narratives (event order)

Bigmamarsquos Donald Crews Narratives (event order) The Kissing Hand Audrey Penn Narratives (event order) Arthur (series) Marc Brown Narratives (event order) Flossie and the Fox Patricia McKissack Narratives (event order) If You Were a Noun Michael Dahl Nouns (collective)

Lillyrsquos Purple Plastic Purse Kevin Henkes Nouns (collective)

Fancy Nancy by Jane OrsquoConnor Jane OrsquoConnor Predictions

A Weekend with Wendell Kevin Henkes Predictions Lillyrsquos Big Day Kevin Henkes Predictions Brave Irene William Steig Predictions Fancy Nancy Jane OrsquoConnor Predictions The Doorbell Rang by Pat Hutchins Pat Hutchins Text sequence


Paul Bunyan Carol Ottolenghi Text sequence The Giving Tree Shel Silverstein Text sequence Fancy Nancy Jane OrsquoConnor Shades of verbs and adjectives

Accessories to Zany Jane OrsquoConnor Shades of verbs and adjectives

Reading Workshop G2- Bundle 2

CCLearning Targets Resource of Ideas Evidence of Learning

2211 Identify text that uses sequence or other logical order (alphabetical order or time)

- Wee Can Write pp 4 6 10 19 - Creating Young Writers pp 106 - Comprehending and Fluency pp 186 245 355-366 - The Doorbell Rang by Pat Hutchins - Paul Bunyan by Carol Ottolenghi - The Giving Tree by Shel Silverstein

- Sequencing- Garfield Comic Strips

- Story Scramble- Sequencing - Sequencing Practice Reading Wonders ndash Unit 3 - (WK 2) pp T126-T127 RW Workshop Starry Night pp 198-205 - (WK 2) pp T139A-T139L Anthology Mr Putter amp Tabby See the Stars pp 232-251 Reading Wonders ndash All Units (All Stories)

-Wonders Assessments -Thinking MapGraphic Organizer -OralWritten Summary -Picture Timeline -Storyboard Comic Strip

RL3 Describe how characters in a story respond to major events and challenges

- Comprehending and Fluency pp 142186 245 355-365 - Flossie and the Fox by Patricia McKissack - The Little Engine That Could by Watty Piper - The Ugly Duckling by Hans Christian Andersen - Character Analysis Activities - How and Why Characters Change- Lesson Plan - WatchKnowLearn Free Videos Reading Wonders ndash Unit 2 -(WK 1) pp T34-T35 RW Workshop A Visit to the Desert pp 102-109 -(WK 1) pp T47A-T47L Anthology Sled Dogs Run pp 110-131 -(WK 2) pp T126 RW Workshop The Boy Who Cried Wolf pp 118-125 -(WK 2) pp T139A-T139N Anthology Wolf Wolf pp 136-159

-Wonders Assessments -Sequence Map -Response to literature Notebook


RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters setting or plot

- Comprehending and Fluency pp 355-359 362 ndash 363 - The Continuum of Literacy Learning pp 56-57 - The Chalk Box Kid by Clyde Robert Bulla - The Jester Has Lost His Jingle by David Saltzman - Mufarorsquos Beautiful Daughters by John Steptoe - Create a character trading card to plan a story - Inferences can be based on characters Reading Wonders ndash Unit 2 -(WK 1) pp T34-T35 RW Workshop A Visit to the Desert pp 102-109 -(WK 1) pp T47A-T47L Anthology Sled Dogs Run pp 110-131

-Role play a character -Use a Venn Diagram to compare characters -Create a taxonomy of character traits found in stories -Quiz -Create a truefalse quiz about a main character -Create a resume for a main character

2210 Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events such as before first during while as at the same time after then next finally now when or cause and effect such as because since therefore so)

-Drawing Conclusions Practice

-Interactive Graphic Organizer

-Drawing Conclusions Resource Page

-Drawing Conclusions Lesson Plans

-Drawing Conclusions Smart Notebook Lessons

-Drawing Conclusions Grade 2 Unit Lesson Plans

-Making and Confirming Predictions Lessons

Reading Wonders ndash Unit 2 -(WK 1) pp T11 T27 -(WK 1) pp T32-T33 RW Workshop A Visit to the Desert pp 102-109 -(WK 1) pp T47A-T47L Anthology Sled Dogs Run pp 110-131 -(WK 2) pp T103 T119 -(WK 2) pp T124-T125 RW Workshop The Boy Who Cried Wolf pp 118-125 -(WK 2) pp T139A-T139N Anthology Wolf Wolf pp 136-159

- Wonders Assessments - Evidence from Readerrsquos Notebook - Anecdotal Records from Guided Reading - Written Reflection


235 Confirm predictions about what will happen next in a story

- Reading with Meaning pp 109-114 - Creating Young Writers pp 106 - Comprehending and Fluency pp 53 - Fancy Nancy by Jane OrsquoConnor - A Weekend with Wendell by Kevin Henkes - Lillyrsquos Big Day by Kevin Henkes - Brave Irene by William Steig - Making Predictions - Comprehension Activities Reading Wonders ndash Unit 2 -(WK 1) pp T11 T27 -(WK 1) pp T32-T33 RW Workshop A Visit to the Desert pp 102-109 -(WK 1) pp T47A-T47L Anthology Sled Dogs Run pp 110-131 -(WK 2) pp T103 T119 -(WK 2) pp T124-T125 RW Workshop The Boy Who Cried Wolf pp 118-125 -(WK 2) pp T139A-T139N Anthology Wolf Wolf pp 136-159

-Wonders Assessments -Written Reflection -Think-Pair-Share

236 Recognize the difference between fantasy and reality

- Reading with Meaning pp 144-147 - Balto and the Great Race by Elizabeth Cody Kimmel - Superdog The Heart of a Hero by Caralyn Buehner - Animal FactAnimal Fable by Seymour Simon - Realistic FictionFantasy - Genre Posters

-Wonders Assessments -Written Reflection -Thinking MapGraphic Organizer -Book Talk


RF3 (213)

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 e Identify words with inconsistent but common spelling-sound correspondences f Recognize and read grade-appropriate irregularly spelled words

- Wee Can Write pp 25 - Prompting Guide 1 pp 11-15 - Continuum of Literacy Learning K-8 pp 209 - Phonics Lessons pp 331-334 - Word Matters pp 98-99 - Brain Busters- Word Games - Long Vowels - Look Out Below- making words - Making Words - Prefix and Suffix Lessons- Scroll to Bottom - Whack a Mole Phonics - Syllables - Blending Syllables Segmentation -Phonics Awareness- 1st Grade (app) Vowel sounds -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) (Short lsquoarsquo) -ABC Phonics Short Vowel Words (app) (Long lsquoarsquo and lsquoorsquo) Decoding -MELS Phonics CVC (app) (Short lsquoarsquo and lsquoersquo) -ABC Magic Reading 3 (app) (Blending and Segmenting) Reading Wonders ndash Unit 1 (long amp short vowels) -(WK 5) pp T406 T417 T426 T434-T435 Reading Wonders ndash Unit 2 -(WK 1) pp T12-T13 T28-T29 T40-T41 T68-T69 -Reading Wonders-Unit 2 (inconsistent but common spelling-sounds) -(WK 1) pp T29 T41 T51

-Wonders Assessments -Phonics Lessons Teaching Resources pp 88-89 -Anecdotal Records from Guided Reading


-Reading Wonders-Unit 2 (irregularly spelled words) -(WK 1) p T15 -(WK 2) p T107 -(WK 3) p T199

211

Demonstrate an awareness of the sounds that are made by different letters by

Distinguishing beginning middle and ending sounds in words

Rhyming words

Clearly pronouncing blends and vowel sounds

- Building Bridges from Early to Intermediate Literacy pp 31-37 - Word Matters pp 90-93 - Determine the Missing Letter - Picture Match- beginning sounds short and long vowels - 5 Big Ideas of Reading- Research and Activities - Phonemic Phonics Fluency Vocabulary Comprehension Activities - Phonemic Awareness Activities -Marbleminds Phonics (app) -Match Phonics Free (app) -Phonics Consonants Free (app) -ABC Alphabet Phonics- Preschool (app)

-ABC Alphabet (Letters and Sounds)- app

-Phonics Silly Sentences 2

Letter Quiz -K12 Phoneme Videos App - Reading Wonders (all units)

-Anecdotal Records from Guided Reading

212 Recognize and use knowledge of spelling patterns (such as cutcutting slidesliding) when reading

- Phonics Lessons pp 441-444 - Spelling Patterns - Phonics Genius- Word List (app)

-Phonics Lessons Teaching Resources pp 39-42 116-119 -Buddy Study Spelling


2111 Know and use common word families (such as -ale -est -ine -ock -ump) when reading unfamiliar words

- Sheep in a Jeep by Nancy E Shaw - Sheep on a Ship by Nancy E Shaw - Sheep in a Shop by Nancy E Shaw - Word Family Tales (series) - Word Family Activities - Pounce - Word Family Printables - Word Families - Phonics Worksheets

-Buddy Study Spelling

Correlating CCLearning Targets Teacher Notes

RI 6 RI 10 222

RL 1 RL 10 RF 4 a-c

- IDOE Resources - Students will use the mouse or keyboard effectively to move around the computer screen and search for information

Writing Workshop G2 - Bundle 2

CCLearning Targets Resource of Ideas Evidence of Learning W3 (251) (256)

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

Write for differentpurposes audiences

- Units of Study for Teaching Writing Book 2 - Continuum of Literacy Learning K-8 pp 122-123 - 6+1 Traits of Writing pp 89-95 - A Chair for My Mother by Vera B Williams - Bigmamarsquos by Donald Crews - The Kissing Hand by Audrey Penn - Arthurs (series) by Marc Brown - Flossie and the Fox by Patricia McKissack - Anchor Papers - Narrative Text Structure - Sequence of Events - Writing Tips - Create Your Own Flip Book Reading Wonders ndash Unit 1 -(WK 3) T206-T207 T232 RW Workshop Readers tohellipWriters pp 64-65 -(WK 4-5) pp T486-T491 Reading Wonders ndash Unit 2 -(WK 1) pp T22-T23 T36 T48 T54 T62 RW Workshop Readers to hellip Writers pp 112-113 -(WK 2) pp T114-T115 RW Workshop Readers tohellipWriters pp 128-129

-Creating Young Writers pp 221-226 -Units of Study for Teaching Writing Assessment Checklist -Units of Study for Teaching Writing Assessment Rubric -Narrative Writing Sample -Writing Conference -Descriptive Writing Sample

W5 (241) (242) (243) (246) (247) (248)

With guidance and support from adults and peers focus on a topic and strengthen writing as needed by revising and editing

Create a list of ideas for writing

Organize related ideas together to maintain a consistent focus

- Units of Study for Teaching Writing Book 2 - Continuum of Literacy Learning K-8 pp 124 - Creating Young Writers pp 77-85 98-99 106-107 124-131 - 6 + 1 Traits of Writing pp 88 117-133 - Launching the Writerrsquos Workshop Primary Grades pp 11-18 25-30 43-52 - Word Matters pp 166

-Units of Study for Teaching Writing Assessment Checklist -Units of Study for Teaching Writing Assessment Rubric -6+1 Traits of Writing pp 103-104 pp 208-209 pp 243-245 -Thinking MapGraphic Organizer


Find ideas for writing stories and descriptions in pictures or books

Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail

- Lucy Calkins e-docs Unit 3 Writing and Revising Realistic Fiction pp 35-47 - The Writing Process - Fireflies by Julie Brinckloe - The Snowy Day by Ezra Jack Keats - Lyle Lyle Crocodile by Bernard Waber - Owl Moon by Jane Yolen - Developing Focus - Google Wonder Wheel - Organizing Writing Reading Wonders ndash Unit 1 -(WK 3) pp T220 T232 T238-T239 -(WK 4) pp T312 T330-T331 T338 -(WK 5) pp T388 T402 T414 T420 Reading Wonders ndash Unit 2 -(WK 1) pp T48 T54 T484-T485 -(WK 2) pp T114-T115 T128 T140 T146 RW Workshop Readers tohellipWriters pp 128-129


W8 255

Language and Word Study G2 - Bundle 2

CCLearning Targets Resource of Ideas Evidence of Learning L1 (262) (263) (264)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a Use collective nouns (eg group)

Identify and correctly write common and proper nouns

d Form and use the past tense of frequently occurring irregular verbs (eg sat hid told)

Identify and correctly write action verbs

f Produce expand and rearrange complete simple and compound sentences (eg The boy watched the movie The little boy watched the movie The action movie was watched by the little boy)

Use the correct word order in written sentences

Distinguish between complete and incomplete sentences

a Common and Proper nouns - Phonics Lessons pp 319-326 - If You Were a Noun by Michael Dahl - Lillyrsquos Purple Plastic Purse by Kevin Henkes - Common and Proper Nouns - Noun Skill Sheets - Common and Proper Nouns- SmartBoard Activities - Noun and Verb Sort - Drag and Tag Nouns at Home (app) - Grammaropolis App Reading Wonders ndash Unit 2 -(WK 3) pp T221 T232-T233 T238-T239 T247 d Verbs - Phonics Lessons pp 319-326 - Verb Skill Sheets - Action Verbs- SmartBoard Activities - Verb Activity - Verbs in Action - Verbs in Space - Noun and Verb Sort - Verbs - Irregular Verbs App Reading Wonders ndash Unit 3 -(WK 3) pp T208-T209 T221 T233 T239 -(WK 4) pp T292 T305 T317 T323 T331

-Identify and Highlight in Text -Cloze Activities -Interactive Edit -Writing Sample


f Word order in sentences - Wee Can Write pp 29 31 - Launching the Writerrsquos Workshop Primary Grades pp 55 - Creating Young Writers pp120 123 - Wall of Words- Correct Word Order - Complete Sentences - Complete Sentences- SmartBoard Activities - Sentence Activity - Capital Letters- Beginning and Advanced - Choose the Correct Punctuation

-I Can Write 1 (app)

-I Can Write2 (Word Order)- app

-GetAcross App -Grammar Wonderland Primary App Reading Wonders ndash Unit 1 -(WK 5) pp T388-T390 T403 T415 T421 T429 RW Workshop Readers to hellip Writers pp 94-95

L2 (267) (269)

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Capitalize holidays product names and geographic names d Generalize learned spelling patterns when writing words (eg cage-badge boy-boil)

Short and long vowel sounds

R-controlled vowels

a Capitalization -6+1 Traits of Writing pp 267-268 - Magic Capitals - Capital Letters- Beginning and Advanced Reading Wonders ndash Unit 2 -(WK 3) pp T208-T209 T221 T233 T239 T247 d Spelling Patterns -Phonics Lessons pp 79-90 169-172

Capitalization -Writing Sample Spelling Patterns -Phonics Lessons Teaching Resources pp 5-14 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit


Consonant-blend patterns

-The Hungry Thing by Jan Slepian

-Spelling Practice

Reading Wonders ndash Unit 1 -(WK 3) pp T198 T225 T244 -(WK 4) p T290 -(WK 5) p T382 Reading Wonders ndash Unit 2 -(WK 1) pp T14 T61 -(WK 2) pp T106 T133 T153

L5 (217)

Demonstrate understanding of figurative language word relationships and nuances in word meanings a Identify real-life connections between words and their use (eg describe foods that are spicy or juicy)

AntonymsSynonyms

b Distinguish shades of meaning among closely related verbs (eg toss throw hurl) and closely related adjectives (eg thin slender skinny scrawny)

AntonymsSynonyms

- Phonics Lessons pp 273-276 - Comprehending and Fluency pp 531 - Fancy Nancy by Jane OrsquoConnor - Accessories to Zany by Jane OrsquoConnor - If You Were a Synonym by Michael Dahl

- SynonymAntonym Review - Synonym Sams Lab - Synonyms and Antonyms- SmartBoard Activities - Ball Hogs- Snyonym and Antonym Game - Word Jungle- Synonym Game - Synonym Game - Synonyms amp Antonyms - Antonyms App

Reading Wonders ndash Unit 1 -(WK 1) pp T16 T86 -(WK 2) p T108 -(WK 3) pp T200 T206 T220 T232 T238 -(WK 4) p T292 -(WK 5) p T384

-Phonics Lessons Teaching Resources pp 71-73 -Identify and Highlight in Text -Quiz (matching) -Interactive Edit


Reading Wonders ndash Unit 2 -(WK 1) pp T16 T22 T36 T48 T54 -(WK 2) p T108 -(WK 3) p T200 -(WK 4) p T292

261 Form letters correctly and space words and sentences properly so that writing can be read easily by another person

- Wee Can Write pp 27 63 - Launching the Writerrsquos Workshop Primary Grades pp 53-54 - Prompting Guide 1 pp 23-26 - Zaner-Bloser Handwriting - Handwriting -ABC Easy Writer (app) -Letter Quiz Free (app) Alphabet Tracing (app)

- Daily Writing Activities

266 Use quotation marks correctly to show that someone is speaking

- Quotation Marks Kids - Quotation Marks SmartBoard Lessons - Quotation Marks Practice - Studyzone - Quotation Marks Skit Activity Reading Wonders ndash Unit 1 -(WK 5) pp T391 T403 T415 T421 T429

- Writing Sample - Interactive Edit - Identify and highlight in text

268 Spell correctly words like was were says said who what and why which are used frequently but do not fit common spelling patterns

-Phonics Lessons pp 239-242 -High-Frequency Word List

-High Frequency Words -High Frequency Words 2

-Phonics Lessons Teaching Resources pp 57-59 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit


Reading Wonders ndash Unit 1 -(WK 3) pp T191 T214 T236 T245 -(WK 4) pp T291 T306 -(WK 5) pp T383 T418 T427 Reading Wonders ndash Unit 2 -(WK 1) pp T15 T30 T61 -(WK 2) pp T107 T122 T144 T153

SL1 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 (eg gaining the floor in respectful ways listening to others with care speaking one at a time about the topics and texts under discussion) b Build on othersrsquo talk in conversations by linking their comments to the remarks of others c Ask for clarification and further explanation as needed about the topics and texts under discussion

-Strategies That Work 2 pp 93-95 -The Continuum of Literacy Learning pp 186-187 -The Daily Five pp 59-78

Reading Wonders ndash Unit 1 -(WK 4) pp T284 T332 T334 -(WK 5) pp T376 T416 T422 Reading Wonders ndash Unit 2 -(WK 1) pp T8 T26 T50 T56 -(WK 2) pp T100 T118 T142

-Anecdotal records taken during teacher observation

Relate Experiences to a Speaker -Strategies That Work 2 Assessing What Wersquove Taught pp 105-108 -Response to literature samples -Think-marks in the margin or on post-it-notes -Evidence from Readerrsquos Notebook -Poetry Anthology

SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

-The Continuum for Literacy Learning pp 176 184 -The Daily Five pp 59-78 Reading Wonders ndash Unit 1 -(WK 3) p T211 -(WK 4) p T303

-Oral Summary -Oral Presentation -Create Web -Anecdotal records taken during teacher observation


-(WK 5) p T393 Reading Wonders ndash Unit 2 -(WK 1) pp T27 T50 -(WK 2) p T119

SL4 Tell a story or recount an experience with appropriate facts and relevant descriptive details speaking audibly in coherent sentences

-The Continuum of Literacy Learning pp 186-187 -Spotlight on Comprehension pp 236-237 -The Daily Five pp 59-78 Reading Wonders ndash Unit 1 -(WK 5) pp T424-T425

-Anecdotal records taken during teacher observation -Spotlight on Comprehension pp 238-242 -Oral Summary


SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA

Big Idea Organization Patterns in Literature

Enduring Understandings Essential Questions Even the smallest moment in time can be shared in a story Recognizing patterns in word families makes a story easier to read Organizing ideas make a story easier to read

The writing process is a tool that helps make our writing better

Why are stories we write worth sharing What helps us learn new words Why are stories organized in different ways

Why is the writing process important

CCLearning Targets Core Vocabulary Links to Technology 2211 RL3 RL7 2210 235 236 RF3 ae f 211

212 2111 W3 W5 L1 ad f L2 a d

L5 a b 261 266 268 SL 1 SL 2 SL 4

antonyms fantasy past tense verbs quotation marks reality synonyms word families

Read Me Stories (app)

MeeGenius Kids Books (app) Interactive Touch Books (app) Scholastic Storia (app) Bluster (app) Build a Word Express (app) ABC Magnetic Alphabet (app) A+ Spelling Test (app) Spelling Test (app)

Bundle Performance Task(s) While listening to a text read aloud students will make and confirm predictions using prior knowledge and illustrations Students will determine whether or not the story is fantasy or reality and provide evidence to support their thinking Students will create a story board using sentences and illustrations to retell the text in sequential order They will then share their story board with small groups of students Students will take a small moment experience and write a personal narrative incorporating the writing process Students will use word patterns to help with spelling use proper nouns in their writing and will focus on correct word order in sentences As an extension students will use the ideas from their original narrative and change themselves into a fictional character in order to develop a fantasy story Descriptive words will need to be added to be able to visualize the character Students may make a puppet of their fictional character or create a comic strip showing the character developing through the narrative This may then be shared through an oral presentation to the class

Grade 2 LA Bundle 2

Quarter 1 Sep-Oct




















































RF3 (213)






211



Rhyming words















RI 6 RI 10 222

RL 1 RL 10 RF 4 a-c








W5 (241) (242) (243) (246) (247) (248)











W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA




















































RF3 (213)






211



Rhyming words















RI 6 RI 10 222

RL 1 RL 10 RF 4 a-c








W5 (241) (242) (243) (246) (247) (248)











W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA



211



Rhyming words















RI 6 RI 10 222

RL 1 RL 10 RF 4 a-c








W5 (241) (242) (243) (246) (247) (248)











W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA






RI 6 RI 10 222

RL 1 RL 10 RF 4 a-c








W5 (241) (242) (243) (246) (247) (248)











W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA







W5 (241) (242) (243) (246) (247) (248)











W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA






W8 255

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA

















L2 (267) (269)



R-controlled vowels






-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA




-Spelling Practice


L5 (217)


AntonymsSynonyms


AntonymsSynonyms

































SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA





























SL3 SL5

G2+Bundle2+Title+LA

G2+Bundle2+Cover+LA

G2+Bundle2+RRA+LA

ryG2+Bundle2+RW+LA

ry+G2+Bundle2+WW+LA

ryG2+Bundle2+LW+LA

Bundle 2 Grade 2 Language Arts

Documents

Transcript of Bundle 2 Grade 2 Language Arts