EAST ALLEN COUNTY SCHOOLS

Bundle 4

Grade 2

Language Arts

Big Idea: Change Response to Literature:

Reflect and Revise

Enduring Understandings Essential Questions Authors fix up and fancy up their writing to make it better. Reflecting on what we read and write will help to build understanding. Paying attention to the characters, setting, and plot will help us learn more about ourselves and others.

Asking questions can help clarify stories and ideas.

How can we make our writing better?

Why do we ask questions? What can we learn from the elements in a story? Why is it important to reflect?

CC/Learning Targets Core Vocabulary Links to Technology 2.2.5 RL.2 RL.3 RL.5 2.3.1

RF.3 b,c, e, f 2.1.2 W.2 W.5 2.5.5 L.1 e

L.2 c-e L.6 2.6.1 2.6.8 SL.3 SL.6

explanatory text moral

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) After listening to two fables read aloud, the students will respond to the literature in a journal entry or book review. They will determine the lessons of the stories supported with examples from the text. They will then compare and contrast the characters, setting, and plot from both fables. The students will then choose one of the main characters and describe how s/he responded to a major event in the story. Students will choose a previously written narrative and revise by adding descriptive details and proofread for correct spelling and complete sentences. Students will reflect on a classmate’s writing by asking questions of the student’s writing so that additional revisions may be made. As an extension, the students could watch a parent-approved television show that has a lesson learned. They will then write a summary of the show and explain what lesson was learned. The students could also describe how the main character handled a situation that took place in the show.

Grade 2 LA Bundle 4

Quarter 2 Nov-Dec

Recommended Read-Alouds G2-- Bundle 4

Big Idea: Change Title Author Relates to…

Hairy, Scary, Ordinary, What is an Adjective? Brian Cleary Adjectives/Adverbs

Many Luscious Lollipops Heller Adjectives/Adverbs

The True Story of the Three Little Pigs Jon Scieszka Beginning, Middle, End

The Three Little Wolves and the Pig Bad Big Michele Higgins Beginning, Middle, End

The Little Engine That Could Watty Piper Characters

The Ugly Duckling Hans Christian Andersen Characters

Wemberly Worried Kevin Henkes Compare (plot, setting, characters)

The Recess Queen Alexis O’Neill Compare (plot, setting, characters) The Paper Bag Princess Robert Munsch Compare (plot, setting, characters) The Polar Express Chris Van Allsburg Descriptive Words

Two Bad Ants Chris Van Allsburg Descriptive Words Dr. DeSoto William Steig Descriptive Words Come on, Rain! Karen Husse Descriptive Words The Legend of the Indian Paintbrush Tomie dePaola Fables and Folk Tales

The Amazing Greek Myths of Wonder and Blunders Mike Townsend Fables and Folk Tales

Coyote and the Sky: How the Sun, Moon, and Stars Emmett Garcia and Victoria Pringle Fables and Folk Tales

Look! Look! Look! Tana Hoban Informative Text

Shades of Black Sandra Pinkney Informative Text

My Chair Betsy James Informative Text

The Little Engine That Could Watty Piper Questioning

Paul Bunyan Steven Kellogg Questioning How Tall, How Short, How Far Away David Adler Questioning When I Was Young in the Mountains Cynthia Rylant Revising and Editing (topic)

Alexander and the Terrible… Judith Viorst Revising and Editing (topic) Mike Mulligan and his Steam Shovel Virginia Lee Burton Revising and Editing (topic) Sam, Bangs, and Moonshine Evaline Ness Summarize

Amos and Boris William Steig Summarize The Art Lesson Tomie dePaola Summarize

Reading Workshop G2- Bundle 4

CC/Learning Targets Resource of Ideas Evidence of Learning 2.2.5 Restate facts and details or summarize

the main idea in the text to clarify and organize ideas.

-Wee Can Write pp. 44 -Strategies that Work pp. 188-190 -Sam, Bangs, and Moonshine by Evaline Ness -Amos and Boris by William Steig -The Art Lesson by Tomie dePaola

-Starfall- Online Stories -Finding the Main Idea- SmartBoard -Phonemic, Phonics, Fluency, Vocabulary, Comprehension Activities -Summarizing 2

Reading Wonders –Unit 3 -(WK 1) p. T39 -(WK 3) p. T223 -(WK 4) pp. T310-T311, R/W Workshop Tornado! pp. 230-237 -(WK 4) pp. T323A-T323H, Anthology Wild Weather pp. 280-291

-Wonders Assessments -Strategies that Work pp. 198-199 -Thinking Map/Graphic Organizer -One-Sentence Summary -Oral/Written Summary -Book Talk

RL.2 (2.3.7)

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

-Strategies that Work pp. 96-97 -Comprehending and Fluency pp. 243, 355-366 -The Legend of the Indian Paintbrush by Tomie dePaola -The Amazing Greek Myths of Wonder and Blunders by Mike Townsend -Coyote and the Sky: How the Sun, Moon, and Stars Began by Emmett Garcia and Victoria Pringle -Frederick’s Fables by Leo Lionni -Folktales-Read Alouds -Folktales and Fables -Comprehension Activities -Fairy Tales and Folktales -Fairy Tale Activities -Fables, Folk Tales, Fairy Tales, Legends,Myths, Oh My!

-Wonders Assessments -Strategies that Work pp. 105 -Written Reflection -One-Sentence Summary -Book Talk

Reading Workshop G2- Bundle 4

Reading Wonders – Unit 3 -(WK 3) pp. 237A-T237B

RL.3 Describe how characters in a story respond to major events and challenges.

-Comprehending and Fluency pp. 142 -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 -Watch.Know.Learn Free Videos Reading Wonders – Unit 3 -(WK 2) p. T131 -(WK 2) pp. T139A – T139L, Anthology Mr. Putter & Tabby See the Stars pp. 232-251

-Literature Response Notebook -Written summary -Perform a skit -Flow Chart (NUA)

RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. a. Describe the elements of the beginning, middle (identify climax or problem), and end.

-Teaching for Comprehension and Fluency pp, 354-366 -The True Story of the Three Little Pigs by Jon Scieszka -The Three Little Wolves and the Pig Bad Big by Michele Higgins -Story Elements -Setting Activities -Plot -Story Elements Reading Wonders – Unit 3 -(WK 2) pp. T126-T127, R/W Workshop Starry Night pp. 198-205 -(WK 2) pp. T130-T131, T136-T137 -(WK 2) pp. T139A-T139L, Anthology Mr. Putter & Tabby See the Stars pp. 232-251

-Reading Response Notebook -Story Sequence

Reading Workshop G2- Bundle 4

2.3.1 Compare plots, settings, and characters presented by different authors.

-Wee Can Write pp. 54, 56, 70 -Comprehending and Fluency pp. 243, 355-366

-Wemberly Worried by Kevin Henkes -The Recess Queen by Alexis O’Neill -The Paper Bag Princess by Robert Munsch -Compare and Contrast Organizers -Comparing Story Elements -Character, Setting, Plot 2 -Compare/Contrast Reading Wonders – Unit 4 -(WK 3) pp. T212-T213, R/W Workshop Happy New Year! pp. 290-295 -(WK 3) pp. T225A-T225P, Anthology Dear Primo pp. 336-365 -(WK 3) pp. T242-T243

-Wonders Assessments -Thinking Map/Graphic Organizer -Oral/Written Summary

RF.3 (2.1.3)

Know and apply grade-level phonics and word analysis skills in decoding words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels.

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

-Phonics Lessons pp. 71-161, 235-270 -The Continuum for Literacy Learning pp. 364-372 -Brain Busters- Word Games -Long Vowels -Look Out Below- making words -Making Words -Prefix and Suffix Lessons- Scroll to Bottom -Long Vowel Sounds -Multi-syllables -Syllables -Blending Syllables Segmentation -Phonics Awareness- 1st Grade (app)

-Wonders Assessments -Phonics Lessons: Teaching Resources pp. 88-89 -Anecdotal Records from Guided Reading -Buddy Study Spelling

Reading Workshop G2- Bundle 4

Vowel sounds -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) (Short ‘a’) -ABC Phonics Short Vowel Words (app) (Long ‘a’ and ‘o’) -Phonics Vowels (app) (Short and Long ‘a’) Decoding

-MELS Phonics CVC (app) (Short ‘a’ and ‘e’)

-ABC Magic Reading 3 (app) (Blending and Segmenting) Reading Wonders – Unit 3 (all weeks)

2.1.2 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding) when reading.

-Phonics Lessons pp. 449-452, 119-130, 201-204 -Spelling Patterns -Phonics Genius- Word List (app) Reading Wonders – (all units)

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

Correlating CC/Learning Targets Teacher Notes

RI. 4 RI. 6 RI.10 2.2.2 2.2.10 2.2.11 RL.1

RL.6 RL.7 RL.9 RL.10 RF.3 a RF.4 a-c 2.1.1

- IDOE Resources

Writing Workshop G2 - Bundle 4

CC/Learning Targets Resource of Ideas Evidence of Learning W.2 (2.5.2) (2.5.6) (2.5.7)

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

Respond to literature

Support ideas with evidence from text

Write for different purposes

Define and write to an audience

-Units of Study for Teaching Writing: Book 4 -Launching the Writer’s Workshop: Primary Grades pp. 61-68 -Creating Young Writers pp. 98-100 -6 + 1 Traits of Writing pp. 85-89, 195 -Look! Look! Look! by Tana Hoban -Shades of Black by Sandra Pinkney -My Chair by Betsy James -The Best Part of Me by Wendy Ewald -Corn is Maize:The Gift of the Indians by Aliki -The Discovery of the Americas by Betsy Maestro -Writing Tips -Anchor Papers Reading Wonders – Unit 3 -(WK 4) pp. T298-T299, T312, T324, R/W Workshop Readers to…Writers pp. 240-241

- Units of Study for Teaching Writing: Assessment Checklist - Units of Study for Teaching Writing: Assessment Rubric - Creating Young Writers pp. 204-237 - Descriptive Writing Sample - District Writing Prompt - Writing Conference

W.5 (2.4.1) (2.4.2) (2.4.3) (2.4.6) (2.4.7) (2.4.8)

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

Find ideas for writing stories and descriptions in pictures or books

-Units of Study for Teaching Writing: Book 4 -Prompting Guide 1 pp. 27-31 -Creating Young Writers pp. 104-105, 107-108, 121-122, 143-150 -6 + 1 Traits of Writing pp. 61-63, 240-273 -Word Matters pp. 166 -Continuum of Literacy Learning K-8 pp. 127 Shortcut by Donald Crews -When I Was Young in the Mountains by Cynthia Rylant -Alexander and the Terrible… by Judith Viorst -Koala Lou by Mem Fox -Mike Mulligan and his Steam Shovel by Virginia Lee Burton

-Units of Study for Teaching Writing: Assessment Checklist -Units of Study for Teaching Writing: Assessment Rubric -6+1 Traits of Writing pp. 69-70,103-104, 208-209, 243-245 -Thinking Map/Graphic Organize -Evidence from Writer’s Notebook -Author/Writer Talk -Illustration of Ideas -Writing Sample -Writing Conference -Interactive Edit

Writing Workshop G2 - Bundle 4

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

-Google Wonder Wheel -Organizing Writing -Proofreading Practice -Proofreading Paragraph Reading Wonders – Unit 3 -(WK 2) pp. T114-T115, T146, R/W Workshop Readers to…Writers pp. 208-209 -(WK 3) pp. T206-T207, T220, T238, T246, R/W Workshop Readers to…Writers pp. 224-225 -(WK 4) pp. T330-T331, T338

2.5.5 Use descriptive words when writing. -Wee Can Write pp. 25, 29, 39, 49, 72-73 -Units of Study for Teaching Writing: Book 4 -Creating Young Writers pp. 89-90, 103, 117-118 -6 + 1 Traits of Writing pp. 187-203 -The Polar Express by Chris Van Allsburg -Two Bad Ants by Chris Van Allsburg -Dr. DeSoto by William Steig -Come on, Rain! by Karen Husse -Descriptive Words- SmartBoard Activities -Online Thesaurus -Smekens Word Choice Ideas

-Units of Study for Teaching Writing: Assessment Checklist -Units of Study for Teaching Writing: Assessment Rubric -6+1 Traits of Writing pp. 173-174 -Writing Sample -Cloze Activities -Writing Conference -Interactive Edit

Correlating CC/ Learning Targets Teacher Notes

W.3 W.8 - Students will use spell check to help proofread one’s own writing.

Language and Word Study G2 - Bundle 4

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (2.6.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

e. Adjectives and Adverbs -Phonics Lessons pp. 355-358, 363-374 -Wee Can Write pp. 29, 31 -Launching the Writer’s Workshop: Primary Grades pp. 55 -Creating Young Writers pp.120, 123 -If You Were a Verb by Michael Dahl -Piggie Pie! by Margie Palatini -Adjectives- Comparatives and Superlatives -All About Adjectives -Choosing Adjectives -Adjective Adventure Reading Wonders – Unit 3 -(WK 5) pp. T395, T407, T417, T426

Adjectives and Adverbs -Writing Sample -Interactive Edit -Identify and Highlight in Text -Cloze Activities Complete/Incomplete Sentences -Writing Sample -Interactive Edit -District Writing Rubric

L.2 (2.6.9)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

Short and long vowel sounds

R-controlled vowels

Consonant-blend patterns

c. Apostrophe -The Continuum of Literacy Learning pp. 377, 378, 386, 387 -Contractions- SmartBoard Activities -Possessive Nouns- SmartBoard Activities -Contraction Games Reading Wonders – Unit 3 -(WK 3) pp. T213, T225, T244 d. Spelling Patterns -Phonics Lessons pp. 107-110, 185-200 -The Continuum of Literacy Learning pp. 368-372 -Spelling Practice

Apostrophe -Buddy Study Spelling -Writers Response Journal Spelling Patterns -Phonics Lessons: Teaching Resources pp. 5-14 -Buddy Study Spelling -Writing Sample -Student-Generated Word Puzzle -Interactive Edit

Language and Word Study G2 - Bundle 4

e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Reading Wonders – Unit 3 -(WK 2) p. T106 -(WK 3) pp. T198, T236 -(WK 4) pp. T290, T306, T317, T337 e. Dictionaries Reading Wonders – Unit 2 -(WK 5) p. T412 Reading Wonders – Unit 3 -(WK 2) p. T108 -(WK 3) p. T200 -(WK 4) p. T292

L.6 (IN S.1)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

-The Continuum for Literacy Learning pp. 382, 383 -Adjectives and Adverbs -Idiom Power App Reading Wonders – Unit 3 -(WK 2) pp. T144-T145, T163, T172

-Wonders Assessments -Reader’s Response Journal -Identifying words from read alouds -Find the words with a partner from text

2.6.1 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 Writer’s Workshop: Primary Grades pp. 53-54 - Prompting Guide 1 pp. 23-26 - Zaner-Bloser Handwriting - Handwriting

-Daily Writing Activities -Buddy Study Spelling

2.6.8 Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit

-Phonics Lessons pp. 247-254 -High-Frequency Word List

-Phonics Lessons: Teaching Resources pp. 57-59 -Buddy Study Spelling

Language and Word Study G2 - Bundle 4

common spelling patterns. -High Frequency Words -High Frequency Words 2 -WordBalls App -Pow-Word App Reading Wonders – Unit 3 -(WK 2) pp. T107, T122, T144 -(WK 3) pp. T199, T214, T236 -(WK 4) pp. T291, T306, T328

-Writing Sample -Student-Generated Word Puzzle -Interactive Edit

SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

-Daily Five pp. 59-78 -The Little Engine That Could by Watty Piper -Paul Bunyan by Steven Kellogg -How Tall, How Short, How Far Away by David Adler -Listen and Retell -Starfall- Online Stories -What's in the Bag?- Inferring -5 Big Ideas of Reading- Research and Activities Reading Wonders – Unit 3 -(WK 2) p. T103 -(WK 3) p. T195 -(WK 4) p. T287

-Anecdotal records taken during teacher observation -Response to literature samples -Response to Book Talk

SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

-Interactive Writing pp. 3-5 -Guiding Readers and Writers pp. 50-53, 226, 227 -Stellaluna by Jannell Cannon -Writing Detailed Sentences -Define and Describe

-Response to literature -Anecdotal Notes

Language and Word Study G2 - Bundle 4

Reading Wonders – Unit3 -(WK 2) p. T151

Correlating CC/Learning Targets Teacher Notes

L.1 b, d, f L.2 a L.4 a, e SL.1

SL.2 SL.4 SL.5