FINAL-Second-Q2-ELA - Las Cruces Public Schools

Second Grade—2nd Nine Week Period 1

Common Core State Standards Pacing Guide 2nd Edition

English Language Arts (ELA)

Second Grade—2nd Nine Week Period

2nd Edition Developed by: Becky Au, Julie Estrada, Erica Melendrez

`````````````````````````````````````````````````````````````````````````````````````````````````

Mr. Stan Rounds, Superintendent

Dr. Steven Sanchez, Deputy Superintendent

Prepared By: Lydia Polanco, Coordinator of Elementary Instruction

1st Edition Developed by: Becky Au. Gail Estrada, Melissa Galaz, Michael Mirabal


English Language Arts (ELA) Pacing Guide Las Cruces Public Schools

Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-‐based effort to fulfill the charge issued by the states to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide:

• College and career (CCR) anchor standard-‐-‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—includes but not limited to current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments

1 Retrieved from www.corestandards.org , p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects.


Key Points in English Language Arts

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-‐ and career-‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-‐on-‐one, small-‐group, and whole-‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students


collaborate to answer questions, build understanding, and solve problems.

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.


Common Core State Standards

LCPS Pacing Guides

Core Language Arts Program Reading Street

Supplemental Technology

Based program to prepare for PARCC

Other Resources (i.e. leveled readers,

informaRonal text, lexile ranges,

etc.)

STANDARDS-‐BASED,

STANDARDS-‐DRIVEN


2nd Grade Reading Standards for Literature:

Craft and Structure 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL 2.4 I/P I/P I/P I/P RL 2.6 X P R R

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually mean?)

Depth of Knowledge

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Students who can describe how words and phrases supply rhythm and meaning in a story, poem or song have learned terms such as alliteration, rhyme, rhythm, paragraph, stanza, phrases, repeating/repetition, and beats. Rhythm is the patterns of the sounds of the words. Regular beats, alliteration, rhymes and repeated lines can be used to make rhythmic patterns in text. Alliteration is the repeated use of the same beginning sound in a group of words (Alice sells apples in Atlanta). Rhymes are words that have the same ending sound, tall/wall; pound/ground. Repeated lines give stories and poems a rhythmic pattern.

(DOK 1) Carley is writing a poem and needs a word that rhymes with mosquito. Which of the following choices will work? A. mole B. fly C. cheetah D. burrito

(DOK 2) Describe alliteration patterns in the poem?


6. Assess how point of view or purpose shapes the content and style of a text.

RL 2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students who can acknowledge different points of view of characters can tell a story from the points of view of the different characters. For example, they can tell the story of the Three Little Pigs from the perspective of the big, bad wolf.

(DOK 1) Read the story. Then, answer the question. Monday was backwards day at school. We tried to do everything backwards. My teacher wore his shirt backwards. We had to take a test before we even studied the lesson! Then, we got to eat ice cream before we had our lunch. We tried to walk to the bus backwards, but we bumped into each other and fell down. Who is telling this story?

A. a student B. a teacher C. a bus driver

(DOK 3) Using Readers Theatre, students will read by using different voices for different characters based on their point of view. (DOK 3) Using two different versions of a story, tell the point of view from the main character/s.

Vocabulary: distinguish, emphasis, songs, rhythm, regular beats, supply, stories, words, describe, alteration, poems, phrase, meanings, rhymes, repeated lines, repetition, voice, point of view, opinion, dialogue

Resources: Reading Street suggested core curriculum stories -‐ Bremen Town Musicians, The Strongest One, Anansi Goes Fishing, Pearl and Wagner



Integration of Knowledge and Ideas 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL2.9 X P R R

Anchor Standard(s)

Reading Standards


Depth of Knowledge

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Authors or people from different cultures often tell the same stories in defferent ways. When students compare and contrast different version of the same story they compare by telling how they are alike and they contrast by telling how they are different. Comparing and contrasting different version of the same story help you understand important messages about life.

(DOK 2) • What is the same about the characters in the two stories? What is different? • What happened to the characters that is the same? What happened that is different? • Look at these two stories. How did the authors solve the same problem in different ways? Use a Venn Diagram to compare and contrast. (DOK 3) Using a Venn Diagram compare and contrast two different versions of a story’s plot.

Vocabulary: digital text, illustration, compare, contrast, plot, author, theme, story, interpretation, culture

Resources: Reading Street, Trade Books



Range of Reading an Level of Text Complexity 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL2.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually

mean?)

Depth of Knowledge

10. Read and comprehend complex literary and informational texts independently and proficiently.

RL2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard 10 defines a “staircase‟ of increasing text complexity that rises. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 2nd quarter students should be reading at: DRA Guid

ed Rdg.

AR Level

Rdg. A-‐Z

Lexile Fluency

20-‐24

J/K 2.1 – 2.5

L/M 350-‐449

68 wpm

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: comprehend, independently, literature, character, plot, setting, author, genre

Resources:


2nd Grade Reading Standards for Informational Text:

Craft and Structure 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 2.4 I/P I/P I/P I/P RI 2.6 I P R R

Anchor Standard(s) Reading Standards Unpacked Depth of Knowledge

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Students are required to find out word meanings and phrases that are specific to grade 2. As students continue to build the skill of using text features to find information with proficiency, they need to be able to use captions, bold print, subheadings, glossaries, electronic menus, icons, etc. to analyze the text information.

(DOK 2) Australia is an arid continent. It is the driest continent in the world. It has ten deserts. What is the meaning of the underlined word? (DOK 2) What clues did you use to understand the meaning of the underlined word?

6. Assess how point of view or purpose shapes the content and style of a text.

RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Students are required to tell the main purpose of a text according to what the author wants reader to know. The author might inform readers to answer a question, explain something or describe a person, place or thing.

(DOK 2-‐3) (DOK 2) Using the information provided in the text, what does the author want you to know? (DOK 3) Critique the way the author presented the information. How could you present the information in a different way?

Vocabulary: RI2.4 antonyms/opposites, context clues, dictionary, directions, gather information, ordinal number words, phrase, time order words, topic RI2.6 graphic organizer, main purpose, author’s intent, description, explanation, passage, text

Resources: Reading Street suggested core curriculum stories: Scarcity, Abraham Lincoln, A Weed is a Flower, Lifecycle of Pumpkin, Soil



Integration of Knowledge and Ideas 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 2.8 I P R R RI 2.9 X P R R

Anchor Standard(s)

Reading Standards


Depth of Knowledge

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RI2.8 Describe how reasons support specific points the author makes in a text.

A selection has key points, or main ideas, that the author wants to share. The key points or main ideas help support the main topic.

(DOK 2) 1. Honey bees have 6 legs 2. The bee’s brain is oval 3. Bee’s have 2 wings 4. Honey bees have 3 simple eyes 5. They have 2 compound eyes 6. Bees are fast

Which is a supporting detail about how honey bees fly?

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI2.9 Compare and contrast the most important points presented by two texts on the same topic.

Students should be able to find similarities and differences in the points they have identified when reading about two texts that share the same topic.

(DOK 3) Read 2 books on a same topic and list specific points that are included in each text.

(DOK 3) Using a Venn Diagram compare and contrast 2 books on a same topic.

Vocabulary: reasons, justify, explain, details, support, main purpose, compare, contrast, illustrations, key details, text, similarities, differences Resources: Reading Street suggested core curriculum stories -‐ Scarcity, Abraham Lincoln, A Weed is a Flower, Lifecycle of Pumpkin, Soil, leveled readers



Range of Reading and Level of Text Complexity 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 2.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


Depth of Knowledge

10. Read and comprehend complex literary and informational texts independently and proficiently

RI2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐grade “staircase” of increasing text complexity. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” Students also acquire the habits of reading independently and closely.” Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 2nd quarter students should be reading at: DRA

Guided Rdg.

AR Level

Rdg. A-‐Z

Lexile Fuency

20-‐24

J,K 2.1 – 2.5

L 350-‐399

68 wpm

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: illustrations, graphics, text, textual features, author, informational text, self-‐monitoring

Resources:


2nd Grade Reading Standards: Foundational Skills:

Phonics and Word Recognition 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 2.3a-‐f I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


Depth of Knowledge

RF2.3a. Distinguish long and short vowels when reading regularly spelled one-‐syllable wors.

Short vowel CVC words. Long vowels CVCE pet – Pete kit –kite

(DOK 1) If I have the word kit and I added silent e at the end of the word what does the word turn into? (DOK 2) Categorize the following words into short and long vowel sounds: sun, cube, hop, bike, tip, rake, pet, flute, sat, Pete

RF2.3b. Know spelling-‐sound correspondences for additional common vowel teams.

Identify, read, and write words with vowel teams, and write underlined vowel teams which are diphthongs. (ai, ay, au, aw, ea, ee, ey, ei, ew, oa, ow, oi, oy, ou, oo, ie, ui) r-‐controlled (ar, or, ore, oar, er, ir, ur)

(DOK 1) Which word has the same middle sound as lake?

A. apple B. cap C. wait D. Seam

(DOK 4) Create a word for each vowel team

RF2.3c. Decode regularly spelled two-‐syllable words with long vowels.

Identify, read, and write S-‐ blend cluster (sc, sk, sm, sn, sp, st, sw, scr, str, spr, spl) L-‐blend cluster (bl, cl, fl, gl, pl, sl) R-‐blend cluster (br, cr, dr, fr, gr, pr, tr) Other blend clusters (tw, thr, qu, squ, dge, tch, nd, nt, mp, ng, nk) digraphs (ch, sh, th, tch, wh)

(DOK 1) Find the word that has two syllables. A. sat B. cute C. baby D. nice

(DOK 2) Identify a long vowel two-‐syllable word.


RF2.3d. Decode words with common prefixes and suffixes.

Decode, read, and write words with prefixes re-‐, un-‐, dis-‐, mis-‐, pre-‐, ex-‐, non-‐, in-‐, im-‐, fore-‐, uni-‐, bi-‐, tri-‐ Decode, read, and write words with suffixes -‐y, -‐ly, -‐ily, -‐ness, -‐ful, -‐less, -‐ture, -‐sure, -‐able, -‐ible, -‐meant, -‐hood, -‐ed, -‐ing

(DOK 1) The boy is lifting his chair. What is the root word in lifting?

A. lifts B. lifting C. lift D. lifted

(DOK 4) Create your own sentences using the following words: untie, redo, inside, pretest.

RF2.3e. Identify words with inconsistent but common spelling-‐sound correspondences.

Decode and spell words with: ph-‐, wr-‐, -‐kn, -‐gh, -‐igh, -‐ight, -‐eigh, -‐ough, -‐ought

(DOK 1)Which of the following words has the same beginning sound as the word knee?

A. kite B. know C. cloud D. bee

(DOK 1) Decode the following words: photo, write, knight, laugh, sigh, might, sleigh, trough, bought

RF2.3f. Recognize and read grade-‐appropriate irregularly spelled words.

Students need to be able to identify these words by sight rather than decoding – refer to Fry Words (High Frequency Words)

(DOK 1) Be able to read the 2nd 200 Fry Words quick as a snap. (DOK 4) Create a sentence using the 2nd 200 Fry Words.

Vocabulary: syllable, prefix, suffix, vowel team, long vowel, short vowel, diagraph, diphthong

Resources: Recipe for Reading and Multisensory Strategies, Fry Words (2nd 100 and beyond)


2nd Grade Reading Standards:

Foundational Skills Fluency 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 2.4 a-‐c I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


mean?)

Depth of Knowledge

Fluency

RF2.4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-‐level text with purpose and understanding.

Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.

(DOK 1) Use questions and prompts such as: • Does that sound right? • Does that look right? • Does that make sense? • Look for chunks you know and say them. • Look at the beginning of the word and try it again. • Look at the end of the word and try it again.

(DOK 2) Use questions and prompts such as:

• Make your reading sound like the characters are talking.

• Make your voice go down when you see the period at the end.

(DOK 2) Go back and reread when it doesn’t sound or look like you think it should.

b. Read on-‐level text orally with accuracy, appropriate rate, and expression on successive readings.

Scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. Fluency helps the reader process language for meaning and enjoyment.

c. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

Use questions and prompts such as: • Make your reading sound like

the characters are talking. • Make your voice go up when

you see the question mark at the end.

• Make your voice go up and down when you see the period at the end.

Vocabulary: a. purpose understanding b. orally, accuracy, appropriate rate, expression c. context clues, self-‐correct, word recognition, rereading

Resources: Reading Street Decodable books


2nd Grade Writing Standards:

Text Types and Purposes 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 W 2.1 X P R R

Anchor Standard(s)

Writing Standards


mean?)

Depth of Knowledge

W 2.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

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 sections.

Second grade students should be able to express their opinion and demonstrate the ability to share their opinion and reasoning with others. In order to do so, students need multiple opportunities to express opinions (verbally and in writing) and develop reasoning to support their thinking. Students need to engage in behaviors (turn and talk, small group discussion, and emergent writing and speaking activities) that lead to the expression of ideas both verbally and in writing. For example, second grade students need to be able to choose descriptive words to use within their writing that show their thinking, relate their feelings, and describe actions.

(DOK 4) Create an opinion piece and state about your favorite after school activity and state your reasons why it is your favorite. (DOK 4) Create an opinion piece after reading a text on your favorite part and why. (Use linking words such as because and also).

Vocabulary: argument, support claims, substantive topics, valid reason, evidence, debate. Resources: Nancy Fetzer Writing Connections


2nd Grade Writing Standards:

Production and Distribution of Writing 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 W 2.5 I P P P

Anchor Standard(s)

Writing Standards


mean?)

Depth of Knowledge

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With assistance from adults and peers, students should focus their writing on a topic and develop revising and editing skills. In order to do so, they need to understand how to change word choice and sentence structure in their writing to strengthen their piece. Students also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). With assistance, students continue to use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology).

(DOK 4) Create a writing piece and use checklists to aid students in the writing process. (DOK 4) Create a writing piece and use rubrics to aid students in the writing process. (DOK 4) Create a writing piece and use editing and revising marks to aid students in the writing process.

Vocabulary: topic, revise, edit, produce, publish, digital tools Resources: Nancy Fetzer Writing Connections


2nd Grade Speaking and Listening Standards:

Presentation and Knowledge of Ideas 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 SL 2.4 I P R R

Anchor Standard(s)

Speaking and Listening Standards


Depth of Knowledge

SL 2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL 2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Second grade students should be able to engage in storytelling and report facts and relevant details about an experience. This should be done orally, with some detail, and with clarity of thought and emotions. Students will need to engage in behaviors that lead to the expression of complete ideas both verbally and in writing: turn and talk, small group discussion, computer use, and writing and speaking learning activities.

(DOK 3) Use the following checklist: • Tell a story that makes

sense and is in order. • Can use expression and

appropriate voice while telling the story

• Can stay on topic and can include revelant details.

• Maintains eye contact. • Speaks at an appropriate

rate in complete sentences. Vocabulary: theme, pace, descriptive, relate, recount, recall, relevant Resources:


2nd Grade Language Standards:

Conventions of Standard English 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 L 2.2a-‐e X P R R

Anchor Standard(s)

Language Standards

Unpacked

Depth of Knowledge

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

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.

Proper nouns begin with a capital letter. Valentine’s Day, Fourth of July Brand names are proper nouns, capitalize the first letter of each word. Super Stuff, Swingline The names of geographic features, such as lakes, oceans, mountain valleys and bays begin with a capital letter. Lake Erie, Grand Canyon

(DOK 1) Did you go to the grand canyon today? Which word should be capitalized in this sentence? (DOK 2) Write a sentence and tell your friend which holiday is your favorite.

b. Use commas in greetings and closings of letters.

Dear Karleen, How have you been? Can you come over to my house after school? Your Friend, Lydia

(DOK 4) Create a friendly letter to a friend. Be sure to include commas in your letter.

c. Use an apostrophe to form contractions and frequently occurring possessives.

Use an apostrophe in contractions to show where letters are missing. does not=doesn’t Use an apostrophe with nouns to show possession. Children’s music

(DOK 1) Which contraction can be made from the words that is?

A. that’s B. let’s C. thatis D. I’ll


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

Examples of reference materials: Word wall, pictures and charts within text, spell check, dictionary.

(DOK 3) Give students a dictionary and thell them to find and spell the following words: ridiculous, beautiful, backwards.

Vocabulary: L2.2 apostrophe, capitalization, comma, contraction, exclamation point, possessive, reference materials, spelling patterns, holidays, product names, greeting, letter

Resources: Nancy Fetzer Writing Connections



Knowledge of Language 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 L 2.3a I P R R

Anchor Standard(s) Language Standards Unpacked Depth of Knowledge

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L 2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

Students in grade 2 will use what they know about HOW language works when they write, speak, read, and listen.

Students at this level will compare writing and speaking that is formal and informal. In order to do so, students will need authors and genres to compare writing styles and effects of language usage.

(DOK 1) If you want your mom to pick up the correct cereal at the store, but you can't remember the name, the best way to help her is to ________.

A. explain why it is your favorite

B. ask her what her favorite cereal is

C. describe anything you can remember about the cereal box

D. explain how sad you will be if she can't find it

(DOK 3) Use the following checklist to see if the child is able to demonstrate.

1. The child is using correct conventions with speaking to a peer.

2. The child can use correct conventions when responding to a question.

3. The child is using correct conventions when writing.

Vocabulary: L2.3 purpose, presentation, audience, tone, style, punctuation, grammar, precise, thesaurus, quote, speech

Resources: Reading Street



Vocabulary Acquisition and Use 2nd Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 L 2.4a-‐e I/P I/P I/P I/P L 2.4a-‐b I/P I/P I/P I/P L 2.6 I/P I/P I/P I/P

Anchor Standard(s)

Language Standards


Depth of Knowledge

4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L. 2.4 a. Use sentence-‐level context as a clue to the meaning of a word or phrase.

Type Sentence Context Clues Example The city has many

forms of transportation such as buses and trains.

Buses and trains are examples of transportation.

Synonym Antonym

The campers purified or cleaned the water.

The clue words of cleaned and purified are synonyms.

Explanation We pinched our noses because their was an odor in the room.

The phrase pinched our noses explains that an odor is a bad smell.

(DOK 1) Read the sentence. Martin lives in the city. Find the antonym for city.

A. country B. town C. village D. hotel

(DOK 2) Please halt! Do not go in there. They are taking a test. What does halt mean.

a. stop b. run c. come

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell).

A prefix is added to the beginning of a word and changes the meaning of that word. When you know what a prefix means, you can often figure out the meaning of the new word. Un=opposite of; re=again; mis=bad or wrong

(DOK 2) Re-‐write this sentence and use a prefix to change the meaning of the underlined word. Karl was able to go to the party.


c. Use a known root word as a clue to the meaning of an unknown word with the same root.

The root of a word is its basic meaning before a prefix or a suffix is added to it.

(DOK 1) What is the meaning of the underlined word in this sentence? I dislike all kinds of snakes.

A. like B. cry C. hate D. hope

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., Birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Sometimes two smaller words are put together to form a compound word. Knowing the smaller words can sometimes help you figure out the compound word’s meaning.

(DOK 4) Create 2 different sentences using a compound word in each sentence.

L 2.4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Students should be able to answer questions such as: The word change can also be a noun. Use change as a noun in a sentence of your own.

(DOK 4) Use the dictionary to look up the following word. Then write the word in a sentence. monstrous

5. Demonstrate understanding of word relationships and nuances in word meanings.

L 2.5 Demonstrate understanding of word relationships and nuances in word meaning. a. Identify real-‐life connection as between words and their use (e.g., Describe foods that are spicy or juicy).

Students will better understand and remember new words when you connect them to real life. When students read a new words they should ask themselves: How is this word used in my life? How is this word used in the world around me?

(DOK 2) In what ways is the word “Salty” used in your life and the world around you?


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

Shades of meaning are small differences in meanings between words. Two words might have similar meanings, but one might be stronger or more forceful than the other. Example: dusty, dirty, filthy throw, toss, hurl

(DOK1) Which word best shows that someone is very scared?

A. excited B. terrified C. upset D. worried

6. Acquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

L 2.6 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.)

Describe a verb with an adverb and use it in a sentence. Practice it with a partner by orally using it in conversation. Describe a noun with an adjective and use it in a sentence. Practice it with a partner by orally using it in conversation.

(DOK 2) There are five clases of living things. The work five describes what?

Vocabulary: multiple meaning, definition, shades of meaning, literal meaning, adjectives, adverbs, real life-‐connections, context, specific, academic, specific, general, emotions, actions, precise Resources: Nancy Fetzer Writing Connections


Balanced Classroom Assessment Strategies

Selected Response

Constructed Response

Performance Assessment

Informal Assessment

Multiple Choice

Fill-‐in-‐the-‐blank (words, phrases)

Presentation

Oral questioning

True–False

Essay Movement

Observation

Matching

Short answer (sentences, paragraphs)

Science lab

Interview

Diagram

Athletic skill

Conference

Web

Dramatization

Process description

Concept Map

Enactment

Checklist

Flowchart

Project

Rating scale

Graph

Debate

Journal sharing

Table

Model

Thinking aloud process

Matrix

Exhibition

Student self-‐assessment

Illustration

Recital

Peer review

FINAL-Second-Q2-ELA - Las Cruces Public Schools

Documents

Transcript of FINAL-Second-Q2-ELA - Las Cruces Public Schools