Midland ISD- ELA Scope and Sequence Revised 11-30 … · Midland ISD- ELA Scope and Sequence 2nd...

Midland ISD- ELA Scope and Sequence 2nd Grade

Unit 4-Preparing Readers and Writers Through Informational Text 29 Days Unit Dates: 1/7/13-2/15/13 Unit Assessment: 2/11/13-2/15/13

1

Revised 11-30-12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

Wh

ole

Gro

up

Read

ing

Gen

re Expository Expository Expository/Procedural Expository/Procedural

Fo

cu

s

Identify the topic, explain the

author’s purpose, and make

inferences related to informational

text.

Make inferences and use text

evidence to support understanding

(Fig 19D)

Identify topic and explain the

author’s purpose in writing text

(2.13A)

Identify the topic, explain the author’s

purpose, and make inferences related

to informational text.

Make inferences and use text

evidence to support understanding

(Fig 19D)

Identify topic and explain the author’s purpose in writing text (2.13A)

Follow written multi-step directions and use graphic features to assist with understanding the text. Students

establish a purpose for reading. Establish purpose for reading (2.3C)

Follow written multi-step directions (2.15A)

Use common graphic features to assist in the interpretation of text (2.15B)

Follow written multi-step directions

and use graphic features to assist with

understanding the text. Students

monitor comprehension while reading.

Establish purpose for reading (2.3C)


Use common graphic features to assist in the interpretation of text (2.15B)

EL

PS

1D-speak using learning strategies 1E - internalize new basic/academic language 4C-develp basic sight vocabulary 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence lengths 5G-narrate, describe and explain with increasing detail

Res

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rce

s

CS

CO

PE

Unit 4, Exemplar Lesson 1 Daily Lesson 1, Shared Reading

http://www.mycscope.us/module/content/

search/~/item/673756/viewdetail.ashx





http://www.mycscope.us/module/content/se

arch/~/item/673756/viewdetail.ashx




Note: This standard refers to informational text in cultural, historical and contemporary contexts.

Note: Select 2 procedural texts that relate to topics of interest (directions for game etc..) See resources page for links to online resources for procedural text.

Note: Select 2 procedural texts that relate to topics of interest (recipes, crafts etc…)

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http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx








MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text

2

Whole Group Word Study


Ph

on

ics

Use word parts to decode new words

Decode multisyllabic words by applying common letter-sound correspondences (2.2A)

Decode words by applying knowledge of common spelling patterns (2.22C)

Students decode and spell words with –igh and -ie (pie).

Decode multisyllabic words by

applying common letter-sound

correspondences for vowel digraphs

(2.2Aiv)

Use common syllabication patterns to

decode words including vowel

digraphs and diphthongs (2.2 Bvi)

Spell words with vowel digraph and diphthong patterns (2.23Biv)

Students decode and spell words with -

igh and -ie (pie). Students decode and spell high frequency words.




(2.2Aiv)




Identify and read at least 300 high

frequency words (2.2G)


Spell high frequency words (2.2C)

Decode and spell words with vowel pairs.




(2.2Aiv)





*Performance Indicator

EL

PS

1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5C-spell familiar English words 5G-narrate, describe and explain with increasing detail

Reso

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Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas Monthly Planning Guide pg. 40

Spelling Patterns (SP) 12

Pg. 209-212

CS

CO

PE

Unit 4, Exemplar Lesson 1 Daily Lesson 1, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx



Note: In this lesson students will begin to

use a Word Study Notebook. This will be used periodically to record a variety of spelling patterns and vocabulary.

Hig

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Wo

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Identify & read at least 300 HFW (2.2G) High Frequency Words: there, know, goes, thing, you’re

ELPS 3B-learning and using English high frequency words

Teacher Notes and Resources








3

Whole Group Writing


Wri

tin

g

Write a short friendly letter using

appropriate conventions.

Identify and read abbreviations

(2.2E)

Write short letters that put ideas in

chronological or logical sequence

and use appropriate conventions

(2.19B)

Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)

Recognize and use ending punctuation in sentences (2.22 Ci)

Write short letters with ideas in logical

sequence and appropriate conventions.

Identify and read abbreviations (2.2E)


chronological or logical sequence and

use appropriate conventions (2.19B)

Understand and use adjectives,

adverbs, and pronouns in the context

of writing (2.21Aiii,iv,vi)



Write short letters with ideas in logical

sequence and using appropriate

conventions.










Students write short letters using a

logical sequence, appropriate

conventions, and contractions.










Recognize and use apostrophes and possessives (2.22 Cii)

EL

PS

3H-narrate, describe and explain with increasing detail 4A-learn relationships between sounds and letters of English 4B-recongize directionality of English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail

Reso

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es

CS

CO

PE

Unit 4, Exemplar Lesson 1,

Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx


Daily Lesson 2, Writing http://www.mycscope.us/module/content/se






Note: Create a large letter template on

chart paper or butcher paper. This will

be used in Daily lessons 2-6.

Note: Select a book with an example of a

letter. Refer to the resource page at the

end of this document for suggested titles.

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4

Whole Group Reading


Wh

ole

Gro

up

Read

ing

Gen

re Expository Expository Expository Expository

Fo

cu

s

Use text features to locate specific

information in text.

Ask relevant questions and locate

facts and details and support

answers with evidence from text

(2.3B)


Locate facts clearly stated in text

(2.14B)


information in text (2.14D)

Use text features in age-appropriate reference works to locate information (2.25B)


information in text


facts and details and support answers

with evidence from text (2.3B)



(2.14B)




Identify the topic, main idea, and details of an expository text and use text

features to locate information. Establish purpose for reading (2.3C)


(2.14B)



Distinguish among declarative and

interrogative sentences (2.21C)


Identify facts from expository text by

using text features to locate and read

information






Follow written multi-step directions

(2.15A)


Record basic information in simple visual formats (2.25C)

EL

PS

1D-speak using learning strategies 1E - internalize new basic/academic language 4C-develp basic sight vocabulary 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence lengths 5G-narrate, describe and explain with increasing detail

Res

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rce

s

CS

CO

PE

Unit 4, Exemplar Lesson 1 Daily Lesson 5, Shared Reading http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx








Note: Select an expository text or article with examples of title, heading, subtitle, illustration, bold text, italicized text, chart, graphic. You will create a text features anchor chart in this lesson.

Note: Select an expository text or article with examples of table of contents, glossary and index. Gather examples of grade-appropriate reference materials (encyclopedia, picture dictionary etc…)

Note: Select an expository text that is 3-5 paragraphs long and contains text features (1/student).

Note: Select an expository text that is 3-5 paragraphs long with a clear topic and contains text features (1/student).

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5



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Spell simple contractions.

Identify and read contractions (2.2F)

Spell simple contractions (2.23E)

Spell simple contractions. Spell simple contractions (2.23E)


Decode and spell words with vowel pairs.




(2.2Aiv)


Decode and spell words with oo (foot) and oo (moon).

Decode multisyllabic words by applying

common letter-sound correspondences

for vowel digraphs (2.2Aiv)


decode words including vowel digraphs

and diphthongs (2.2 Bvi)

Spell words with vowel digraph and

diphthong patterns (2.23Biv)


EL

PS


Reso

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Ph

on

ics

Le

ss

on

s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas

Monthly Planning Guide pg. 40-41

Word Structure (WS) 12

Pg. 347-350 Spelling (SP) 10

Pg. 201-204

CS

CO

PE


Unit 4, Exemplar Lesson 1 Daily Lesson 5, Word Study


Note: create word cards with oo words

(as in foot and moon). 1 card/student.

Hig

h

Fre

qu

en

cy

Wo

rds

Identify & read at least 300 HFW (2.2G) High Frequency Words:

friend, game, grow, many, again

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6

Whole Group Writing


Wri

tin

g

Write a short letter using appropriate

conventions. Identify and read abbreviations

(2.2E)


chronological or logical sequence

and use appropriate conventions

(2.19B)


adverbs, and pronouns in the

context of writing (2.21Aiii,iv,vi)



Recognize and use apostrophes and possessives (2.22 Cii)

Spell simple contractions (2.23E)

Revise, edit, and publish a short letter. Identify and read abbreviations (2.2E)

Revise drafts by adding or deleting

words, phrases, or sentences (2.17C)

Edit drafts for grammar, punctuation,

and spelling using teacher-developed

rubric (2.17D)








Take notes and plan for a brief expository composition using a draft book.

Write brief compositions about topics

of interest (2.19A)

Gather evidence from available sources (2.25A)


Use a draft book to write a draft for a brief expository composition.

Write brief compositions about topics of

interest (2.19A)



EL

PS


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Note: This lesson begins a Performance Indicator that will be completed in Lesson 6.

Note: You will create an editing rubric for students to use. See links below for possible choices. http://www.ware.k12.ga.us/Curriculum/resources/2/2nd%20Grade%20Writing/Section%202%20Second%20Grade%20Simple%20Directions.pdf www.mrsdryzal.com/editingchecklist

Note: Choose an expository tet onn a topic previously taught in social studies or science. This will be used in Daily Lessons 7-9.










http://www.ware.k12.ga.us/Curriculum/resources/2/2nd%20Grade%20Writing/Section%202%20Second%20Grade%20Simple%20Directions.pdf




http://www.mrsdryzal.com/editingchecklist


7

Whole Group Reading


Wh

ole

Gro

up

Read

ing

Ge

nre

Expository Expository (organized sequentially) Expository Expository

Fo

cu

s

Read expository text, ask questions about the text, and answer with text evidence.

Ask relevant questions and locate facts and details and support answers with evidence from text (2.3B)

Locate facts clearly stated in text (2.14B)


Use common graphic features (2.15B)




Describe the order of events or ideas in an expository text.


Describe the order of events or ideas in a text (2.14C)

Identify the main idea of a text and distinguish it from the topic.

Identify the topic and explain the author’s purpose in writing it (2.13A)

Identify main idea in a text and distinguish it from the topic (2.14A)

Identify the main idea of a text and distinguish it from the topic.

Identify the topic and explain the author’s purpose in writing it (2.13A)

Identify main idea in a text and distinguish it from the topic (2.14A)

EL

PS

1E - internalize new basic/academic language 1H-develp and expand repertoire of learning strategies 2D-monitor understanding of spoken English 2G-understand general meaning, main points, and details of spoken English 3B-expand and internalize initial English vocabulary 3C-speak using a variety of grammatical structures 3D-speak using content vocabulary 3E-share in cooperative learning interactions 3F-ask and give information when speaking 3H-narrate, describe and explain with increasing detail 3I-adapt spoken language for formal/informal usage 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5G-narrate, describe and explain with increasing detail

Reso

urc

es

CS

CO

PE

Unit 4, Exemplar Lesson 1 Daily Lesson 9, Shared Reading http://www.mycscope.us/module/conten

t/search/~/item/673756/viewdetail.ashx



Unit 4, Exemplar Lesson 2 Daily Lesson 12, Shared Reading http://www.mycscope.us/module/content/s

earch/~/item/673758/viewdetail.ashx

Note: Collect expository texts on student’s topics of interest. Prepare written directions for making the graphic organizer. Students will use this organizer in lessons 15-20.

Note: Select an expository text organized in sequential order (historical event, life cycle, steps in a process etc…)











8



Ph

on

ics

Decode and spell words with oo (foot)

and oo (moon). Decode and spell

high-frequency words.




(2.2Aiv)

Use common syllabication patterns

to decode words including vowel


Identify and read at least 300 high frequency words (2.2G)


Spell high frequency words(2.23C)

Identify and read abbreviations

Identify and read abbreviations (2.2E) Identify and read abbreviations

Identify and read abbreviations (2.2E) Identify and read abbreviations Identify and read abbreviations (2.2E)

EL

PS


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Monthly Planning Guide pg. 40

Word Structure (WS) 20 Pg. 379-382

CS

CO

PE





Note: Students will create a booklet in this lesson that will be used again in Daily Lesson 8.

Note: Prepare a set of 40 Go Fish cards for each small group of students. See Advance Preparations section of the CSCOPE Lesson. Write 10 sentences that include abbreviations on a chart.

Hig

h

Fre

qu

en

cy

Wo

rds Identify & read at least 300 HFW (2.2G)

High Frequency Words: each, next, right, never










9

Whole Group Writing


Wri

tin

g


Write brief compositions about

topics of interest (2.19A)

Take notes and plan for a brief expository composition using a draft book

Identify topic and explain author’s purpose in writing (2.13A)


of interest (2.19A)

Understand and use verbs, nouns adjectives adverbs, pronouns, prepositions, and time-order transition words in the context of writing (2.21A)


Use text features in age-appropriate reference works to locate information (2.25C)

Use a draft book to write a draft for a brief expository composition


of interest (2.19A)


Write a brief expository composition on a topic of interest.


of interest (2.19A)


Use resources to find correct spellings (2.23F)

EL

PS


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Note: Select an expository text on a

topic previously taught in social studies or science (different from daily lesson 7).

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10

Whole Group Reading


Wh

ole

Gro

up

Read

ing

Gen


Fo

cu

s

Use text features to locate facts

clearly stated in text and identify the

main idea.




(2.3B)

Identify main idea in a text and

distinguish it from the topic (2.14A)


(2.14B)


information (2.14D)


Use text features to locate facts

clearly stated in text and identify the main idea.




(2.3B)




(2.14B)


information (2.14D)


Identify the topic, main idea, and facts

from expository text. Students explain

how they used text features to locate

information.







(2.14B)


information (2.14D)


Identify the topic, main idea, and facts

from expository text. Students explain

how they used text features to locate

information. Ask relevant questions and locate facts

and details and support answers with

evidence from text (2.3B)




(2.14B)


information (2.14D)


EL

PS


Reso

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http://www.mycscope.us/module/conten

t/search/~/item/673758/viewdetail.ashx


http://www.mycscope.us/module/content/s

earch/~/item/673758/viewdetail.ashx







Note: Select an expository text with 3-5 paragraphs with a clear topic and main idea for each paragraph.

Note: You will use a teacher-developed editing rubric. Include skills that you expect students to have mastered at this point.

Note: Use graphic organizers from daily lesson 9 and Shared Reading.

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11



Ph

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Decode and spell words with ou (out) and ow (how).




(2.2Aiv)

Use common syllabication patterns

to decode words including vowel




Decode and spell words with ou (out) and ow (how). Decode and spell high frequency words.


common letter-sound correspondences

for vowel digraphs (2.2Aiv)







Identify and use synonyms.

Identify and use common synonyms and antonyms (2.5C)

Identify and use synonyms.


EL

PS

1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence length 5G-narrate, describe and explain with increasing detail

Reso

urc

es

Ph

on

ics

Le

sso

ns Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas


Word Meaning (WM) 1

Pg. 273-276

CS

CO

PE




Note: Prepare 15-25 cards with ou and ow words for Bingo. Make 1 set/small group of students.

Hig

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Fre

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Wo

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Identify & read at least 300 HFW (2.2G) High Frequency Words: should, than, who, began, after


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12

Whole Group Writing


Wri

tin

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Revise expository composition drafts.


words, phrases, or sentences

(2.17C)

Write brief compositions about

topics of interest (2.19A)


adverbs, and pronouns in the

context of writing (2.21Aiii,iv,vi)

Edit an expository composition draft using a teacher developed rubric.



rubric (2.17D)


of interest (2.19A)



Plan brief compositions on topics of

interest.


of interest (2.19A)


Generate ideas about a topic.


interest (2.19A)


EL

PS

1E-internalize new, basic and academic language 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail

Res

ou

rce

s

CS

CO

PE









Note: Use teacher-developed editing rubric

including skills that should have been

mastered at this point.

Teach

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tes a

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13

Whole Group Reading


Wh

ole

Gro

up

Read

ing

Gen


Fo

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s

Make connections to expository text.

Make connections to own

experiences, ideas in other texts

and larger community and discuss

text evidence. ( Fig19F)




(2.3B)


(2.14B)

Recognize that media can inform and

explain.




Recognize different purposes of media

(2.16A)





experiences, ideas in other texts and

larger community and discuss text

evidence. ( Fig19F)







experiences, ideas in other texts and

larger community and discuss text

evidence. ( Fig19F)

Ask relevant questions and locate facts

and details and support answers with

evidence from text (2.3B)



EL

PS


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http://www.mycscope.us/module/conte

nt/search/~/item/673758/viewdetail.ash

x








http://www.mycscope.us/module/content/searc

h/~/item/673758/viewdetail.ashx

Note: Select an expository text related to the final topic of interest. The text should have clear sections to allow for identifying the main idea.

Note: Locate media (websites, video clips, audio clips, photographs) related to the topic selected in Daily Lesson 17.

Note: Select an expository text related to the topic of interest.

Note: Select an expository text related to the topic of interest.

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14



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Identify and use antonyms.



Identify and use antonyms.


Decode and spell words with aw (law) and au (haul).




(2.2Aiv)






Decode and spell words with aw (law) and

au (haul). Decode and spell high-frequency

words.


common letter-sound correspondences for

vowel digraphs (2.2Aiv)







EL

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Word Meaning (WM) 2 Pg. 277-280

CS

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Unit 4, Exemplar Lesson 1 Daily Lesson 12, Word Study http://www.mycscope.us/module/content/se


Unit 4, Exemplar Lesson 2 Daily Lesson 13, Word Study http://www.mycscope.us/module/content/se


Unit 4, Exemplar Lesson 2 Daily Lesson 14, Word Study http://www.mycscope.us/module/content/searc


Note: Create “Zap” game using 15

au/aw words and 20 words with vowel pairs from previous lessons. See Advanced Preparation section of CSOPE lesson.

Note: Write au/aw words form daily lesson 13 on cards, 1 set/small group of students.

Hig

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Identify & read at least 300 HFW (2.2G) High Frequency Words: why, about, these, most, open










15

Whole Group Writing


Wri

tin

g

Use a draft book to plan and write a

draft for a brief expository

composition.


of interest (2.19A)





interest (2.19A)

Understand and use adjectives and

adverbs in the context of writing

(2.21Aiii,iv)


Revise and edit an expository writing

draft.


words, phrases, or sentences (2.17C)



rubric (2.17D)






Publish a brief expository

composition about a topic of interest.


interest (2.19A)


EL

PS

1E-internalize new, basic and academic language 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail

Reso

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CS

CO

PE


Daily Lesson 17, Writing











Note: This lesson begins a Performance Indicator that will continue through Daily Lesson 20.

Note: Use teacher-developed editing rubric

including skills that should have been

mastered at this point

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16

Whole Group Reading


Wh

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Gro

up

Read

ing

Gen

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Fo

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EL

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These blank days at the end of the unit may be placed anywhere within the unit

as needed.


17



Ph

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Read words with prefixes and use the

prefix to determine word meaning.

Use prefixes and suffixes to determine meaning of words (2.5A)

Read words with suffixes and use the

suffix to determine word meaning.

Use prefixes and suffixes to determine meaning of words (2.5A)


Decode and spell words with oi (oil) and oy (boy).




(2.2Aiv)






Decode and spell words with oi (oil) and oy (boy). Decode and spell high frequency words.


common letter-sound correspondences for

vowel digraphs (2.2Aiv)







EL

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http://www.mycscope.us/module/content/searc


Note: create a set of 15 word cards consisting of words with oi/oy, 1 set/small group of students.

Note; Prepare “Crazy Word Game” cards. See Advance Preparation section of CSCOPE lesson.

Hig

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Fre

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Wo

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Identify & read at least 300 HFW (2.2G) High Frequency Words: last, wait, other, while, soon


Teach

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18

Whole Group Writing


Wri

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as needed.


19

Whole Group Reading

Day 25 Day 26 Day 27 Day 28 Day 29

Wh

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Read

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HM

H

CS

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No

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as needed.


20



Ph

on

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Read and spell high frequency words.

Decode words by applying knowledge of common spelling patterns (2.2C)


Spell high frequency words (2.23C)

Decode and spell words with

vowel digraphs and diphthongs.



correspondences for vowel

digraphs (2.2Aiv)

Use common syllabication

patterns to decode words

including vowel digraphs and

diphthongs (2.2 Bvi)


Decode and spell words with vowel

digraphs and diphthongs.



correspondences for vowel

digraphs (2.2Aiv)

Use common syllabication

patterns to decode words

including vowel digraphs and

diphthongs (2.2 Bvi)


EL

PS


Reso

urc

es

Ph

on

ics

Le

ss

on



High Frequency Words (HF) 4

247-250

CS

CO

PE


http://www.mycscope.us/module/cont

ent/search/~/item/673758/viewdetail.

ashx


http://www.mycscope.us/module/conte

nt/search/~/item/673758/viewdetail.as

hx

Note: Prepare Vowel Digraph/Diphthong game. See Advance Preparation section of CSCOPE lesson.

Note: This lesson uses the same words and game from the previous lesson, but the focus shifts from reading to spelling.

High Frequency

Words

Identify & read at least 300 HFW (2.2G) High Frequency Words: also, move, mother, brother

Te

ac

he

r

No

tes

an

d

Res

ou

rce

s

These blank days at the end of the

unit may be placed anywhere within

the unit as needed.








21

Whole Group Writing


Wri

tin

g

Res

ou

rce

s

CS

CO

PE

Te

ac

he

r

No

tes

an

d

Res

ou

rce

s


as needed.


22

Gu

ide

d

Rea

din

g/

Sm

all

Gro

up

Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.

Ind

ep

en

-

de

nt

Read

ing

Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG pg. 6) Read independently for a sustained period of time. (2.12A)

Ongoing TEKS for Unit 4: Reading: Fig19A, B; 2.4A; 2.21B; 2.28A,B; 2.29A

Word Study: 2.2A; 2.2C,D; 2.2F

Writing: 2.1A; 2.17A,B,E; 2.21Avii, B; 2.22A; 2.28A; 2.29A; 2.30A

CSCOPE Recommended Resources for selecting text: Expository Text (Days 1-2, 5-20)

Books by Lois Ehlert, Gail Gibbons, and Seymour Simon

Houghton Mifflin Harcourt Resources (Day 2) Penguin Chick, Unit 2, Lesson 21 Resources for Procedural Text (Days3-4):

www.gameskidsplay.net

http://www.pagat.com/

http://www.artistshelpingchildren.org/artforchildren.html

http://www.kids-cooking-activities.com/index.html

Resources to support letter writing (Days 1-6): Grade-appropriate texts that include examples of letters:

(Highlighted titles are included in CSCOPE book collections)

Yours Truly, Goldilocks by Alma Flor Ada

Dear Peter Rabbit by Alma Flor Ada

With Love, Little Red Hen by Alma Flora Ada

http://www.gameskidsplay.net/

http://www.pagat.com/

http://www.artistshelpingchildren.org/artforchildren.html

http://www.kids-cooking-activities.com/index.html


23

Dear Annie by Judith Caseley

Dear Mr. Blueberry by Simon James

A Letter to Amy by Ezra Jack Keats

Letters from Felix: A Little Rabbit on a World Tour by Annette Langen

Felix Travels Back in Time by Annette Langen

Dear Mrs. La Rue: Letters from Obedience School by Mark Teague

Click, Clack, Moo: Cows That Type by Doreen Cronin

Dear Calla Roo…Love, Savanna Blue by Sudie Rakusin

Dear Willie Rudd by Libba Moore Gray

Dear Bear by Joanna Harrison

Websites for Letter Writing:

Electronic Field Trip to the Post Office – 8 minute video produced by Kentucky Educational Television

http://www.ket.org/trips/postoffice/

Letter Generator- http://www.readwritethink.org/files/resources/interactives/letter_generator/

Interactive Friendly Letter Creator- http://www.abcya.com/friendly_letter_maker.htm

Websites for Research:

http://www.readwritethink.org/classroom-resources/student-interactives/animal-inquiry-30020.html

http://kids.yahoo.com/learn

http://www.kidsclick.org/

http://www.askkids.com/

Houghton-Mifflin Harcourt Resources: CLLG pg. 108 lists all Informational Text available in Student book. Some of these texts may match your class topics of interest for Shared Reading/Writing. CLLG pg. 108 lists all Teacher Read-Alouds from the Teacher’s Edition that are Informational Text. Some of these texts may match your class topic of interest for Shared Reading/Writing. CLLG pg. 109 lists all Leveled Readers that are Informational Text. Some of these texts may match your class topic of interest for Shared Reading/Writing.

http://www.ket.org/trips/postoffice/

http://www.readwritethink.org/files/resources/interactives/letter_generator/

http://www.abcya.com/friendly_letter_maker.htm

http://kids.yahoo.com/learn

http://www.kidsclick.org/

http://www.askkids.com/

Midland ISD- ELA Scope and Sequence Revised 11-30 … · Midland ISD- ELA Scope and Sequence 2nd...

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Transcript of Midland ISD- ELA Scope and Sequence Revised 11-30 … · Midland ISD- ELA Scope and Sequence 2nd...