Revised 10-12-12 Midland ISD- ELA Scope and …...2nd Grade Unit 3-Preparing Readers and Writers...
Transcript of Revised 10-12-12 Midland ISD- ELA Scope and …...2nd Grade Unit 3-Preparing Readers and Writers...
Midland ISD- ELA Scope and Sequence 2nd Grade
Unit 3-Preparing Readers and Writers Through Literary Works 27 Days Unit Dates: 11/12/12-12/21/12 Unit Assessment: 12/17/12-12/21/12
1
Revised 10-12-12
Whole Group Reading
Day 1 Day 2 Day 3 Day 4
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Read
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Gen
re Poetry Poetry Poetry Poetry
Fo
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Establish a purpose for reading and describe how rhyme, rhythm, and repetition interact to create images in poetry. Establish purpose for reading (2.3C)
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Describe how rhyme, rhythm, and repetition create images in poetry.
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Monitor and adjust comprehension by using sensory images.
Monitor and adjust comprehension (creating visual images) (Fig19C )
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Monitor and adjust comprehension by using sensory images. Monitor and adjust comprehension
(creating visual images) (Fig19C )
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
EL
PS
1E-internalize new basic/academic language 2D-monitor understanding of spoken language and seek clarification 3A-practice producing sounds of newly acquired vocabulary 3I-adapt spoken language appropriate for formal/informal purpose 4A-learn relationships between sounds and letters and decode words 4B-recognize directionality of English reading 5A-learn relationships between sounds and letters in English 5B-write using newly acquired basic and content vocabulary
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Unit 3, Exemplar Lesson 1,
Daily Lesson 1, Shared Reading
http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 2, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 3, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 4, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: Select 2 humorous poems with rhyme, rhythm and alliteration. For possible selections see links below. See resource page for possible poetry titles. www.poetry4kids.com www.gigglepoetry.com http://www.poetryarchive.org/
Note: Select 3 humorous poems with rhyme, rhythm and alliteration. 2 poems will be for shared reading. Make copies of the 3
rd for each student.
Note: Select 2 poems that include good examples of sensory language to read aloud.
Note: Select 1 or a variety of grade appropriate poems for students to read.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
2
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Ph
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Decode and spell words with r-controlled vowels.
Use common syllabication patterns (r-controlled vowels) to decode words (2.2Bv)
Decode and spell words with r-controlled vowels.
Use common patterns to decode (r-controlled vowels) (2.2Bv)
Use phonological knowledge to match sounds to letters to construct known words (2.23A)
spell words with long vowels (2.23Bii)
Decode and spell high frequency words
Identify and read at least 300 high-frequency words (2.2G)
Decode and spell high frequency words and words with r-controlled
vowels. Use common patterns to decode (r-
controlled vowels) (2.2Bv)
Identify and read at least 300 high-frequency words (2.2G)
Use phonological knowledge to match sounds to letters to construct known words (2.23A),
spell words with long vowels (2.23Bii)
spell high-frequency words (2.23C)
ELPS 2A –distinguish sounds and intonation patterns in English 2B – recognize elements of English sound system 4A - Learn sound/letter relationships in English/decode 5C – spell familiar English words
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Monthly Planning Guide pg. 38-39
Letter Sounds (LS) 7
Pg. 95-98
High Frequency Words (HF) 3
Pg. 243-246
CS
CO
PE
Unit 3, Exemplar Lesson 1, Daily Lesson 1, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 2, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information
and Teacher Notes sections of the CSCOPE lesson.
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Identify & read at least 300 HFW (2.2G) High Frequency Words: your, made, good, new play, eat These words should have been mastered in 1
st Grade. Review and re-teach these as needed.
ELPS 3B-learning and using English high frequency words
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
3
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
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Write a short poem using alliteration that conveys sensory details.
Write short poems that convey sensory details (2.18B)
Write a short poem using alliteration that conveys sensory details.
Write short poems that convey sensory details (2.18B)
Write a short couplet that conveys sensory details.
Write short poems that convey sensory details (2.18B)
Write a short couplet that conveys sensory details.
Write short poems that convey sensory details (2.18B)
EL
PS
1E-internalize new basic/academic language structures 4D- use supports to enhance comprehension of written text 4F -Use visual support to read 5C – Spell familiar English words with increasing accuracy 5G – Narrate, describe and explain in English
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Unit 3, Exemplar Lesson 1, Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 2, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 3, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 4, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information section of CSCOPE lesson.
Note: See Background Information and
Teacher notes sections of CSCOPE lesson.
This lesson will be continued in Daily
Lesson 4.
Note: Continued from Daily Lesson 3.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
4
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Wh
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Gro
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Read
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Gen
re Poetry Poetry Poetry Poetry
Fo
cu
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Use ideas to make and confirm predictions.
Use ideas to make and confirm predictions (2.3A)
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Recognize that some words and phrases have literal and nonliteral meanings.
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Recognize that some words and phrases have literal and non-literal meanings (2.11A)
Monitor and adjust comprehension by using sensory images and write comments on literary text.
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
Recognize that some words and phrases have literal and non-literal meanings (2.11A)
Monitor and adjust comprehension (creating visual images) (Fig19C )
Write brief comments on literary or informational texts (2.19C)
Read aloud original poem.
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A)
*Performance Indicator
EL
PS
1E-internalize new basic/academic language 2D-monitor understanding of spoken language and seek clarification 3A-practice producing sounds of newly acquired vocabulary 3I-adapt spoken language appropriate for formal/informal purpose 4A-learn relationships between sounds and letters and decode words 4B-recognize directionality of English reading 5A-learn relationships between sounds and letters in English 5B-write using newly acquired basic and content vocabulary
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Unit 3, Exemplar Lesson 1, Daily Lesson 5, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 6, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 7, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 8, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: Select 2 grade appropriate poems that contain an illustration- one for reading aloud and one for students to read. Use Prediction Chart handout from CSCOPE. See resource page for possible poetry titles. www.poetry4kids.com www.gigglepoetry.com http://www.poetryarchive.org/
Note: Select 3 grade appropriate poems that contain non-literal or figurative words or phrases (1 to read aloud, 2 with copies for each student). See Background Information section of CSCOPE lesson.
Note: Grade appropriate collection of poems (at least 1 per student) and 1-2 poems with figurative/non-literal words and phrases to read aloud.
Note: You will use the original poem that the students write in the Writing lesson. You will need to complete the writing lesson before the Shared Reading lesson. Select a short poem for demonstration.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
5
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Ph
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Read and spell contractions.
identify and read contractions (2.2F)
Read and spell contractions.
Identify and read contractions (2.2F)
Spell simple contractions (2.23E)
Read and spell contractions.
Identify and read contractions (2.2F)
Spell simple contractions (2.23E)
Spell base words with inflectional
endings. Spell base words with inflectional
endings (2.23D)
EL
PS
2A –distinguish sounds and intonation patterns in English 2B – recognize elements of English sound system 4A - Learn sound/letter relationships in English/decode 5C – spell familiar English words
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Le
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s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 37
Word Structure (WS)10
PG. 339-342
Word Structure (WS) 11
Pg. 343-346 Word Structure (WS) 9
Pg. 335-338
CS
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Unit 3, Exemplar Lesson 1, Daily Lesson 3, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
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Identify & read at least 300 HFW (2.2G) High Frequency Words: just, says, home, does away, yes These words should have been mastered in 1
st Grade. Review and re-teach these as needed.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
6
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
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Write a short poem that uses verb tenses correctly.
Write short poems that convey sensory details (2.18B )
Understand and use verbs in the context of reading, writing, and speaking (2.21Ai)
Write a short poem that uses adverbs correctly.
Write short poems that convey sensory details (2.18B )
Understand and use adverbs in the context of reading, writing, and speaking (2.21A(iv))
Write a short poem that uses adjectives correctly
Write short poems that convey sensory details (2.18B )
Write and illustrate a short poem with sensory details
Describe how rhyme, rhythm and repetition interact to create images in poetry (2.7A )
Write short poems that convey sensory
details (2.18B )
*Performance Indicator
EL
PS
1E-internalize new basic/academic language structures 4D- use supports to enhance comprehension of written text 4F -Use visual support to read 5C – Spell familiar English words with increasing accuracy
Reso
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Unit 3, Exemplar Lesson 1, Daily Lesson 5, Writing
http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 6, Writing
http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 7, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 8, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information section of CSCOPE lesson.
Note: Use Adjective Poem Handout from CSCOPE. See Background Information section of CSCOPE lesson.
Note: The poem that students write in this lesson will be used in the Shared Reading lesson. The Writing lesson must be done before the Shared Reading lesson.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
7
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Wh
ole
Gro
up
Read
ing
Gen
re Folktales Folktales Fiction
(Author Study) Fiction (Author Study)
Fo
cu
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Compare different versions of the same story and identify the moral lesson.
Use ideas to make and confirm predictions (2.3A)
Identify moral lessons as themes in well-known stories (2.6A)
Compare different versions of the same story in traditional and contemporary folktales (2.6 B)
Compare different versions of the same story and identify the moral lesson.
Ask literal questions of text (Fig19B )
Identify moral lessons as themes in well-known stories (2.6A)
Compare different versions of the same story in traditional and contemporary folktales (2.6 B)
Locate facts and details and support the answer with text evidence.
Ask relevant questions, locate facts and details about stories and support answers with evidence from text (2.3B)
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Retell important events and describe similarities and differences in the plot and setting.
Ask relevant questions, locate facts and details about stories and support answers with evidence from text (2.3B)
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Retell important events in logical order (Fig19E)
EL
PS
2E-use support to enhance and confirm understanding 2I-demonstrate listening comprehension of increasingly complex English 3C – speak using a variety of grammatical structures 3F-ask and give information needed for basic communication 3G-express opinions, ideas and feelings on a variety of topics 3H – narrate, describe and explain in English 4G – Demonstrate comprehension in English through discussion 4I-demonstrate English comprehension by employing basic reading skills 4J-demonstrate comprehension by employing inferential sills and find supporting text evidence. 4K-deonstrate English comprehension by employing analytical skills
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Unit 3, Exemplar Lesson 2, Daily Lesson 9, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 10, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 11, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 12, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: Select a grade appropriate folktale that has a traditional and a contemporary version (1 copy of one story and 1 per student of the other). Use Story Map Handout from CSCOPE
Note: Select a grade appropriate folktale that has a traditional and a contemporary version (1 copy of one story and 1 per student of the other).
Note: Select an author to study in Daily Lessons 11-14. Gather several books by the selected author (at least 1/students).
Note: This lesson is continued from Lesson 11.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
8
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Ph
on
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Spell base words with inflectional
endings. Spell base words with inflectional
endings (2.23D)
Read words with suffixes and use the suffix to determine the meaning of the word.
Read words with common prefixes and suffixes (2.2D)
Use prefixes and suffixes to determine meaning of words (2.5A)
Decode and spell high frequency words Students read words with suffixes and use the suffix to determine the meaning of the
word. Read words with common prefixes
and suffixes (2.2D)
Use prefixes and suffixes to determine meaning of words (2.5A)
Alphabetize words to the second letter. Alphabetize a series of words and use
a dictionary or glossary to find words (2.5D)
EL
PS
4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words
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Unit 3, Exemplar Lesson 1, Daily Lesson 4, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 5, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 6, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 1, Daily Lesson 7, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See background Information
section of CSCOPE lesson.
Note: See background Information
section of CSCOPE lesson.
Note: Make a set of word cards for
each small group of 3-4 students.
Hig
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Identify & read at least 300 HFW (2.2G) High Frequency Words: our, small, any, give oh, way These words should have been mastered in 1
st Grade. Review and re-teach these as needed.
ELPS 3B-learning and using English high frequency words
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
9
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
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Understand and use singular and
plural pronouns. Understand and use adverbs in the
context of reading, writing, and speaking (2.21Avi)
Plan a first draft for a story by generating and organizing ideas
use phonological knowledge to match sounds to letters to construct unknown words (2.23A)
Write a powerful beginning for story
develop drafts by sequencing ideas through writing (2.17B )
write brief stories that include a beginning, middle, and end (2.18A)
.
Develop a draft for a brief story by sequencing ideas through writing sentences. Understand and use singular and plural pronouns in the context of writing.
Understand and use adverbs in the context of reading, writing, and speaking (2.21Avi)
EL
PS
5B-write using newly acquired basic and content vocabulary 5C – Spell familiar English words with increasing accuracy 5D-edit writing for standard grammar and usage 5F-write using a variety of grade-appropriate sentence lengths 5G – Narrate, describe and explain in English
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Unit 3, Exemplar Lesson 2, Daily Lesson 9, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 10, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 11, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 12, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information and Teacher Notes sections of the CSCOPE lesson.
Note: Locate 2 books with powerful leads or beginnings preferably from Shared or Independent reading. See Background Information section of CSCOPE lesson. Use story planning organizer from CSCOPE.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
10
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Wh
ole
Gro
up
Read
ing
Gen
re Fiction
(Author Study) Fiction (Author Study)
Fiction (Author Study)
Fiction (Author Study)
Fo
cu
s
Describe main characters including their traits, motivations, and feelings
Make inferences about text using text evidence (Fig19D)
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Make inferences about text.
Make inferences about text using text evidence (Fig19D)
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Write brief comments on literary or informational texts (2.19C)
Describe main characters including their
traits, motivations, and feelings. Describe similarities and differences in
the plots and settings of several works by the same author (2.9A)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)
Focus: Understanding characters
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)
EL
PS
2E-use support to enhance and confirm understanding 2I-demonstrate listening comprehension of increasingly complex English 3C – speak using a variety of grammatical structures 3F-ask and give information needed for basic communication 3G-express opinions, ideas and feelings on a variety of topics 3H – narrate, describe and explain in English 4G – Demonstrate comprehension in English through discussion 4I-demonstrate English comprehension by employing basic reading skills 4J-demonstrate comprehension by employing inferential sills and find supporting text evidence. 4K-deonstrate English comprehension by employing analytical skills
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Unit 3, Exemplar Lesson 2, Daily Lesson 13, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 14, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 15, Shared Reading http://www.mycscope.us/module/content/se
arch/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 16, Shared Reading http://www.mycscope.us/module/content/se
arch/item/673029/viewdetail.ashx
Note: See Background Information and Teacher Notes sections of CSCOPE lessons. Use Making Inferences Handout.
Note: In Daily Lessons 15-18 you do another author study. Select an author that has strong characters. Collect a variety of books by the author.
Note: You will need 1 book per student from 3-4 titles by the same author and another title by that author for modeling.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
11
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Ph
on
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Alphabetize words to the third letter. Alphabetize a series of words and
use a dictionary or glossary to find words (2.5D)
Understand and use singular and plural pronouns.
Understand and use adverbs in the context of reading, writing, and speaking (2.21Avi)
Decode and spell high frequency words and read words with the consonant-le final stable syllable.
Use common syllabication patterns to decode words including final stable syllable (2.2Biii )
Identify and read at least 300 high frequency words (2.2G)
Decode words with the –tion final stable syllable.
Use common syllabication patterns to decode words including final stable syllable (2.2Biii )
ELPS 4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words
Reso
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Ph
on
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Le
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ns Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 37
CS
CO
PE
Unit 3, Exemplar Lesson 1, Daily Lesson 8, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 9, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 10, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 11, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: Create a set of cards with
consonant-le words (1 for each group of 4 students). These will be used again in lesson 10.
Hig
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Identify & read at least 300 HFW (2.2G) High Frequency Words: more, from, over, very now These words should have been mastered in 1
st Grade. Review and re-teach these as needed.
ELPS 3B-learning and using English high frequency words
Teachers Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
12
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
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Develop a draft for a brief story by sequencing ideas through writing sentences. Understand and use singular and plural pronouns in the context of writing.
Understand and use adverbs in the context of reading, writing, and speaking (2.21Avi)
Revise draft by adding phrases or sentences to add more detail.
Revise drafts by adding or deleting words, phrases or sentences (2.17C)
Recognize and use ending punctuation in sentences (2.22Ci)
Edit their draft for capitalization and punctuation.
Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)
Recognize and use apostrophes and contractions (2.22Cii)
Edit drafts for correct spelling.
Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)
Spell high-frequency words (2.23C)
Use resources to find correct spellings (2.23F)
EL
PS
5B-write using newly acquired basic and content vocabulary 5C – Spell familiar English words with increasing accuracy 5D-edit writing for standard grammar and usage 5F-write using a variety of grade-appropriate sentence lengths 5G – Narrate, describe and explain in English
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Unit 3, Exemplar Lesson 2, Daily Lesson 13, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 14, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 15, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 16, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
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Note: You will need to create a rubric for students to use when editing their stories. See Resource page for possible links.
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
13
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Wh
ole
Gro
up
Read
ing
Gen
re Fiction
(Author Study) Fiction (Author Study)
Fiction Fiction
Fo
cu
s
Decode words with oa and ow (long o sound)
Make connections to own experiences other texts and world (Fig 19 F)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)
Identify elements of dialogue and use them in informal plays.
Identify elements of dialogue and use them in informal plays (2.8A)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)
Identify elements of dialogue and use them in informal plays.
Identify the elements of dialogue and use them in informal plays (2.8A)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9 B)
Read and write words with common spelling and syllable patterns.
Use ideas to make and confirm predictions (2.3A)
Ask relevant questions, locate facts and details about stories and support answers with evidence from text (2.3B)
Ask literal questions of text (Fig 19B)
Make inferences about text using text evidence (Fig 19D)
Make Connections to own experiences, other texts and world (Fig 19F)
Describe similarities and differences in the plots and settings of several works by the same author (2.9A)
Describe main characters in works of fiction, including their traits, motivations and feelings (2.9B)
*Performance Indicator
EL
PS
2E-use support to enhance and confirm understanding 2I-demonstrate listening comprehension of increasingly complex English 3C – speak using a variety of grammatical structures 3F-ask and give information needed for basic communication 3G-express opinions, ideas and feelings on a variety of topics 3H – narrate, describe and explain in English 4G – Demonstrate comprehension in English through discussion 4I-demonstrate English comprehension by employing basic reading skills 4J-demonstrate comprehension by employing inferential sills and find supporting text evidence. 4K-deonstrate English comprehension by employing analytical skills
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Unit 3, Exemplar Lesson 2, Daily Lesson 17, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 18, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 19, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 20, Shared Reading http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information section of CSCOPE lesson.
Note: Selected books will need to contain dialogue. See Background Information section of CSCOPE lesson. This lesson will be continued on day 19.
Note: Continued from Daily Lesson 18. Note: This Performance Indicator may take more than 1 day to complete.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
14
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Ph
on
ics
Decode words with the final stable syllables consonant-le and –tion. Students use a dictionary to find words.
Use common syllabication patterns to decode words including final stable syllable (2.2Biii )
Alphabetize a series of words (2.5D)
Decode words with the vowel digraphs ai and ay.
Decode multi-syllabic words by applying common letter-sound correspondences including vowel digraphs (2.2Aiv )
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Decode words with the vowel digraphs ai and ay. Decode and spell high frequency words
Decode multi-syllabic words by applying common letter-sound correspondences including vowel digraphs (2.2Aiv)
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Identify and read at least 300 high-frequency words (2.2G)
Decode words with the vowel digraphs ee and ea.
Decode multi-syllabic words by applying letter-sound correspondences for vowel digraphs (2.2Aiv)
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
EL
PS
4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words
Res
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Unit 3, Exemplar Lesson 2, Daily Lesson 12, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 13, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 14, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 15, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: See Background Information
and Teacher Notes. Make word cards for each group of 3-4 students. These will be used again in later lessons.
Note: Use Vowel Pair and Reading Big
Words Handouts.
Hig
h
Fre
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en
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Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: their, could, what, where, long
ELPS 3B-learning and using English high frequency words
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
15
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Plan and draft an original story with a beginning, middle, and end.
Plan a first draft by generating ideas for writing (2.17A)
develop drafts by sequencing ideas through writing (2.17B )
write brief stories that include a beginning, middle, and end (2.18A)
Draft an original story with a beginning, middle, and end.
Plan a first draft by generating ideas for writing (2.17A)
develop drafts by sequencing ideas through writing (2.17B )
Revise and edit draft.
Revise drafts by adding or deleting words, phrases or sentences (2.17C )
Edit drafts for grammar, punctuation and spelling using a teacher-developed rubric edit drafts for grammar, punctuation and spelling using a teacher-developed rubric (2.17D)
Use phonological knowledge to match sounds to letters to construct unknown words (2.23A)
Use resources to find correct spellings (2.23 F)
Publish a story with a beginning, middle, and end.
Write legibly leaving appropriate margins (2.22A)
*Performance Indicator
EL
PS
5B-write using newly acquired basic and content vocabulary 5C – Spell familiar English words with increasing accuracy 5D-edit writing for standard grammar and usage 5F-write using a variety of grade-appropriate sentence lengths 5G – Narrate, describe and explain in English
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Unit 3, Exemplar Lesson 2, Daily Lesson 17, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 18, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 19, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 20, Writing http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: This lesson begins a Performance
Indicator that continues through lesson 20.
Note: Collect finished pieces to score for the Unit 2 Writing Assessment.
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
16
Whole Group Reading
Day 21 Day 22 Day 23 Day 24
Wh
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Gro
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Read
ing
Gen
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Fo
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s
EL
PS
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These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
17
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24
Ph
on
ics
Decode words with the vowel
digraph ie. Decode multi-syllabic words by
applying letter-sound correspondences for vowel digraphs (2.2Aiv)
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Decode words with oa and ow (long o sound)
Decode multi-syllabic words by applying letter-sound correspondences for vowel digraphs (2.2Aiv)
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Decode words with the vowel digraphs
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Spell words with vowel digraphs (2.23Biv)
Decode words with the vowel digraphs
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Spell words with vowel digraphs (2.23Biv)
EL
PS
4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words
Letter Sounds (LS) 16
Pg. 131-134
Letter Sounds (LS) 17
Pg. 135-138
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Unit 3, Exemplar Lesson 2, Daily Lesson 16, Word Study
http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 17, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Note: You will make a vowel pair word card game. Make one set each for groups of 4 students.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: use, every, didn’t, gave, off
ELPS 3B-learning and using English high frequency words
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MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
18
Whole Group Writing
Day 21 Day 22 Day 23 Day 24
Wri
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g
EL
PS
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CS
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ote
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These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
19
Whole Group Reading
Day 25 Day 26 Day 27
Wh
ole
Gro
up
Read
ing
Gen
re
Fo
cu
s
EL
PS
Reso
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These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
20
Whole Group Word Study
Day 25 Day 26 Day 27
Ph
on
ics
Decode words with ue and ew. Decode and spell high frequency words.
Decode multi-syllabic words by applying letter-sound correspondences for vowel digraphs (2.2Aiv)
Use common syllabication patterns including vowel digraphs and diphthongs to decode (2.2Bvi)
Identify and read at least 300 high-
frequency words (2.2G)
Read words with vowel pairs that make
the long vowel sound. Decode words using vowel digraphs
(2.2Bvi) Spell words with vowel digraphs
(2.23Biv
Read and write words with common spelling and syllable patterns.
Decode multi-syllabic words by applying letter-sound correspondences for vowel digraphs (2.2Aiv)
spell words with long vowels (2.23Bii) Decode words using vowel digraphs
(2.2Bv) Use common syllabication patterns
including vowel digraphs and diphthongs to decode (2.2Bvi)
identify and read contractions (2.2F)
Use phonological knowledge to match sounds to letters to construct known words (2.23A)
Spell base words with inflectional endings (2.23D)
Spell simple contractions (2.23E) Spell words with common orthographic patterns including long vowels (2.23Biii)
*Performance Indicator
EL
PS
4A - Learn sound/letter relationships in English/decode 4B-recognize directionality of English 4C-develop basic sight vocabulary and comprehend English vocabulary 4D- use supports to enhance comprehension of written text 5A-learn relationships between sounds/letters in English 5B-write using new basic/academic vocabulary 5C – spell familiar English words
Reso
urc
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CS
CO
PE
Note: You will make a high frequency word card game. Make one set each for groups of 4 students.
Unit 3, Exemplar Lesson 2, Daily Lesson 18, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 19, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
Unit 3, Exemplar Lesson 2, Daily Lesson 20, Word Study http://www.mycscope.us/module/content/search/item/673029/viewdetail.ashx
High Frequency
Words
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
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Whole Group Writing
Day 25 Day 26 Day 27
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These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
22
Sm
all
Gro
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/
Gu
ide
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Re
ad
ing
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
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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: Reading: 2.2H; 2.4A; Fig19A,B Word Study: 2.23Biii, Writing: 2.17A,B,E; 2.18A
CSCOPE Recommended Resources for selecting text: Possible selections for Poetry (Daily Lessons 1-8): (Highlighted texts are available in your book collections)
A Pizza the Size of the Sun, by Jack Prelutsky If Kids Ruled the School, edited by Bruce Lansky Kids Pick the Funniest Poems, edited by Bruce Lansky Sing a Song of Popcorn, compiled by Beatrice Shenk de Regniers The 20th Century Children’s Poetry Treasury, compiled by Jack Prelutsky The Random House Book of Poetry for Children, compiled by Jack Prelutsky Where the Sidewalk Ends, by Shel Silverstein Possible books for author study (Daily Lessons 13-20): Arthur’s Birthday, by Marc Brown Arthur’s Tooth, by Marc Brown Arthur’s Pet Business, by Marc Brown Arthur Babysits, by Marc Brown Arthur Goes to Camp, by Marc Brown Chrysanthemum, by Kevin Henkes Sheila Rae, the Brave, by Kevin Henkes Wemberly Worried, by Kevin Henkes A Weekend with Wendell, by Kevin Henkes
Houghton-Mifflin Harcourt Resources: Poetry:
Daily Lesson 1: Weather Poems from (Morning Sun)-Unit 2, Lesson 8 Daily Lesson 3:
MIDLAND ISD Scope & Sequence 2nd ELAR –Unit 3-Preparing Readers and Writers Through Literary Works
23
School Poems (The Best)-Unit 3, Lesson 13
Daily Lesson 6: Poems about Reading and Writing (Keep a Poem in Your Pocket)-Unit 4, Lesson 18 Daily Lesson 7: Poems about Reading and Writing (The Period)-Unit 4, Lesson 18 Daily Lesson 11: Diary of a Spider-Unit 1 Lesson 4 Daily Lesson 12: Click, Clack, Moo: Cows That Type-Unit 3, Lesson 11 Possible Links for Editing Checklist: http://pinterest.com/dlr123/writing-revision-editing/
http://www2.rccsd.org/MSmith/Writers'Workshop.htm