Second Grade Language Arts - trenton.k12.nj.us 25.pdf · Second Grade Language Arts Curriculum...

TRENTON PUBLIC SCHOOLS

Second Grade Language Arts

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION

108 N. Clinton Avenue

3rd Floor ~ Room 301

Dr. Fredrick H. McDowell, Jr., Superintendent of Schools

Elizabeth DeJesus, Chief Academic Officer

Leslie Septor, Humanities Supervisor

Adopted August 28, 2017

Mission Statement

All students will graduate with a vision for their future, motivated to learn

continually and prepared to succeed in their choice of college or career.

Unit: 1 Grade Level: 2

Timeframe: 10 weeks

Overarching Theme: Building Good Readers and Writers

Essential Questions

What are the habits of good readers? How can the author’s word choice help us make meaning of text? How can we use strategies to help us read new words? How do good writers convey their message? How do words we choose help us share our thinking and communicate? How do writers help their writing make sense? How do you use personal experiences to express and write stories? How does structure in writing aid in engaging a reader? How do we show not tell our writing? What are the elements or qualities of a good story? What are the stages of the writing process?

New Jersey Student Learning Standards (NJSLS)

Reading NJSLS RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges using key details. RL.2.5 Describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections. RL.2.7 Use information gained form the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 Read and comprehend literature, including stories and poetry, at grade level text complexity or above, with scaffolding as needed. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.10 Read and comprehend informational texts,, at grade level text complexity band proficiently with scaffolding as needed. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. B. Decode regularly spelled two-syllable words with long vowels. E. Recognize and read grade-appropriate irregularly spelled words. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding. B. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. C. Use context to confirm or self-correct work recognition and understanding, rereading as necessary.

Writing NJSLS W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings. Use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers focus on a topic and strengthen writing as needed through self-reflection, revising, editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaborating with peers.

21st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Assuming shared responsibility for collaborative work

Dolch words taught in Unit 1: around, be, five, help, next, or pull, take. Until, walked, bring, children, comes, do, family, like, make, those, use, with, city, full, no, other, places, put, school, sing, think, this, cheer, could, hello, hundred, mind, play, read, see, today Academic Vocabulary: key details, character, setting, plot, main topic, context, Writing Workshop, topic, topic web, tools, reread, caret, partner share, word wall, publishing checklist, character, setting, events, elements, topic, zoom in, revise, details, endings, edit, publish, punctuation, editing, checklist, dialogue

Standard SLO- WALT Formative Assessment Activities and Resources Reflection

Instructional Plan

Reflection

Pre-assessment RAPID Diagnostic, Lexia weekly reports, running records, guided reading, DRA

Week One

RL.2.5 Examine the story ‘s

structure, identifying the

introduction as the

beginning and the

conclusion where action

ends.

Describe the parts of a

story (beginning and end)

Story map Oral retelling Reading response journal.

Suggested Text: Journeys, Henry and Mudge, Unit 1 T 24 Other Suggested Texts: Frog and Toad are Friends by Arnold Lobel Minilesson –Story Structure: Beginning and End Teacher will explain to students that all stories have a beginning and an end. The beginning of the story is first and the end of the story is last when reading. Explain that the beginning of the story introduces the story and what is going on; the end of the story gives a conclusion, or lets the reader know how everything ended. Teacher will read the text aloud modeling identifying the beginning and the end.

RL.2.1 Respond to questions

asked to demonstrate

understanding of key

details.

Story map T-chart (Important details/ Not as important) Reading response journals.

Suggested Text: Journeys, Henry and Mudge, Unit 1 T 24 Other Suggested Texts: Frog and Toad are Friends by Arnold Lobel Minilesson – Identify key details in text Teacher will explain to students that key details are the important events or pieces of information in the text. Not everything in the story is important; these things are not key details. Read aloud to students modeling noticing the difference between key details and other less important details.

RL.2.1 Create questions about an

important idea within a

text (using who, what,

where, when, how.

Use text evidence to

support thinking when

asking and answering

general questions.

Story map 4 W’s Chart Reading response journals.

Suggested Text: Journeys, Henry and Mudge, Unit 1 T 24 Other Suggested Texts: Frog and Toad are Friends by Arnold Lobel Minilesson – Answering Questions about key details in the beginning of a text The teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the beginning of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart.



Story map 4 W’s Chart

Suggested Text: Journeys, Henry and Mudge, Unit 1 T 24 Other Suggested Texts:


where, when, how.




general questions.

Reading response journals.

Frog and Toad are Friends by Arnold Lobel Minilesson – Answering Questions about key details in the middle of a text; teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the middle of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart.




where, when, how.




general questions.

Story map 4 W’s Chart Reading response journals.

Suggested Text: Journeys, Henry and Mudge, Unit 1 T 24 Other Suggested Texts: Frog and Toad are Friends by Arnold Lobel Minilesson- Answering Questions about key details in the end of a text The teacher will model a think aloud while doing the read aloud or after the read aloud, answering the 4W and 1 how questions about the end of the text. After the read aloud, teacher records the details on a 4 w and how anchor chart.

W.2.3 Include an introduction

statement.

Topic Webs Quick-Writes (personal narratives) Small moment writing

Lucy Calkins Journeys Writing Lessons SS/Science Connections

Personal narratives

Quick writes

Responding to literature *Students may write narratives throughout the unit applying the weekly skills as timed writing or responses to literature.

W.2.3 Describe order of events

using transition words.

(e.g., first, next, then, last)

Various graphic organizers Transition word word walls Writing frames

Week Two

RL.2.3 Identify the characters in

the story.

Character exit ticket: “Name a character in the text” Reading response journals Oral retelling

Suggested Text: Journeys Diary of a Spider, Unit 1 T 316 Other Suggested Texts: Diary of a Fly by Doreen Cronin Mini Lesson – Teacher will explain that characters are

the people or animals in texts that the stories are about. Read aloud the text modeling how teacher identifies the characters as they read. Provide students with descriptions of the characters. (ex. Spider is the first character and he has 6 legs). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

RL.2.3

Identify key details in the

story.

Story Map Setting details chart Reading response journals Oral retelling

Suggested Text: Journeys Diary of a Spider, Unit 1 T 316 Other Suggested Texts: Diary of a Fly by Doreen Cronin Minilesson – Teacher will explain that the setting is where the story is happening. There can be more than one setting in a story. Read aloud the text modeling how teacher identifies the setting as they read. Provide students with descriptions of the setting. (ex. This part of the story takes place on a playground. There are chalk drawings on the ground). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

RL.2.7 Use information from

illustrations, pictures and

words from print or digital

text.

Explain how the

illustration, pictures and

words provide a clear

understanding of

character, setting, and

plot.

Story Map Sticky Note CFU: Find a clue in the illustration that helped you understand the plot. Reading response journals Oral retelling

Suggested Text: Journeys Diary of a Spider, Unit 1 T 316 Other Suggested Texts: Diary of a Fly by Doreen Cronin

Minilesson – Teacher will explain that the plot is what is happening in the story. There is usually a problem and a solution to the problem. The plot is what the story is all about. Read aloud the text modeling how teacher identifies the plot as they read. Provide students with descriptions of the plot. (ex. Spider keeps a diary of all the things he does during his day. On this date we can see he_____). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

W.2.3 Include an introduction

statement.

Topic Webs Quick-Writes (personal narratives) Small moment writing


Personal narratives

Quick writes


W.2.3 Describe order of events uising transition words. (e.g., first, next, then, last)

Various graphic organizers Transition word word walls Writing frames

Week Three

RL.2.3 Identify the characters in

the story.

Character exit ticket: “Name a character in the text” Reading response journals Oral retelling

Suggested Text: Diary of a Fly by Doreen Cronin Mini Lesson – Teacher will explain that characters are the people or animals in texts that the stories are about. Read aloud the text modeling how teacher identifies the characters as they read. Provide students with descriptions of the characters. (ex. Spider is the first character and he has 6 legs). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

RL.2.3

Identify key details in the

story.

Story Map Setting details chart Reading response journals Oral retelling

Suggested Text: Diary of a Fly by Doreen Cronin Minilesson – Teacher will explain that the setting is where the story is happening. There can be more than one setting in a story. Read aloud the text modeling how teacher identifies the setting as they read. Provide students with descriptions of the setting. (ex. This part of the story takes place on a playground. There are chalk drawings on the ground). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

RL.2.7 Use information from



text.

Explain how the

illustration, pictures and

words provide a clear

understanding of

Story Map Sticky Note CFU: Find a clue in the illustration that helped you understand the plot. Reading response journals: Compare and contrast the two text. Oral retelling

Suggested Text: Diary of a Fly by Doreen Cronin (Day 3-5) Minilesson – Teacher will explain that the plot is what is happening in the story. There is usually a problem and a solution to the problem. The plot is what the story is all about. Read aloud the text modeling how teacher identifies the plot as they read. Provide students with descriptions of the plot. (ex. Spider keeps a diary of all

character, setting, and

plot.

the things he does during his day. On this date we can see he_____). Use the illustrations as well as key words to help you model your thinking and how you find your answers.

W.2.3 Choose descriptive words

that match thinking,

feelings, and actions.

Rough drafts Noun-Verb-Adj. Lists Lexia grammar lessons Personal word lists Word webs


Personal narratives

Quick writes


W.2.3 Incorporate simple and compound sentence structures.

Rough drafts Lexia grammar lessons

Week Four

RI.2.5 Identify which text

features help you find

important information

about what you’re

reading.

Determine how text

features (e.g.,

subheadings, glossaries,

bold print, etc.) help you

understand the text.

Oral retelling Text features group chart Close reading marks (high light text features) Reading response journals.

Suggested Text: Informational Text about spiders/insects (Readworks.Com) Spooky Spiders https://www.readworks.org/article/Spooky-Spiders/dcf6d381-cff1-4cd9-9691-63fffbff0214, The Silk Mystery https://www.readworks.org/article/The-Silk-Mystery/500855fa-6cba-409a-9ec1-e74d2e8a88b2 Insects on the Move https://www.readworks.org/article/Insects-on-the-Move/1a47ea3a-3fcd-4f21-91a0-be78a9269a4a

Mini Lessons – Teacher will explain that the main topic is what the text is all about. Remind students that informational text is non-fiction, about a real topic. Point out features of informational text (photographs, captions).

RI.2.6 Determine the text’s main

purpose according to what

Oral retelling Text features group chart

Suggested Text: Informational Text about spiders/insects (Readworks.Com)

https://www.readworks.org/article/Spooky-Spiders/dcf6d381-cff1-4cd9-9691-63fffbff0214


https://www.readworks.org/article/The-Silk-Mystery/500855fa-6cba-409a-9ec1-e74d2e8a88b2


https://www.readworks.org/article/Insects-on-the-Move/1a47ea3a-3fcd-4f21-91a0-be78a9269a4a


the author wants the

reader to know.

Main idea chart Reading response journals.

Spooky Spiders https://www.readworks.org/article/Spooky-Spiders/dcf6d381-cff1-4cd9-9691-63fffbff0214, The Silk Mystery https://www.readworks.org/article/The-Silk-Mystery/500855fa-6cba-409a-9ec1-e74d2e8a88b2 Insects on the Move https://www.readworks.org/article/Insects-on-the-Move/1a47ea3a-3fcd-4f21-91a0-be78a9269a4a


RI.2.7

Utilize information from



text.

Explain how the

illustrations, diagrams or

images clarify the text.

Oral retelling Text features group chart Exit ticket: What clues did you find from text features of this text. Reading response journals: Compare and contrast nonfiction about spiders to fiction about spiders.

Suggested Text: Informational Text about spiders/insects (Readworks.Com) Spooky Spiders https://www.readworks.org/article/Spooky-Spiders/dcf6d381-cff1-4cd9-9691-63fffbff0214, The Silk Mystery https://www.readworks.org/article/The-Silk-Mystery/500855fa-6cba-409a-9ec1-e74d2e8a88b2 Insects on the Move https://www.readworks.org/article/Insects-on-the-Move/1a47ea3a-3fcd-4f21-91a0-be78a9269a4a

Mini Lessons - Teacher models after reading of an informational text how to identify the main topic of the text. Teacher should specifically model how to locate evidence in the text using various text features (glossary, captions) that helps them find out what the main topic of the text is.

W.2.3 Use linking words (e.g,

because, and. also)

Rough drafts Noun-Verb-Adj. Lists

Lucy Calkins Journeys Writing Lessons













Lexia grammar lessons Personal word lists Word webs

SS/Science Connections

Personal narratives

Quick writes


W.2.3 End with a closing statement

Rough drafts Writing frames

Week Five

RI.2.5 Identify which text

features help you find


about what you’re

reading.

Determine how text

features (e.g.,

subheadings, glossaries,

bold print, etc.) help you

understand the text.


Suggested Text: Journeys

My Family, Unit 1, T 121 Dogs, Unit 1, T 219

Other Suggested Text: Seed and Weeds, by Rena Kirkpatrick


RI.2.6

RI.2.7

Determine the text’s main



reader to know.

Utilize information from



text.

Explain how the



Oral retelling Text features group chart Main idea chart Reading response journals.


My Family, Unit 1, T 121 Dogs, Unit 1, T 219

Other Suggested Text: Seed and Weeds, by Rena Kirkpatrick

Days 2-5

Mini Lessons - Teacher models after reading of an informational text how to identify the main topic of the text. Teacher should specifically model how to locate evidence in the text using various text features

(glossary, captions) that helps them find out what the main topic of the text is.

W.2.5 Revise and edit with assistance for appropriate word choice, sentence structure, spelling, punctuation, and grammar.

Rough drafts Lexia grammar lessons Peer Editing checklists Teacher conference sheets


Personal narratives

Quick writes


W.2.5 Use conferences,

checklists sheets, and peer

editing.

Peer /Teacher Checklists

Week Six

RI.2.5 Identify captions,

glossaries, subheadings,

bold print, electronic

menus, icons, etc. to

analyze text information.


*Use other text from suggested text list for this week OR find related informational text (Science, SS, Readworks.org)


My Family, Unit 1, T 121 Dogs, Unit 1, T 219 Other Suggested Text: Seed and Weeds by Rena Kirkpatrick


RI.2.6

RI.2.7

Determine the text’s main



reader to know.

Use information from


Oral retelling Text features group chart Main idea chart Reading response journals.


My Family, Unit 1, T 121 Dogs, Unit 1, T 219 Other Suggested Text: Seed and Weeds by Rena Kirkpatrick


text.

Explain how the



Days 2-5

Mini Lessons - Teacher models after reading of an informational text how to identify the main topic of the text. Teacher should specifically model how to locate evidence in the text using various text features (glossary, captions) that helps them find out what the main topic of the text is.

W.2.5 Reflect on writing. Rough drafts Lexia grammar lessons Peer Editing checklists Teacher conference sheets Self Assessment/Reflection.


Personal narratives

Quick writes


W.2.6 Publish writing independently Practice keyboarding skills

Rough drafts Revised drafts

Week Seven

RF.2.3

RI.2.1

Utilize strategies for

decoding two-syllable

words in text.


decoding irregularly –

spelled words in texts.

Utilize text evidence to



general questions.

Oral retelling Word estimation 3-column chart:

Word Estimate

Clues

Reading response journal


Animals Building Homes, Unit 2, T24 ; Whose Home is This, Unit 2, T 60

Other Suggested Texts: Sam Goes Trucking by Henry Horenstein

Mini Lesson - Explain to students that nonfiction /informational text teaches us new things about real things. Sometimes there are words that we don’t understand in the text. Read aloud text and model for students using tricky words what you can do when you come to a word you don’t know. Use photographs to help you understand an unknown word. Support your answer with evidence from the text.

RF.2.3

RI.2.1


decoding two-syllable

words in text.


decoding irregularly –

spelled words in texts.

Utilize text evidence to



general questions.

Oral retelling Word estimation 3-column chart:

Word Estimate

Clues

Reading response journal


Animals Building Homes, Unit 2, T24 ; Whose Home is This, Unit 2, T 60

Other Suggested Texts: Sam Goes Trucking by Henry Horenstein

Days 2-5

Mini Lesson – Explain that another thing good readers do is ask questions while they are reading. When we come across something we don’t know in text there are things we can do to help ourselves. We can try to connect what we don’t know to what we do know, and what we read in the text. Teacher reads the texts and models how to make and describe the connections between a word they didn’t know and the rest of the words in the sentence. Support your reasoning with evidence from the text.

W.2.3 Include an introduction in

a narrative

Describe order of events

using transition words.

Shared narrative writing Graphic organizer Topic Web


Personal narratives

Quick writes


W.2.3 Choose descriptive words that match thinking; Incorporate simple and compound sentence structure.

Rough drafts Word lists Lexia grammar lessons

Week Eight

RL.2.3 Consider how characters

are involved in a story.

Oral retelling Exit ticket: Who is telling the story? Reading response journal.


Luke Goes To Bat, Unit 4, T125 The Signmakers’Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears, by Paul Galdone Mini Lesson- Teacher will remind students that stories have characters. Not only are these the people or animals in the story but they can also be telling the story. Who is telling the story is the point of view. We are looking at the story/ listening to the story as they see it and in their words. Tell students a familiar story as the main character. Use Goldilocks and the Three Bears from the point of view of Goldilocks. Retell the same story from the point of view of the Baby Bear. You may do this orally. Explain how this is a different point of view, because a different character is telling the story.

RL.2.3 Analyze their reactions to

story events.

Identify how the

characters solve the

problem.

Oral retelling Exit ticket: How does the character solve the problem. Whole Group Chart: (can make one for each character)

Story event

What did the character do?

What did that tell you?

Reading response journal.


Luke Goes To Bat, Unit 4, T125 The Signmakers’Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears, by Paul Galdone Day 2/3 Remind students that point of view refers to who is telling the story. Use the read aloud to work on identifying which character is telling the story at various points. Model for students how you know a different character is telling the story now. Draw attention to the use of quotation marks and the use of dialogue.


story events.

Identify how the


problem.


Story event

What did the

What did


Luke Goes To Bat, Unit 4, T125 The Signmakers’Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears, by Paul Galdone Day 4/5 Explain to students that now that they are able to

character do?

that tell you?

Reading response journal: Compare and contrast two characters.

identify which character is telling the story at various points, now they are going to look for differences in the characters points of view. Refer back to the first day when you told the story of Goldilocks and the Three Bears. How the baby bear saw the story differently then Goldilocks did. She was experiencing the story in the house, while baby bear was out walking in the woods with his family. Use the read aloud to model for students how you identify the differences in different characters points of view within the same story.

W.2.3 Use linking words (e.g., because, and, also)

End with a closing statement.

Graphic organizer Rough drafts Word lists Lexia grammar lessons


Personal narratives

Quick writes


W.2.5 Revise with assistance for appropriate words choice, sentence structure, spelling, punctuation, and grammar.

Rough drafts Word lists Lexia grammar lessons Revising/editing checklists.

Week Nine

RL.2.3 Consider how characters

are involved in a story.

Oral retelling Exit ticket: Who is telling the story? Reading response journal.

Use other text from suggested text list for this week OR find related text (Readworks.org)


Luke Goes To Bat, Unit 4, T125 The Signmakers’Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears by Paul Galdone Mini Lesson- Teacher will remind students that stories have characters. Not only are these the people or animals in the story but they can also be telling the story. Who is telling the story is the point of view. We

are looking at the story/ listening to the story as they see it and in their words. Tell students a familiar story as the main character. Use Goldilocks and the Three Bears from the point of view of Goldilocks. Retell the same story from the point of view of the Baby Bear. You may do this orally. Explain how this is a different point of view, because a different character is telling the story.


story events.

Identify how the


problem.


Story event



Reading response journal.


Luke Goes To Bat, Unit 4, T125 The Signmakers’Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears by Paul Galdone

Day 2/3 Remind students that point of view refers to who is telling the story. Use the read aloud to work on identifying which character is telling the story at various points. Model for students how you know a different character is telling the story now. Draw attention to the use of quotation marks and the use of dialogue.


story events.

Identify how the


problem.


Story event



Reading response journal: Compare and contrast two characters.


Luke Goes To Bat, Unit 4, T125 The Signmakers’ Assistant, Unit 4, T324 Other Suggested Texts: Goldilocks and The Three Bears by Paul Galdone Day 4/5 Explain to students that now that they are able to identify which character is telling the story at various points, now they are going to look for differences in the characters points of view. Refer back to the first day when you told the story of Goldilocks and the Three Bears. How the baby bear saw the story differently than Goldilocks did. She was experiencing the story in the house, while baby bear was out walking in the woods with his family. Use the read aloud to model for

students how you identify the differences in different characters points of view within the same story.

W.2.5 Utilize conferences, checklist sheets, and peer editing.

Rough drafts Word lists Lexia grammar lessons Revising/editing checklists.


Personal narratives

Quick writes


W.2.6 Publish writing with peers; Use keyboarding skills

Rough drafts Revised drafts

Week Ten, Benchmark Assessment:

RL.2.10 RI.2.10

Demonstrate good reading habits. Read various types of texts proficiently independently, and closely within the grades 2-3 complexity band.

End of Unit Assessment End of Unit Assessment

RF.2.4 Understand grade level text when reading Reread for better understanding when necessary.


W.2.3 Write a narrative with an introduction, transition words, and a conclusion.


Summative Written Assessments

1. End of Unit Assessment

Summative Performance Assessment

Cross-content Project-Based Assessment with Science/Social Studies (Look at what science topics are for this unit)


Timeframe: 10 weeks

Overarching Theme: Growing into Thoughtful Readers

Essential Questions

How do characters respond to challenges?

How can we ask questions to deepen our understanding of text?

How can we make connections in informational text?

How can knowing short vowel sounds help me decode unknown words?

How can reading grade level texts help me grow as a reader?

Where do writers get ideas from to write a report?

How do we research a topic?


Reading NJSLS RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges using key details. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5 Describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action identifying how each successive part builds on earlier sections. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 Read and comprehend literature, including stories and poetry, at grade level text complexity or above, with scaffolding as needed. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific illustrations and images (e.g., diagram showing how a machine works) contribute to and clarify a text. RI.2.10 Read and comprehend informational texts, at grade level text complexity band proficiently with scaffolding as needed. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. B. Decode regularly spelled two-syllable words with long vowels. D. Identify words with inconsistent but common spelling-sound correspondences. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

D. Read grade-level text with purpose and understanding. E. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

F. Use context to confirm or self-correct work recognition and understanding, rereading as necessary. Writing NJSLS W.2.2 Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. W.2.5 With guidance and support from adults and peers focus on a topic and strengthen writing as needed through self-reflection, revising, editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaborating with peers. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. 21st Century Skills Standard and Progress Indicators Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Academic Vocabulary: research, topic, notes, facts, headings, phrases, graphic organizer, introduction, organize, sections, important words, definitions, letter, heading, greeting, body, closing, signature, conclusion, statement, resources, startling fact High Frequency Words Taught in Unit 2: around, found, pull, cold, or, work, before, does, your, upon, wash, green, goes, off, many, best, right, don’t, fast, write, events, challenges, character traits, setting, plot, key details, main topic, text features


Instructional Plan

Reflection

Pre-assessment – RAPID Diagnostic

Week One

RL 2.3 Identify the characters in text.

Turn and tell a partner one thing that happened to a character from the text. Exit Ticket: Write a sentence that tells about a character in the story using evidence from the story.

Character Chart

What I know about the character

How I know about the character

Read Aloud: Journeys

How Chipmunk Got His Stripes, Unit 2, T 322

Why Rabbits Have Short Tails, Unit 2, T 364

Other Suggested Texts:

Gregory the Terrible Eater by Gregory Sharmat

Goldilocks and the Three Dinosaurs by Mo Willems

http://readingandwritingproject.org/ http://kylenebeers.com lindahoyt.com/tips.html Explain to students that fiction texts (stories) are about the things that people or animals experience/go through. These people and animals are the characters in the story. Read aloud to students and model identifying the characters as you read. Point out that they are who the story is about.

RL 2.3

RF 2.4

Understand the major events and challenges in text. Understand grade-level text when reading

Turn and tell a partner one thing that happened to a character from the text. Complete Graphic Organizer as Students Read independent “just right” text.

Explain to students that the characters in the story have things happen to them or they go through different experiences. These are called events. Events that are problems for the characters are challenges. Some events are more important than other; these are the major events. Major events are very important to the story. Not everything that takes place in the story is a

http://readingandwritingproject.org/

http://kylenebeers.com/

http://www.lindahoyt.com/tips.html

Character Name

Evidence

What did the character think?

What did the character say?

How did the character feel?


major event. Stories have events and challenges in them so that they are interesting. Read aloud to students pointing out in the text where there are major events and challenges that the characters go through.

RL 2.5 Identify major events and challenges within text. Describe how the parts of the story build from beginning to end

Students will use their just right texts to practice describing how characters respond to major events in their stories. Have students record their responses in a reading response journal

Teacher models identifying the major events and challenges that the character’s experience in text through reading aloud and modeling your processing. Remind students that not every event in the story is a major event. Good readers can tell the major events from the unimportant events. Read aloud modeling identifying the major events in the text. Explain your thinking as you read.

RL 2.3 Identify the characters in text. Identify major events and challenges within text.

Students will use their just right texts to practice describing how characters respond to major events in their stories. Have students record their responses in a reading response journal

Projectable 9.4 and Graphic Organizer 1 to be done with the whole class.

RF 2.3 Use strategies for decoding two-

syllable words in texts

Use strategies for decoding

irregularly-spelled words in texts

*Blind Writing Sort or Making and Writing Words *See resources for directions Touchpoint: RL 2.3 RF 2.3

Application in Centers: Word Sorts: It is intended that the same sorts will be continued in the second unit and that students will be able to apply the various sorts during independent practice at centers. Specific information about Word Sort Variations is found on pages 40-41 of the Literacy and Language Guide. Word Sort Variations: Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort Making and Writing Words: If Making and Writing words has been taught and used during direct instruction and shared practice in previous units, it can then be used as an independent center activity.

SWBAT identify the components of

an informative/explanatory text.

Oral response; interacting with peers in whole group and small group discussion

Reference anchor chart Lucy Calkins Journeys Writing Lessons SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature *Students may write narratives throughout the unit applying the weekly skills as timed writing or responses to literature.

● SWBAT brainstorm ideas for an

informational topic to research

Evidence of student planning Graphic Organizers to organize thinking

Week Two

RL 2.7 Use the illustrations & key words in

the text to describe the character’s

traits.

Oral response; interacting with peers in whole group and small group discussion

Journey’s Read Aloud: Click Clack Moo, Cows That Type, Unit 3, T 24 Other Suggested Texts: Giggle, Giggle, Quack by Doreen Cronin

http://readingandwritingproject.org/ http://kylenebeers.com lindahoyt.com/tips.html Teacher tells students that when major events happen in the text good readers notice how the characters react to the events. Read aloud text and model describing for students how to describe the character’s responses to the major events. Stop and explain how you knew it was a major event. Describe what the character does or says in response to the event.

RL 2.3 Identify key details in the story

Consider how characters are

involved in a story

Teacher tells students that when challenges happen in the text good readers notice how the characters react to them. Read aloud text and model describing for students how to describe the character’s responses to challenges they face. Stop and explain how you knew it was a challenge. Describe what the character does or says in response to the challenge.


the text to describe the setting.

Explain how the illustration,

pictures and words provide a

clearer understanding of character,

setting, and plot

Teacher explains that we as the readers can learn more about the characters by looking at the illustrations. Read aloud the text modeling how teacher learns about the characters using the illustrations. Provide students with descriptions of the characters. Use the illustrations as well as key words to help you model your thinking and how you find your answers.


the text to describe the plot;

Think, pair, share - Find something in the illustration that helped you understand the plot.

Teacher reminds students that the setting is where the story is happening. There can be more than one setting in a story. Read aloud the text modeling how teacher identifies the

http://readingandwritingproject.org/

http://kylenebeers.com/

http://www.lindahoyt.com/tips.html

Explain how the illustration,

pictures and words provide a

clearer understanding of character,

setting, and plot

setting as they read. Provide students with descriptions of the setting. Use the illustrations as well as key words to help you model your thinking and how you find your answers.

RF 2.3 use word attack strategies to

recognize sounds of letter

combination.

associate symbols with sounds for

vowel digraphs.

Centers activities using strategies modeled during mini lessons. Vocabulary in context Word walls Word Sorts

Day 1: Model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words

W 2.2 Brainstorm topic ideas Graphic organizer

Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #48--Notetaking Writing Lessons SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature Create an anchor chart for text characteristics of informative /explanatory text. (Anchor Chart)

W 2.2 ● Gather facts that present a clear

sequence. Include an introductory

statement.

Model choosing a topic and listing related subtopics

Week Three


the text to describe the plot.

Reader Response in Reading Journal – Students write about the plot and use evidence from the story to support their understanding of plot.

Teacher explains that the plot is what is happening in the story. There is usually a problem and a solution to the problem. The plot is what the story is all about. Read aloud the text modeling how teacher

identifies the plot as they read. Provide students with descriptions of the plot. Use the illustrations as well as key words to help you model your thinking and how you find your answers.

Students use just right literary text to identify plot

Teachers model for students using a read aloud text how to identify elements of plot

W 2.1 Practice in Reading Response Journal: Students use just right literary text to identify plot

RF 2.3 Distinguish long and short vowel

sounds in regularly spelled words.

Read high-frequency words.


Day 1: Model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words

W 2.2 Gather facts, choose best facts to

use, and present facts in a clear

sequence

Use graphic organizer to organize ideas

Reference anchor chart Lucy Calkins Journeys Writing Lessons SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature Students work in small groups to choose a

topic and listing related subtopics

Narrow a topic to research and ask

questions about the topic.

Students work in small groups to choose a subtopic and list 6 known facts related to the subtopic

Model narrowing a topic to a subtopic and listing 6 facts related to the subtopic

Week Four

RI 2.5 Examine the story’s structure,

identifying captions, subheadings,

bold print to analyze text

information.

Suggested Resources: Animals Building Homes, Unit 2, T 24 Whose Home Is This, Unit 2, T 60 Other Suggested Text: What if There Were No Bees? By Suzanne Slade

RI 2.5 Identify text features to help clarify


RI 2.6 Determine the main purpose

RF 2.3 Use word attack strategies to recognize sounds of letter combination. Associate symbols with sounds for

vowel diphthongs.


Day 1: Model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort

Day 5: Assess using a Blind Writing Sort or Making and Writing Words

W.2.2 Research facts and definitions while taking notes about a topic.

Students work in small groups using a graphic organizer to write notes about their topics as they research facts about the topic

Teacher models how to use nonfiction texts to research and identify additional facts related to their topic

W 2.2 SWBAT organize research

information into main idea and

supporting details.

Sample questions to ask students during writing conferences: -What subtopics do you know a lot about? What could you teach others about that subtopic? -Can you name at least six facts about that subtopic? -How are you breaking your facts up into sections (“chapters”) and categories? How did you use a graphic organizer to help? -What specific vocabulary did you include? Why? How does it make your piece clearer?

Teacher models how to identify main idea and supporting details.

Week Five

RI 2.1 Ask and answer questions about

text by asking who, what, where,

when, and how using key details.

Suggested Resources: Animals Building Homes, Unit 2, T 24 Whose Home Is This, Unit 2, T 60 Other Suggested Text:

What if There Were No Bees? By Suzanne Slade

RF 2.3 Use word attack strategies to recognize sounds of letter combination. ● Associate symbols with sounds for

vowel diphthongs.


Day 1: Model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort

Day 5: Assess using a Blind Writing Sort or Making and Writing Words

W 2.2 Draft an informational paragraph

with interesting facts.

Elaborate using details.

Drafting Using notes/graphic organizers Collaborative decision-making about writing Effective word strategies

Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #14—Drafting an Informational Paragraph SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature

W 2.2 Draft a closing statement for the

group paragraph.

Sample questions to ask students during writing conferences: -What subtopics do you know a lot about? What could you teach others about that subtopic? -Can you name at least six facts about that subtopic? -How are you breaking your facts up into sections (“chapters”) and categories? How did you use a graphic organizer to help? -What specific vocabulary did you include? Why? How does it make your piece clearer?

Continue to model the drafting process by using topic sentence, transition words such as also, in addition, for example. Model concluding statements, revision and editing

Week Six

RL 2.5 Examine the story’s structure,

identifying the introduction as the

beginning and the conclusion

where action ends

RL 2.5 Describe the parts of a story

(beginning and end)

RL 2.5 Describe how the parts of the story

build from beginning to end

:

RF 2.3 Identify typical vowel combinations

Demonstrate ability to pronounce

and spell words with vowel teams

Utilize strategies for decoding two-

syllable words in texts

Sample Centers Activities: Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort

Follow the activities suggested in the Literacy and Language Guide: Word Study lesson 28. Teach oi, oy vowel dipthong

W 2.7

W 2.5

Revise group paragraph by

following revision guidelines with

help and guidance from teacher

and peers.

Evidence of revisions of draft Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #16, 65, 66—Revising an Informational Paragraph SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature

W 2.5 Revise group paragraph by

following revision guidelines with

help and guidance from teacher

and peers.

Sample questions to ask students during writing conferences: -What subtopics do you know a lot about? What could you teach others about that subtopic? -Can you name at least six facts about that subtopic? -How are you breaking your facts up into sections (“chapters”) and categories? How did you use a graphic organizer to help?

-What specific vocabulary did you include? Why? How does it make your piece clearer?

Week Seven

RI 2.2 Understand what a main topic in informational text is.

Students will read just right texts and practice using text features to help them determine the meaning of unknown words. Have students record their responses in a reading response journal

Suggested Text: Jellies, Unit 2, T 424 Splash Photography, Unit 2, T 462 Teacher explains that the main topic is what the text is all about. Remind students that informational text is non-fiction, about a real topic. Point out features of informational text (photographs, captions).

RI 2.6 Identify the main topic of multi paragraph texts.

Teacher models after reading of an informational text how to identify the main topic of the text. Teacher should specifically model how to locate evidence in the text using various text features (glossary, captions) that helps them find out what the main topic of the text is.

RI 2.6 Identify the focus of specific paragraphs within the text.

Exit Ticket: Name one text feature you find in non -fiction text. _______

Teacher explains that in informational text each paragraph has its own main topic, just like the entire text has a main paragraph. Model for students how to identify the specific focus of different paragraphs in the same text. Use various text features to help you.

W 2.5 Edit group paragraph by using the

checklist for capitalization,

punctuation and spelling.

Evidence of student editing marks

Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #67—Introducing Editing SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature

model how writers edit their writing by using a proofreading checklist to edit their informative paragraph

Week Eight

RI 2.3 Identify how different historical

events, scientific ideas, or “how to”

procedures link together in a text


Read Aloud: Journeys: Schools Around the World, Unit 3, T 217 An American School, Unit 3, T 254 Other Suggested Texts: Why Do Leaves Change Colors? By Betsey Maestro

RI 2.6 Identify text details, events, or

ideas that are chronological or

sequential

Teacher explains that non -fiction texts have special features in them that help the reader understand what can be complex information. Read aloud modeling identifying text features. Create an anchor chart with students naming text features.

RI 2.9 Retell chronological or sequential

text details in the appropriate order

Teacher models for students how to use the various text features to find key facts in the text. Refer to the anchor chart where appropriate.

W 2.6 Digitally publish text by using word

processing.

Students word process and illustrate their informative paragraphs.

Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #68—Publishing an Informational Paragraph SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature

Week Nine

RI 2.7 Use information from illustrations,

diagrams or images from

informational text.


Read Aloud: Journeys: Schools Around the World, Unit 3, T 217 An American School, Unit 3, T 254 Other Suggested Texts: Why Do Leaves Change Colors? By Betsey Maestro

RI 2.7 Explain how illustrations, diagrams

or images clarify the text

Teacher uses the text features to help determine the meaning of unknown words in text. Model this skill during the read aloud.

RI 2.6 Determine the text’s main purpose according to what the author wants the reader to know

Teacher describes the various images in the text and use them to better understand what is being said in the text. Model this skill during the read aloud, allowing students to see your thinking process.

Present findings to classmates by

reading and answering questions

about the topic.

Reference anchor chart Lucy Calkins Journeys - LLG/CC Writing Handbook Minilesson #14—Drafting an Informational Paragraph SS/Science Connections • Shared Research Writing • Quick writes • Responding to literature


Preparation for End of Unit

Assessment

Reteach as needed using formative assessment data

Unit 2 End of Unit Assessment:


End of Unit Assessment – Teacher Scored




Timeframe: 10 weeks

Overarching Theme: Narrative Story Structure

Essential Questions

Why are some stories told over and over again?

How does answering the 5 w questions help readers understand fiction text?

How can stories help you learn a lesson?

Why are some stories told over and over again?

How can I use everything I know from reading adaptations of fairytales to write my own fairytale based on literature from a variety of other authors and cultures?

How can you identify vowel team sounds?

How can you identify long vowel sounds in two syllable words?


Reading NJSLS RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories including gables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.6 Acknowledge differences in the points of views of characters including by speaking in a different voice for each character when reading dialogue aloud. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.10 Read and comprehend literature, including stories and poetry, at grade level text complexity or above, with scaffolding as needed. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 Read and comprehend informational texts, at grade level text complexity band proficiently with scaffolding as needed. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. C. Decode words with common prefixes and suffixes. E. Recognize and read grade-appropriate irregularly spelled words. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

G. Read grade-level text with purpose and understanding. H. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

I. Use context to confirm or self-correct work recognition and understanding, rereading as necessary. Writing NJSLS 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 conclusion. W.2.5 With guidance and support from adults and peers focus on a topic and strengthen writing as needed through self-reflection, revising, editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaborating with peers. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. 21st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Assuming shared responsibility for collaborative work Dolch Words Taught in Word Work Unit 3: been, first, very, read, made, buy, words, also, great, number, different, boy, long, part, over, new, sound, only, take, work Academic Vocabulary: genre, poem, folktale, fable, moral, story structure, characters, events, conclusion, problem, solution, plot, beginning, middle, end, action, compare, similarities, contrast, differences, versions, cultures, opinion, graphic organizer, topic, concluding statement, restate, supporting details, narrative, story structure, fractured fairytale, elements, respond, challenge

Standard SLO- WALT Formative Assessment

Activities and Resources Reflection

Instructional Plan

Reflection

Pre-assessment RAPID – Mid-Year Administration

Week One

RL 2.1 Ask and answer who, where and when questions about a text to show understanding of key

Read Aloud: Journeys LLG, Lester, p. 195 Suggested Shared Text: Minilesson – Story Structure-LLG p.195 Journeys LLG, Teacher’s Pets, p.194 Suggested Shared Text: Teacher’s Pets, p.194 Minilesson – Story Structure – focus on 5 w’s and h

RL 2.1 Ask and answer who, where and when questions about a text to show understanding of key

Teacher models after a shared reading of a fiction text how to identify key details from the text and record the details on a 5 w and how graphic organizer. Specifically model how to locate evidence in the text for each of the five w’s and how to confirm the answer. Create an anchor chart or project on the board and save to serve as a resource for later use.

RL 2.2 Determine the central message, lesson or moral of a story.

Journeys LLG, On Thin Ice p. 203 Suggested Shared Text: Journeys LLG, Why Rabbits have Short Tails, p.203 Minilesson – Fables – for additional ideas and resources, see http://teacher.scholastic.com/writewit/mff/fractured_fairy_squids.htm

RF 2.3 use word attack strategies to recognize sounds of letter combination.

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 4) TE 412-413 TE 440-441 TE 450-451 TE 460-461 TE 470-471

http://teacher.scholastic.com/writewit/mff/fractured_fairy_squids.htm

http://teacher.scholastic.com/writewit/mff/fractured_fairy_squids.htm

NOTE: Teacher made lessons and materials are needed to teach words with th er, ir and ur pattern during this week. It is suggested that teachers follow the same type of activities as suggested in the Literacy and Language Guide: Word Study Lesson 19 or 20. Pages 92-95 provide suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Guess My Category Day 3: Open Sort Day 4: Speed Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

W 2.3 Brainstorm a list of variations of a

fairytale to create a fractured

fairytale.

Graphic organizer to record list

Lesson: N 1 – Brainstorming Ideas Materials: Chart paper Chart markers Teacher’s mental list of ideas for own narrative List paper, writing notebook, and/or journals View and discuss the fractured fairytale from http://www.readwritethink.org/files/resources/interactives/fairytales/ Teacher shares examples of other student writing from http://teacher.scholastic.com/writewit/mff/fractured_readall.asp

W 2.3 Visually and orally plan own fractured

fairytale.

Storyboard for fractured fairytale

Lesson: N 2 – Visually and Orally Planning Materials: Chart paper Chart markers Student list of their narrative ideas Paper choice *storyboard is a rough sketch – ideas on paper matter!!!

Week Two

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

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

http://teacher.scholastic.com/writewit/mff/fractured_readall.asp

http://teacher.scholastic.com/writewit/mff/fractured_readall.asp

RL 2.2 Determine the central message,

lesson or moral of a story.

Story Map – Graphic Organizer 10, page 35 Grab & Go! Additional Resources

Read Aloud: Journeys LLG, The Lion and the Mouse, p. 233 Suggested Shared Text: Journeys LLG, The Lion and the Mouse, p. 233 Minilesson – Fables: begin a comparison chart.

Lessons Learned from Fables

Title Moral What does it mean?

*As additional fables are read throughout the unit, they are added to the chart

RL 2.5 Explain that a story is organized to

have a beginning, middle and end.

Provide students with a fable (leveled reader) to read. Using their reader’s notebook, have students identify the moral or lesson and explain what they think it means.

RL 2.5 Describe how the beginning

introduces the story, characters and

problem.

Intentional Read Aloud: Journeys LLG, Tiger in the Water, p.233 Suggested Shared Text: Journeys LLG, Half-Chicken, p. 232; Graphic Organizer 10 (Story Map) page 35 Grab & Go! Additional Resources Minilesson –Story Structure: beginning middle and end After shared reading, teacher records the details on a 5 w and how anchor chart. The teacher then models a think aloud of how the key details from the 5 w and h chart is used to organize important story elements to sequence events for the beginning, middle and end

RL 2.5 Describe how the beginning

introduces the story, characters and

problem.

Read Aloud: Journeys LLG, The Perfect Pet, p. 187 Suggested Shared Text: Journeys LLG, Henry and Mudge, p. 186 Minilesson – Story Structure: beginning middle and end After shared reading, teacher models how to retell the end of the story by identifying how the sequence of events conclude and solve the problem.

W 2.3;

W 2.5

Stay on topic when drafting Exit ticket Partner share with written feedback

Lesson: N 4 – Staying on Topic Materials: Student writing sample or teacher provided sample (see sample on next page) Document Camera

Teacher feedback about elements and topic

Week Three

RL 2.5 Retell the beginning, middle and end

of a story, including key details.

Read Aloud: Journeys LLG, Luke Goes to Bat,p. 218 Suggested Shared Text: Journeys LLG, Teacher’s Pets, p.194 Minilesson – Story Structure – beginning, middle and end After shared reading, teacher models how to retell the beginning of the story by introducing the characters, setting and problem, the middle by telling key events to attempt to solve the problem and the end of the story by identifying how the sequence of events conclude and solve the problem.

RL 2.2 Analyze and synthesize information

about fairytales to chart text

characteristics.

Anchor Chart: Comparing and Contrasting Fairytales Provide students with a fairytale (leveled reader) to read. Using their reader’s notebook, have students complete a compare /contrast chart with teacher feedback.

Read Aloud: Teacher chosen fairytale NOTE: Additional titles are listed at the end of the unit or other resources can be accessed through this link: http://www.pitt.edu/~dash/folktexts.html Mini Lesson: Teacher models think aloud of noticing a specific text characteristic that was present in the read aloud and is familiar from other fairytales that are familiar.

What We Notice About Fairytales

Good usually wins over bad

Additional fairytale information: http://teacher.scholastic.com/writewit/mff/fairytales_discovering.htm

RL 2.2

RL 2.9

Compare two versions of the same

story to identify the similarities within

the texts

Read Aloud: Journeys LLG, Cinderella Stories, p. 241 Suggested Close Reading Text: Journeys LLG, Cinderella Stories, p. 241 (Note: teacher will either need to project the text on a screen or copy for student use.) Mini Lesson - Teacher reintroduces text and students reread portions of text to identify similarities between the stories mentioned in text. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

http://www.pitt.edu/~dash/folktexts.html

http://teacher.scholastic.com/writewit/mff/fairytales_discovering.htm

http://teacher.scholastic.com/writewit/mff/fairytales_discovering.htm

Note: As new texts are introduced throughout the unit key story elements are added to the chart (See Below) for each title.

Title / Author Cinderella Little One Eye Story #3 Sample #4 Sample #5

Where the story comes from…

Setting of the story…

Point of View

Good Characters

Bad Characters

Something Magical

What the character needs or wants

How the story ends for the good character

How the story ends for the bad character

Central message, moral or lesson

RL 2.9 Compare two versions of the same story to identify the similarities and cite details from the text to support your answers.

Read Aloud: Journeys LLG, Yeh-Shen p. 240 Suggested Shared Text: Journeys LLG, Yeh-Shen p. 240 Minilesson – Teacher models how to identify similarities from Yeh- Shen to Cinderella Stories. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RF 2.3 Use the meaning of the prefix and

base word to figure out the meaning

of a new or unfamiliar word.

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 312-313

Read and write regularly spelled one

and two syllable words with the

prefixes re-, un- and dis-.

Read high-frequency regular one

syllable words with long and short

vowels.

Day 2: TE 338-339 Day 3: TE 348-349 Day 4: TE 360-361 Day 5: TE 370-371 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: great Day 2: number Day 3: different Day 4: boy Day 5: review all words Literacy and Language Guide: Word Study Lesson 24, pages 102-103 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Repeat the Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: assess using another Blind Writing Sort or Making and Writing Words Root Words – Unit 3 TE 456-457 Interactive Whiteboard Lesson Root Words – Unit 3 T492-493

W 2.5 Revise own writing to make it better.

Self-assessment with checklist Teacher feedback

Lesson: N 5 – Revision Materials: • Shared whole-class writing • Markers • Students’ fractured fairytale •Revision pens

W 2.3

W2.5

Revise by adding to the middle of the

text.

Identify and describe types of leads.

Add details to writing to make it more

interesting.

Lesson: N 6 – Revising by adding to the middle Materials: • Shared whole-class writing experience written simply (See sample at end of this lesson.) Lesson: N 7 – Strong Leads Materials: Teacher selected mentor texts of Several traditional and fractured fairytales depicting leads *Students revise / finalize draft

Lesson: N 8 – Types of Leads Materials: • Several mentor texts depicting leads – Owl Babies, Lilly’s Purple Plastic Purse, Coming on Home Soon (description of character), Owl Moon, Fly Away Home, Apt. 3, Thundercake (description of setting), Come On Rain, Lulu’s Lemonade, The Witches’ Supermarket (dialogue), Auction, Cheese Louise (hint of a problem). • Chart paper with leads and definitions under each • Chart markers • Examples of various leads from literature models typed on strips (one per strip) that can be glued to chart under appropriate lead category (may want to have copy of mentor texts on hand) Lesson N9 – Adding Details Materials: • Owl Moon by Jane Yolen or other mentor text with strong examples of detail (most effective for this lesson when previously read and concept of “details” pre-taught through Read Aloud)

Week Four

RL 2.2 Determine the central message, lesson or moral of a story.

Read Aloud: Journeys LLG, Cinderella, p. 241 Suggested Shared Text: Journeys LLG, Yeh-Shen p. 240 Minilesson – Teacher models how to identify differences between Yeh-Shen and Cinderella. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RL 2.3 Describe how a character responded to a major event in a story and cite evidence from the text to support the answer.

Read Aloud: Teacher selected version of Cinderella Minilesson – The teacher records comparison on a chart. And then models through a think aloud how to use information from the chart to identify a similarity and difference between current text read aloud and a previous version

RL 2.9

Compare and contrast 2 versions of

the same story to identify the

Teacher selects another fairytale to read multiple versions of and chart with the class. Possible choices that offer multiple adaptations include: The Three Little Pigs

RL 2.2

similarities and differences within the

texts.

Describe and illustrate how common

themes are found across texts from

different cultures.

Goldilocks and the Three Bears **The teacher must preplan and preselect read aloud and shared reading texts for these lessons. ** Teacher models how to search for text clues to help focus on a character’s actions, words and motivation /feelings. The teacher uses a think aloud to model how to synthesize these text clues to identify reasons for the character’s actions and possible character traits. The teacher models how to state verbally and in writing evidence to support the answer. (I think the wolf in The Three Little Pigs was a bully because he was always trying to convince each of the pigs to let him intone of their houses but when they each said no, he got mean and threatened to blow down their house.

RF 2.3 Use the meaning of the prefix and

base word to figure out the meaning

of a new or unfamiliar word.

Read and write regularly spelled one

and two syllable words with the

suffixes ful, less and er

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 212-213 Day 2: TE 216-217 Day 3: TE 248-249 Day 4: TE 260-261 Day 5: TE 270-271 Dolch Word List: Introduce high frequency words from list and add to the word wall. Day 1: long Day 2: part Day 3: over Day 4: new Day 5: review all words Literacy and Language Guide: Word Study Lesson 23, pages 100-101 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Repeat the Sort Day 3: Word Hunt Day 4: Speed Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words

W 2.1 Compare various types of endings.

Lesson N11 – Strong Ending Materials: • Chart paper and marker. • Teacher pre-written story on chart pad. • Copies of endings from Shortcut by Donald Crews, Coming On Home Soon by Jacqueline Woodson, Apt. 3 by Ezra Jack Keats, Cheese Louise by David Michael Slater

W 2.6 Use transitional words.

Use transitional words

Publish a piece of writing

Lesson N13 – Final Edit for Publishing Materials: • Optional: pre-reading of Punctuation Takes a Vacation by Robin Pulver • A student’s writing sample with intentional spelling, capitalization, punctuation errors • Photocopy of the student writing sample for partners to edit together • Editing Checklist

Week Five

R 2.9 Compare two versions of the same

story to identify the similarities within

the texts.

Exit Ticket

List one similarity and one difference between the two texts.

Turn and Talk Tell a partner which text you think had more useful information. Why do you think so?

Read Aloud: Penguin Chick, Unit 5, T 24 Emperor Penguins, Unit 5, T 64 Mini Lesson - Teacher introduces text to students; reads texts to identify similarities between both stories. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RL 2.9 Compare two texts on the same topic

to identify the similarities and cite

details from the text to support your

answers

Mini-lesson – Teacher models how to identify similarities from. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RF 2.3 SWBAT construct and deconstruct

contractions.

Lesson 10 Unit 2 Observation Checklist (found in Grab –and – Go! Assessment Booklet) Blind Writing Sort or Making and Writing Words

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 2) Day 1: TE 412-413 Day 2: TE 438-439 Day 3: TE 448-449 Day 4: TE 458-459 Day 5: TE 468-469 Dolch Word List: review all Unit 3 words Literacy and Language Guide: Word Study Lesson 10, pages 74-75 provides suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: assess using a Blind Writing Sort or Making and Writing Words Additional lessons: Contractions with not - Unit 6 T38, T58

W 2.1,

2.7, 2.8

Agree or disagree with an opinion with a reason why.

Oral response Post it notes

Lesson: O1- Opinions Materials: Reference Text: Journeys Unit 1, Lesson 3 Choosing a Pet Premade anchor charts, one labeled “Dogs are the best pet in the world--Agree” and the other labeled “Dogs are the best pet in the world –Disagree.”

W 2.2 Plan with a graphic organizer what is a

good opinion piece an opinion piece.

Opinion Graphic

Organizer

Lesson: O2 – Opinion Graphic Organizer Materials: Reference Text: Journeys Unit 1, Lesson 3 Choosing a Pet Agree / Disagree Anchor Chart Sample Opinion Graphic Organizer

Week Six

RI 2.9 Contrast two versions of text on the

same topic to identify the differences

Read Aloud: Penguin Chick, Unit 5, T 24 & Emperor Penguins, Unit 5, T 64

and cite details from the text to

support your answers.

Mini-lesson – The teacher records comparisons on a chart. And then models through a think aloud how to use information from the chart to identify a similarity and difference between the text reads aloud.

RI 2.9 Compare and contrast 2 versions of

text on the same topic to identify the

similarities and differences within the

texts.

Independent Practice In a reader’s response notebook students will record similarities and differences they find in reading their own just right informational texts. Refer to Anchor Chart: Create chart on comparing and contrasting information. Guided Practice Projectable 21.4 & Graphic Organizer 7 Done whole class with teacher.

Penguin Chick & Emperor Penguins

Similarities Differences

W2.1 restate an opinion.

Opinion Graphic Organizer Exit ticket: topic and concluding sentence (evidence of restating opinion)

Lesson: O3 – Restating Your Opinion Materials: Reference Text: Journeys Unit 1, Lesson 3 Choosing a Pet Anchor charts from previous lessons Opinion Graphic Organizer

Week Seven

RI 2.2 Determine the focus of specific

paragraphs in informational text.

Read Aloud: Journeys Steve Jobs, Inventor, Unit 6 T 410 Now and Ben, Unit 6 T 420 A Model Citizen, Unit 6, T 460 Mini -Lesson

Day 1- Remind students what informational text is and that its purpose is to teach us something or give us information. Explain that all informational text has a main topic, what the text is all about (the big picture). Read Steve Jobs, Inventor, and model for students how you identify the main topic of the piece. Day 2- Read Now and Ben and identify that main topic of the text.

RI 2.2 Determine what the author of an

informational text is explaining in the

text.

Days 3-5 Re-read Now and Ben and A Model Citizen to model for students how to determine what the author is explaining in the text(s). Create an anchor chart listing all the points the author makes in the text. Anchor Chart

Now and Ben A Model Citizen

Things We Learned Things We Learned

W 2.5 Draft an opinion piece Student Draft Lesson: O4 – Drafting Materials: Rubric (give overview of rubric during lesson) Reference Text: Journeys Unit 1, Lesson 3 Choosing a Pet Anchor charts from previous lessons Opinion Graphic Organizer Chart paper and markers Sample completed graphic organizer

W 2..2 Support opinions with details from

text.

Choose the three strongest details to

use in opinion draft

Opinion Graphic Organizer Character Trait Anchor Chart Writing Conferences

Lesson: O6 – Character Traits Materials: Sample text: Marching for Justice List of character traits (or brainstorm list during lesson) Chart paper and markers *Work period: finalize piece from Choosing a Pet Lesson: O7 – Finding Supporting Details Materials: Sample text: Marching for Justice List of character traits (or brainstorm list during lesson) Chart paper and markers

Opinion Graphic Organizer Sticky notes for student use

Week Eight

RI 2.8 Identify the main points in a text Graphic organizer to record main points in complimentary texts

Read Aloud: Journeys Steve Jobs, Inventor, Unit 6 T 410 Now and Ben, Unit 6 T 420 A Model Citizen, Unit 6, T 460

RI 2.8 Identify reasons that the authors uses to support the main points in a text

Sample text: Marching for Justice or similar text

RI 2.8 Evaluate how or why the author uses the reasons to support the main points in a text

W 2.1 Draft an opinion piece.

(revise and edit an opinion piece to

make it easier to read.)

Opinion Rubric Lesson: O9 – Drafting Materials: Access to informational text for student choice or online biographies List of character traits from previous lesson Chart paper and markers Opinion Graphic Organizer Sticky notes for student use Lesson: O5 – Editing Materials: Editing Checklist Reference Text: Journeys Unit 1, Lesson 3 Choosing a Pet Anchor charts from previous lessons Opinion Graphic Organizer Chart paper and markers Sample completed graphic organizer Sample paragraph written in previous lesson Highlighters for editing

W 2.5 Edit to make the piece easier to read.

Publish writing using technology

Lesson: O11 – Editing Materials: Access to informational text for student choice or online biographies List of character traits from previous lesson Chart paper and markers Opinion Graphic Organizer Sticky notes for student use

Week Nine

RI 2.3 Identify text details, events, or ideas

that are chronological or sequential

Record details and events in Reading Response Journals

Use familiar texts from throughout the unit to model how to identify text details, events and ideas in chronological or sequential order

RI 2.3 Retell chronological or sequential text

details in the appropriate order

Model for students using a familiar text how authors use sequence of ideas to organize their writing. Help students to make the connection between reading and writing.

WF 2.3 Strategies to decode unfamiliar words Questions students should be asking as they are decoding unfamiliar words: Can the picture help me? Does it make sense? Does it look right? Did that sound right? Do I know any parts of the word?

The teacher models comprehension as he/she reads and pauses to ask thinking questions about various words in the text. Create an anchor chart with students to support them in using strategies to decode unfamiliar words.

W2.5

SL 2.6

Give positive feedback to authors

Sticky notes sharing precise praise; Author’s chair

Lesson: O 12 – Celebrating – Publishing Party! Materials: Sentence frames on poster or sentence strips Access to informational text for student choice or online biographies List of character traits from previous lesson Chart paper and markers Opinion Graphic Organizer Sticky notes for student use

Week Ten, EAU:

●

End of Unit Assessment, Computer scored and Teacher Scored writing


2. EAU 3. RAPID Mid-Year Administration




Timeframe: 10 weeks

Overarching Theme: Digging Deeper

Essential Questions

How does the author’s use of structure affect the meaning of the text?

How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?

How does analyzing diverse media help us to build our own knowledge?

What are informative and explanatory texts?

How does a writer compose an informative/explanatory piece?

How can I use facts to write an informational piece?

How can answering questions from others help improve my writing?

How can technology be used as a tool to write, publish, and/or collaborate?


Reading NJSLS RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories including gables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.6 Acknowledge differences in the points of views of characters including by speaking in a different voice for each character when reading dialogue aloud. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.10 Read and comprehend literature, including stories and poetry, at grade level text complexity or above, with scaffolding as needed. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 Read and comprehend informational texts,, at grade level text complexity band proficiently with scaffolding as needed. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. A. Know spelling-sound correspondences for common vowel teams. C. Decode words with common prefixes and suffixes. D. Identify words with inconsistent but common spelling-sound correspondences. E. Recognize and read grade-appropriate irregularly spelled words. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

J. Read grade-level text with purpose and understanding.

K. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. L. Use context to confirm or self-correct work recognition and understanding, rereading as necessary.

Writing NJSLS 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 conclusion. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings. Use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers focus on a topic and strengthen writing as needed through self-reflection, revising, editing. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaborating with peers. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. 21st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Assuming shared responsibility for collaborative work Dolch Words Taught in Word Work Unit 4: above, back, party, start, across, story, carry, must, after, could, grow, other, light, game, stay, wrote, again, done, help, under, Academic Vocabulary: (In addition to in-context, text based vocabulary) conclusion, plot, perspective, text features, diagram, illustration, topic, compare, contrast


Instructional Plan

Reflection

Pre-assessment

EAU 4 Touchpoints Spring Administration RAPID DRA as needed

Week One

RL 2.5

Understand and identify that a story is organized to have a beginning, middle and end.

Students choose and read a fiction text at their independent reading level and complete a 5W and How graphic organizer

Read Aloud: Journeys Unit 4,T 24 Mr. Tanen’s Tie Trouble Minilesson –Story Structure: beginning middle and end After the read aloud, teacher records the details on a 5 w and how anchor chart. The teacher then models a think aloud of how the key details from the 5 w and h chart is used to organize important story elements to sequence events for the beginning, middle and end.

RL 2.5 Describe the beginning of a story by introducing the story’s characters and problem

Guided Retelling Day 3 Oral Retelling Cards T 36 Oral Retelling Rubric T37

Read Aloud: Journeys Unit 4,T 24 Mr. Tanen’s Tie Trouble Minilesson – Story Structure: beginning middle and end After shared reading, teacher models how to retell the beginning of the story by introducing the characters, setting and problem.

RL 2.5 Understand and identify that a story is organized to have a beginning, middle and end. Describe the beginning of a story by introducing the story’s characters and problem

Students will use their just right texts to practice identifying the beginning, middle, and end of the story. Have students record their responses in a reading response journal

RF 2.3 apply vowel pattern pronunciation generalizations to read and write r- controlled words with -ar

Centers activities for differentiating learning and skills practice

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 4) Day 1: TE 312-313 Day 2: TE 340-341 Day 3: TE 350-351 Day 4: TE 360-361 Day 5: TE 370-371 Phonics Skill: r controlled vowels /–ar/ High Frequency/ Dolch Words: above, back, party, start High Frequency Words Instruction:

Days 1/5 – Introduce high frequency words from the list and add to the word wall. Suggested Word List: Literacy and Language Guide: Word Study Lesson 19, pages 92-93 provide suggested activities to deliver instruction. Day 1: Model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

W 2.2 SWBAT define elements of informational text

Exit ticket: list 2 elements of informational text

Lesson: All-About (Lesson 1) Elements of Informational Text

Materials:

Chart paper and markers

Sample All-About Books chart featuring some elements of informational text

Collect enough familiar All-About texts to pass out one to each partnership

W 2.2 SWBAT choose and plan an appropriate topic

Topic Detail Web

Lesson: All-About (Lesson 2) Planning Your Topic Materials:


Teacher web and class set of webs

Sample All-About Books chart or Class Chart from Lesson 1

Collection of All-About texts for students to refer to as they work

Brainstorming/ Planning Topic

Week Two

RL 2.5

RL 2.7

Describe the conclusion of the story, including the action and how the characters solved the problem

Graphic Organizer Days 1-5 Students choose and read a fiction text at their independent reading

Read Aloud: Journeys Unit 4,T 24 Mr. Tanen’s Tie Trouble Minilesson – Story Structure: beginning middle and end

level and complete a 5W and How graphic organizer Guided Retelling Day 3 Oral Retelling Cards T 36 Oral Retelling Rubric T37

After shared reading, teacher models how to retell the end of the story by identifying how the sequence of events conclude and solve the problem.

RL 2.5 Retell the beginning, middle and end of a story, including key details.

Independent Practice Days 1-5 Students will use their just right texts to practice identifying the beginning, middle, and end of the story. Have students record their responses in a reading response journal

Read Aloud: Journeys Unit 4,T 24 Mr. Tanen’s Tie Trouble Minilesson – Story Structure – beginning, middle and end After shared reading, teacher models how to retell the beginning of the story by introducing the characters, setting and problem, the middle by telling key events to attempt to solve the problem and the end of the story by identifying how the sequence of events conclude and solve the problem.

RF 2.3 Use word attack strategies to recognize sounds of letter combination. Apply vowel pattern pronunciation generalizations to read words with r controlled vowels spelled -or and -ore Read high-frequency regular one syllable words with long and short vowels.

Lesson 20 Unit 4 Observation Checklist found in Grab and Go Assessment Booklet Blind Writing Sort or Making and Writing Words

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 4) Day 1: TE 412-413 Day 2: TE 440-441 Day 3: TE 450-451 Day 4: TE 460-461 Day 5: TE 470-471 Phonics Skill: r controlled vowels /–or/ & /ore/ High Frequency/ Dolch Words: across, story, carry, must High Frequency Words Instruction: Days 1/5 – Introduce high frequency words from the list and add to the word wall. Suggested Word List: Literacy and Language Guide: Word Study Lesson 20, pages 94-95 provide suggested activities to deliver instruction. Day 1: Model Word Sort

Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

W 2.2 SWBAT create headings for sections of an all about text

Topic Detail Web Provide feedback on headings in student drafts.

Lesson: All-About (Lesson 3) Headings Materials:


Poster or some prepared examples ready to attach to poster if you’re making poster with your students

Optional: a set of classroom magazines or a Journeys anthology example

Drafting

W 2.2 SWBAT create a Table of Contents for an All About text.

Provide feedback on Table of Contents in student drafts.

Lesson: All-About (Lesson 4) Table of Contents Materials:



Enough All-About books that include a table of contents for each pair of students to have a book (possibly the

books from Lesson 1 of this unit).

Drafting

Week Three

RL 2.9 Compare two versions of the same story to identify the similarities within the texts. Compare two versions of the same story to identify

Turn and Talk Days 1-2 Tell a partner which story had the more important lesson to learn. Why? Exit Ticket

Day 1 Read Aloud: Two of Everything, Unit 6 T 320 Stone Soup, Unit 6 T 360 Mini Lesson - Teacher introduces text to students; reads texts to identify similarities between both stories. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

the similarities and cite details from the text to support your answers.

List one similarity and one difference between the two stories.

Note: As new texts are introduced throughout the unit key story elements are added to the chart for each title. (See below) Minilesson – Teacher models how to identify similarities from Two of Everything and Stone Soup. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response. Day 3/4

Comparing and Contrasting Stories

Title / Author Two of Everything

Stone Soup

Text 3 Text 4

Where the story comes from…

Setting of the story…

Point of View

Good Characters

Bad Characters

Something Magical

What the character needs or wants

How the story ends for the good character

How the story ends for the bad character

Central message, moral or lesson

W 2.2 SWBAT apply the process for writing an All-About text.

Peer feedback on alignment of text section in student draft with heading.

Lesson: All-About (Lesson 5) Model Process for Writing All-About

W 2.2; 2.5 SWBAT use a challenge statement as part of the introduction of an all about text.

Revised introduction Teacher feedback on revised introduction

Lesson: All About (Lesson 6)Using a Challenge Materials:


Your teacher example or shared piece thus far

Sentence Frames on chart paper or sentence strips Drafting

Week Four

RL 2.9 Contrast two versions of the same story to identify the differences within the texts.

Minilesson – Teacher models how to identify similarities from Two of Everything and Stone Soup. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RL 2.9 Contrast two versions of the same story to identify the differences and cite details from the text to support your answers.

Exit Ticket

List one similarity and one difference between the two stories citing evidence from the text as support

Minilesson – Teacher models how to identify differences between Two of Everything and Stone Soup. Teacher models how to go back into the text to cite specific evidence to support each example. The teacher records comparison on a chart. The teacher then models through a think aloud how to phrase this as a statement and write the comparison as a constructed response.

RL 2.9 Compare and contrast 2 versions of the same story to identify the similarities and differences within the texts.

Continue modeling compare and contrast strategy using 2 versions of the same story to identify the similarities and differences within the texts.

RF 2.3 Use word attack strategies to recognize sounds of letter combination. Apply vowel pattern pronunciation generalizations to read


Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 12-13 Day 2: TE 38-39 Day 3: TE 48-49 Day 4: TE 60-61 Day 5: TE 70-71

words with r controlled vowels spelled -er Read high-frequency regular one syllable words with long and short vowels.

Phonics Skill: r controlled vowels /–er/ High Frequency/ Dolch Words: after, could, grow, other High Frequency Words Instruction: Days 1/5 – Introduce high frequency words from the list and add to the word wall. Suggested Word List: Literacy and Language Guide: Word Study Lesson 21, pages 96-97 provide suggested activities to deliver instruction. Day 1: Model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

L 2.1f, W

2.2, 2.5

SWBAT combine similar ideas into a sentence with a connecting word

Revised text Teacher feedback on combined sentences

Lesson: All-About (Lesson 7) Combining Sentences Materials:

A sample Teacher web (could use example from Lesson LESSON2 or ask for a volunteer to share a completed web from current work)


Post it notes Revising

W 2.2, W

2.5

SWBAT write a statement of value or importance as a conclusion.

Revised conclusion Teacher feedback on revised conclusion

Lesson: All-About (Lesson 8) Circling Back as a Conclusion Materials:

Challenge introduction samples from previous Lesson

Super Storms by Seymour Simon (As an alternative you could use Every Planet Has a Place by Becky Baines.

Chart paper and markers Chart paper and markers Revising

Week Five

RI 2.1 Ask and answer who, where and when

Oral Retelling

Read Aloud: Journeys From Seed to Plant, Unit 5 T 424

questions about a text to show comprehension of an event in informational text.

Using retelling cards answer the 5 W and How questions about text read. Ext Ticket

Name one text feature you used to help you answer a question about what you read.

The Dog That Dug for Dinosaurs, Unit 6 T 124 Mini Lesson Days 1-5 Teacher models after reading of an informational text how to identify key details from the text and record the details on a 5 w and how graphic organizer. Teacher should specifically model how to locate evidence in the text using various text features (glossary, captions) for each of the five w’s and how to confirm the answer. Create an anchor chart or project on the board and save to serve as a resource for later use.

RL 2.1 Ask and answer who, what, where and when questions about a text to show comprehension of an event in informational text.

Guided Practice Whole class complete Projectable 25.4 Graphic Organizer 1

Book Who

What

Where

Why When

How

From Seed to Plant

The Dog that Dug for Dinosaurs

RL 2.1 Ask and answer who, what, where and when questions about a text to show comprehension of an event in informational text.

Independent Practice Students will read their just right texts answering the 5 W and 1 How questions about what they are reading. Have students record their responses in a reading response journal

:

RF 2.3 Use the meaning of the prefix and base word to figure out the meaning of a new or unfamiliar word.

Lesson 24 Unit 5 Observation Checklist (found in Grab –and – Go! Assessment Booklet)

Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 312-313 Day 2: TE 338-339 Day 3: TE 348-349

Read and write regularly spelled one and two syllable words with the prefixes -re & -un. Read high-frequency regular one syllable words with long and short vowels.

Blind Writing Sort or Making and Writing Words

Day 4: TE 360-361 Day 5: TE 370-371 Phonics Skill: prefixes /–re/ /-un/ High Frequency/ Dolch Words: light, game, stay, wrote High Frequency Words Instruction: Days 1/5 – Introduce high frequency words from the list and add to the word wall. Suggested Word List: Literacy and Language Guide: Word Study Lesson 24, pages 102-103 provide suggested activities to deliver instruction. Day 1: Model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

W 2.2, 2.5 SWBAT create diagrams/captions within the all about text.

Evidence of diagrams, labels or captions that align to text

Lesson: All-About (Lesson 9) Diagrams/Captions Materials:



Second Grade Journeys Anthology2.1, Unit 2 Student Edition p. 358-360 Splash Photography or a copy of any Gail Gibbons book with labeled diagrams.

Collection of pictures on paper with room to write a caption and/or add labels

Revising

L 2.2e,

W2.5

SWBAT edit draft of all about text for spelling errors.

Evidence of self and peer editing Teacher feedback

Lesson: All-About (Lesson 10) Check for spelling errors. Materials: • Editing Checklist • Student Drafts • Spelling Dictionaries (Quick Word)

• Most Frequently Written Words List/Word Wall • “Doctored-up” draft of classroom model, with spelling errors OR another All-About with typical spelling errors. • Anchor chart (Fix Spelling Errors) Editing

Week Six

RI 2.3

RI 2.4

RI 2.5

Describe the connections between scientific ideas or concepts in informational texts.

Utilize text features in informational text to describe connections between scientific ideas.

Read Aloud: Journeys Penguin Chick, Unit 5 T 25 Emperor Penguins, Unit 5 T 64 Mini Lesson Teacher reads the texts and models how to make and describe the connections between to scientific concepts (penguins) in the two texts. Create an anchor chart showing the ways that the two texts are connected.

RI 2.5 Utilize text features in informational text to describe connections between scientific ideas.

Turn and Tell Tell a partner about a connection you made between the two texts. Retelling Use the oral language retelling cards to assist students in retelling the facts of the text. Use the oral summarizing rubric to assess.

Teacher will start by reminding students what text features are and point them out in the texts. Using the same two texts demonstrate for the students how using the texts features allow you to make connections between concepts in the two informational texts. Keep track of facts you learn about in each text. At the end, when the list is complete look for the similarities.

Emperor Penguins Penguin Chick

RF 2.3 SWBAT read high-frequency regular one syllable words with long and short vowels. SWBAT identify grade appropriate commonly and irregularly spelled words – homophones; base words, and words with –er and –est endings.


Journeys Resources: Daily Opening Routines for Word Play and Phonemic Awareness (Unit 5) Day 1: TE 112-113 Day 2: TE 138-139 Day 3: TE 148-149 Day 4: TE 158-159 Day 5: TE 168-169 Phonics Skill: Homophones; Base Words, Endings –est & er High Frequency/ Dolch Words: again, done, help, under

SWBAT use the meaning of the base word to figure out the meaning of a new or unfamiliar word.

High Frequency Words Instruction: Days 1/5 – Introduce high frequency words from the list and add to the word wall. Suggested Word List: Literacy and Language Guide: Word Study Lesson 22, pages 98-99 provide suggested activities to deliver instruction. Day 1: Model Word Sort Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a Blind Writing Sort or Making and Writing Words NOTE: Making and Writing Words can be substituted on one or more of the days for the word sort activity.

W 2.2, 2.5

SWBAT revise and edit with a peer using a checklist

Evidence of using a checklist

Lesson: All-About (Lesson 11) Using a Checklist Materials: • Chart paper and markers • Enlarged “All-About” Checklist/Rubric to display • Copies of “All-About” Checklist for individual student use • Teacher written All-About texts • Colored pencils/markers Revising / Editing

SL 2.6 SWBAT publish an All About text

Rubric Lesson: All-About (Lesson 13) Publishing! Materials: Students can publish on paper, word process on the computer or use an online resource such as https://www.tikatok.com/starters/details/title/blank-book Publish

Week Seven

RI 2.8

RI 2.9

Identify the points the author makes in the text

Guided Practice As a whole class complete Projectable 3.4 Graphic Organizer 8 Independent Practice

Read Aloud: Journeys Dogs, Unit 1, T218 Helping Paws, Unit 1, T 256 Mini Lesson

Students will read just right informational texts and list points the author makes in a response notebook. Title 1. 2. 3.

Teacher will tell students that an author writes informational text to teach us facts about a topic. Read the text and model identifying the details (points).

RI 2.6 Identify the most important points the author makes in the text.

Exit Ticket

Why did the author write Helping Paws?

Re read the text Dogs and review the details you identified previously. Now explain that not every detail is important. Model for students how you choose which details are the most important ones.

RI 2.9

RI 2.10

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

Turn and Talk

Tell a partner how the

dogs in both texts are the

same

Read the informational text Helping Paws. Go back to Dogs to compare and contrast the important points made in both texts. Identify for students that they are both about the same topic (Dogs). Point out points made in both that are the same and points that are different.

SWBAT write an informational text including five or more sentences on related topic.

Lesson: All-About FINAL PROJECT—Organization of Sections Materials: • Revised and edited drafts • The sections of the latest class draft (developed yesterday) in a pile Revising Lesson: All-About (Lesson 11) Final Edit Using a Checklist Materials: • Chart paper and markers • Enlarged “All-About” Checklist/Rubric to display • Copies of “All-About” Checklist for individual student use • Teacher written All-About texts • Colored pencils/markers Editing NOTE: During testing week students will publish and have class celebration. Students can publish on paper, word

process on the computer or use an online resource such as https://www.tikatok.com/starters/details/title/blank-book Publish

Weeks Eight and Nine – Finish/Review any incomplete concepts, strategies, and/or standards necessary for rising 3rd graders success.


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EAU 4 Assessment: Spring RAPID


4. District Benchmark



Second Grade Language Arts - trenton.k12.nj.us 25.pdf · Second Grade Language Arts Curriculum...

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