Download - Unit I: Phonics A. - Temple Beth Am
CURRICULUM MAPPING
Subject: Language Arts Grade: Second
Enrichment Curriculum:
The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to
motivate and stimulate the academic and creative talents of all students, and to encourage
higher order questioning and critical thinking in the learning process.
Essential Skills
Provide opportunities for real-world investigations and experiences
Encourage fluency, flexibility, originality, and elaboration through open-ended
classroom activities and products
Provide opportunities for creative problem solving and divergent thinking
techniques
Provide opportunities for students to connect prior knowledge to new learning
experiences and to establish relationships across disciplines
Integrate creative thinking skills and problem solving strategies with solid
learning content
Provide opportunities for independent and small group projects and
investigations
Emphasis should be placed on students’ interests, learning styles, and strengths
and open-ended problems with multiple solutions or multiple paths to solutions.
Help students transfer abstract thinking into a variety of forms of expression
Use choice in student assignment so students can use their strengths to
demonstrate their knowledge
Provide opportunities for students to use the text to compare and contrast, to
provide responses in their own words, and to identify problems and solutions
presented by the author.
Allow students to write about personal experiences similar to a concept or event
in the selection, describing something that the selection brings to mind, or writing
about how they might place themselves with in the selection.
Student responses should include finding relationships within the selection and
identifying elements and their functions within the text.
Student responses should include making judgments and providing personal
views using support from the text.
Student responses should include composing alternate conclusions and creating
original products that relate to the text.
Use critical thinking prompts to develop, review, or extend conceptual
knowledge, to determine any misunderstandings, to assess student prior
knowledge, and to discover students’ perspectives.
Expose students to words in a variety of contexts
Unit I: Phonics
A. Content/Essential Questions
How does the reader use word patterns to decode text?
How does the reader use word families to decode text?
How to use phonics to develop reading fluency?
Standards
The following Common Core standards apply to all units below:
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.2.3a Distinguish long and short vowels when reading regularly spelled
one-syllable words.
RF.2.3b- Know spelling-sound correspondences for additional common vowel
teams.
RF.2.3c- Decode regularly spelled tow-syllable words with long vowels.
RF.2.3d- Decode words with common prefixes and suffixes.
RF.2.3e- Identify words with inconsistent but common spelling-sound
correspondences.
RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.
RF2.4- Read with sufficient accuracy and fluency to support comprehension.
RF2.4a-Read on-level text with purpose and understanding.
RF2.4b- Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
RF.2.4c- Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
B. Skills
The student will be able to:
• Match sounds with letters for short and long vowels
• Categorize word sounds by spelling ( i.e. ou/oi, a/ay/ai, ee/ea, i/igh,
ow/o/oa)
• Identify blends and digraphs (i.e. ch, sh, tch, th, wr, ck)
• Identify compound words in a sentence
• Identify words that rhyme
• Alphabetize a group of words to the 2nd and 3rd letter
• Identify homophones
• Divide words into syllables
• Spell complex sounds correctly in words (i.e. schwa, r controlled
vowels)
• Identify prefixes, suffixes and root words (i.e. ing, ed, y, s, es, er, est,
ly)
• Form compound words with two known words
• Identify root/base words in inflected forms of know words (helpful,
help; darkness, dark; recall, call).
• Recognize and know meaning of contractions with one-letter omission
• Experiment to see what makes sense and make a second attempt if
words or phrases do not sound right or make sense
• Develop reading fluency
C. Activities/Procedures
• Spelling sort
• Scavenger Hunts for word sounds
• Finding rhyming words in selected materials
• Student reading to teacher
• Activities in spelling book/Tic Tac Toe Choice Board to include
analogies, inferencing, syllable sort and pattern identification
Additional Learning Specialist Activities/Procedures:
• Use of Leveled Literacy Intervention to develop phonemic
awareness, comprehension, fluency, vocabulary and writing (as
needed).
• Direct instruction of syllable patterns
D. Resources
• Student-selected books
• Teacher-selected books
• Read-Alouds
• Sorting sheets and word cards
• iPads/Computers
• Spelling Connections activity book
Additional Learning Specialist Resources:
• Leveled Literacy Intervention
E. Technology
• Reading programs on the computer
o www.spellingcity.com
o www.funbrain.com
o www.gamequarium.com
F. Assessment
• Spelling tests
• Informal observation in guided reading groups
• Formal reading assessment
• NWEA – MAP Assessments
Additional Learning Specialist Assessments:
• Additional Learning Specialist Assessments: Fountas and Pinell
Reading Running Records and Measures of Academic Progress
Unit II - Vocabulary
A. Content/Essential Questions
How does the reader apply word structure analysis and vocabulary skills to
comprehend selections?
Do readers use context clues to determine meaning of words?
Can readers identify parts of speech in a sentence?
Standards:
Common Core Standards
RI.4- Determine the meaning of words and phrases in a text relevant to a grade
2 topic or subject area.
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
L.2.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b- Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c- Use a known root word as a clue to the meaning of an unknown word
with the same root (e.g., addition, additional).
L.2.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.5a- Identify real-life connections between words and their use (e.g., describe
goods that are spicy or juicy).
L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss,
throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
B. Skills
The student will be able to:
• Use context clues to determine meaning of unknown words
• Identify nouns, verbs and adjectives in a sentence
• Identify synonyms and antonyms for given vocabulary words
• Use structural components of words to determine meaning of word
(prefix, suffix, root word)
• Use knowledge of the meaning of individual words to predict the
meaning of compound words (i.e. herself, something, airplane,
grandfather, afternoon, anybody, rainbow, sunshine, everything,
without)
• Use glossaries and dictionaries to determine or clarify the meaning of
words and phrases
• Demonstrate understanding of word relationships and nuances in word
meaning by identifying real life connections between words and their
meanings
C. Activities/Procedures
• Using post-it notes/graphic organizers – write meanings of words
based on context clues; later compare to dictionary meaning
• Use word maps for vocabulary words to: give definition; antonym,
synonym; use in a meaningful sentence
• Wordly Wise (for differentiation – as needed)
• Alphabetizing word lists to the second and third letter
• Use structure clues to write riddles for vocabulary words
• Tic Tac Toe Choice board
• Applying words in their weekly Wonders reading stories
• Interactive notebook vocabulary pocket chart
Enrichment Activities/Resources
Have students make bat fold books and write vocabulary words on the
front flap, definitions on the second flap, an example or illustration that
represents the meaning of the word on the third flap and a problem or
question related to the word on the last flap.
Create a foldable with your vocabulary words and put clues about each of
your vocabulary words on the outside flap. On the inside, write the correct
vocabulary word and see if your friend can guess your word correctly
based on your clues. Your clues can be synonyms, antonyms, rhymes,
definitions, parts of speech or anything else you can think of to help
someone figure out the vocabulary word.
Display unit vocabulary words. Play “Questions Me.” Say, “I’m thinking
of a word.” Allow students to ask yes or no questions about the vocabulary
word and use the answers to the questions to identify the word. Repeat
using the same process with additional words.
Clip vocabulary cards to the backs of students. As students move around
the room, instruct classmates to provide hints about the meanings of the
words placed on the students. Direct students to verify words with the
teacher.
Play Pass the Container-Record vocabulary words and place in a
container. Instruct students to sit in a circle. Have students pass the
container while music is playing. When the music stops, the student
holding the container pulls a card, reads the word, defines the word, and
uses the word in a meaningful sentence. The activity continues until all
cards have been read.
Create a game using all of your vocabulary words. Make sure the game
can be played by other students.
Write a song or rap using your vocabulary words. Make sure the song or
rap includes the meaning of all the words. Share it with your classmates.
Create a crossword puzzle for your vocabulary words using
www.abcya.com
Illustrate your vocabulary words. Write the word on the back of each
drawing and see if your classmates can guess the vocabulary word.
Write a silly sentence for each word.
Create a story using your vocabulary words. Illustrate your story when
your writing is complete.
Play Grammar Jeopardy at jeopardylabs.com
Write a sentence that uses each vocabulary word correctly and then write
a sentence that use a synonym for each vocabulary word.
Create a comic strip using each vocabulary word. Remember that the
story must have a beginning, middle and end. Illustrate your story when
your writing is complete.
D. Resources
• Johns, Jerry L. Vocabulary Workshop. New York, NY William H.
Sadlier. 2011.
• Hodkinson and Adams, Wordly Wise 3000, School Specialty Inc, 2012.
• Read-Alouds
• Mentor Texts – Word Choice lessons from 6 Traits
• Wonders Reading – Reading Workshop and Literature Anthology
Enrichment Resources
Language Smarts C-Critical Thinking Company
Editor in Chief –Beginning 2- Grades 3-4 Critical Thinking Company
www.abcya.com-crossword puzzle
E. Technology
• Computers/Websites
• www.spellingcity.com
• www.weeklyreader.com
• www.youngzine.org
• www.wordlywise3000.com
F. Assessment
• Vocabulary tests
• Informal observation in guided reading groups
• NWEA – MAP Assessments
Enrichment Assessment
In pairs, have students locate vocabulary words in context and restate
their meanings using their own words. Monitor and interact with students
to determine their levels of understanding of vocabulary.
Provide the following stem: What would the word ____ mean to a
_____? Use the selection-specific vocabulary words to complete the first
blank of the stem and appropriate persons in the second blank of the stem
in order to determine the connection between a person and a word. (e.g.,
What would the word expensive mean to a teacher, your parent, or Barack
Obama?)
Have students record vocabulary words on index cards. As definitions are
called, instruct students to raise appropriate cards.
III. Unit – Reading
Standards:
The following Common Core Standards apply to all units of studies listed below:
SL.2.1- Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
SL.2.1a- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
SL.2.1b- Build on others’ talk in conversations by linking their comments to the remarks
of others.
SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts
under discussion.
SL.2.2- Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5- Create audio recording of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
L.2.3a- Use knowledge of language and its conventions when writing, speaking, reading,
or listening: Compare formal and informal uses of English.
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b- Determine the meaning of the new word formed when a known prefix is added to
a known word (e.g., happy/unhappy, tell/retell).
L.2.4c- Use a known root word as a clue to the meaning of an unknown word with the
same root e.g., addition, additional).
L.2.5- Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a- Identify real-life connections between words and their use (e.g., describe goods
that are spicy or juicy).
L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Reading Comprehension Skills
A. Content/Essential Questions
Students will use a variety of strategies to comprehend grade level text.
Students will demonstrate understanding by applying the text to written and
oral responses.
Standards:
The following Common Core standards apply to Reading Comprehension:
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 (literature).
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 a story, including describing how the
beginning introduces the story and the ending concludes the action.
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 (informational).
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 a 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 images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
RI.2.8- Describe how reasons support specific points the author makes in a
text.
B. Skills
The student will be able to:
• Skim for information
• Begin to use contextual clues to determine meaning of a new word
• Read to answer questions who, when, where, how, and what
• Identify and explain main idea, setting, characters, plot, problem, and
solution
• Utilize main idea, setting, characters, plot, problem and solution to
support comprehension
• Identify facts and sequence important information into a logical order
(beginning, middle, and end)
• Identify and explain the relationship between cause and effect
• Identify facts and opinions
• Distinguish between fact and opinion
• Make logical predictions
• Create sensory images from textual clues
• Interpret simple figurative expressions
• Interpret feelings of characters in stories
• Recognize the stereotyping of people in stories
• Distinguish between real and imaginary
• Read aloud with fluency
• Read aloud with meaning and expression
• Ascertain factual information from non-fiction texts
• Identify and explain the author’s purpose/craft
• Draw conclusions based on information gathered from pictures and
• Use text tools such as titles, headings and subheadings, glossaries,
indexes to locate information in a text
• Utilize illustrations and diagrams to clarify text
• Uses pragmatics to construct meaning (prior knowledge and context of
situation)
• Read a variety of literary styles
C. Activities/Procedures
• Whole group instruction
• Small group instruction
• Graphic organizers: Venn Diagrams, Story Webs, Cause and Effect,
Beginning-Middle-End, Sequence Chart, and Two Column Charts
• Choral reading
• Silent reading
• Buddy reading/Book clubs
• Teacher read-aloud
• Think-Pair-Share, Turn and Talk
• Reading a variety of trade books
• Reading Workshop
• Interactive notebook activities
• Shared Reading
• Your Turn Practice and Close Reading companion (Wonders)
Enrichment Activities/Procedures
Create a poster persuading your classmates to read your book. Include a
picture, the tile, author and a summary of the book without telling the
ending.
Create a map of where you story takes place. Include a title, map key and
compass rose.
Pretend you are a reporter. What questions would you ask the main
character? Give the answers you think he/she might say.
Prepare invitations to a character’s birthday party.
Design paper dolls and dress them as the characters in your story. Create
a skit with the dolls as they retell the story.
What was the turning point in your story?
Is there a better solution to the conclusion of your story? Why or why
not?
Mime an adventure scene from your story.
D. Resources
• A variety of fiction and non-fiction books by various authors including
novels, biographies, and informational books
o Novels-Freckle Juice by Judy Blume, The Chocolate Touch by
Patrick Skene Castling, Stone Fox by John Reynolds Gardiner.,
Sable by Karen Hess, Molly’s Pilgrim
o Informational Books Pair It Books by Steck Vaughn (Fiction
and Non-Fiction)-Timothy’s Five City Tour; Cities around the
World Festive Food; Around the World, Around the World
Lunch (ties in with our unit on Continents and Maps);
o Biographies-Dr. Seuss,
• Reading menus – teacher created reading response grids
• Mentor Text for Comprehension
• Wonders Reading Program – Your Turn/Close Reading Response
Enrichment Resources
Jacob’s Ladder Reading Comprehension Program Level 1-Grades 2-3
iPad app-Inference Ace-free app
readworks.org
E. Technology
• Students will be utilizing computers to listen to stories online during
reading workshop
• Web sites and online resources:
i. writingfix.com
ii. readingrockets.org
iii. internet4classrooms.com
iv. storylineonline.net
v. readroom.com
vi. ReadingAtoZ.com
vii. Connect Ed resources
F. Assessment
• Oral discussions and questions
• Written responses utilizing a variety of graphic organizers
• Exit slips
• Orally restating the story read
• Reading Menu-student responses
• NWEA – MAP Assessments
• Interactive Notebook activities
• comprehension quizzes
*Enrichment Assessments
o Read a page not allowing the student to see any illustrations. Have the student
create a drawing for that page
o Extension projects like dioramas, posters, collages, to demonstrate additional
understanding of a concept
o Use polleverywhere app or Socrative teacher app to see if students understand the
concept being taught
o Students can post closing thoughts, ideas, or questions on a digital corkboard like
padlet
Literary Response and Analysis
A. Content/Essential Questions
The elements of a story (in text)
Personal connections to text
Text to text connections
Character analysis
Characteristics of a variety of genres
Standards:
The following Common Core standards apply to Literary Response and Analysis:
RL.2.2- Recount stories including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.3- Describe how characters in a story respond to major events and
challenges.
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 view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.7- Use information gained from the illustrations and words ina print or
digital text to demonstrate understanding of its characters, setting, or plot.
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- By the end of the year read and comprehend literature, including stories
and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RI.2.3- Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
RI.2.8- Describe 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- By the end of the year read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
B. Skills
The student will be able to:
• Identify the elements of a story (character, plot, problem, and
resolution)
• Respond in writing to a variety of prompts about his/her independent
reading
• Identify and give characteristics of five genres (fiction, non-fiction,
fantasy, biography, mystery)
• Identify and explain character traits of main and secondary characters
they read about
• Compare and contrast two characters from a single text
• Compare and contrast two characters from different texts
• Compare and contrast one or more characters to him/herself
• Analyze character development and change over time
• Practice making responses to literature and support their responses
with evidence from the text
C. Activities/Procedures
• Whole group instruction
• Small group instruction
• Independent reading
• Buddy reading
• Teacher read-alouds
• Guided inquiry
• Reading Menus (offering choices) for nightly reading response
• Graphic organizers, Venn diagrams, story webs, character webs
• Songs
• Literacy Stations (to practice skills using scavenger hunts, trifolds,
visualizing, Venn diagrams, etc.)
• Interactive notebook (Wonders)
• Book Groups – leveled
Enrichment Activities/Procedures
Make a pair of collages that compare you and a character in your book in
physical and personality traits Label your collages so classmates and your
teacher understand your thinking.
If you could save only one character from the story in the event of a
disaster, which one would it be and why?
Choose a character from the story. Think of a gift you would like to give
him/her. Design a greeting card to go along with the gift in which you
explain why you gave that gift.
Predict what might happen if the character is faced with the same
problem again. Explain your reasons.
Find one word that describes a character in your story. Give five reasons
for your choice of words.
Tell five ways the main character is like you.
Pick one of the main characters. Think of a shape that fits that person’s
traits. Draw the shape. Then describe the character inside the shape.
What are three facts in your story? What are three opinions in your story?
How did the characters actions affect the story’s events?
What lesson did you learn from the story/
Think about the theme of the story. List books that have the same theme
as the one you are reading now.
List any events in the story that could not happen in real life.
Choose one character from this story. Think of another character from
another story. If these two characters met, what would they talk about?
D. Resources
• Classroom Posters and anchor charts
• Novels
o Flat Stanley
o Forever Amber Brown
o Freckle Juice
o The Chocolate Touch
o Stone Fox
o Molly’s Pilgrim
o Additional novels to be considered
o Wonders Reading Program
Enrichment Resources
readworks.org
Total Motivation Reading-Mentoring Minds
Comprehension Detective-Exercises in Deductive Reasoning
Enrichment Novels
Shoeshine Girl by Clyde Robert Bulla
Julian, Dream Doctor by Ann Cameron
Matt Christopher Series
A Case for Jenny Archer by Ellen Conford
My Dog, Cat by Marty Crisp
Martin Bridge Series-Jessica Kerrin
Nancy Drew Series by Carolyn Keene
Books by Ron Roy
The Boxcar Children by Gertrude Chandler Warner
Who Was…Series
The One and Only Ivan by Katherine Applegate
Matilda by Roald Dahl
• A variety of mysteries (some examples):
o Nate the Great, Marjorie Weinman Sharmat (series)
o A to Z Mysteries, Ron Roy (series)
o Magic Tree House, Mary Pope Osborne (series)
o Polk Street Mysteries, Patricia Reilly Giff (series)
• A variety of Non-Fiction books
o Pair-It Books
o The Great Israel Scavenger Hunt, Scott E. Blumenthal
• Assorted biographies of U.S. Presidents (some examples):
o A Picture Book of George Washington, David A. Adler
o A Picture Book of Thomas Jefferson, David A. Adler
o A Picture Book of Abraham Lincoln, David A Adler
o A Picture Book of John F. Kennedy, David A. Adler
o Meet President Barack Obama (Scholastic News
o Nonfiction Readers: Let's Visit the White House, Laine Falk
o Who Was John F. Kennedy? , Yona Zeldis McDonough
o Abe Lincoln: The Boy Who Loved Books, Kay Winters
o Young George Washington: America's First President (First-
Start Biographies), Janet Woods
o Meet George Washington, Patricia Pingry
o George Washington's Breakfast, Jean Fritz
• Independent reading choices
• Teacher Resources:
o Strategies That Work, Stephanie Harvey
o Growing Readers, Cathy Collins
o Rigor is Not a Four-Letter Word, Barbara Blackburn
• Mentor Texts (some examples):
o Aunt Isabel Tells a Good One, Kate Duke – story elements
o The Plot Chickens, Mary Jane Auch – story elements
o Joe Bright and the Seven Genre Dudes, Jackie Mims Hopkins
– genre
o Joe Bright and the Seven Genre Dudes, Jackie Mims Hopkins
– genre
o Amazing Grace, Mary Hoffman – character analysis
E. Technology
• Students will access online stories from sites such as:
o www.turnblebooks.com
o www.storylineonline.com
o www.havefunteaching.com
F. Assessment
• Individual reading conferences
• Comprehension Assessments
• Completion of a variety of story maps, sequence charts,
compare/contrast activities, cause and effect activities, sequencing, re-
telling.
• NWEA – MAP Assessments
Enrichment Assessment
Use a quote from the text to stimulate a group discussion. Direct students to
elaborate on a quote from the text and to apply it to their personal knowledge and
experiences.
Journal prompts
Use time lines to record actions of characters as depicted in stories. Instruct
students to share their time lines and discuss how the characters change from the
beginning to the end of the story.
Act it out! In pairs, have students identify the traits, motivations, actions and
feelings of characters in stories, Instruct pairs to perform the character’s traits.
Have students illustrate events from stories. Instruct students to discuss the
events and explain how the character’s traits and feelings affected the illustrated
events.
Provide different books from the same series. After reading, have students
complete story maps, including settings, characters, plots, and themes. Instruct
students to display the completed story maps, following the order the book
appears in the series. Direct students to discuss similarities and differences in
story elements.
Unit IV - Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy Project
• Blending of Jewish values to secular literature
• Finding Jewish interpretation of mainstream materials
• Connection of Jewish values to secular values in our society
• Integration of art, music to literature and Judaic morals
Book: — Elephants Cannot Dance!
A. Content/Essential Questions
• What does it mean to be a good friend
• How is the Jewish concept of friendship, Yedidut, reflected in this story?
• How do we become the best person we can be?
• How do we stay positive and learn to appreciate ourselves despite our
mistakes, disappointments, or perceived shortcomings?
• How can music and dance be used to help us express our feelings and our
culture?
Standards:
• Connects to Common Core reading and writing standards (see
language arts)
• Engage students in critical thinking through the blending of Jewish
wisdom, ethics, and values, above and beyond the standards
• Integrates art, music and literature to Judaic learning
Judaic Heritage:
• Cleaving to Friends Dibbuk Chaverim (one of the 48 virtues listed in
Pirkei Avot 6:6).
• Let your friend’s honor be as dear to you as your own (Pirkei Avot
2:15).
• Be the best Zusya you can be.
• Hillel: “That which is hateful to you, do not do to your fellow…”
(Shabbat 31a).
• Israeli Folk Music and Israeli Folk Dancing as aspects of Jewish
culture
•
B. Understandings
• A good friend is loyal, encouraging, and supportive.
• Value the strengths of others and learn from them.
• Limitations, often a function of perception, should not be determined
by self or others.
• Culture is transmitted through the arts and conveys our thoughts and
feelings.
C. Activities/Procedures
• Activities listed in Rosenfeld Legacy Project lesson plans (Pages 43-66)
D. Resources
• The Rosenfeld Legacy Project: Connecting Children’s Literature with
Judaic Heritage Edited by Anita Meyer Meinbach
• Elephants Cannot Dance! By Mo Willems
• “Havah Nagila” sung by Cantor Lisa Segal
• I’m Gonna Like Me: Letting Off a Little Self-Esteem by Jamie Lee
Curtis
• Other literature connections as listed in Rosenfeld project lesson plans
E. Technology
• See resources above
F. Assessment
• Students will demonstrate understanding of values presented in the
literature
V. Unit – Spelling
A. Content/Essential Questions
• Connections to Thinking
o Read spelling words in context for real-world application
o Sort the words to recognize similarities among them
o Remember weekly spelling concept with tips for future success
• Connections to Phonics
o Provide systematic, explicit instruction to help students learn
and apply key sound-symbol relationships
• Connections to Reading
o Help students understand the meanings of words and develop
important reading skills
• Connections to Writing
o Think about writing in a critical and reflective way
o Practice and transfer valuable spelling knowledge to everyday
writing activities
Standards:
Common Core Standards
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-
syllable words.
RF.2.3b- Know spelling-sound correspondences for additional common vowel
teams.
RF.2.3c- Decode regularly spelled tow-syllable words with long vowels.
RF.2.3d- Decode words with common prefixes and suffixes.
RF.2.3e- Identify words with inconsistent but common spelling-sound
correspondences.
RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.
L.2.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.2.1a- Use collective nouns (e.g., group).
L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
L.2.1c- Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid, told).
L.2.1e- Use adjectives and adverbs, and choose between them depending on what is
to be modified.
L.2.1f- Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
L.2.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2a- Capitalize holidays, product names, and geographic names.
L.2.2b- Use commas in greetings and closings of letters.
L.2.2c- Use an apostrophe to form contractions and frequently occurring
possessives.
L.2.2d- Generalize learned spelling patterns when writing words (e.g.,
cagebadge; boy boil).
L.2.2e- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.2.3a- Use knowledge of language and its conventions when writing, speaking,
reading, or listening: Compare formal and informal uses of English.
B. Skills
The student will be able to:
• Connections to Thinking
o Read and identify spelling patterns
o Write words
• Connections to Phonics
o Use rhyme to identify and write words
o Blend to identify and write words
o Use letter substitution to identify and write words
• Connections to Reading
o Use analogies to reinforce comprehension of words
o Use inferences to reinforce comprehension of words
o Use context to reinforce comprehension of words
• Connections to Writing
o Reinforce spelling skills by proofreading a letter that contains
misspelled words
The following spelling patterns will be taught in second grade:
• short vowel sounds
• abstract vowels (ou, oi, ew, oo)
• vowel- consonant-e
• long vowel sounds
• consonant digraphs
• complex consonants (soft g, soft c)
• digraphs and blends
• the schwa sound
• words writers use
• r controlled vowels (or, ore, ar, oar, or, ur, ear, ir, air, eir, are, ere)
• single syllable homophones
• double consonants in middle of words
• double consonants plus y
• drop final e, add-ing
• consonant doubling: add-ed, -ing
• contractions
• inflectional endings: -s, -es
• plural change i to y
• suffixes –er, -est-ly
• compound words
C. Activities/Procedures
• Spelling sorts
• Syllable sorts
• Scavenger hunts for word sound
• Spelling Games
• Spelling Bingo
• Spelling Tic/Tac/Toe
• Writing stories using their spelling words
Enrichment Activities/Procedures
Use American Sign Language to spell each word. Write each word on paper after
you spell with your fingers.
Create a cartoon strip using half of your spelling words.
Cut out a picture from a magazine or newspaper or print a picture on the
computer. Use your spelling words to write a story about the picture.
Write a letter to a friend using all of your spelling words.
Play “Sparkle Poof”
D. Resources
• Spelling center activities
• Sorting sheets and word cards
• Word Wall
• Spelling Tic Tac Toe Choice Board
E. Technology
• Interactive board
• Software spelling programs: spellingconnectionsonline.com
F. Assessment
• Weekly pre-tests and post-tests of spelling words
• Weekly standardized tests
• Monthly reviews of chapters
• Spelling games
• NWEA – MAP Assessments
VI. Unit - Grammar
A. Content/Essential Questions
How will the student learn and apply grammar skills for effective oral and
written language?
Standards:
The following Common Core standards apply to all units below:
L.2.1- Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.2.1a- Use collective nouns (e.g., group).
L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
L.2.1c- Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid, told).
L.2.1e- Use adjectives and adverbs, and choose between them depending on
what is to be modified.
L.2.1f- Produce, expand, and rearrange complete simple and compound
sentences (e.g., The boy watched the movie; The little boy watched the movie;
The action movie was watched by the little boy).
L.2.2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.2a- Capitalize holidays, product names, and geographic names.
L.2.2b- Use commas in greetings and closings of letters.
L.2.2c- Use an apostrophe to form contractions and frequently occurring
possessives.
L.2.2d- Generalize learned spelling patterns when writing words (e.g.,
cagebadge; boy boil).
L.2.2e- Consult reference materials, including beginning dictionaries, as needed
to check and correct spellings.
L.2.3a- Use knowledge of language and its conventions when writing, speaking,
reading, or listening: Compare formal and informal uses of English.
L.2.4- Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
L.2.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b- Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c- Use a known root word as a clue to the meaning of an unknown word
with the same root (t.g., addition, additional).
L.2.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.5a- Identify real-life connections between words and their use (e.g., describe
goods that are spicy or juicy).
L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss,
throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6- Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
B. Skills
The student will be able to:
• Use capitalization, including initial word in a sentence, the pronoun
“I” and proper names.
• Recognize subject/verb and noun/pronoun agreement in simple and
compound sentences.
• Use end punctuation for sentences, statements, questions, and
exclamations.
• Identify common synonyms, antonyms and compound words.
• Identify and correctly use regular plural nouns (mountain/mountains) and
irregular plural words (child/children, mouse/mice).
• Distinguish between complete and incomplete sentences.
• Recognize parts of speech: nouns, pronouns, verbs, adjectives, adverbs
• Use conjunctions “a” and “an” appropriately
• Apply correct subject/verb agreement in writing and speaking.
• Use commas in the greeting and closing of a letter and with dates and
items in a series
• Recognize and use contractions correctly in writing
• Distinguish between comparing words (small, smaller, smallest)
• Identify the syllables in a word; divide the word by syllables
• Identify meanings of words using prefixes and suffixes
• Write a short paragraph with a topic sentence, three details and a closing
• Identify subjects and predicates in a sentence
C. Activities/Procedures
o Direct instruction in whole group and small groups with written and oral
practice
o Daily language review activities (Evan Moore)
o Individual student writing conferences for editing written work
o Mnemonics: songs and poems
o Graphic organizers
o Interactive Notebook (Wonders)
Enrichment Activities and Procedures
Play Grammar Jeopardy at jeopardylabs.com
Write a sentence that uses each vocabulary word correctly and then write
a sentence that use a synonym for each vocabulary word.
Using the iPad app Word Collage, design a page of adjectives that
describe you
Punctuation Pop Up (see site below)
Grammar Blast (see site below)
Grammar Gorillas (see site below)
Plural Noun (see sit below)
Edit Dan’s Copy (see site below)
Clean Up Your Grammar (see site below)
Create a new noun. Give it a name and write an original story about your
noun.
Play Grammar Jeopardy at jeopardylabs.com
D. Resources
a. Wonders Reading program Grade 2 – Your Turn and close reading
companion
b. Interactive Notebook
Enrichment Resources
Editor in Chief –Beginning 2- Grades 3-4 Critical Thinking Company
iPad app-Grammar Wonderland-free app
www.jeopardylabs.com
iPad app-Word Collage -99¢
iPad app-Mad Libs- free
ipad app-Noun, Verb, and Adjective Mayhem-free (three levels of
difficulty)
Punctuation Pop Up
http://www.scholastic.com/play/cool/punctuation.htm
Grammar Blast
http://www.eduplace.com/kids/hme/k_5/quizzes/
Grammar Gorillas
http://www.funbrain.com/cgi-
bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1
Plural Noun
http://www.harcourtschool.com/activity/plural/index_pre.html
Edit Dan’s Copy
http://www.missmaggie.org/scholastic/editdan_eng_launcher.html
Clean Up Your Grammar
http://teacher.scholastic.com/activities/adventure/grammar1.htm#
jeopardylabs.com
E. Technology
• Presentation of activities on Active Boards with student participation
• Computer games to reinforce skills
• www.superteachers.com
• www.havefunteaching.com
• www.education.com
• www.discoveryeducation.com
• Connect Ed
• Teachersguide.com
F. Assessment
• Informal assessment in daily writing and speech
• Weekly homework assignments
• Applications in Reading-Thinking Skills workbook (Continental Press)
• Skills practice activities (in class and homework assignments)
• Scholastic News skills: quizzes/test prep
• NWEA – MAP Assessments
VII. Unit – Writing
**Following Six Traits Writing Curriculum
Standards:
The following Common Core Standards apply to all units of studies listed below:
SL.2.1- Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
SL.2.1a- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
SL.2.1b- Build on others’ talk in conversations by linking their comments to the remarks
of others.
SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts
under discussion.
SL.2.2- Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3- Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5- Create audio recording of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.
SL.2.6- Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
L.2.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.1a- Use collective nouns (e.g., group).
L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
L.2.1c- Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,
told).
L.2.1e- Use adjectives and adverbs, and choose between them depending on what is to be
modified.
L.2.1f- Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little boy watched the movie; The action movie was
watched by the little boy).
L.2.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2a- Capitalize holidays, product names, and geographic names.
L.2.2b- Use commas in greetings and closings of letters.
L.2.2c- Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2d- Generalize learned spelling patterns when writing words (e.g., cagebadge;
boy boil).
L.2.2e- Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.
L.2.3a- Use knowledge of language and its conventions when writing, speaking, reading,
or listening: Compare formal and informal uses of English.
L.2.6- Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Pre-writing and First Draft
A. Content/Essential Questions
The student is familiar with and uses a variety of prewriting strategies to plan
written work. The student transitions from pre-writing techniques to a first draft
of his/her work (Steps 1 and II of the Writing Process).
Standards:
(See above)
The student will:
• Use prewriting strategies to generate ideas and formulate a plan
• Write a draft appropriate to the topic, audience, and purpose
• Revise and refine the draft for clarity and effectiveness
• Edit and correct the draft for standard language conventions
• Write a final product for the intended audience
B. Skills
The student will be able to:
• Think about who will read the writing and why
• Ask and answer questions about the topic
• Identify a variety of prewriting strategies to generate ideas and formulate a
writing plan
• Choose and use a specific prewriting strategy to generate ideas and
formulate a writing plan (i.e. brainstorming, listing, prompts, graphic
organizers, reading and taking notes, discussing ideas with others)
• Choose his/her best ideas
• Write a first draft
C. Activities/Procedures
• Direct instruction
• Small group work
• Peer to peer discussions
• Independent work
• Research
• Drafting in pictures (or other prewriting strategies) as a first stage of
drafting
D. Resources
• Classroom writing center
• Writing folders
• Graphic organizers
• Kidspiration (software program)
E. Technology
• Student samples from www.writingfix.com
• http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html
• http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp
• Students will be able to use keyboard and formatting skills
F. Assessment
• Writing samples
Revising
A. Content/Essential Questions
How to use the third step of the Writing Process
Standards:
The following Common Core standard applies to Revising:
WS.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
B. Skills
The student will be able to:
• Identify strengths in their own writing (ideas, organization, word choice)
• Use descriptive words (color words, sensory words, size words, etc.)
• Recognize overused words and make substitutions
• Use classroom resources to help with their written expression
• Use more than one type of sentence structure
• Identify and use various adverbs and adjectives in their writing
• Use correct sequence: beginning, middle, end
• Use effective “openings” and “closes”
• Reread written work several times with a different purpose each time
C. Activities/Procedures
• Writing prompts
• Peer conferencing
D. Resources
• Thesaurus
• Word Wall
• Peers
• Student journals
E. Technology
F. Assessment
• Writing samples
Editing
A. Content/Essential Questions
How to use the conventions of writing – the fourth step of the Writing Process
Standards:
The following Common Core standards apply to Editing:
W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
B. Skills
The student will be able to:
• Use appropriate ending punctuation at the end of sentences.
• Use commas after greetings and closings in friendly letters, dates, and
items in a list.
• Use quotation marks correctly in dialogues.
• Use apostrophes in contractions.
• Indent at the beginning of a paragraph.
• Spell grade level words correctly in written work.
• Capitalize appropriately (i.e. beginning of sentences, I, names, places)
• Compare his/her Draft to Pre-Writing (i.e. checklist, rubric, graphic
organizer)
• Correct for grade-level spelling
C. Activities/Procedures
• Word Wall activities
• Build student dictionaries
• Drill and practice exercises
• Analyzing published texts
• Peer conferencing
• Teacher conferencing
• Modeling
• Editing sample texts
• Journal prompts
D. Resources
• Thesaurus
• Word Wall
• Classroom posters
• Dictionary
• Spelling Lists
• Checklists
E. Technology
F. Assessment
• Language exercises
• Class participation
• Independent work
• Tests
Expository Writing
A. Content/Essential Questions
The student will use the Writing Process to develop and demonstrate expository
writing whose purpose is to inform the reader:
Use prewriting strategies to generate ideas and formulate a plan
Write a draft appropriate to the topic, audience, and purpose
Revise and refine the draft for clarity and effectiveness
Edit and correct the draft for standard language conventions
Write a final product for the intended audience
Standards:
The following Common Core standards apply to Expository Writing:
W.2.2 Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or
section.
W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
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.
B. Skills
The student will be able to:
• Complete summaries, procedures and/or recipes
• Write simple directions using “left and right”
• Create a simple map/plan
• Read informational texts for specific purposes (performing a task)
• Use simple reference material
• Use parts of a book to locate information
• Generate questions about topic
• Write for a specific audience
• Revise/edit writing
• Evaluate his/her own writing
• Spell frequently used words correctly
• Use correct punctuation
• Use effective word choices: strong opening and details
C. Activities/Procedures
• Give examples of the meaning of “expository”
• Give expository prompts: (i.e. "Most children go to school. Think
about how you get ready for school each morning. List all the steps
you go through to get ready. Now, write about how you get ready for
school each morning.”)
• Listen for student input and information
• Brainstorm for ideas/write on chart
• Generate ideas and have discussion prior to writing
• Evaluate idea - determine if it gives information, etc. or is just words
• Discuss appropriate word choices
• Share writings
• Independent writing
•
*Enrichment Activities/Procedures
• Explain the rules of a game.
• Compare two people in history; step by step recount of past events
• Explain a process, procedure or directions
• Compare and contrast two things
• Explain personal opinion supported by reasons
• Edward the Emu by Sheena Knowles- a story about an emu who wants
to be every other animal in the zoo but himself-If you could choose to
be anyone other than yourself who would you choose to be and why?
• Oh How I Wish I Could Read by John Gile - Explain why everyone
should have the skill of reading
• Think about a time when you did something that you didn’t want to
do. Explain why you did it anyway.
• Choose an important tool that can be found in our classroom. Explain
how it has made an impact on teachers and students.
• Think about a time when you couldn’t stop laughing and explain what
happened.
• Are you the oldest, middle, or youngest child in your family? Explain
what you like or dislike about your position
D. Resources
• Dictionary and Thesaurus
• Books that show expository writing (i.e. “How-to- books” on Indian
artifacts, map-making, etc.)
• Non-fiction books/magazines/articles
• Literature
*Enrichment Resources
• Island Boy-by Barbara Cooney (recalling events in a story)
• Uncle Jed's Barbershop by Margaree King Mitchell (text structure and
composition)
• Nettie's Trip South by Ann Turner (description and enumeration)
• Oh How I Wish I Could Read by John Gile
• Edward the Emu by Sheena Knowles
E. Technology
• Use “Google” for information on writings
• Write papers in Microsoft Word and edit (not all papers)
• Format correctly
• Student Blogs – Peer edits of these blogs
F. Assessment
• Legible printing and writing skills
• Rubric for expository writing
Persuasive Writing
A. Content/Essential Questions
The student will use the Writing Process to develop and demonstrate persuasive
writing whose purpose is to influence the reader:
Use of prewriting strategies to generate ideas and formulate a plan
Write a draft appropriate to the topic, audience, and purpose
Revise and refine the draft for clarity and effectiveness
Edit and correct the draft for standard language conventions
Write a final product for the intended audience
Standards:
The following Common Core standard applies to Persuasive Writing:
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 reason, and provide
a concluding statement or section.
B. Skills
The student will be able to:
• Demonstrate a clear purpose (to persuade)
• Use at least one strategy for prewriting (i.e. graphic organizer)
• Write a rough draft of multiple sentences
• Use strong persuasive words
• Write in complete sentences
• Demonstrate a beginning sentence, three supporting details and a
concluding sentence
• Use correct grammar, punctuation, indenting
• Re-read and revise own writing to check for errors
• Revise writing by deleting phrases or stretching ideas
• Write a final copy free of errors, in neat, legible handwriting
• Listen to and identify persuasive text
• Explain what it means to persuade
• Discuss characteristics of persuasive writing
C. Activities/Procedures
• Discuss the term “persuasion”, asking students for real-life situations
when students might need to be persuasive
• Read stories to demonstrate persuasive writing
• Facilitate a class brainstorming activity to generate ideas
• Share writing samples from other second grade students
• Model using a graphic organizer
• Conference with students during the writing process
• Facilitate “pair and share” for students to do peer editing/revising
• Provide an editing “checklist” for self-editing
• Provide students with alternatives for over-used words
• Independent writing
•
*Enrichment Activities/Procedures
• Writing prompts: http://journalbuddies.com/prompts-by-grade/expository-
writing-prompts-1st-2nd-3rd/
D. Resources
• Specific literature (I Wanna Iguana, Don’t Let the Pigeon Drive the
Bus, Thank You, Sarah)
• Dictionaries and Thesauruses
• Persuasive writing poster on display
• Lucy Calkins, Units of Primary Writing
• Kidspiration (software program)
*Enrichment Resources
• Mrs. LaRue: Letters from Obedience School by Mark Teague
• http://www.readwritethink.org/files/resources/interactives/letter_generator
/
E. Technology
• Student samples from www.writingfix.com
• http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html
• http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp
• Students will publish selected work using Microsoft Word
• Students will be able to use keyboard and formatting skills
• Students will be able to use capital letters, punctuation, and indenting
• Students will use Kidspiration
F. Assessment
• Writing rubric for persuasive writing
•
Friendly Letter
A. Content/Essential Questions
The student will use the Writing Process to develop and demonstrate the ability to
write a friendly letter:
Use of prewriting strategies to generate ideas and formulate a plan
Write a draft appropriate to the topic, audience, and purpose
Revise and refine the draft for clarity and effectiveness
Edit and correct the draft for standard language conventions
Write a final product for the intended audience
Standards:
The following Common Core standards apply to Friendly Letter:
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.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
B. Skills
The student will be able to:
• Know the correct format of a friendly letter
• Use the correct placement of date, address, salutation, body,
complementary closing
C. Activities/Procedures
• Direct instruction
• Independent work
• Writing a variety of friendly letters throughout the year (i.e. Flat
Stanley, Thank You letters, Holiday Greetings)
• Star of the Week letters
D. Resources
• Lined template paper
• Classroom poster reminders
• Pen Pals – Africa/Israel
* Enrichment Resources
• http://www.readwritethink.org/files/resources/interactives/letter_generator
/
• http://www.internet4classrooms.com/grade_level_help/write_friendly_lett
er_language_arts_third_3rd_grade.htm
• http://www.brighthubeducation.com/lesson-plans-grades-3-5/105943-
how-to-write-a-friendly-letter-lesson/
• http://www.abcya.com/friendly_letter_maker.htm
E. Technology
F. Assessment
• Writing Samples
Poetry
A. Content/Essential Questions
The student will use the Writing Process to develop and demonstrate the ability to
write various forms of poetry:
Use of prewriting strategies to generate ideas and formulate a plan
Write a draft appropriate to the topic, audience, and purpose
Revise and refine the draft for clarity and effectiveness
Edit and correct the draft for standard language conventions
Write a final product for the intended audience
B. Skills
The student will be able to:
• Use visual imagery
• Appreciate melody, movement and rhyme in poetry
• Recognizes that a poet may be thrifty with word usage
• Write poetry that follows specific patterns
• Identify the elements of Haiku
• Create Haiku poems
• Identify the elements of Cinquain
• Create Cinquain poems
• Identify and use similes
• Identify and use metaphors
• Express his-/herself in abstract ways
C. Activities/Procedures
• Direct instruction
• Independent writing
• Creation of God poems
• Creation of Color of Love
*Enrichment Activities/Procedures
• Explore a poet you do not like. Figure out what it is about the poet’s
writing. Choose one poem by the author and think of ways you would
approach the same subject using your own style. Write the poem.
• Write a poem about yourself and someone you know. Show how you are
alike and different. Include a variety of characteristic traits in both poems.
• Create a poem that is funa nd aahas a steady beat and would be easy to
jump rope to.
D. Resources
• Variety of poetry books – Shel Silverstein, Jack Perlutsky, etc.
• Poetry websites
• Song lyrics
• Dr. Seuss (Books and Dr. Seuss Day)
• I Love You the Purplest picture book
E. Technology
F. Assessment
• Writing samples
Personal Narrative
A. Content/Essential Questions
The student will use the Writing Process to develop and demonstrate the ability to
write a first person narrative, from the author’s perspective, about a real
experience of situation:
Use of prewriting strategies to generate ideas and formulate a plan
Write a draft appropriate to the topic, audience, and purpose
Revise and refine the draft for clarity and effectiveness
Edit and correct the draft for standard language conventions
Write a final product for the intended audience
Standards:
The following Common Core standards apply to Personal Narrative:
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 by revising and editing.
B. Skills
The student will be able to:
• List the steps of the Writing Process
• Identify the characteristics of a personal narrative
• Apply at least one strategy for planning and prewriting a personal
narrative
• Determine the purpose and audience of his/her piece (i.e. inform,
entertain, persuade)
• Produce a draft of multiple sentences or paragraphs
• Write a piece with a beginning, middle and end
• Apply conventions of writing to his/her work (i.e. capitalization,
punctuation, indenting)
• Revise text by adding or deleting phrases, stretching ideas, using more
powerful verbs, etc.
• Publish his/her written work either by printing or sharing aloud with
class or peers
C. Activities/Procedures
• Read a variety of stories to demonstrate what a personal narrative is
• Class brainstorming/peer brainstorming
• Use literature to generate ideas
• Modeling using a variety of graphic organizers to record ideas and/or
memories
• Use illustrations to draft ideas from personal memories
• Student revision (i.e. overused words, sentence selection, sequence,
adding more “colorful” and “powerful” words, using a checklist for
errors)
• Peer conferencing for revising
• Teacher/student conferencing for revising
• Imaginary Bad Day writing
*Enrichment Activities/Procedures
• Create a self-portrait. Then write a poem using about your portrait using
similes and metaphors
• Create an autobiographical time line with important events for each year
of your life
• Predict goals that you will achieve in the next year. How will you achieve
these goals? Present your information in written form with visuals.
• Create a brochure of your life. On the front is a picture of you, on the
inside will be pictures and information about your life including
accomplishments, interests and family
• Create an ABC book about you...What might each letter of the alphabet
stand for in your life? Include pictures or drawings explaining how each is
relevant.
• Select a song that reflects something you have experienced. Explain what
effect the song has on you when you listen to it and why. Share the song
with your classmates.
• Create a short documentary film about an issue in your school. Choose a
subject you feel strongly about and would like to learn more about.
D. Resources
• Literature
• Writing Checklists
• Dictionaries and Thesauruses
• Anchor charts to guide writing
• Alexander, and the Terrible, Horrible, No Good, Very Bad Day
• Wonders Reading Program
*Enrichment Resources
• What You Know First by Patricia MacLachlan
• Personal narrative writing using Patricia Polacco Mentor Texts • Tulip Sees America by Cynthia Ryland
• Mama Does the Mambo by Katherine Leiner
E. Technology
• Students will publish selected work using Microsoft Word
• www.writingfix.com
F. Assessment
• Writing samples
Revised: October 2017