grade 2 curriculum map: literacy & integrated … grade quarter 1 2014.pdfgrade 2 curriculum...

GRADE 2 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department & Curriculum Committee 2nd Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING CC2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics & texts with peers & adults in small & larger groups. • CC2SL1a 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 & texts under discussion). • CC2SL1b Build on others’ talk in conversations by linking their comments to the remarks of others. • CC2SL1c Ask for clarification & further explanation as needed about the topics & texts under discussion. CC2SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC2SL3 Ask & answer questions about what a speaker says to clarify comprehension, gather additional info, or deepen understanding of a topic or issue. CC2SL5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, & feelings. CC2SL6 Produce complete sentences when appropriate to task & situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 & 3 on pages 26 & 27 for specific expectations.) LANGUAGE CC2L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC2L3a Compare formal & informal uses of English. CC2L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies. • CC2L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS CC2RF4 Read with sufficient accuracy & fluency to support comprehension. • CC2RF4a Read grade-level text with purpose & understanding. • CC2RF4b Read grade-level text orally with accuracy, appropriate rate, & expression. • CC2RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC2RI9 Compare & contrast the most important points presented by 2 texts on the same topic. CC2RL9 Compare & contrast 2 or more versions of the same story by different authors or from different cultures. CC2RI10 By the end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC2RL10 By the end of the year, read & comprehend literature, including stories & poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SMALL GROUP INSTRUCTIONAL RESOURCES • CLLG pp. 4-5 & genre lessons for “Discussion

Starters” pp. 101-108 • Teacher Support Booklet: Extending the CCSS (EXT)

Unit 1 Instructional Routines: o p. C6 “Collaborative Conversations” o p. C7 “Recount Key Ideas” o p. C9 “Formal & Informal English”

• EXT Unit 1, pp. C16-C17 “Create Audio Recordings” • EXT Unit 2, pp. C8-C9 “Hold a Discussion” • EXT Unit 5, pp. C8-C9 “Formal & Informal English” • Leveled readers’ teacher’s guides* • Interventions: In theTE behind the red “Intervention”

tab & the teal “English Language Learners” tab, or behind “Small Group” tabs

• Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself”

• Leveled texts from science & social studies should be used to study grade-level specific content.

• For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre.

When available, use two guided reading texts on the same topic or story to compare & contrast. (See standards)

GUIDED OR INDEPENDENT PRACTICE • CLLG pp. 6-7 • Leveled readers’ teacher’s guides** * The teacher’s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice may include word work

GRADE 2 Curriculum Map: Literacy & Integrated Content UNIT 1 LESSON 1

D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= Comprehensive Language & Literacy Guide WSG= Word Study Guide

LRSD Elementary Literacy Department & Curriculum Committees 2nd Grade Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

COMPREHENSION Setting up rituals & routines Read to Self (on level texts) Skill: Sequence Events Strategy: Infer/Predict Genres: Realistic Fiction, Informational Text Essential Question “Why is the order of events in a story important?”

THE DAILY FIVE pp. 27-42 “What’s the Difference?”; Appendix pp.111-126 CAFÉ pp.27-47 “The First Days of School” Unit 1 EXT C7 Recount Key Ideas Unit 1 EXT C6 Collaborative Conversations

Henry & Mudge CC.2.RL5

“Preteaching for Success” Arkansas Tab SB 14-25 CLLG 40 T30-31, T34-37 & T48-49 Graphic Organizer #4 Flow Chart “Turn & Talk” SB 25 T39 CC.2.SL.1b The Perfect Pet CC.2.RL5 T14-15 CLLG 41 Graphic Organizer #4 Flow Chart All in the Family CC.2.RI.6 SB 26-29 CLLG 41 T56-57 SUW 143 replace Tool 4-2a with this week’s texts “Text to Text” CC.2.SL.1c SB 29 T57 Infer/Predict CAFÉ 161 Predict What Will Happen Projectable S2

Teaching Genre: Realistic Fiction CLLG 106, Information CLLG 108

HMH Comprehensive Screening Assessment




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

VOCABULARY Setting up rituals & routines Target Words ABC Order

WSG pp. 102 – 103 Vocabulary in Context Cards 1-8 Instructional Routine #16 Pet Rabbits -Vocabulary Reader T78-79 T58-T59 Alphabetical Order, Projectable 1.10


CC.2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

PHONICS/SPELLING Setting up rituals & routines Words with short a & i, CVC pattern

WSG pp. 40 – 41 Unit 1 EXT C10 Using Spelling Patterns


WRITING WORKSHOP: WHOLE GROUP LESSONS

CC2L1f Produce, expand, & rearrange complete simple & compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

GRAMMAR Subjects & Predicates

T22 Day 1, Projectable 1.2 SUW3-2 Three- and Four-Part Sentences - Make a Human Being Sentence. Ask which students make the subject and which the predicate?


CC2L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WRITING Set up rituals & routines Writers workshop procedures Complete Sentences

THE DAILY FIVE (Day 1-5) p. 119 THE DAILY FIVE Focus lesson p. 82

SUW 3-1 Fragments & Sentences SUW 3-2 3- & 4-part Sentences, Tools 3-2a, b, c, d SUW 3-3 p.107 Using Sentence Strips, Tool 3-3a

BOY Writing Assessment




Social Studies Social Studies Focus/Vocabulary Materials/Links to Lessons

Unit: Building a Learning Community Essential Question:

1. 1. What Makes a Community? Guiding Questions:

A. 1. What is a learning community? B. 2. How can I learn to cooperate and collaborate with others? C. 3. How do people show they value themselves and others?

4. What is a responsible decision maker? See Social Studies Curriculum Map for Detailed Lessons & Resources

Social Studies Focus Building a learning community Bully Proofing Your School

Social Studies Content Link Create a Classroom Promise Reading Connection: CLLG p. 40 Sequence of Events Writing Connection: Sentence Writing

What makes your school a learning community?

What can I do to be a responsible citizen? Assessment Prompt: A classroom is like a community because…. Create a timeline of 5-7 important events in your life. You must be able to justify why each event you chose was important enough to put on the timeline.

Vocabulary

Responsibility consequences community friendship event history right law chronology timeline citizen past

SCIENCE STANDARDS (August) FOCUS MATERIALS PROMPT

LS.2.2.5 identify the major parts & functions of the skeletal system NS.1.2.1 Communicate observations orally, in writing, & in graphic organizers: T-charts, pictographs, Venn diagrams, bar graphs NS.1.2.2 Develop questions that guide scientific inquiry

What is the function of the skeletal system? Vocabulary: Locate, Skeleton

SEE SCIENCE CURRICULUM What is the function of the skeletal system?

http://sssecondgrade.wikispaces.com/file/view/Lesson%201Creating%20a%20Classroom%20Promise.pdf/439367820/Lesson%201Creating%20a%20Classroom%20Promise.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide




CC.2.RL.1 Ask and answer such questions as, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.RL.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

COMPREHENSION Skill: Compare & Contrast Strategy: Question Genres: Informational Text, Poetry Essential Question: How are families alike and different?

My Family CC.2.RL.1 Preteach for Success: Compare & Contrast, Arkansas Tab SB 38-53 CLLG 42 Graphic Organizer #14 Venn Diagram T122 -123, T126-131 & T142-143 “Turn and Talk” SB53 T133 CC.2.SL.1c

More Than a Best Friend CC.2.RL.1 T106-107 CLLG 43 Graphic Organizer #14 Venn Diagram

Family Poetry CC.2.RL.4 SB 54-57 CLLG 43 T150-T151 SUW 9-14 Poetry Pieces: Use feeling words about family to write a poem together as a class.

Strategy: Question Projectable S5 Question Strategy CAFÉ 160 Ask Questions Throughout the Reading Process

Genre Study: Informational Text CLLG 108 Poetry CLLG 107

Grab & Go: Weekly Test T164-165, Comprehension

CC.2.L.4.e. Use glossaries & beginning dictionaries, both print & digital, to determine or clarify the meaning of words & phrase.

VOCABULARY Target vocabulary Strategy: Using a Glossary

WSG 104 –105 Vocabulary in Context Cards 9-16 Instructional Routine #16 Who is in Your Family? Vocabulary Reader T173-174 CAFÉ 190 Use …Glossaries as Tools SUW 2-2 Reading Dictionary Definitions SUW 2-5 Meaningful Vocabulary Sentences T152-T153 Using a Glossary, Projectable 2.10

CC.2.RF.3a Distinguish long & short vowels when reading regularly spelled one-syllable words.

PHONICS/SPELLING Words with short o, u, e CVC pattern

WSG 42 – 43





CC.2.L.1f Produce, expand, & rearrange complete simple & compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

GRAMMAR Complete Sentences

T98-99 SUW 3-10 My One Perfect Sentence Tool 3-10a

Grab & Go: Weekly Test TE 164-165 Grammar

CC.2.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC.2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WRITING Writer’s Workshop Procedures Sentence Writing

THE DAILY FIVE (Day 1-5) p. 119 THE DAILY FIVE Focus lesson p. 82 SUW 3-5 Sentences Using Who, What, When, Why, Action & How, Tools 3-5a,b,c,d SUW 3-8 Kinds of Sentences, Tool 3-8A SUW 3-13 Parts of Speech, Tool 3-13b (Anchor Chart)

SUW 10-10 Sentence Writing Scoring Guide Tools 10-10a &10-10b (for Reference, Instruction, & Assessment)


Unit: Building a Learning Community Essential Question(s) What makes a community? Guiding Questions: 1. How are families alike and different? 2. How is our classroom like a family? 3. Why can’t people have everything I want? 4. What is the difference between wants and needs? 5. What is opportunity cost? 6. How do we make choices about scarce resources at

school, at home, and in the community? Social Studies Standards E.7.2.1 Describe an event or situation in daily life in which a tradeoff is made. E.7.2.2 Discuss that because of scarcity people must make choices and incur opportunity cost E.7.2.3 Discuss making choices based on incentives See Social Studies Curriculum Map for Detailed Lessons & Resources

Social Studies Focus Building a learning community Bully Proofing Your School

Social Studies Content Making Choices Lesson Making Choices Activity Reading Connections: Compare & Contrast CLLG p. 42 My Family by George Ancona, HMH Student Book pp. 39-53 Venn Diagram: Compare & Contrast How is Camila’s family like your family? How are they different? Writing Connections: Sentence Writing You have ten dollars to spend. List three things you would like to buy that would cost ten dollars or less. Choose one of the items and write two sentences telling why you chose it. Assessment Making Choices Activity

Vocabulary

Community, Services In Community Services Interdependence Goods Opportunity cost Needs

http://sssecondgrade.wikispaces.com/file/view/Lesson%202%20Making%20Choices%20Economics%20Lesson.pdf/359026292/Lesson%202%20Making%20Choices%20Economics%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%202%20Making%20Choices%20Activity.pdf/359026280/Lesson%202%20Making%20Choices%20Activity.pdf




STANDARDS (September) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPT

ESS8.2.5 Chart weather conditions everyday ESS.8.2.6 Demonstrate safety procedures related to severe weather ESS.8.2.7 Describe characteristics of cumulus, stratus, & cirrus clouds PS.5.2.1 Classify objects based on two or more properties

SCIENCE How does weather affect the way we live? How do clouds help predict the weather? Vocabulary: Classify, cumulus, stratus, cirrus

Harcourt Science Level Readers: Weather (Below Level) Weather and Water (On Level) Rain or Shine (Advanced Level) Trade Books The Cloud Book by Tomie de Paola It Looked Like Spilt Milk by Bernard Shaw Cloudy with a Chance of Meatballs Judi Barrett

Illustrate three types of clouds & explain their formation.


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW=Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG= Word Study Guide




CC.2.RL.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures CC.2.RL.1 Ask & answer such questions as who, what, where, when, why, & how to demonstrate understanding of key details in a text. CC.2.RI.7 Explain how specific images (e.g. a diagram showing how a machine works) contribute to and clarify a text.

COMPREHENSION Skill: Author’s Purpose Strategy: Analyze & Evaluate Genres: Realistic Fiction, Informational, Fantasy Essential Question: Why might an author write a story?

“Cinderella” & “Yeh-Shen” (CC.2.RL.9) Student Magazine RA 54 & RA62 G2U6 EXT C3-C5 Henry & Mudge: Under the Yellow Moon CC.2.RL.1 SB67-76 G2U1 EXT C11-13 as reference for teaching T217, T220-223 &T234-23 CC.2.RL.1 CLLG44 The Owl Hunt CC.2.RL.1 T200-T201 CLLG p. 45 Graphic Organizer #12 T-Map Outdoor Adventures CC.2.RI.7 CLLG 45 SB 79-80 T242-243 Graphic Organizer #12 T-Map Strategy: Analyze & Evaluate Projectable S7 Genre Study Fantasy CLLG 102 Informational Genre Study CLLG108 Realistic Fiction Genre Study CLLG 106

Open Response Arkansas Tab: “Write three or more sentences to tell how you know that Henry and Mudge are good friends.” Use rubric provided to score




CC.2.L.4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 2 reading & content, choosing flexibly from an array of strategies.

VOCABULARY Target Vocabulary Strategy: Multiple meaning words

WSG 106 – 107 Vocabulary in Context Cards 17-24 Instructional Routine #16 Fall Harvest – Vocabulary Reader T264-265 SUW 2-2 Reading Dictionary Definitions T244-245 Multiple-Meaning Words Projectables S8, 3.10

Grab & Go: Weekly Test T256 Vocabulary

CC.2.RF.3.a Distinguish long & short vowels when reading regularly spelled 1-syllable words. CC2RF3c Decode regularly spelled two-syllable words with long vowels.

PHONICS/SPELLING Long vowels a, i Sounds for c

WSG pp. 44 – 45

Grab & Go: Weekly Test T256 Phonics


CC.2.L.1f Produce, expand, & rearrange complete simple & compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). CC.2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

GRAMMAR Statements & questions Kinds of Sentences

Weekly Plan T192-T193 SUW 3.8 Kinds of Sentences SUW 3.9 Using Riddles

Grab & Go: Weekly Test T257 Grammar

CC.2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. CC.2.W.5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising and editing.

WRITING Story/Narrative: Personal

4-2 Comparing Two Kinds of Writing, Tools 4-1a,c, 4-3a 6-1 Introduce Story Terms, Tools 6-1a,b 6-2 Learning Story Elements, Tools 6-2a,b,c,d

SUW 10-19 Personal Narrative Scoring Guide Tools 10-19a, 10-19b, 10-19c (for Reference, Instruction, & Assessment)




Social Studies Social Studies Focus/Vocabulary Materials/Links to Lessons Unit: Geography Essential Question(s) 1. What questions are important to ask about places on Earth? Guiding Question(s) 1. How do geographic tools and skills help us learn about our world?

Social Studies SLE’s G1.2.12 Identify and locate physical features on maps and globes, rivers, lakes, oceans, mountains, islands, desert. G.1.2.11 Describe the relative locations of places using cardinal directions (e.g.. Arkansas is south of Missouri) G.3.2.1 Identify the various types of transportation and communication links between communities See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus The World Around Us Landforms Using a Map Bully Proofing Your School

Social Studies Content Link Lesson Plan: Landforms Oliver K. Woodman Lesson Reading Connections: Author’s Purpose CLLG p. 44 Author’s Purpose How the Prairie Became Ocean, TE pp 62-65 Examine various geographic tools & discuss the author’s purpose for each Writing Connections: Personal Narrative Write about a trip you have taken. Include information about how you got there and cities you went through. Include any landforms that you saw on your trip. Assessment Have students work in pairs to compare and contrast two landforms. Use a graphic organizer to record the likenesses and differences. Write paragraphs that describe each landform and then tell two how they are alike.

Vocabulary

relative location absolute location compass map grid cardinal directions intermediate directions

compass rose equator south pole north pole location hemisphere

STANDARDS (September) FOCUS/ESSENTIAL QUESTIONS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPT

ESS8.2.5 Chart weather conditions everyday ESS.8.2.6 Demonstrate safety procedures related to severe weather ESS.8.2.7 Describe characteristics of cumulus, stratus, and cirrus clouds PS.5.2.1 Classify objects based on two or more properties

How does weather affect the way we live?

How do clouds help predict the weather?

Vocabulary: Classify, cumulus, stratus, cirrus

Harcourt Science Level Readers: Weather (Below Level) Weather & Water (On Level) Rain or Shine (Advanced Level) Trade Books The Cloud Book by Tomie de Paola It Looked Like Spilt Milk by Bernard Shaw Cloudy with a Chance of Meatballs by Judi Barrett

Illustrate three types of clouds & explain their formation.

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Landforms%20Lesson.pdf/439377990/Lesson%203%20Landforms%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%203%20Oliver%20Woodman%20LessonPlan.pdf/439378002/Lesson%203%20Oliver%20Woodman%20LessonPlan.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW = Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide




CC.2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CC.2.RL.3 Describe how characters in a story respond to major events and challenges. CC.2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. CC2RI9 Compare & contrast the most important points presented by two texts on the same topic.

COMPREHENSION Skill: Cause & Effect Strategy: Summarize Genres: Humorous Fiction, Fables, & Informational Essential Question : What might cause a character in a story to change?

Diary of a Spider CC.2.RL.3 Preteaching for Success Arkansas Tab SB 90-112 CLLG 46 T308-309, T312-321 &T332

Bats: Beastly or Beautiful? CC.2.RL.2 T292-293 CLLG p. 47 Graphic Organizer #12 T-Map

A Swallow & A Spider CC.2.RI.9 “Read to Connect”--use G2U6 EXT C3-5 as reference to Compare/Contrast SB90-112 & Vocabulary Reader, “Along Came a Spider” T348

Strategy: Summarize Projectable S6 CAFÉ 165 Summarize Text… SUW 1-41 Three-Column Burrito Fold Bookmarks, Tool1-41b SUW 1-33 Summary Paragraphs

Genres: Humorous Fiction, CLLG 105, Fables CLLG 104, Information CLLG 108

Grab & Go Weekly Test TE 354-355 Comprehension

CC.2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.

VOCABULARY Target Vocabulary Strategy: Context Clues

WSG 108 – 109 Vocabulary in Context Cards 25-32 Instructional Routine #16 Along Came a Spider: Vocabulary Reader T362-363 CAFÉ 188 Use…Context to Predict and Confirm Meaning T342-343 Context Clues, Projectables S8, 4.9


CC.2.RF.3a Distinguish long & short vowels when reading regularly spelled 1-syllable words. CC2RF3c Decode regularly spelled two-syllable words with long vowels.

PHONICS/SPELLING Long vowels o, u, e Sounds for g

WSG 46 – 47

PB 50





CC.2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

GRAMMAR What is a noun?

T284-T285 SUW 3-13 Recognizing Parts of Speech – Nouns only (Use reference sheet from Lesson 2 Tool 3-13b (Anchor Chart))

Grab & Go: Weekly Test T355 Grammar

CC.2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. CC.2.W.5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING Narrative: Personal

SUW 6-3 Prewriting & Planning (reference only), Tool 6-3a SUW 6-6 Six Steps for Planning & Writing a Story, steps 1 & 2 SUW 6-7 Quick Sketch, Tools 6-7c & f



Unit: Geography Essential Question(s) 1. How does the geography of the land shape how we live? Guiding Question(s) 1. What can maps tell us about our state, continents, major oceans, & their connections to the world? 2. What should be on a map? Social Studies Standards G.1.2.1 Define relative location

Social Studies Focus Geography: Mapping Absolute and Relative Directions Remember Constitution Day Introduction Continents and Oceans Bully Proofing Your School

Social Studies Content Links Discovering the Globe and Continents Lesson Teaching Continents Teaching Guide (Need books about each of the continents or with a story setting on different continents for this activity.) The Constitution Lesson Reading Connections: CLLG Cause & Effect p. 46 Support “Cause & Effect” literacy focus through text from Social Studies lessons. Writing Connections:

Vocabulary

map grid

equator north intermediate directions

http://sssecondgrade.wikispaces.com/file/view/Lesson%204%20Discovering%20the%20Globe%20Lesson.pdf/359028304/Lesson%204%20Discovering%20the%20Globe%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%204%20Continents%20Lessons.pdf/359028296/Lesson%204%20Continents%20Lessons.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%204%20Constitution%20Lesson.pdf/359028286/Lesson%204%20Constitution%20Lesson.pdf




G.1.2.11 Describe the relative locations of places using cardinal directions. G.1.2.5 Locate & define north & south poles & the equator on a map or globe. G.1.2.6 Locate the seven continents using a map or globe. G.1.2.7 Name and locate the four major oceans. C.5.2.1 Understand the significance of national symbols such as the United States Constitution. H.6.2.1 Explain the purpose in celebrating national holidays (Constitution Day September 17th)

See Social Studies Curriculum Map for Detailed Lessons and Resources

pole south pole location hemisphere

cardinal directions relative location absolute location compass rose

Choose a place in the world that you would like to live. Tell where it is in the world (Continent) and why you would like to live there. Provide details about why you would like to live there. Think about some of the places in the books you have read this week. Assessment Label World Map with Continents and Oceans Ask students to write a letter inviting a friend to their home for a party. Have them include two sets of directions to the party; one using the absolute location and the other using the relative location of the home. Remind them to include details such as the mailing address and specific landmarks.

SCIENCE STANDARDS (September) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPT

ESS8.2.5 Chart weather conditions everyday ESS.8.2.6 Demonstrate safety procedures related to severe weather ESS.8.2.7 Describe characteristics of cumulus, stratus & cirrus clouds PS.5.2.1 Classify objects based on two or more properties

How does weather affect the way we live? How do clouds help predict the weather? Vocabulary: Classify, Cumulus, stratus, cirrus

Harcourt Science Level Readers: Weather (Below Level) Weather and Water (On Level) Rain or Shine (Advanced Level) Trade Books The Cloud Book by Tomie de Paola It Looked Like Spilt Milk by Bernard Shaw Cloudy with a Chance of Meatballs by Judi Barrett

Illustrate three types of clouds and explain their formation.

http://sssecondgrade.wikispaces.com/file/view/Map%20Continents%20Oceans.pdf/441245698/Map%20Continents%20Oceans.pdf


WSG = Word Study Guide VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide D5= The Daily 5



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CC.2.RL.3 Describe how characters in a story respond to major events and challenges. CC.2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story & the ending concludes the action. CC.2.RL.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.

COMPREHENSION Skill: Story Structure Strategy: Visualize Genres: Realistic Fiction, Informational Text

Vain Peacock CC.2.RL.3 & CC.RL.1 Student Magazine RA4 Unit 1 EXT C11 Vain Peacock CC.2.RL.2 & CC.RL.1 Unit 1 EXT C12-13 Vain Peacock CC.2.RL.6, CC.2.SL.5 Unit 1 EXT C14-C15

Teacher’s Pets CC.2.RL.5 SB pp. 126-148 T406-407, T410-419 & T428-429

“Read to Connect” CC.2.RL.9 Use G2U6 EXT C3-C5 as reference for T444 SB126-148 & T390-391

Genres: Realistic Fiction CLLG 106, Information CLLG 108

Open Response: Write 3 or more sentences to tell in your own words, what Donkey means when he says, “I think that Peacock won’t be quite so vain anymore!” SUW Tool 10-11a “Quick Checks for Short Answers” (use for Reference, Instruction, & Assessment)

CC.2.RF.3d Decode words with common prefixes & suffixes.

VOCABULARY Target Vocabulary Strategy: Base Words and Endings –ed, -ing

WSG pp. 110-111 Vocabulary In Context Cards 33-40 Fun Pets: Vocabulary Reader

T438 Base Words & Endings –ed, -ing, Projectables S8 & 5.9 CAFÉ 187 Use Word Parts to Determine Meaning of Words

CC.2.RF.3 Know & apply grade-level phonics & word analysis skills in decoding words.

SPELLING/PHONICS Consonant blends: r, l, s

WSG 48-49

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1a Use collective nouns (e.g., group). CC.2.L.1b Form & use frequently occurring irregular plural nouns (e.g. feet, children)

GRAMMAR Singular & plural nouns

See Weekly Plan T382-383 Grab & Go: Weekly Test T451 Grammar


WSG = Word Study Guide VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide D5= The Daily 5



Unit: Geography Essential Question(s) 1. How does the geography of the land shape the way we live? 2. How do people change the environment? Guiding Question(s) 1. What can maps tell us about our state, the continents, major oceans, & their connections to the world? 2. What should be on a map? Social Studies Standards G.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri) See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Environment/continents/oceans/ geographical tools Bully Proofing Your School

Social Studies Content Lesson Plan: Johnny Appleseed

Johnny Appleseed Biography Johnny Appleseed Map Riding for Climate Reading Connections: CLLG pp. 48-49 Story Structure: Use Johnny Appleseed to reinforce lesson. Writing Connections: After reading, Ride for the Climate list two problems that can result from Earth getting warmer & two things we can do to help stop it from getting warmer. Personal Narrative: Write about a time that you have done something to help the environment Assessment Map—Johnny Appleseed’s Journey Complete a flow chart of important events in the Johnny Appleseed book. Make a map key.

Vocabulary

hemisphere compass rose map grid relative location absolute location natural resources

location compass conservation equator cardinal directions intermediate directions

CC.2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, & provide a sense of closure. CC.2.W.6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers.

WRITING Narrative: Personal

SUW 6-12 Ways to Begin a Story, Tools 6-12-1 & 2, 6-12a-f SUW 9-8 Narrative Descriptive, Tool 9-8e


SCIENCE STANDARDS (September) FOCUS/ESSENTIAL QUESTIONS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPT

ESS8.2.5 Chart weather conditions everyday ESS.8.2.6 Demonstrate safety procedures related to severe weather ESS.8.2.7 Describe characteristics of cumulus, stratus, and cirrus clouds PS.5.2.1 Classify objects based on two or more properties

How does weather affect the way we live? How do clouds help predict the weather? Vocabulary: Classify, cumulus, stratus, cirrus

Harcourt Science Level Readers: Weather (Below Level) Weather & Water (On Level) Rain or Shine (Advanced Level) Trade Books The Cloud Book by Tomie de Paola It Looked Like Spilt Milk by Bernard Shaw Cloudy with a Chance of Meatballs by Judi Barrett

Illustrate three types of clouds and explain their formation.

http://sssecondgrade.wikispaces.com/file/view/Lesson%205%20Johnny%20Appleseed.pdf/439378158/Lesson%205%20Johnny%20Appleseed.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%205%20Johnny%20Appleseed%20Biography%20and%20Map%20Activity.pdf/359203411/Lesson%205%20Johnny%20Appleseed%20Biography%20and%20Map%20Activity.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%205%20MapJohnnyAppleseed.pdf/359203443/Lesson%205%20MapJohnnyAppleseed.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%205%20Riding%20for%20Climate.pdf/359028324/Lesson%205%20Riding%20for%20Climate.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%205%20MapJohnnyAppleseed.pdf/359203443/Lesson%205%20MapJohnnyAppleseed.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Miifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG= Word Study Guide



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. CC.2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

COMPREHENSION Skill: Text & Graphic Features Strategy: Questioning Genres: Informational Text, Plays Essential Question: How can chapter headings help you?

Animals Building Homes CC.2.RI.7 Preteaching for Success Ark Tab SB 166-180 CLLG 50 T30-31, T34-39 & T48-49

CC.2.RI.9 Use format of G2U6 EXT pp. C4-C5T64 as reference for teaching “Read to Connect “ SB166-180 & SB182-184

Your Turn* CC.2.SL.1 “Favorite Animal Homes” SB181 T41

City Life is For the Birds CC.2.RL.7 T14-15 CLLG 51 SUW 1-10 Quick Sketch Responses

Hiding at the Pond CC.2.RL.7 SB182-185 CLLG 51 T56-57 Making Connections “Share Experiences” CC.2.SL.4 SB185 T57

Strategy: Question, Projectable S5 Question Strategy CAFÉ 160 Ask Questions Throughout the Reading Process

Genres: Informational Text CLLG 108, Poetry CLLG 107

CLLG 14 “Writing About Reading” Prompt “Choose two animals from Animals Building Homes. Tell how their homes are the same and how they are different.” SUW Tool 10-11a “Quick Checks for Short Answers (for Reference, Instruction, & Assessment)

CC.2.L.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)

VOCABULARY Target Vocabulary Base words & prefixes -un, -re

WSG pp. 112 - 113 Vocabulary in Context Cards 41-48 Instructional Routine #16 Vocabulary Reader: Amazing Nests

T58-T59 Base Words & Prefixes –un, -re Projectable S8, 6.10


CC.2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

SPELLING/PHONICS Common final blends nd, ng, nk, nt, ft, xt, mp

WSG pp. 50-51 Grab & Go: Weekly Test T70 Phonics

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1.b Form & use frequently occurring irregular plural nouns

GRAMMAR See Weekly Plans T6-7


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Miifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG= Word Study Guide


More plural nouns

CC.3.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC.2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WRITING Topic sentences

SUW 3-11 Topic Sentences SUW 3-12 Sentence Variety, Tools 3-12-1, 3-1-2, 3-12a-b

SUW 10-10 Topic Sentence Scoring Guide Tools 10-10e, 10-10f, 10-10g, & 10-10h (for Reference, Instruction, & Assessment)


Unit: Movement and Migration Essential Question(s) 1. What causes living things to migrate? Guiding Question(s) 1. What is migration? 2. How can you use maps to trace the voyages of explorers & tell how they impacted migration? Social Studies Standards G.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri) H.6.2.14 Identify Ferdinand & Isabella & their purpose in supporting Columbus: gold, silk, spices


Social Studies Focus Exploration Columbus’s Voyage North American/European Continents Bully Proofing Your School

Social Studies Content North American-Europe Continent Lesson North American Continent Powerpoint European Continent Powerpoint The Voyages of Columbus Lesson Columbus’ Maps Reading Connections: CLLG p .50 “Text & Graphic Features” Use pictures, text & graphic features from books to reinforce/teach lesson Writing Connection: Write detail sentences to support the topic sentence “Columbus was searching for a route to India”. Assessment Charts on North America and Europe Using the information from books on Columbus, work in pairs or groups to create a timeline of important events in his life. Use information for writing assignment on Columbus.

Vocabulary

Legend history explorer voyage freedom colony settler

past present future technology diagram change

SCIENCE STANDARDS (October) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPT ESS.8.2.9 Read a Celsius thermometer ESS.10.2.1 Illustrate four moon phases: full half crescent new ESS.10.2.2 Model the movement of Earth & its moon ESS.10.2.3 Contrast the visibility of the sun & moon PS.7.2.2 Compare temperatures using the Celsius scale

Identify the relationship between the earth & the moon. Vocabulary: Contrast moon phases orbit

Reading support & Homework p.61 (ch. 8, science)

Why does the moon seem to change? Differentiate between Celsius & Fahrenheit

http://sssecondgrade.wikispaces.com/file/view/Lesson%206%20North%20America-Europe%20Continents.pdf/439378176/Lesson%206%20North%20America-Europe%20Continents.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%206%20Columbus%27s%20Voyage%20Preparations.pdf/439378166/Lesson%206%20Columbus%27s%20Voyage%20Preparations.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%206%20Columbus%20Maps.pdf/359031387/Lesson%206%20Columbus%20Maps.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%206%20North%20America%20Graphic%20Organizer.doc/442510522/Lesson%206%20North%20America%20Graphic%20Organizer.doc

http://sssecondgrade.wikispaces.com/file/view/Lesson%206%20Europe%20Graphic%20Organizer.doc/442510520/Lesson%206%20Europe%20Graphic%20Organizer.doc


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.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. CC.2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

COMPREHENSION Skill: Conclusions Strategy: Analyze/Evaluate Genres: Realistic Fiction, Fantasy, Informational Text Essential Question: What helps you make decisions about a character?

The Ugly Vegetables CC.2.RL.1 Preteaching for Success Arkansas Tab CAFÉ 99-100 Inference Game SB 194-216 CLLG 52 T122-123, T126-135 & T146-147, Graphic Organizer #1: Column Chart “Plan a Meal” CC.2.SL.3 SB 216 T137

“Afternoon on a Hill” RA14 CC.2.RL.1 G2U2 EXT p. C3-4 Trouble in the Lily Garden CC.2.RL.1 CAFÉ 99-100 Inference Game T106-107 CLLG 53 SUW 1-10 Quick Sketch Response They Really Are Giant! CC.2.RI.6 SB 218-220 CLLG 52-53 T154-155 “Text to Text” CC.2.SL.6 SB 221 T155 SUW 1-38 Great Short Answers (oral responses only) Strategy: Analyze & Evaluate, Projectable S7 Genres: Realistic Fiction CLLG p. 106, Fantasy CLLG p. 102, Informational CLLG p. 108

Prompt: “Open Response” Arkansas Tab “Write three or more sentences to tell what Mommy means when she says, “These are better than flowers.” Use rubric provided to score.

CC.2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.

VOCABULARY Target vocabulary Homophones

WSG pp. 114 – 115 Vocabulary in context cards 49-56 Instructional Strategy #16 Vocabulary reader The Three Sisters T176-177 T156-T157 Homophones Projectable 7-10 SUW 2-12 Homonyms, Homophones, & Homographs, Tools 2-12a & c

SUW Tool 2-12c




CC.2.RF.3 Know & apply grade-level phonics & word analysis skills in decoding words.

SPELLING/PHONICS Double consonants & -ck Double consonants CVC

WSG pp. 52 – 53

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.2a Capitalize holidays, product names, and geographic names.

GRAMMAR Proper Nouns

T98-T99 SUW 10-7 Editing with CUPS, Tool 10-7a

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults & peers, focus on a topic & strengthen writing as needed by revising & editing.

WRITING Informational: Descriptive

SUW 4-2 Comparing 2 Kinds of Writing, Tool 4-2b SUW 4-5 The Writing Process, Tool 4-5a SUW 4-6 Color-Coding & the Five Elements of Information Writing, Tools 4-6a,b

SUW 10-15 Information Paragraph Scoring Guide Tools 10-15a, b, c




Social Studies Unit: Movement/Migration Focus/Vocabulary Materials/Links to Lessons

Essential Question(s) 1. What causes living things to migrate? 2. What impact do people have on the area they settle? Guiding Question(s) 1. How do explorers impact migration? 2. How did the natives and Columbus interact? Social Studies Standards G.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri. H.6.2.1 Explain purpose in celebrating national holidays such as Columbus Day. H.6.2.6 Determine how photos & documents are used to gather info.about the past. H.6.2.1 Identify areas settled as a result of Christopher Columbus’ voyage. H.6.2.14 Identify Ferdinand & Isabella & their purpose in supporting Columbus: gold, silk, spices E.9.2.1 Identify items that have been used as currency (e.g., shells, beads, pelts)

See Social Studies Curriculum Map for Detailed Lessons & Resources

Social Studies Focus Migration Columbus & the Native People Bully Proofing Your School

Social Studies Content Lesson Plan: The Encounter Lesson Plan: Columbus and the Native People Reading Connections: CLLG “Understanding Characters” p. 52, Drawing Conclusions p. 53 Encounter by Jane Yolen Writing Connections: Write journal entries from two points of view describing the events of the first encounter of Columbus & the Native People. (Columbus & the Native People) Assessment: Provide students with several books on Columbus. Model a book critique. Have student work in groups or with partners to critique a book using the following questions: What did we learn about what the Native people were thinking & about the Native people’s lives? How does the book describe Columbus’ treatment of the Native people?

Vocabulary

past present future history conflict diagram change voyage route

technology explorer migration communication transportation conflict

SCIENCE STANDARDS (October) FOCUS/ESSENTIAL QUESTIONS MATERIALS & LINKS NOTEBOOK PROMPTS ESS.10.2.1 Illustrate four moon phases: Full half crescent new ESS.10.2.2 Model the movement of Earth & its moon ESS.10.2.3 Contrast the visibility of the sun & moon PS.7.2.2 Compare temperatures using the Celsius scale NS.1.2.4 Estimate & measure length & temp. using International System of Units

Identify the relationship between the earth & moon. Vocabulary: Contrast moon phases orbit

Reading support & Homework p. 61 (Chapter 8: science)

Why does the moon seem to change? Differentiate between Celsius & Fahrenheit.

http://sssecondgrade.wikispaces.com/file/view/Lesson%207%20The%20Encounter.pdf/439378186/Lesson%207%20The%20Encounter.pdf

http://sssecondgrade.wikispaces.com/file/view/The%20Native%20People%20and%20Christopher%20Columbus%20Lesson.pdf/442513488/The%20Native%20People%20and%20Christopher%20Columbus%20Lesson.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide

Educational Services: Elementary Literacy 2nd Grade Literacy & Integrated Content Revised 2013


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC.2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. CC.2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. CC.2.SL.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).

COMPREHENSION Skill: Main idea & Details Strategy: Visualize Genres: Informational text, Poetry Essential Question: “How do you know what a story is mostly about?”

Super Storms CC.2.RI.1; CC.2.RI.8 CAFÉ 165 Use Main Idea and Support Details to Determine Importance SB 230-234 CLLG 54 T220-221, T224-229 & T240-241 Graphic Organizer #15 Venn Diagram SUW 1-19 One Idea per Paragraph Note Taking, Tool 1-18c (change “Topic” to “Main Idea”) Your Turn “Storm Safety” CC.2.SL.5 SB 245 T231

Floods: Dangerous Water CC.2.RI.8 T204-205 CLLG 55 Graphic Organizer #7 Idea-Support Map

Weather Poems CC.2.RL.4 SB 246-248 CLLG 54-55 T248-249 Text to Self Make a Plan” CC.2.SL.1a SB249 T249

Strategy: Visualize, Projectable S4 SUW 1-10 Quick Sketch Response CAFÉ 159 Make a Picture or Mental Image

Genres: Information CLLG 108, Poetry CLLG 107




CC.2.L.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

VOCABULARY Target Vocabulary Compound Words

WSG 116-117, Vocabulary in Context Cards 57-64 Instructional Strategy #16 Vocabulary Reader – Let it Rain! T250-T251 Compound Words, Projectable 8.10 CAFÉ 187 Use Word Parts to Determine the Meaning of Words

CC.2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. CC.2.RF.3d Decode words with common prefixes and suffixes.

PHONICS/SPELLING Consonant digraphs th, sh, wh, ch, tch, ph Base words & endings -s, -ed, -ing

WSG 54-55

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR What is a verb?

SUW 3-10 Recognizing Parts of Speech p. 126 Verbs Only, Tool 3-13a See Weekly Plans – T196-197

Weekly Assessment 8:18-8:19

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

WRITING Informational: Descriptive

SUW 4-6 Color-Coding & the Five Elements of Information Writing, Tools 4-6 a-b SUW 4-7 Planning with an Informal Outline, Tools 4-7-1, 4-7-2, 4-7-3, 4-7-4, 4-7a SUW 9-8 Descriptive Writing, Factual, Tools 9-8d

SUW 10-15 Information Paragraph Scoring Guide Tool 10-15a (for Reference, Instruction, & Assessment)





Unit: Movement/Migration Essential Question(s) 1. What causes living things to migrate? 2. What impact do people have on the area they settle? Guiding Question(s) 1. How do explorers impact migration? 2. What was the Columbian Exchange? 3. What food and animals came from the Old World? 4. What food and animals came from the New World? Social Studies Standards G.1.2.9 Distinguish between different kinds of maps: physical, political, historical H.6.2.13 Identify areas settled as a result of Christopher Columbus’ voyage. H.6.2.14 Identify Ferdinand & Isabella & their purpose in supporting Columbus: gold, silk, spices


Social Studies Focus Explorer’s Impact on Migration Bully Proofing Your School

Social Studies Content Lesson Plan: The Columbian Exchange

Columbian Exchange Map

Map of Continents and Oceans

Columbian Exchange Activity Reading Connections CLLG p. 54 Main Idea & Details Reading Selection on the Columbian Exchange Writing Connections One of the main consequences of Columbus’ voyages was the exchange of goods between the Old World (Europe) and the New World (the Americas). Write two to three sentences to support this statement. Assessment Columbian Exchange Activity Reading Selection Columbian Exchange—Main Idea and Details

Vocabulary

legend diagram voyage conflict communication transportation route

history route conflict technology New World Old World explorer Columbian Exchange

SCIENCE STANDARDS (October) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPT

http://sssecondgrade.wikispaces.com/file/view/Lesson%208%20Columbian%20Exchange%20Lesson.pdf/441245842/Lesson%208%20Columbian%20Exchange%20Lesson.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%208%20Columbian%20Exchange%20Map.pdf/441245692/Lesson%208%20Columbian%20Exchange%20Map.pdf

http://sssecondgrade.wikispaces.com/file/view/Map%20Continents%20Oceans.pdf/441245698/Map%20Continents%20Oceans.pdf

http://sssecondgrade.wikispaces.com/file/view/Lesson%208%20Columbian%20Exchange%20Activity.pdf/441245034/Lesson%208%20Columbian%20Exchange%20Activity.pdf

http://sssecondgrade.wikispaces.com/file/view/Reading%20Selection%20Columbian%20Exchanbe.pdf/442514572/Reading%20Selection%20Columbian%20Exchanbe.pdf






ESS.8.2.9 Read a Celsius thermometer ESS.10.2.1 Illustrate four moon phases: Full half crescent new ESS.10.2.2 Model the movement of Earth & its moon ESS.10.2.3 Contrast the visibility of the sun & moon PS.7.2.2 Compare temperatures using the Celsius scale NS.1.2.4 Estimate & measure length & temperature using International System of Units (SI)

Identify the relationship between the earth & the moon. Vocabulary: Contrast moon phases orbit

Reading support & Homework p61

(ch 8: science)

Why does the moon seem to change? Differentiate between Celsius & Fahrenheit.


D5= The Daily 5 EXT=Extending the CCSS (Insert at front of TE) VR= Vocabulary Reader SUW:=Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide HMH= Houghton Mifflin Harcourt

Elementary Literacy Department 2nd Grade Literacy & Integrated Content Revised 2014



CC.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.RL.2 Recount stories, including fables & folktales from diverse cultures, & determine their central message, lesson, or moral. CC.2.RL.7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

CC.2.RL.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

COMPREHENSION Skill: Understanding Characters Strategy: Summarize Genres : Folktales Essential Question: “What can you learn from the way a character acts?”

How Chipmunk Got His Stripes CC.2.RL.7 SB 258-278 Unit 2 EXT C3-C7 CLLG 56 T314-315, T318-327 & T338-339 Graphic Organizer #12 T-Map

Use G2U6 EXT pp. C4-C5 as reference for comparing SB 258-278 & SB280-282 CC.2.RL.9

Why Rabbits Have Short Tails CC.2.RL.2 SB 280-282 CLLG 57 T346-347 “Explore Traditional Tales” CC.2.SL.6. SB 283 T347 On Thin Ice CC.2.RL.7 T298-299 CLLG 47 Graphic Organizer #12 T-Map Strategy: Summarize, Projectable S6

Genre: Folktales, CLLG 103

Grab & Go: Weekly Test T262 Comprehension

CC.2.L.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

VOCABULARY Target Vocabulary Synonyms

WSG 118-119 Vocabulary in Context Cards 67-72 Instructional Strategy #16 Vocabulary Reader: Native American Folktales T368-369 T348-T349 Synonyms, Projectable 9.9 SUW 2-6 Vocabulary Maps, Tools 2-6b-c

Grab-and-Go Weekly Test T262 Vocabulary




CC.2.RF.3d Decode words with common prefixes and suffixes.

PHONICS Base words & endings -ed, -ing CV Syllable pattern

WSG Pgs. 56-57

Grab-and-Go Weekly Test T263 Phonics

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.2.L.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking

GRAMMAR Verbs in the present

T290-T291 Grab-and-Go Weekly Test T263 Grammar

CC.2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts & definitions to develop points, & provide a concluding statement or section. CC.2.W.5 With guidance & support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

WRITING Informational, Descriptive

SUW 4-7 Planning with an Informal Outline, Tools 4-7-1 thru 4-7-4, 4-7a SUW 9-8 factual descriptive, Tool 9-8d

SUW 10-15 Info. Paragraph Scoring Guide, Tool 10-15a (Reference, Instruction, & Assessment)

Social Studies Social Studies Focus/Vocab Materials/Links to Lessons

Unit: Movement/Migration Essential Question(s) 1. What causes living things to migrate? 2. What impact do people have on the area they settle? Guiding Question(s) 1. What do folktales tell us about cultures? Social Studies Standards G.2.2.1 Compare customs of another culture to one’s own G.2.2.2 Compare the lifestyle, dress, & occupations of Arkansans to people in other parts of the world G.1.2.6 Locate the 7 continents using a map or globe See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Life in the New World Native Americans Arkansas Native Americans Osage-Quapaw-Caddo Bully Proofing Your School

Social Studies Content Lesson Plan: Native American Folktales: An Examination of Characters and their Lessons Learned

Osage, Legend, and Arkansas History: Fact or Fiction Lesson Harcourt SS TE Look at Native American History pp 184-85 Reading Connections: CLLG p. 57 “Understanding Characters” Why Rabbits Have Short Tails How Chipmunk Got His Stripes Writing Connections: Using Native American symbols, retell How Chipmunk got his Stripes. Create a book on the Osage providing information & describing their lives. Assessment Native American Picture Story Assessment, Character T Chart What impact do people have on the area in which they settle? Cite evidence from what you have learned about Native Americans to answer this question.

Vocabulary

folktale migrate culture Native Americans legend

SCIENCE STANDARDS FOCUS/ESSENTIAL QUESTION MATERIALS & LINKS NOTEBOOK PROMPT

http://sssecondgrade.wikispaces.com/file/view/Native%20American%20Folktales%20Lesson.pdf/439378378/Native%20American%20Folktales%20Lesson.pdf

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ESS.8.2.1 Conduct investigations to distinguish among the following components of soil: Clay sand silt humus ESS.8.2.2 Recognize & discuss different properties of soil: Color, texture, water retention, ability to support plant growth PS.7.2.2 Compare temperatures using the Celsius scale

Why is soil different from place to place? Vocabulary: Properties, soil

Harcourt Science Leveled Readers: This Changing Earth On level

Analyze the types of soil. Which type is best for plant growth? Explain your thoughts.

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