grade 2 q1 16 … · web viewenglish language arts. 1. st ... demonstrates the ability to...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 1st Nine Weeks Grade 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2016/2017

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards


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The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Curriculum Maps, Grades K-2Shelby County Schools

2016/2017 of 31

http://tn.gov/education/article/english-language-arts-standards



● Begin by examining the selected text(s) and the target Reading Foundational Skills. Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements to help. ● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best

target the essential question and content for the week, as well as alignment to standards. ● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction and literacy stations.

Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some stories in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use


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that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://achievethecore.org/

http://achievethecore.org/



TDOE Curriculum Standards Evidence Statements Content & Tasks

Week 1-Lesson 1Reading Selections● Henry and Mudge (Lexile 240)● All in the Family (Lexile 530)Essential Question: What are the steps you take to be a responsible pet owner?


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Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading one-syllable words.RF.2.3b-Knows spelling-sound correspondences for additional vowel teams.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression successive readings.RF.2.4c-Use context to confirm or self-correct recognition and understanding, rereading as necessary.

Demonstrates the ability to distinguish short vowels when reading one-syllable words

Demonstrates the ability to decode and spell words with short vowel sounds

Demonstrates the ability to recognize and read grade appropriate high frequency words

Demonstrates the ability to read and comprehend grade appropriate text

Demonstrates the ability to fluently read grade level appropriate text with expression.

Demonstrates the ability to read and use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Fluency● Phonics: Words with Short Vowels a, i● CVC Syllable Pattern (closed syllable)● Fluency: Accuracy and Word Recognition● Decodable Readers:

We Camp, pp. 1-8

The Picnic Ants, pp. 9-16

Performance Assessments● Journeys Comprehensive Screening Assessment ● Journeys Grab-and-Go, Lesson 1 ● Journeys Cold Reads, Lesson 1● Teacher-created

Literacy Station Activities● Phonics/word study station: Journeys Word Study flip chart,

Lesson 1, build, read, sort, words with short vowels, additional optional activities:http://www.fcrr.org/studentactivities/P_016b.pdf

● Fluency station (optional): performance reading, timed readings, high-frequency word practice, decodable readers

Reading Literature and Informational TextRL.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.

Related Science StandardGLE 0207.2.3 Identify basic ways that plants and animals

Provides a description of how words and phrases supply rhythm and meaning in a story, poem, or song.

Provides a description of the overall structure of a story, including how the beginning introduces the story and how the ending concludes the action.

Performance Assessments ● Journeys Progress Monitoring, Lesson 1 ● Journeys Grab-and-Go, Lesson 1 ● Teacher-created

Text Dependent Questions How do Henry’s feelings change at the end of the story? Explain

why. (key details) Describe the illustration on page 20. Explain how it supports the

text on page 21. (text structure) What words does the author use to describe Mudge?


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http://www.fcrr.org/studentactivities/P_016b.pdf%20




depend on each other. (vocabulary/author word choice) After reading pages 16 and 17, how would you describe the main

character? Give evidence to support your claims. (opinions)

Literacy Station Activities● Comprehension station: Journeys Comprehension flip chart,

Lesson 1, story map, story retelling sequence cards, additional optional activities: http://www.fcrr.org/studentactivities/c_010b.pdf

Writing/ResearchW.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 word words to signal event order, and provide a sense of closure.W.2.5-Focus on a topic and strengthen writing by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Recounts a well-elaborated event in a narrative writing.

Recounts a short sequence of events in a narrative writing. Includes details to describe actions, thoughts, and feelings in a narrative writing.

Uses temporal words to signal event order in a narrative writing.

Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing. Recalls information from experiences to answer a

question in writing. Gathers information from provided sources to

answer a question in writing.

Routine Writing● Write simple sentences in response to literature● List three details from a story. ● Daily Proofreading Practice● Projectables 1.3, 1.7, 1.9

Writing TasksHenry found a perfect pet for himself in the story Henry and Mudge when he received Mudge as a special gift. At the end of the story, Mudge was a very big dog. Write a paragraph to describe how Henry may be feeling and what he will have to do now to take care of her and be a responsible pet owner.

Speaking and ListeningSL.2.1a-Follow rules for discussion (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 text read aloud or information presented orally, or through other

Demonstrates the ability to participate in collaborative conversations with diverse partners on grade 2 topics and texts in both small and large groups.

Demonstrates the ability to follow agreed-upon rules for discussion.

Demonstrates ability to build on others’ talk in conversations by linking their comments to the remarks of others.

Demonstrates ability to ask for clarification and further explanation as needed about topics and texts

Performance Assessments ● Journeys Progress Monitoring, Lesson 1● Journeys Grab-and-Go, Lesson 1 ● Teacher-created ● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines: Lesson 1● Recount key ideas from the text read aloud The Perfect Pet TE pp. T14-T15


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media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

discussed. Demonstrates ability to recount or describe key

ideas or details from text read aloud. Demonstrates the ability to produce complete

sentences appropriate to task and situation in order to provide requested detail or clarification.

LanguageL.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.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Demonstrates the ability to identify and use subjects and predicates in simple sentences.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries

Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.

Vocabulary● Daily Vocabulary Boost, Lesson 1

Vocabulary for Explicit Instruction subject, predicate, weighed, stood, collars, row, crown, stuck http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities● Vocabulary station: place words in ABC order, use a glossary,

additional optional activities:http://www.fcrr.org/studentactivities/v_025b.pdf

Language Arts● Alphabetical Order Projectable 1.8● Subjects Projectable 1.2● Predicates Projectable 1.5

Performance Assessments ● Journeys Progress Monitoring, Lesson 1● Journeys Grab-and-Go, Lesson 1 ● Teacher-created

Week 2-Lesson 2Reading Selections


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http://www.fcrr.org/studentactivities/v_025b.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf





● My Family (Lexile 520)● Family Poetry (NP)Essential Question: What are some things that families like to do together?

Reading Foundational SkillsRF.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.2.3f-Recognize and read irregularly spelled words.RF2.4a-Read grade-text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Demonstrates the ability to distinguish short vowels when reading one-syllable words

Demonstrates the ability to decode and spell words with short vowel sounds

Demonstrates the ability to recognize and read grade appropriate high frequency words

Demonstrates the ability to read and comprehend grade appropriate text


Phonics and Fluency● Phonics: Words with Short Vowels o, u, e● CVC Syllable Pattern● Fluency: Accuracy in Connected Text ● Read Decodable Readers (Journeys):

Bud, Ben, and Roz

The Funny Hat Contest

Performance Assessments ● Journeys Progress Monitoring, Lesson 2 ● Journeys Grab-and-Go, Lesson 2● Journeys Cold Reads, Lesson 2 ● Teacher-created


Lesson 2, build, write words with short vowels o,u,e, review previously taught skills, additional optional activities:http://www.readingrockets.org/content/pdfs/syllabication.pdf


Reading Literature and Informational TextRL.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated liens) supply rhythm and meaning in a story, poem, or song. RL.2.7-Use information from illustrations and words in a print or digital text to demonstrate understanding of characters, setting, or plot.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


Demonstrates understanding of characters, setting, or plot of a print or digital text by using information gained from the illustrations and words of the text.

Provides a description of the connection between a series of historical events in a text.

Provides a description of the connection between a series of scientific concepts or steps in technical

Performance Assessments ● Journeys Progress Monitoring, Lesson 2 ● Journeys Grab-and-Go, Lesson 2 ● Teacher-created

Text Dependent Questions Who is telling the story? How do you know? (general

understanding) What does the diagram on page 48 show? What does the author


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http://www.readingrockets.org/content/pdfs/syllabication.pdf




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 images contribute to and clarify text.

procedures in a text. Provides an explanation of how specific images

contribute to and/or clarify a text.

include the diagram in the text? (text structure) How does Camila feel about her family members? How do you

know? (inference) After reading the story, how would you describe Camila’s family?

Use evidence from the text to support your answer? (opinions)

Literacy Station Activities

● Comprehension station: Journeys Comprehension flip chart, Lesson 2, compare/contrast, T-chart or Venn diagram, additional optional activities:http://www.fcrr.org/studentactivities/c_008c.pdf

Writing/ResearchW.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 word words to signal event order, and provide a sense of closure.W.2.5-Focus on a topic and strengthen writing by revising and editing.


Recounts a short sequence of events in a narrative writing.

Includes details to describe actions, thoughts, and feelings in a narrative writing.

Uses temporal words to signal event order in a narrative writing.

Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing.

Routine Writing● Write simple sentences in response to literature● List three details from a story. ● Daily Proofreading Practice● Projectables 2.3, 2.7, 2.9, 2.10

Writing TasksIn the story My Family, Camila talks about what her family likes to do together. With a partner, take turns telling a story about what your family likes to do, that is the same that Camila’s family does. After you share your story with your partner, illustrate and write your story, describing how you feel when your family does the activity.

Speaking and ListeningSL.2.1a-Follow rules for discussion (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.SL2.3-Ask and answer questions about what a speaker




Demonstrates ability to ask for clarification and

Performance Assessments ● Journeys Progress Monitoring, Lesson 2● Journeys Grab-and-Go, Lesson 2● Teacher-created ● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines: Lesson 2


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http://www.fcrr.org/studentactivities/c_008c.pdf




says in order to clarify comprehension gather additional information or deepen understanding of a topic of issue.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

further explanation as needed about topics and texts discussed.

Demonstrates ability to 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.

Demonstrates the ability to produce complete sentences appropriate to task and situation in order to provide requested detail or clarification.

LanguageL.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.2.2d-Generalize learned spelling patterns when writing words.L.2.3a-Compare formal and informal uses of English.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.


Demonstrates command of the conventions of Standard English of learned spelling patterns when writing words.

Demonstrates the ability to use knowledge of language and its conventions when writing, speaking, reading or listening.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.


Vocabulary for Explicit Instruction

glossary, crown, word order, spend, stuck, visit http://achievethecore.org/content/upload/



Literacy Station Activities

Vocabulary station: glossary use, arrange sentences, complete sentence stems, use words with multiple meanings, additional optional activities:http://www.fcrr.org/studentactivities/v_019b.pdf

Language Arts● Is It a Sentence? Projectable 2.2● Word Order in Sentences Projectable 2.5● Journeys Reader’s Notebook

Performance Assessments● Journeys Progress Monitoring, Lesson 2


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TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Grab-and-Go, Lesson 2● Teacher-created

Week 3-Lesson 3Reading Selection(s) Dogs (Lexile 430) Helping Paws (Lexile 660)Essential Question: What do owners need to provide for pets to keep them happy and healthy?

Reading Foundational SkillsRF.2.3a-Distinguish long and short vowels when reading one-syllable words.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Demonstrates the ability to distinguish short vowels when reading one-syllable words.

Demonstrates the ability to use letter-sound knowledge to identify words with inconsistent but common spelling correspondences.

Demonstrates the ability to read and comprehend grade appropriate text.


Phonics and Fluency● Phonics: Long Vowels a, i● Sounds for c● Fluency: Self-Correct for Accuracy ● Read Decodable Reader (Journeys) City Ride

Mice Can Race

Performance Assessments ● Journeys Progress Monitoring, Lesson 3● Journeys Grab-and-Go, Lesson 3 ● Journeys Cold Reads, Lesson 3● Teacher-created


Lesson 3, build, write words with long vowels, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/P_016b.pdf


Reading Literature and Informational TextRI.2.3-Describe the connection between a series of historical events, scientific ideas, or steps in technical procedures in a text.RI.2.6 Identify the main purpose of a text, including what the



Demonstrates the ability to read and comprehend

Performance Assessments● Journeys Progress Monitoring, Lesson 3 ● Journeys Grab-and-Go, Lesson 3 ● Teacher-created


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http://www.fcrr.org/studentactivities/P_016b.pdf




author wants to answer, explain, or describe. RI.2.7 Explain how images contribute to and clarify text.

grade appropriate text. Demonstrates the ability to read and use context to

confirm or self-correct word recognition and understanding, rereading as necessary.

Text Dependent Questions Explain the importance of dog collars and leashes. (key details) How do chew toys help dogs? (general understanding) Why did the author use the comparisons on page 81 to describe

the size of a dog? (vocabulary and text structure) What does the word “fetch” mean on page 89? (vocabulary and

text structure) Why did the author write the passage Dogs? What does the

author want us to know? Use evidence from the text for your answer. (author’s purpose)

Give examples from the text and illustrations on page 76-77 that helped you determine what kind of pet the author is describing. (inference)


Lesson 3, author’s purpose, compare and contrast with a partner, additional optional activities:http://www.fcrr.org/studentactivities/c_031c.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Read

ing

Level 1: EnteringIdentify whether the author’s purpose is to explain or describe by pointing to pictures that represent an explanation or description.

Level 2: EmergingIdentify whether the author’s purpose is to answer, explain, or describe by using matching phrases and short sentences with pictures and purpose.

Level 3: DevelopingIdentify whether the author’s purpose is to answer, explain, or describe producing simple sentences using repetitive structures and key, content-based vocabulary.

Level 4: ExpandingIdentify whether the author’s purpose is to answer, explain, or describe, producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingIdentify whether the author’s purpose is to answer, explain, or describe using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/ResearchW.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 word words to signal event order, and provide a


Recounts a short sequence of events in a narrative writing.

Includes details to describe actions, thoughts, and

Routine Writing● Write simple descriptive sentences in response to literature● List three details from a story. ● Daily Proofreading Practice


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http://www.livebinders.com/play/play?id=1089921%20





sense of closureW.2.5-Focus on a topic and strengthen writing by revising and editingW.2.8-Recall information from experiences or gather information to answer a question

feelings in a narrative writing. Uses temporal words to signal event order in a

narrative writing. Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing. Recalls information from experiences to answer a

question in writing. Gathers information from provided sources to


● Projectables 3.3, 3.7, 3.9

Writing TasksIn the story Dogs, the author describes a dog and tells what the owner does to keep the dog happy and healthy. Write a few sentences about the events in the story. Use words like first, next, then, and last to show the order that the events happened in the story.

Speaking and ListeningSL.2.1a-Follow rules for discussion (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 text read aloud, information presented orally, or through other media.SL2.3-Ask and answer questions about what a speaker says in order to clarify comprehension gather additional information or deepen understanding of a topic of issue. SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.




Demonstrates ability to ask for clarification and further explanation as needed about topics and texts discussed.

Demonstrates ability to recount or describe key ideas or details from text read aloud.

Demonstrates ability to 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.

Demonstrates the ability to produce complete sentences appropriate to task and situation in order to provide requested detail or clarification.

Performance Assessments● Journeys Progress Monitoring, Lesson 3● Journeys Grab-and-Go, Lesson 3 ● Teacher-created ● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines : Lesson 3

LanguageL.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.2.2d-Generalize learned spelling patterns when writing words.


Demonstrates command of the conventions of Standard English of learned spelling patterns when writing words.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using sentence-level context as a


Vocabulary for Explicit Instruction● compare, contrast, purpose, litter, clipped, chews, coat http://achievethecore.org/content/upload/


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L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5a-Identify real-life connections between word and their use

clue to the meaning of a word or phrase. Demonstrates the ability to determine or clarify the

meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.




Literacy Station Activities Vocabulary station: multiple-meaning words, using context with

multiple-meaning words, illustrate words, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/v_016b.pdf

Language Arts Multiple-Meaning Words● Projectables 3.2, 2.5

Performance Assessments Journeys Progress Monitoring, Lesson 3 Journeys Grab-and-Go, Lesson 3 Teacher-created

Week 4-Lesson 5Reading Selection(s)● Teacher’s Pets (Lexile 590)● See Westburg by Bus! (Lexile 640)Essential Question: What makes a school a community?

Reading Foundational SkillsRF.2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3f - Recognize and read grade-appropriate irregularly spelled words.RF.2.4a - Read grade-level text with purpose and understanding.RF2.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Demonstrates the ability to recognize and read grade appropriate high frequency words.



Phonics and Fluency● Phonics: Long Vowels o, u, e● Consonant Blends with r, l, s● Fluency: Intonation ● Phonics: Consonant Blends with r, l, s● Phrasing: Punctuation● Read Decodable Reader:

Flint Cove Clambake


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Performance Assessments● Journeys Progress Monitoring, Lessons 4-5 ● Journeys Grab-and-Go, Lessons 4-5● Journeys Cold Reads, Lessons 4-5 ● Teacher-created


Lessons 4-5, consonant blends, elkonin boxes, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/F_010b.pdf

● Fluency station (optional): performance reading, timed readings, high-frequency word practice

Reading Literature and Informational TextR.L.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.R.L.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.


Demonstrates understanding of characters, setting, or plot of a print or digital text by using information gained from the illustrations and words of the text.

Performance Assessments ● Journeys Progress Monitoring, Lesson 4-5● Journeys Grab-and-Go, Lesson 4-5● Teacher-created

Text Dependent Questions Why do the neighbors want Red the rooster to stay at school?

(general understanding) How would you describe the types of pets brought to school?

(general understanding) Notice the words on the illustration on page 161. How do these

words support what the author is saying? (text structure) Why does Miss Fry say “How lucky for me” at the end of the

story? (inference) After reading page 156, how would you describe Miss Fry? Use

details from the text to support your answer. (inference)


Lesson 5, story map, retelling cards, illustrate a story or word from a story, review previously taught skills, additional optional activities:


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http://www.fcrr.org/studentactivities/F_010b.pdf





Writing/ResearchW.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.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.W.2.8 - Recall information from experiences or gather information from provided sources to answer a question.

• Recounts a well-elaborated event in a narrative writing.

• Recounts a short sequence of events in a narrative writing.

• Includes details to describe actions, thoughts, and feelings in a narrative writing.

• Uses temporal words to signal event order in a narrative writing.

• Provides a sense of closure when writing a narrative.

• Provides writing that is focused on a topic.• Strengthens writing as needed when revising and

editing.• Uses a variety of digital tools to produce and publish

writing. • Collaborates with peers to produce and publish

writing, using a variety of digital tools.• Recalls information from experiences to answer a

question in writing. • Gathers information from provided sources to


Routine Writing● Write simple sentences in response to literature● Participate in shared writing experiences● Short and/or daily/weekly writing● Daily Proofreading Practice● Journeys Projectables 5.3,5.8● Journeys Grab-and- Go

Writing TasksThe story Teacher’s Pets shows how a school is like a community. Write a story about how your class is like a community, using details from the story. Share your story with a partner for feedback and revise your story. After you revise your story, type your story on the computer.

Speaking and ListeningSL.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.

• Demonstrates the ability to participate in a collaborative conversation with diverse partners about topics and texts.

• Demonstrates the ability to follow rules for discussions.

• Demonstrates the ability to continue conversation through multiple exchanges.

• Demonstrates the ability to confirm understanding of a text read aloud by answering and asking questions about key details.

• Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.

• Demonstrates the ability to request clarification if something is not understood.

• Demonstrates the ability to ask and answer

Performance Assessments● Journeys Progress Monitoring, Lesson 5● Journeys Grab-and-Go, Lesson 5 ● Teacher-created● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines : Lesson 5


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SL.2.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

questions to seek help, get information, or clarify something that is not understood.

• Demonstrates the ability to produce complete sentences appropriate to task and situation in order to provide requested detail or clarification.

LanguageL.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).L2.2e - Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.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.2.4e - Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.5a - I Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).


Consult reference materials, including beginning dictionaries.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple -meaning words and phrases by using a known root word as a clue to the meaning of the unknown word with the same root.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.



Lesson Vocabulary

● wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly

http://achievethecore.org/content/upload/ Liben_Vocabulary_Article.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and- how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: dictionary/glossary, plural nouns concept map,

sentence maker, review previously taught skills, additional optional activities:http://www.readingrockets.org/content/pdfs/Possible_Sentences.pdfhttp://www.fcrr.org/studentactivities/v_036b.pdf

Language Arts● One and More Than One Projectable 5.2● Making Nouns Plural 5.5

Performance Assessments for both ● Journeys Progress Monitoring, Lesson 5● Journeys Reader’s Notebook, Lesson 5


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http://www.readingrockets.org/content/pdfs/Possible_Sentences.pdf

http://www.readingrockets.org/content/pdfs/Possible_Sentences.pdf







TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Grab-and-Go, Lesson 5 ● Teacher-created

Weeks 5-6-Lesson 6Reading Selection(s)● Animals Building Homes (Lexile 630) *See TWAG in Appendix ● Whose Home Is This? (Lexile 730)Essential Question: What are animal homes like? (placeholder)

Reading Foundational SkillsRF.2.3f-Recognize and read grade-appropriate irregularly spelled words. RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression.




Phonics and Fluency● Phonics: Consonant Blends with r, l, s● Phrasing: Punctuation

● Phonics: Common Final Blends: nd, ng, nk, nt, ft, xt, mp● Fluency: Expression● Read Decodable Reader:

A Job for Bob Baby Animals

Performance Assessments● Journeys Reader’s Notebook, Lessons 5-6● Journeys Progress Monitoring, Lessons 5-6 ● Journeys Grab-and-Go, Lessons 5-6 ● Journeys Cold Reads, Lessons 5-6 ● Teacher-created


Lessons 5-6, read and wort words with common final blends, http://www.fcrr.org/studentactivities/F_015b.pdfhttps://www.engageny.org/ccls-ela/rf24a

● Fluency station (optional): performance reading, timed readings, high-frequency word practice

Reading Literature and Informational TextRI.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,

• Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.

Demonstrates knowledge and use of text features (e.g. captions, bold print, subheadings, glossaries,

Performance Assessments● Journeys Weekly Assessment, Lessons 5-6● Journeys Reader’s Notebook, Lessons 5-6


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https://www.engageny.org/ccls-ela/rf24a

http://www.fcrr.org/studentactivities/F_015b.pdf




bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.9-Compare and contrast the most important points presented by two texts on the same topic.

Related Science StandardGLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals.

indexes, electronic menus, icons) to locate key facts or information in a text.

Provides a comparison and contrast of the most important points presented by two texts on the same topic.

● Journeys Progress Monitoring, Lessons 5-6● Journeys Grab-and-Go Assessments, Lessons 5-6● Teacher-created

Text Dependent Questions Explain why animals need homes. (key details) Compare and contrast how termites and polyps work together.

(key details) What is a lodge? What sentences in the text help you determine

the meaning? (vocabulary) Read the headings in purple throughout the passage. Explain how

these headings are related to the title Animals Building Homes. (text structure)

Think about the most important details from Animals Building Homes and Whose Home is This? What are some common facts learned from each passage? How does the structure of each passage differ? (intertextual connections)


Lessons 5-6, text and graphic features, context clues, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_033b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.5: Know and use text features to locate facts or information.

Read

ing

Level 1: EnteringMatch to the text features using independent level texts with support from illustrations, environmental print or an illustrated word bank.

Level 2: EmergingIdentify text features from familiar text with a partner.

Level 3: DevelopingLocate information using text features and graphic organizers with a partner.

Level 4: ExpandingAssociate key facts from informational text to appropriate text features with small group support.

Level 5: BridgingLocate information relevant to a given topic using text features using detailed sentences of varying length and content-based vocabulary.


Writing/ResearchW.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

• Introduces a topic in an informational or explanatory text.

• Uses facts and definitions to develop points in an

Routine Writing● Write simple sentences in response to literature


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http://www.livebinders.com/play/play?id=1089921

http://www.fcrr.org/studentactivities/c_033b.pdf




points, and provide a concluding statement or section. 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. 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.

informational or explanatory text. • Provides a concluding statement or section in an

informational or explanatory text. • Uses a variety of digital tools to produce and publish

writing. • Collaborates with peers to produce and publish

writing, using a variety of digital tools.• Participates in shared research and writing projects. • Recalls information from experiences to answer a

question in writing. • Gathers information from provided sources to


● Participate in shared writing experiences● Short and/or daily/weekly writing● Daily Proofreading Practice● Journeys Projectables 6.3, 6.9, 6.10● Journeys Grab-and- Go

Writing Tasks*See TWAG

Speaking and ListeningSL.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.2.3-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.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.




• Demonstrates the ability to ask and answer questions to seek help, get information, or clarify something that is not understood.

• Demonstrates ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


Performance Assessments● Journeys Progress Monitoring, Lesson 6● Journeys Grab-and-Go, Lesson 6● Teacher-created● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines : Lesson 6● Recount key ideas from the text Read Aloud City Life Is for the Birds TE pp. T14-T15

LanguageL.2.1a-Use collective nouns (e.g., group). L.2.1b-Form and use frequently occurring irregular plural

• Demonstrates the ability to use collective nouns.• Demonstrates the ability to use the past tense of

frequently occurring irregular plural nouns.• Demonstrates command of the conventions of

Vocabulary● Daily Vocabulary Boost, Lesson 6● *TWAG


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nouns (e.g., feet, children, teeth, mice, fish).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).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.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Standard English of learned spelling patterns when writing words.

• Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase.

• Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases when a known prefix is added to a known word.

• Demonstrate the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.

Vocabulary for Explicit Instruction● shaped, branches, beaks, deepest, break, context clue, winding http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: define words by context clues, illustrate plural

nouns, word map, review of previously taught skills, additional optional activities:http://www.readingrockets.org/content/pdfs/wordmap.pdf

Language Arts● Journeys More Plural Nouns Projectables 6.2, 6.5● Journeys Reader’s Notebook, Lesson 6

Performance Assessments● Journey’s Weekly Assessment, Lesson 6● Journeys Reader’s Notebook, Lesson 6● Journeys Grab-and-Go, Lesson 6

Week 7- Lesson 7Reading Selection(s)● The Ugly Vegetables (Lexile 590)● They Really Are Giant? (Lexile 790)Essential Question: What do plants need in order to survive?

Reading Foundational SkillsRF.2.3f-Recognize and read grade-appropriate irregularly spelled words. RF.2.4a-Read grade-level text with purpose and understanding.



Demonstrates the ability to fluently read grade level

Phonics and Fluency● Phonics: Double Consonants and ck● Double Consonants (CVC)● Fluency: Accuracy: Connected Text


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http://www.readingrockets.org/content/pdfs/wordmap.pdf








RF.2.4b-Read grade-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.

appropriate text with expression. Demonstrates the ability to read and use context to

confirm or self-correct word recognition and understanding, rereading as necessary.

● Read Decodable Readers:Jill and Mack

Rabbit’s Muffins

Performance Assessments● Journeys Weekly Assessment, Lesson 7● Journeys Reader’s Notebook, Lesson 7● Journeys Progress Monitoring, Lesson 7 ● Journeys Grab-and-Go, Lesson 7● Journeys Cold Reads, Lesson 7 ● Teacher-created


Lesson 7, sort by category, review previously taught skills, additional optional activities: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ skill 4, ck


Reading Literature and Informational TextRL.2.3-Describe how characters in a story respond to major events and challenges.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.2.4-Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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.2.9-Compare and contrast the most important points presented by two texts on the same topic.

Provides a description of how characters in a story respond to major events.

Provides a description of how characters in a story respond to challenges.


Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.

Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides an explanation of how specific images contribute to and/or clarify a text.

Provides a comparison and contrast of the most important points presented by two texts on the same topic.

Performance Assessments● Journeys Weekly Assessment, Lesson 7● Journeys Reader’s Notebook, Lesson 7● Journeys Progress Monitoring, Lesson 7● Journeys Grab-and-Go, Lesson 7● Teacher-created

Text Dependent Questions After reading page 231, explain some of the steps the characters

took to prepare and take care of their garden. (key details) Why did mother draw pictures to put in the garden? (general

understanding) Why did the main character feel sad when looking at her garden?

(general understanding) Why does the author include words in parenthesis on page 238?

(text structure) Reread page 239. How does the author describe the neighbors’


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http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/





Related Science StandardGLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.

reactions? What conclusions can you draw from the author’s statement “like they were trying to eat the smell” on page 239? (inferences)

How would you describe the neighborhood in the story? Use evidence from the text to support your opinions (opinions)


Lesson 7, story map or other graphic organizer, drawing conclusions, retelling cards, journal writing, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_008c.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.2.3: Describe how characters in a story respond to major events and challenges.

Read

ing

Level 1: EnteringMatch illustrated characters’ traits or feelings to characters from a simple illustrated story.

Level 2: EmergingMatch phrases or simple sentences that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 3: DevelopingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 4: ExpandingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from a story.

Level 5: BridgingMatch paragraphs with technical or abstract content language that describe characters’ traits, motivations and/or feelings to the correct character.


Writing/ResearchW.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.


• Uses facts and definitions to develop points in an informational or explanatory text.

• Provides a concluding statement or section in an informational or explanatory text.

• Provides writing that is focused on a topic.• Strengthens writing as needed when revising and

editing.

Routine Writing● Write simple sentences in response to literature● Participate in shared writing experiences● Short and/or daily/weekly writing● Daily Proofreading Practice● Journeys Projectables 7.3, 7.9● Journeys Grab-and- Go

Writing TasksWrite an informative paragraph sequencing the steps needed for a plant to survive (grow). Use evidence and vocabulary from the text to support your writing. Complete your paragraph with a concluding sentence.


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Speaking and ListeningSL.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.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.





• Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.



Performance Assessments● Journeys Progress Monitoring, Lesson 6● Journeys Grab-and-Go, Lesson 6● Teacher-created● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines : Lesson 6● Recount key ideas from the text Read Aloud Trouble in the Lily Garden! TE pp. T112-T113

LanguageL.2.2a-Capitalize holidays, product names, and geographic names. L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

• Demonstrates command of the conventions of standard English.


• Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.

• Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.


Vocabulary for Explicit Instruction● blooming, shovels, tough, scent, plain, stems http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-

detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: context clues, dictionary/glossary use, illustrate

proper nouns, word sort, review of previously taught skills, additional optional activities:http://www.readingrockets.org/content/pdfs/26_semantic-gradients.pdf


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http://www.readingrockets.org/content/pdfs/26_semantic-gradients.pdf

http://www.readingrockets.org/content/pdfs/26_semantic-gradients.pdf








Language Arts● Journeys Proper Nouns Projectables 7.2, 7.5● Journeys Reader’s Notebook, Lesson 7

Performance Assessments ● Journey’s Weekly Assessment, Lesson 7● Journeys Reader’s Notebook, Lesson 7● Journeys Grab-and-Go, Lesson 7

Weeks 8-9-Lesson 8Reading Selections

● Super Storms (Lexile 720) *See TWAG in appendix● Weather Poems (NP)Essential Question: How can storms be dangerous? (place holder)

Reading Foundational SkillsRF.2.3e -Know and apply grade-level phonics and word analysis skills in decoding words; Identify words with inconsistent but common spelling-sound correspondences. RF.2.3f -Know and apply grade-level phonics and word analysis skills in decoding words; Recognize and read grade-appropriate irregularly spelled words. RF.2.4a -Read with sufficient accuracy and fluency to support comprehension; read grade-level text with purpose and understanding. RF.2.4b -Read with sufficient accuracy and fluency to support comprehension; read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.





Phonics and Fluency Consonant Digraphs: th, sh, wh, ch, tch, ph Base words and endings –s, -ed, ing Read Decodable Reader:

Splish! Splash! Whales pp. 33-40

Drifting Up, Up, Up pp. 41-48 Fluency: Rate TE pg.T219 Fluency: Rate Projectable 8.6

Performance Assessments Journeys Progress Monitoring, Lesson 8 Journeys Reader’s Notebook, Lesson 8 Journeys Grab-and- Go, Lesson 8 Journeys Cold Reads, Lesson 8

Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson

8, sort consonant digraphs, create word chain, review previously taught skills, additional optional activities: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-


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lessons/ Skill 4 Fluency station (optional): performance reading, timed readings,

high-frequency word practice

Reading Literature and Informational TextRL.2.4 –Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning. 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.2.7- Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Provides an identification of the main topic of a multi-paragraph text.

Provides an identification of the focus of specific paragraphs within a multi-paragraph text.

Provides a description of the connection between a series of historical events in a text.

Provides a description of the connection between a series of scientific concepts or steps in technical procedures in a text.

Provides an explanation of how specific images contribute to and/or clarify a text.

Performance Assessments● Journeys Progress Monitoring, Lesson 8● Journeys Grab-and-Go, Lesson 8 ● Teacher-created

Text Dependent Questions The author describes thunderstorms and hailstones on pages 271-

272. What kinds of damages do these storms cause? (key details) Explain the difference between a tornado watch and a tornado

warning? (vocabulary, general understanding) How does the author describe thunderstorms? Use evidence from

pages 269-271 to support your answer? (vocabulary) Look at the map on pages 274-275. Why did the author include

this map in the text? How does it help support the author’s purpose? (author’s purpose, text structure)

What are some words you can use from the text to help you visualize the storms discussed in the passage? (vocabulary)

Why does the author say “Hurricanes are the deadliest storms in the world”? (inference)

Compare the poems “Night Drumming for Rain” and “Weather” on pages 286-288. How do the authors of each poem help us visualize as we read? (intertextual connections, vocabulary, text structure)

Literacy Station Activities● Comprehension station: Journeys Comprehension flip chart, Lesson

8, flow chart main idea and details, graphic organizers, illustrate a story, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_013b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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http://www.fcrr.org/studentactivities/c_013b.pdf






Model Performance Indicator for RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Read

ing

Level 1: EnteringDescribe connections between a series of historical events in L1 and/or match pictures with information using single words or phrase patterns and general, content-related vocabulary.

Level 2: EmergingDescribe connections between a series of historical events in L1 and/or identify important information from using phrases and short sentences with formulaic patterns and general, content-based vocabulary.

Level 3: DevelopingDescribe connections between a series of historical events using simple sentences with repetitive structures and key, content-based vocabulary.

Level 4: ExpandingDescribe connections between a series of historical events using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingDescribe connections between a series of historical events using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


Writing/ResearchW.2.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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.

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).


• Uses facts and definitions to develop points in an informational or explanatory text.

• Provides a concluding statement or section in an informational or explanatory text.

• Uses a variety of digital tools to produce and publish writing.

• Collaborates with peers to produce and publish writing, using a variety of digital tools.

• Participates in shared research and writing projects.

Routine Writing● Write simple sentences in response to literature● Participate in shared writing experiences● Short and/or daily/weekly writing● Daily Proofreading Practice● Projectables 8.3, 8.7, 8.9, 8.10● Journeys Grab and Go

Writing Tasks*See TWAG

Speaking and ListeningSL.2.1a-Follow rules for discussion (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 text read aloud, information presented orally, or through other media.





• Demonstrates the ability to confirm understanding of information presented orally or through other media

Performance Assessments● Journeys Progress Monitoring, Lesson 6● Journeys Grab-and-Go, Lesson 6● Teacher-created● Classroom routines and procedures● Responsive classroom activities such as Morning Meeting● Opening Routines : Lesson 6● Recount key ideas from the text read aloud

Floods: Dangerous Water TE pp. T214-T215


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SL2.3-Ask and answer questions about what a speaker says in order to clarify comprehension gather additional information or deepen understanding of a topic of issue. SL.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

by asking and answering questions about key details.


• Demonstrates the ability to ask and answer questions to seek help, get information, or clarify something that is not understood.

• Demonstrates ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


LanguageL.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil). L.2.4a - Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4d-Use knowledge of individual words to predict meaning of compound words.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5a-Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

• Demonstrates command of the conventions of Standard English of learned spelling patterns when writing words.


• Demonstrates the ability to determine or clarify the meaning of unknown and multiple -meaning words and phrases by using the knowledge of individual words to predict the meaning of compound words.

• Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using glossaries and beginning dictionaries.

• Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.

Vocabulary● Daily Vocabulary Boost, Lesson 8● *TWAG

Vocabulary for Explicit Instruction● compound word, inform, cause/effect, damage, bend, flash, equal http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: word sort of compound words, illustrate

multiple meaning words, introduce digital glossary, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/v_009b.pdf

Language Arts: Compound Words


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● Action verbs Projectables 8.2, 8.5● Journeys Reader’s Notebook, Lesson 8

Performance Assessments ● Journeys Progress Monitoring, Lesson 8● Journeys Grab-and-Go, Lesson 8● Teacher-created


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grade 2 q1 16 … · web viewenglish language arts. 1. st ... demonstrates the ability to...

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