language arts second grade - welcome to okaloosa county school

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Second Grade

Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer


Curriculum Guide for Language Arts

REV 052012 Second Grade Language Arts

CONTENTS

Mission Statement..................................................................................................................................................................... 3

Suggestions for Implementing Curriculum Guides ................................................................................................................ 3

Florida Department of Education Website ............................................................................................................................. 3

OCSD Curriculum and Pacing Guide ∞ Overview ............................................................................................................ 4

Reading Standards for Informational Text K–5 ..................................................................................................................... 5

Language Arts Curriculum Guide ....................................................................................................................................... 6

Quarter 1................................................................................................................................................ 6

Quarter 2................................................................................................................................................ 9

Quarter 3.............................................................................................................................................. 12

Quarter 4.............................................................................................................................................. 14

OCSD’s Elementary Comprehensive Literacy Model Overview ........................................................................................ 16

Language Arts K-5 Resources............................................................................................................................................... 19

Writing Pacing Guide ........................................................................................................................................................... 20

Writing Resources ................................................................................................................................................................... 24

Curriculum / Assessment / Monitoring Information from FLDOE....................................................................................... 25

Additional Literature (by writing process topic, by grade level) ....................................................................................... 26




Mission Statement Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level,

Implement the OCSD Comprehensive Balanced Literacy Model,

Enhance the curriculum by using resources and instructional technology, and

Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

Collaborate with the reading leadership team to maximize school resources and expertise,

Document questions and suggestions for improvement of the Curriculum Guide,

Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

http://www.floridastandards.org/homepage/index.aspx




OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready

access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their

guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or

school needs.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Reading Standards for Informational Text K–5

Grade 2 students

Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

3. Describe how characters in a story respond to major events and challenges.

Craft and Structure 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge

and Ideas 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of

its characters, setting, or plot.

8. (Not applicable to literature)

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or

from different cultures.

Range of Reading and

Level of Text Complexity

10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text

complexity band proficiently, with scaffolding as needed at the high end of the range.



REV 052012 Second Grade Language Arts – Quarter 1

Language Arts Curriculum Guide

Quarter 1 Students will come with prior knowledge of many of these standards. Many of these standards have been previously addressed in earlier grades and only need to be reviewed.

Benchmark Focus Skill Progress Monitoring and

Assessment Schedule Additional Reading Resources

Open: Specific to teacher,

grade, subject, school

LA.2.1.4.1/2.RFS.3 Use knowledge of spelling patterns. LA.2.1.4.3/2.RFS.3 Decode phonetically regular one-syllable . LA.2.1.4.3/2.RFS.3 Decode phonetically regular multi-syllable words in isolation and in context. LA.2.1.4.4/2.RFS.3 Identify words with special vowel spellings. LA.2.1.5.1/2.RFS.3 Apply letter sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context. LA.2.1.4.8/2.RFS.4 Use self-correction when subsequent reading indicates an earlier misreading. LA.2.1.4.2/2.RFS.3 Apply knowledge of spelling patterns to identify syllables.

Phonics

Short vowels

Long vowels with silent e

pattern

Short e, short o, short u

Blend and build words with

short and long a

Word families

Syllables

Reading rate

Vocabulary:

Dictionary

Word parts

Inflected verbs

Word families

Blend and build words with

short and long a

Comprehension:

Character and setting

Plot

Main idea and details

Make predictions

Selection of age-appropriate

fiction and non-fiction book.

FAIR and SRI could be used to determine Lexile Levels. Additional Optional

Assessments:

DRA2 Assessment

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment

Benchmark Assessment

STAR

Accelerated Reading

Pe.RFSormance Assessments

McMillan/McGraw Hill basal selections, Unit 1 MMH reading leveled readers Harcourt Science leveled readers MMH Time for Kids The Daily 5 by Gail Boushey and Joan Moser The Café by Gail Boushey and Joan Moser www.Brainpop.com www.treasures.macmillanmh.com/florida Station activities Accelerated Reading

http://www.brainpop.com/

http://www.treasures.macmillanmh.com/florida

http://www.treasures.macmillanmh.com/florida




LA.2.1.5.2/2.RFS.3 Identify high frequency phonetically irregular words in context. LA.2.1.5.3/2.RFS.4 Adjust rate based on purpose, text difficulty, form, and style. LA2.1.6.1/2.L.4 Use new vocabulary that is introduced and taught directly. LA.2.1.6.3/2.L.4 Use context clues to determine meanings of unfamiliar words. LA.2.1.6.5/2.L.4 Relate new vocabulary to familiar words. LA.2.2.1.2/2.RL.1 Identify and describe the elements of story structure, including, plot, setting, character, problem, and resolution in a variety of fiction. LA.2.2.1.8/2.RL.10 Select a balance of age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to continue building a core foundation of knowledge. LA.2.2.2.4/2.RIT.10 Select a balance of age and ability appropriate non-fiction materials to read, based on interest and teacher recommendations, to continue building a core foundation of knowledge.

Text Features:

Photos

Captions

Lists

Parts of a book

Graphs

Grammar:

Sentences

Teacher Selected Balanced

Literacy Components including:

Read Alouds

Shared reading

Poetry

Cold Reads

Reader’s Theater

Paired Reading

Student-selected texts Mad Libs (word work support) Read Alouds/Trade Books:

Owl Moon, Yolen

Winter Days in the Big

Woods, Wilder

Raymond’s Pe.RFSect

Present, Therese on Louie

and Suling Wang




LA.2.3.4.2/2.L.2 Capitalization, including initial word in a sentence. LA.2.3.4.6/2.L.2 End punctuation for statements and questions. LA.2.1.7.3/2.RI.2 Summarize information in text, main idea, supporting details, and connections LA.2.3.4.6 /2.L.1 Subject/verb and noun/pronoun agreement in simple and compound sentences. LA.2.2.2.1/2.RL.7 Recognize and understand the purpose of text features.

CIVICS SS.2.C.2.1 Identify what it means to be a United States citizen either by birth or by naturalization. SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women. SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights.

My Name is Yoon

New Americans in Florida

Remember Me

Eva’s Jpurney

Daniel’s New Home

MMH Leveled Readers:

Three American Heros

Oral Vocabulary Cards that

coincide with the story My

Name is Yoon.




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.





LA.2.1.6.4/2.L.5 Categorize key vocabulary and identify salient features. . LA.2.3.4.3/2.L.2 Commas in dates, items in a series, greeting and closing of letters, and compound sentences, colons to punctuate time, and apostrophes to correctly punctuate contractions. LA.2.1.6.7/2.L.5 Identify antonyms, synonyms, and homophones. LA.2.6.3.2/2.W.6 The student will identify types of mass communication (e.g., film, newspapers, radio, digital technology). LA.2.1.6.8/2.L.4 Determine meaning of words with multiple meanings in context. LA.2.1.6.6/ 2.L.4 Identify base words and common prefixes to determine the meanings of prefixed words. LA.2.1.7.1/2.RIT.6 Identify a text’s features, use them to make and confirm predictions, and establish a purpose for reading.

Phonics:

Short u

Blends

Long u, a, i, o, e,

Digraphs

Vocabulary:

Context clues

Dictionary

Thesaurus

Prefixes

Comprehension:

Plot development: Draw

conclusions, retell events in

order, make inferences

Use illustrations

Main ideas and details

Cause and effect

Grammar:

Nouns

Verbs

Abbreviations

DEA Probes Additional Optional

Assessments:

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


STAR

Accelerated Reading

McMillan/McGraw Hill basal selections, Unit 2 and Unit 3, Weeks 1-3 MMH reading leveled readers Harcourt Science leveled readers MMH Time for Kids www.Brainpop.com Station activities Accelerated Reading Teacher Selected Balanced Literacy Components including: Read Alouds

Shared reading

Poetry

Cold Reads

Reader’s Theater

Paired Reading

Student-selected text

Mad Libs (word work support)





LA.2.1.7.5/2.RIT.5 Identify the text structure an author uses and explain how it impacts meaning in text. LA.2.2.1.3/ 2.RL.4 Identify ways an author makes language choices in poetry that appeal to the senses, create imagery, and suggest mood. LA.2.1.7.4/ 2.RIT.8 Identify cause-and- effect relationships in texts. LA.2.1.7.2/ 2.RIT.8 Determines the author’s purpose in text and asks clarifying questions if meaning is unclear. LA.2.1.7.8 /2.RFS.4 Use strategies to repair comprehension of grade appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues , predicting, summarizing, questioning, and clarifying by checking other sources. LA.2.2.2.3/2.RL.10, 2.RIT.10 Distinguish among a variety of text. LA.2.3.4.4/2.L.1 Nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns. LA.2.1.4.7/2.L.1 Recognize and correctly use regular and irregular plurals.

Text Features:

Diagrams

Labels

Using the library

Illustrations

Captions

Graphs

Read Alouds/Trade Books:

Animals in Winter, Bancroft

How a Seed Grows, Jordan

How Animal Babies Stay

Safe, Fraser

Raising Dragons, Nolen and

Primavera

Big Al, Clements and Yoshi

Poppleton, Rylant




LA.2.1.4.6/ 2.L.2 Recognize common abbreviations.

CIVICS SS.2.C.2.4 Identify ways citizens can make a positive contribution in their community.

Officer Buckle and Gloria M.M.H .Leveled Readers: Road Safety Interactive Read Aloud Anthology: Police Patrol




Quarter 3

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.





LA.2.1.4.5/2.RFS.3 Recognize high frequency words. LA.2.2.1.1/2.RL.9 Identify the basic characteristics of a variety of literary forms and how they are alike and different. LA.2.6.1.1/ 2.RIT.1 The student will read informational text to follow multistep instructions, answer literal questions, pe.RFSorms task, learn tasks and sequentially carry out the steps of a procedure. LA.2.3.3.2/2.W.5 Creating clarity by combining related simple sentences and sequencing new ideas into paragraphs. LA.2.1.6.9/2.L.4 Determining meanings of unfamiliar words by using a dictionary and digital tools.

Phonics:

Digraphs

Blends

R-controlled vowels

Variant vowels

Diphthongs

Vocabulary:

Thesaurus/antonyms

Thesaurus/synonyms

Word parts: inflected nouns,

comparatives, superlatives,

compound words, inflected

verbs

Possessives

Comprehension:

Main idea and details

Cause and effect

Compare and contrast

Make predictions

Make inferences

Author’s purpose

Grammar:

Verb tense

Linking verbs

Helping verbs

Irregular verbs

Combining sentences

Additional Optional

Assessments:

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


STAR

Accelerated Reading

McMillan/McGraw Hill basal selections, Unit 4 MMH reading leveled readers Harcourt science leveled readers MMH Time for Kids www.Brainpop.com Station activities Accelerated Reading Teacher Selected Balanced Literacy Components including: Read Alouds

Shared reading Poetry Cold Reads Reader’s Theater

Paired Reading

Student-selected texts Mad Libs (word work support Raising Dragons, Nolen and Primavera Big Al, Clements and Yoshi Poppleton, Rylant and Teague





CIVICS

SS.2.C.2.2 Define and apply the characteristics of responsible citizenship.

Contractions

Pronouns

Text Features:

Maps

Changes in print

Parts of a book

Use resources and references

All Aboard Science Readers-Earthquakes, Dussling and Osiecki Flash Crash Rumble and Roll, Branley and Kelley Sta.RFSish (Let’s Read and Find…Science), Hurd and Brickman Bat Loves the Night, Davies and Davies A Way to Help Planet Earth




Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.





LA.2.1.6.2/2.RL.10,2.RIT.10, 2.SL.1 Listen to, read, and discuss familiar and conceptually challenging text. LA.2.2.1.5/2.SL.2 Respond to various literary selections connecting text to self, text to world, text to text. LA.2.1.7.7/ 2.RL.9 Compare and contrast characters and settings in one text. LA.2.1.7.6/2.RL.9, 2.RIT.9 Identify themes or topics across a variety of fiction and non-fiction selections. LA.2.2.1.6/2.W.7 Write a book report identifying character(s), setting, and sequence of events. LA.2.2.1.7/2.RL.4 The student will identify and explain an authors use of descriptive and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

Phonics:

Diphthongs

Schwa consonants

Hard and soft consonants

Endings

R-Controlled vowels

Vocabulary:

Word parts

Inflected endings

Context clues

Homophones

Compound words

Inflected verbs

Multiple meanings words

Comprehension:

Problem and solution

Main ideas and details

Retell events in order

Compare and contrast

Fantasy and reality

Draw conclusions

Author’s purpose

Plot development-character,

setting

FAIR Stanford 10 Additional Optional

Assessments:

DRA2 Assessment

MMH Selection Tests

Weekly Assessment

Fluency Assessment

Running Records

Unit Assessment


STAR

Accelerated Reading

McMillan/McGraw Hill basal selections, Unit 5-6 MMH reading leveled readers Harcourt Science leveled readers MMH Time for Kids www.Brainpop.com Station activities Accelerated Reading Teacher Selected Balanced Literacy Components including: Read Alouds

Shared reading Poetry Cold Reads Reader’s Theater

Paired Reading Student-selected texts Mad Libs (word work support Sergio and the Hurricane, Wallner How Groundhog’s Garden Grew, Cherry Bat Loves the Night, Davies and Davies





LA.2.2.2.2/2.RIT.1, 2.RL1 Use explicitly stated information to answer a question. LA.2.6.3.1/2.RIT.7 Recognize that non-print media affect thoughts and feelings.

CIVICS SS.2.C.4 Identify ways citizens can make a positive contribution in their community. SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.

Grammar:

Pronouns

Possessive pronouns

Pronoun-verb agreement

Contractions

Adjectives

Adverbs

Adjectives

Text Features:

Charts

Interview

Media Center

Directions

Choose resource materials

Timelines

Maps

Jackie Robinson (On My Own Biography), Walker and Pate George Washington: Our First President, Jackson Harriet Tubman and the Freedom Trail (Ready to Read Stories of Famous Americans), Gayle and Marshall African American Inventors




OCSD’s Elementary Comprehensive Literacy Model Overview

Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula in

elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model are the

essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily basis.

REV 072011

Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring

Component Description Time

Allocation Frequency of

Use Ideas/Sources for

Implementation

Read Alouds, Interactive Read

Alouds

(PA, PH, F, V, C)

Teachers read aloud to students from a variety of genre often above the students’ instructional reading level to allow for enhancement of listening and

speaking vocabulary. During this component teachers initially articulate

metacognitive strategies (thought processes) and elements of f luency so

students can observe behaviors of an accomplished reader. Over time, students are invited to participate in the read aloud experience by articulating their

thought processes in understanding the text, discussing text interactions,

reflecting on personal interactions w ith the text, and w riting reflections about the

text. Additionally, specif ic comprehension and vocabulary strategies are

modeled by the teacher during reading of the text (i.e. cause-effect, compare/contrast, etc). In addition to interactive read alouds, teachers should

also spend uninterrupted time reading aloud to their students to model f luent

reading.

15-20 minutes, K-2

20-30 minutes,

3-5

Daily during literacy and content area

blocks

high interest literature

aw ard w inning literature

varied genre (poetry, f iction, non-fiction, etc.)

author studies

Shared Reading

(PA, PH, F, V, C; D, PM)

Shared Reading is an interactive reading experience that occurs w hen students

join in or share the reading of a big book or other enlarged text w hile guided and

supported by the teacher. It is through shared reading that the students can

observe an eff icient reader’s reading process and use of reading strategies. During shared reading, the teacher demonstrates f luent reading behaviors such

as prosodic elements w hile students enjoy the moderate level of scaffolding to

support their reading process. Access to the text is critical during shared

reading; therefore, all students must have a copy or should be able to view a

projected copy of the text. In early grades, books are read multiple times allow ing students to acquire concepts of print, language patterns, and develop

phonological aw areness.

10-15 minutes Daily varied genre to include: poetry,

charts, new spaper or magazine

clippings, introductions to novels, short stories; f iction and non-

fiction selections (w hich can be

displayed by ELMO or LCD

projector)

shared reading selections from the basal series

big books

Guided Reading

(PH, F, V, C; D, PM)

Guided reading occurs in a small group setting of four to six students w ho are w orking w ith the teacher to process increasingly challenging texts w ith

understanding and f luency. The teacher selects and introduces instructional

level texts to readers, supports them w hile reading the text, engages the readers

in discussion, and pe.RFSorms a mini-lesson after the reading. During the lesson, the teacher acts as facilitator by asking students to make predictions,

posing questions and confirming comprehension strategy applications, and

scaffolding students to become problem solvers and self -reliant learners. All

60 minutes of literacy block

15-25 minutes per group

Daily as a component of the literacy block with

rotation among reading groups

across the week’s time.

instructional leveled reading material

reading basal materials—leveled books, anthology selections

appropriately leveled trade

books, at teacher’s discretion

novels may be used for literature

circles




students read the text during guided reading at their ow n pace – round robin is NOT used as an instructional strategy during this time. Often after reading a

text, the teacher extends the meaning of the text through w riting, text analysis,

or another learning activity. The lesson may also include w ork w ith w ords based

on the specif ic needs of the small group. Teachers should monitor student progress through anecdotal notes, running records, or f luency checks in order to

assure correct placement in and movement betw een flexible groupings. Needs-

based groups may also be called during this small group time. While students

and teacher are engaged in group w ork, the remainder of students should be

engaged in meaningful literacy activities at stations or w ithin the scope of the Daily Five. These activities should allow students to engage in practice of

recently taught literacy skills.

In upper primary and intermediate grades, teachers can use literature circles in

lieu of a reading group activity. Literature circles are student-facilitated reading clubs or meetings w here students have prepared notes prior to gathering to

discuss reactions, interesting vocabulary, and literary elements of the text.

Literature circle attendees may be assigned a role for their preparations, but the

roles should be diminished once the students are comfortable and understand

how to do each. Teachers w ill confer w ith groups to assist in targeting discussion points and w ill take anecdotal notes during this time.

Frequency of group meetings dictated by student needs

with less successful readers meeting

daily with teacher.

Familiar Reading

(PA, PH, F, V, C; PM)

During familiar, or independent, reading time, students re-read materials that

have been previously read thus allow ing students to engage in f luent and expressive reading, practice effective strategies on easy material, become more

know ledgeable about story structure and text features, expand vocabulary

know ledge, and promote independent problem-solving activities. Students

should select materials for familiar reading that can be read independently (97% or higher accuracy level).

20 minutes Daily previously read basal reading selections or leveled readers

Accelerated Reader (AR) selections

trade books multiple genres of leveled

reading selections at independent reading level

classroom and student-generated stories, books, charts, and poetry

materials in students’ book boxes

big books

Writing Workshop

(PH, V; D, PM)

Writing w orkshop contains several daily components to include teacher directed mini-lesson, independent w riting time for students, teacher/student conferencing,

and teacher-led small group w ork. Writing w orkshop begins w ith a brief mini-

lesson including explicit instruction for all students in a topic that w ill improve

their w riting process such as know ledge of w riting strategies, author’s craft and skills, or fundamentals of drafting a text. After the mini-lesson, the students

begin w riting independently to apply the focus of the mini-lesson, and then

continue to w ork on self -selected pieces. In order for students to spend quality

time engaged in the w riting process, all students do not need to be in the same

stage of the w riting process at the same time. During independent w riting time, the teacher circulates among students, conferences w ith children to encourage

their w riting process, and collects anecdotal notes regarding student

pe.RFSormance for instructional planning or future conferences. Teachers may

also use time during this w riting period to assemble small groups of students

20 to 60 minutes

depending on students’ age

Daily teacher/student generated lists of w riting topics

w riting journals/portfolios

math journals

conferencing—teacher and peer

author’s chair

author’s fair

publishing of w ork

w riting to prompts




w ith similar needs to receive explicit instruction and guided practice. Students should be encouraged to utilize the entire w riting process by publishing several

selected w orks throughout the year. At the close of the w riting w orkshop, the

teacher should reserve a few minutes to review the focus of the day’s w riting

lesson, and also to allow selected students to share their w riting progress on current w riting samples.

Guided Writing

(PA, PH, V; D, PM)

Guided reading and guided w riting are often used in complimentary lessons w ith

younger students to draw attention to concepts of print, high frequency w ords, and new vocabulary. Through analysis of anecdotal notes, teachers determine

w hen guided w riting activities such as shared w riting, interactive w riting, or

w riting aloud are necessary. These authentic w riting opportunities are meant to

instantiate, or deeply embed, the learning that is occurring for students. By

selecting the best instructional method necessary for student scaffolding (w riting aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully

meet the needs of her students.

15-20 minutes Frequency determined by the

teacher

student generated topics

teacher generated topics

literature logs

journals/travel logs

assisted w riting responses

reflective journals

Spelling/Word Study

(PH, V; D, PM)

Spelling or w ord study activities are an integral part of the reading and content area curriculum providing students explicit instruction in orthographic skills such

as examining w ord parts for common vow el patterns, identifying w ord families,

identifying Latin or Greek roots, and identifying base w ords in order to utilize this

information to problem-solve w ords encountered in text. Whole and small group instruction is often encountered in daily lessons thus creating an opportunity for

new learning and guided practice.

20 minutes Daily high frequency or high interest w ords

spelling w ords from basal series

w ord w all w ords

content area vocabulary

materials to use during lessons:

w hite boards, magnetic letters,

literacy task cards, etc.




Language Arts K-5 Resources

www.internet4classrooms.com/lang_elem.htm

www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html www.homeworkspot.com/elementary/language www.kidsolr.com/language_arts

www.youth.net/cec/ceclang/ceclang-elem.html http://free.ed.gov/subjects.cfm?subject_id=78 www.cloudnet.com/~edrbsass/edeng.htm

www.readwritethink.org www.middleweb.com/CurrLangArt.html http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS www.pitt.edu/~poole/eledLAKidLit.html www.cln.org/subjects/english.html

http://www.internet4classrooms.com/lang_elem.htm

http://www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html

http://www.homeworkspot.com/elementary/language

http://www.kidsolr.com/language_arts

http://www.youth.net/cec/ceclang/ceclang-elem.html

http://free.ed.gov/subjects.cfm?subject_id=78

http://www.cloudnet.com/~edrbsass/edeng.htm

http://www.readwritethink.org/

http://www.middleweb.com/CurrLangArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://www.pitt.edu/~poole/eledLAKidLit.html

http://www.cln.org/subjects/english.html



REV 052012 Second Grade Language Arts – Writing Pacing Guide

Writing Pacing Guide

Quarter 1

Standard Benchmark with Description

Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan.

LA.2.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writers notebook, group discussion, other activities).

LA.2.3.1.2 The student will prewrite by determines the purpose (e.g., to entertain, to inform, to communicate) and the intended audience of a writing piece.

LA.2.3.1.3 The student will prewrite by making a plan for writing that includes the main idea, the purpose (e.g., to entertain, to inform, to communicate).

Drafting The student will write a draft appropriate to the topic, audience, and purpose.

LA.2.3.2.1 The student will draft writing by maintaining focus on a single idea and developing supporting details.

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.2.3.4.1 The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words.

LA.2.3.4.2 The student will edit for correct use of capitalization, including initial word in a sentence, the pronoun I, and proper names.

LA.2.3.4.3 The student will edit for correct use of commas in dates, items in a series, greetings and closings of letters, and compound sentences, colons to punctuate time, and apostrophes to correctly punctuate contractions .

LA.2.3.4.4 The student will edit for correct use of nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns (e.g., my/mine, his/her, hers).

LA.2.3.4.5 The student will edit for the correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.

LA.2.3.4.6 The student will edit for the correct use of end punctuation for compound sentences, statements, questions, and exclamations.

Quarter 1 continued next page




Quarter 1 continued

Publishing The student will write a final product for the intended audience.

LA.2.3.5.1 The student will produce, illustrate, and share a variety of compositions.

Creative

The student develops and demonstrates creative writing.

LA.2.4.1.1 The student will write narratives based on real or imagined events that include a main idea, characters, a sequence of events and descriptive details.

LA.2.4.1.2 The student will compose simple stories, poems, riddles, rhymes, or song lyrics.

Informative

The student develops and demonstrates expository writing that provides information related to real-world tasks.

LA.2.4.2.3 The student will write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information.

LA.2.4.2.4 The student will write communications, including friendly letters and thank-you notes.

Persuasive

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

LA.2.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them.

Penmanship The student engages in the writing process and writes to communicate ideas and experiences.

LA.2.5.1.1 The student will demonstrate legible printing skills.

Listening and Speaking

The student effectively applies listening and speaking strategies.

LA.2.5.2.1 The student will interpret information presented and seek clarification when needed.

LA.2.5.2.2 The student will begin to use language appropriate for different occasions, audiences, and topics.

LA.2.5.2.3 The student will use increasingly complex language patterns and sentence structure when communicating .

LA.2.5.2.4 The student will listen politely to oral presentations by classmates.

Quarter 1 continued next page




Quarter 1 continued

Informational Text

The student comprehends the wide array of informational text that is part of our day to day experiences.

LA.2.6.1.1 The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, pe.RFSorm tasks, learn tasks, and sequentially carry out the steps of a procedure.

Revising

The student will revise and refine the draft for clarity and effectiveness.

LA.2.3.3.1 The student will revise by evaluating the draft for logical thinking and consistent point of view (first or third person) appropriate for the purpose and audience.

Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Standard Benchmark w ith Description

Drafting

The student will write a draft appropriate to the topic, audience, and purpose.

LA.2.3.2.2 The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.

Revising


LA.2.3.3.2 The student will revise by creating clarity by combining related simple sentences and sequencing new ideas into paragraphs.

Informative

The student develops and demonstrates expository writing that provides information related to real -world tasks.

LA.2.4.2.1 The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables).

LA.2.4.2.5 The student will write simple directions to familiar locations using "left and right," and create a map that matches the directions.




Quarter 3

Quarters 1and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Revising


LA.2.3.3.3 The student will revise by creating interest by incorporating descriptive words and supporting details, such as sensory language.

LA.2.3.3.4 The student will revise by evaluating the composition, with the assistance of teacher, peer, checklist, or rubric.

Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Informative

The student develops and demonstrates expository writing that provides information related to real -world tasks.

LA.2.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic .

Technology

The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

LA.2.6.4.2 The student will use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.

Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.2.6.2.3 The student will analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details.

LA.2.6.2.4 The student will record the authors and titles of works.




*Writing Resources

But How Do You Teach Writing by Barry Lane

Cracking Open the Author’s Craft by L. Laminack

A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher

A Writer Teaches Writing (revised) by D. Murray

Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel

The Art of Teaching Writing by L. Calkins

Teaching the Youngest Writers by M. Freeman

Writing Through Childhood: Rethinking Process and Product by S. Harwayne

Literacy Work Stations: Making Centers Work by D. Diller

Melissa Forney resources

Six Traits Writing resources

Four Blocks Literacy Model

Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)

Daily 6-Trait Writing by Evan Moor

Take It to Your Seat: Writing Centers by Evan Moor

Writing Makeovers, Creative Teahers press

Nothing Ever happens on 90th Street by Schotter, Scholastiv

If You Were a Writer by Nixon, Aladdin

Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house

What Do Author’s Do? By Christelow, Sandpaper

Author: A True Story by Lester, Sandpiper

Live Writing; Writers’ Notebook and others by Ralph Fletcher

*See other resources by cited authors




Curriculum / Assessment / Monitoring Information from FLDOE

Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5)

Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational lit eracy.

Dates:

AP 1: August - October

AP 2: December - January

AP 3: April - May

IF: DEA scale score falls within the Red range by Proficiency by Skill

IF: DEA scale sore falls within the Yellow range by Proficiency by Skill

IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill

THEN:

Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.

Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:

additional time smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention

THEN:

Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.

Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:

additional time smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention

THEN:

Continue with enhanced instruction that follows a developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.

Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group




Additional Literature (by writing process topic, by grade level)

(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by

the Okaloosa County School District.)

Grade 1

The Writing Process: Launching the Writing Workshop

Arthur Writes a Story Marc Brow n

The Importank Book Margaret W. Brow n

The Letters Are Lost Lisa C. Ernst

My Book By Me Dana M. Rau

My Five Senses Margaret Miller

Would You Rather.. John Burningham

Writing Places Pamela Chanko

A Tree Is Nice Janice May Udry

Honey, I Love Eloise Greenfield

The Writing Process: Memoir/Personal Narrative

A Chair For My Mother Vera B. Williams

Just Us Women Jeannette Caines

Little Nino's Pizzeria Karen Barbour

Night in the Country Cynthia Rylant

Night Shift Daddy Eileen Spinelli

Ow l Moon Jane Yolen

Shortcut Donald Crew s

When Everybody Wore a Hat William Steig

The Writing Process: Composition: Characters Who Write

Arthur's Pen Pal Lillian Hoban

Author: A True Story Helen Lester

Cherries and Cherry Pitts Vera B. Williams

Dear Juno Soyung Pak

Dear Mr. Blueberry Simon James

From Pictures To Words Janet Stevens

Harold And The Purple Crayon Crockett Johnson

Mr. Putter & Tabby Write The Book Cynthia Rylant

The Writing Process: Composition: Letter Writing/Diaries/Journals




Click, Clack, Moo: Cow s That Doreen Cronin

Dear Peter Rabbit Alma F. Ada

Dear World Takayo Nado

Diary of a Wombat Jackie French

Diary of a Worm Doreen Cronin

First Year Letters Julie Danneberg

The Gardener Sarah Stew art

A Letter To Amy Ezra J. Keats

The Writing Process: Nonfiction: Describing a Process

Bread Comes To Life George Levenson

From Flow er To Honey Robin Nelson

How a Seed Grow s Helene J. Jordan

How To Hide a Crocodile Ruth Heller

Liftoff! Carmen Bredeson

Ten Seeds Ruth Brow n

We Need Directions! Sarah De Capua

Flash, Crash, Rumble & Roll Franklyn Branley

The Writing Process: Narrative Procedure

Apple Farmer Annie Monica Wellington

Cassie's Word Quilt Faith Ringgold

Duck in the Truck Jez Alborough

Good-night, Ow l Pat Hutchins

How To Talk To Your Dog Jean Craighead George

Jump, Frog, Jump Robert Kalan

Kitten's First Full Moon Kevin Henkes

My Mother's Pearls Catherine M. Fruisen

Building Comprehension Skills: Determining Importance and Summarizing Information

Arthur's Funny Money Lillian Hoban

The Big, Fat Enormous Lie Marjorie Sharmat

Bringing The Rain To Kapiti Plain Verna Aardema

I Need a Lunch Box Jeannette Caines

The Jacket I Wear In The Snow Shirley Neitzel

Rabbit and Hare Divide An Apple Harriet Ziefert




Sam and The Lucky Money Karen Chinn

Building Comprehension Skills: Questioning, Predicting, and Inferring

Are You My Mother Philip D. Eastman

Be Brow n! Barbara Bottner

Sitting Dow n To Eat Bill Harley

Where is the Green Sheep? M. & J. Fox

Who Stole The Cookies? Judith Moffatt

Who Took The Farmer's Hat? Joan Nodset

Something Beautiful Sharon D. Wyeth

Enriching The Reader's Experience: Visualizing

At The Beach Huy Voun Lee

Calabash Cat James Rumford

Doodler Doodling Rita G. Gelman

Fishing in the Air Sharon Creech

I Had A Hippopotamus Hector V. Lee

Mouse Paint Ellen S. Walsh

Sidew alk Circus Paul Fleischman

What I See Holly Keller

Enriching The Reader's Experience: Wordplay and Language Skills

Baby Beluga Ashley Wolff

I Kissed The Baby! Mary Murphy

Pig Pigger Piggest Rick Walton

Sheep Out To Eat Nancy Shaw

So Much Trish Cooke

The Worryw arts Pamela D. Edw ards

Clara Caterpillar Pamela D. Edw ards

The Cake That Mack Ate Mary Ann Kovalski

Look I Can Read Susan Hood

Genre Studies: Biographies

Betsy Ross and The Silver Thimble Stephanie Greene

The Boy Who Loved To Draw Barbara Brenner

Dr. Suess Dana M. Rau

Honest Abe Edith Kunhardt




If A Bus Could Talk Faith Ringgold

Johnny Appleseed Patricia Demuth

A Weed Is A Flow er Aliki

Home Run Robert Burleigh

George Washington Garnet Jackson

Grade 2

The Writing Process: Launching the Writing Worksho

The Day Eddie Met The Author Louise Borden

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptow n Bryan Collier

Voices in the Park Anthony Brow ne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

I Love Saturdays Y Domingos Alma Flor Ada

Irene and the Big, Fine Nickel Irene Smalls

Nothing Ever Happens on 90th Street Roni Schotter

Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James How e

Donavan't Word Jam Monalisa DeGross

The Furry New s Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry




The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sw eetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Sw itch On, Sw itch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highw ay Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

The Huckabuck Family and How …. Carl Sandburg

Pete's A Pizza William Steig

Stella Louella's Runaw ay Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fow ler

The Library Sarah Stew art

Measuring Penny Loreen Leedy

Nobody Ow ns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan




Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler

The Dinosaurs of Waterhouse Haw kins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Flying Over Brooklyn Myron Uhlberg

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew 's Dream Leo Lionni

My Life With the Wave Catherine Cow an

Meanw hile Jules Feiffer

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Betw een the Vow els/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cow s Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrew s-goebel




Grade 3


The Day Eddie Met The Author Louise Borden

From Idea to Book Pam Marshall

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptow n Bryan Collier

Voices in the Park Anthony Brow ne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

Today Was A Terrible Day Patricia Giff

Irene and the Big, Fine Nickel Irene Smalls


Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James How e

Donavan't Word Jam Monalisa DeGross

The Furry New s Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


Saguaro Moon: A DesertJournal Kristin Pratt-Serafini

Some Good New s Cynthia Rylant

The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney




Dear Mrs. Larue: Letters from Obed.School Mark Teague

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sw eetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

Digging Up Dinosaurs Aliki

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Sw itch On, Sw itch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highw ay Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

Pete's A Pizza William Steig

Stella Louella's Runaw ay Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fow ler

The Library Sarah Stew art

Measuring Penny Loreen Leedy

Nobody Ow ns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan

Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler




Clever Beatrice Margaret Willey

The Dinosaurs of Waterhouse Haw kins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Teacher's Secret Life Stephen Krensky

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

What Will the Weather Be? Lynda DeWitt

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Dinner at Aunt Connie's House Faith Ringgold

Flying Over Brooklyn Myron Uhlberg

Gila Monsters Meet You At the Airport M. Weinman Sharmat

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew 's Dream Leo Lionni

My Life With the Wave Catherine Cow an

Meanw hile Jules Feiffer

The Legend of the Indian Paintbrush Tomie dePaula

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Betw een the Vow els/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cow s Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra




Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrew s-goebel

The Story of Ruby Bridges Robert Coles

Grade 4


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow ! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Low ery Nixon

The School Story Andrew Clements

You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Ow n Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Low ry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


Absent Author Ron Roy

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad

Tales From The House of Bunnicula James How e


The Color of My Words Lynn Joseph

Trial By Journal Kate Klise




The Writing Process: Composition: Letter Writing/Diaries/ Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Little Wolf 's Handy Book of Poems Ian Whybrow

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lew in

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Row land Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

The Chocolate Touch Patrick S. Catling

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockw ell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller




Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth


Encyclopedia Brow n Solves Them All Donald J. Sobol

Farew ell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEw an

Everglades Jean Craighead George

Lizard Music Daniel Pinkw ater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Weslandia Paul Fleischman


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George




This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

We'll Race You, Henry Barbara Mitchell

Only Passing Through Anne Rockw ell

The Tarantula In My Purse Jean Craighead George

Grade 5


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow ! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Low ery Nixon


You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Ow n Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Low ry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


It Came From Beneath The Bed James How e

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad


The Color of My Words Lynn Joseph

The Absent Author Ron Roy




Just Justice Karen Hesse

The Writing Process: Composition: Letter Writing/Diaries/Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Harriet The Spy Louise Fitzhugh

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lew in

Dear Napoleon Elvira Woodruff

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Row land Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockw ell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson




Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth

When The Circus Came To Tow n Laurence Yep


Encyclopedia Brow n Solves Them All Donald J. Sobol

Farew ell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEw an

Everglades Jean Craighead George

Lizard Music Daniel Pinkw ater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Picture of Hollis Woods Patricia Giffy


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel




Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

The Tarantula In My Purse Jean Craighead George

language arts second grade - welcome to okaloosa county school

Documents