midland isd- ela scope and sequence revised 11-30 … · midland isd- ela scope and sequence 2nd...
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Midland ISD- ELA Scope and Sequence 2nd Grade
Unit 4-Preparing Readers and Writers Through Informational Text 29 Days Unit Dates: 1/7/13-2/15/13 Unit Assessment: 2/11/13-2/15/13
1
Revised 11-30-12
Whole Group Reading
Day 1 Day 2 Day 3 Day 4
Wh
ole
Gro
up
Read
ing
Gen
re Expository Expository Expository/Procedural Expository/Procedural
Fo
cu
s
Identify the topic, explain the
author’s purpose, and make
inferences related to informational
text.
Make inferences and use text
evidence to support understanding
(Fig 19D)
Identify topic and explain the
author’s purpose in writing text
(2.13A)
Identify the topic, explain the author’s
purpose, and make inferences related
to informational text.
Make inferences and use text
evidence to support understanding
(Fig 19D)
Identify topic and explain the author’s purpose in writing text (2.13A)
Follow written multi-step directions and use graphic features to assist with understanding the text. Students
establish a purpose for reading. Establish purpose for reading (2.3C)
Follow written multi-step directions (2.15A)
Use common graphic features to assist in the interpretation of text (2.15B)
Follow written multi-step directions
and use graphic features to assist with
understanding the text. Students
monitor comprehension while reading.
Establish purpose for reading (2.3C)
Follow written multi-step directions (2.15A)
Use common graphic features to assist in the interpretation of text (2.15B)
EL
PS
1D-speak using learning strategies 1E - internalize new basic/academic language 4C-develp basic sight vocabulary 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence lengths 5G-narrate, describe and explain with increasing detail
Res
ou
rce
s
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 1, Shared Reading
http://www.mycscope.us/module/content/
search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 2, Shared Reading
http://www.mycscope.us/module/content/
search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 3, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 4, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673756/viewdetail.ashx
Note: This standard refers to informational text in cultural, historical and contemporary contexts.
Note: Select 2 procedural texts that relate to topics of interest (directions for game etc..) See resources page for links to online resources for procedural text.
Note: Select 2 procedural texts that relate to topics of interest (recipes, crafts etc…)
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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
2
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Ph
on
ics
Use word parts to decode new words
Decode multisyllabic words by applying common letter-sound correspondences (2.2A)
Decode words by applying knowledge of common spelling patterns (2.22C)
Students decode and spell words with –igh and -ie (pie).
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Students decode and spell words with -
igh and -ie (pie). Students decode and spell high frequency words.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Identify and read at least 300 high
frequency words (2.2G)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Spell high frequency words (2.2C)
Decode and spell words with vowel pairs.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
*Performance Indicator
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5C-spell familiar English words 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
ss
on
s
Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas Monthly Planning Guide pg. 40
Spelling Patterns (SP) 12
Pg. 209-212
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 1, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 2, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 3, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Note: In this lesson students will begin to
use a Word Study Notebook. This will be used periodically to record a variety of spelling patterns and vocabulary.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: there, know, goes, thing, you’re
ELPS 3B-learning and using English high frequency words
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
3
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
tin
g
Write a short friendly letter using
appropriate conventions.
Identify and read abbreviations
(2.2E)
Write short letters that put ideas in
chronological or logical sequence
and use appropriate conventions
(2.19B)
Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)
Recognize and use ending punctuation in sentences (2.22 Ci)
Write short letters with ideas in logical
sequence and appropriate conventions.
Identify and read abbreviations (2.2E)
Write short letters that put ideas in
chronological or logical sequence and
use appropriate conventions (2.19B)
Understand and use adjectives,
adverbs, and pronouns in the context
of writing (2.21Aiii,iv,vi)
Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)
Recognize and use ending punctuation in sentences (2.22 Ci)
Write short letters with ideas in logical
sequence and using appropriate
conventions.
Identify and read abbreviations (2.2E)
Write short letters that put ideas in
chronological or logical sequence and
use appropriate conventions (2.19B)
Understand and use adjectives,
adverbs, and pronouns in the context
of writing (2.21Aiii,iv,vi)
Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)
Recognize and use ending punctuation in sentences (2.22 Ci)
Students write short letters using a
logical sequence, appropriate
conventions, and contractions.
Identify and read abbreviations (2.2E)
Write short letters that put ideas in
chronological or logical sequence and
use appropriate conventions (2.19B)
Understand and use adjectives,
adverbs, and pronouns in the context
of writing (2.21Aiii,iv,vi)
Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)
Recognize and use ending punctuation in sentences (2.22 Ci)
Recognize and use apostrophes and possessives (2.22 Cii)
EL
PS
3H-narrate, describe and explain with increasing detail 4A-learn relationships between sounds and letters of English 4B-recongize directionality of English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 1,
Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 2, Writing http://www.mycscope.us/module/content/se
arch/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 3, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 4, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Note: Create a large letter template on
chart paper or butcher paper. This will
be used in Daily lessons 2-6.
Note: Select a book with an example of a
letter. Refer to the resource page at the
end of this document for suggested titles.
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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
4
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Wh
ole
Gro
up
Read
ing
Gen
re Expository Expository Expository Expository
Fo
cu
s
Use text features to locate specific
information in text.
Ask relevant questions and locate
facts and details and support
answers with evidence from text
(2.3B)
Establish purpose for reading (2.3C)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information in text (2.14D)
Use text features in age-appropriate reference works to locate information (2.25B)
Use text features to locate specific
information in text
Ask relevant questions and locate
facts and details and support answers
with evidence from text (2.3B)
Establish purpose for reading (2.3C)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information in text (2.14D)
Use text features in age-appropriate reference works to locate information (2.25B)
Identify the topic, main idea, and details of an expository text and use text
features to locate information. Establish purpose for reading (2.3C)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information in text (2.14D)
Distinguish among declarative and
interrogative sentences (2.21C)
Use text features in age-appropriate reference works to locate information (2.25B)
Identify facts from expository text by
using text features to locate and read
information
Ask relevant questions and locate
facts and details and support answers
with evidence from text (2.3B)
Use text features to locate specific
information in text (2.14D)
Follow written multi-step directions
(2.15A)
Use text features in age-appropriate reference works to locate information (2.25B)
Record basic information in simple visual formats (2.25C)
EL
PS
1D-speak using learning strategies 1E - internalize new basic/academic language 4C-develp basic sight vocabulary 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence lengths 5G-narrate, describe and explain with increasing detail
Res
ou
rce
s
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 5, Shared Reading http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 6, Shared Reading http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 7, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 8, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673756/viewdetail.ashx
Note: Select an expository text or article with examples of title, heading, subtitle, illustration, bold text, italicized text, chart, graphic. You will create a text features anchor chart in this lesson.
Note: Select an expository text or article with examples of table of contents, glossary and index. Gather examples of grade-appropriate reference materials (encyclopedia, picture dictionary etc…)
Note: Select an expository text that is 3-5 paragraphs long and contains text features (1/student).
Note: Select an expository text that is 3-5 paragraphs long with a clear topic and contains text features (1/student).
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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
5
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Ph
on
ics
Spell simple contractions.
Identify and read contractions (2.2F)
Spell simple contractions (2.23E)
Spell simple contractions. Spell simple contractions (2.23E)
*Performance Indicator
Decode and spell words with vowel pairs.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Decode and spell words with oo (foot) and oo (moon).
Decode multisyllabic words by applying
common letter-sound correspondences
for vowel digraphs (2.2Aiv)
Use common syllabication patterns to
decode words including vowel digraphs
and diphthongs (2.2 Bvi)
Spell words with vowel digraph and
diphthong patterns (2.23Biv)
*Performance Indicator
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5C-spell familiar English words 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
ss
on
s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 40-41
Word Structure (WS) 12
Pg. 347-350 Spelling (SP) 10
Pg. 201-204
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 4, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 5, Word Study
http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Note: create word cards with oo words
(as in foot and moon). 1 card/student.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words:
friend, game, grow, many, again
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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
6
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
tin
g
Write a short letter using appropriate
conventions. Identify and read abbreviations
(2.2E)
Write short letters that put ideas in
chronological or logical sequence
and use appropriate conventions
(2.19B)
Understand and use adjectives,
adverbs, and pronouns in the
context of writing (2.21Aiii,iv,vi)
Use capitalization for proper nouns, months and days of week, salutation and closing of letter (2.22Bi,ii,iii)
Recognize and use ending punctuation in sentences (2.22 Ci)
Recognize and use apostrophes and possessives (2.22 Cii)
Spell simple contractions (2.23E)
Revise, edit, and publish a short letter. Identify and read abbreviations (2.2E)
Revise drafts by adding or deleting
words, phrases, or sentences (2.17C)
Edit drafts for grammar, punctuation,
and spelling using teacher-developed
rubric (2.17D)
Write short letters that put ideas in
chronological or logical sequence and
use appropriate conventions (2.19B)
Understand and use adjectives,
adverbs, and pronouns in the context
of writing (2.21Aiii,iv,vi)
*Performance Indicator
Take notes and plan for a brief expository composition using a draft book.
Write brief compositions about topics
of interest (2.19A)
Gather evidence from available sources (2.25A)
Record basic information in simple visual formats (2.25C)
Use a draft book to write a draft for a brief expository composition.
Write brief compositions about topics of
interest (2.19A)
Gather evidence from available sources (2.25A)
Record basic information in simple visual formats (2.25C)
EL
PS
3H-narrate, describe and explain with increasing detail 4A-learn relationships between sounds and letters of English 4B-recongize directionality of English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 1,
Daily Lesson 5, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 6, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 7, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1,
Daily Lesson 8, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Note: This lesson begins a Performance Indicator that will be completed in Lesson 6.
Note: You will create an editing rubric for students to use. See links below for possible choices. http://www.ware.k12.ga.us/Curriculum/resources/2/2nd%20Grade%20Writing/Section%202%20Second%20Grade%20Simple%20Directions.pdf www.mrsdryzal.com/editingchecklist
Note: Choose an expository tet onn a topic previously taught in social studies or science. This will be used in Daily Lessons 7-9.
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
7
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Wh
ole
Gro
up
Read
ing
Ge
nre
Expository Expository (organized sequentially) Expository Expository
Fo
cu
s
Read expository text, ask questions about the text, and answer with text evidence.
Ask relevant questions and locate facts and details and support answers with evidence from text (2.3B)
Locate facts clearly stated in text (2.14B)
Follow written multi-step directions (2.15A)
Use common graphic features (2.15B)
Use text features in age-appropriate reference works to locate information (2.25B)
Record basic information in simple visual formats (2.25C)
*Performance Indicator
Describe the order of events or ideas in an expository text.
Locate facts clearly stated in text (2.14B)
Describe the order of events or ideas in a text (2.14C)
Identify the main idea of a text and distinguish it from the topic.
Identify the topic and explain the author’s purpose in writing it (2.13A)
Identify main idea in a text and distinguish it from the topic (2.14A)
Identify the main idea of a text and distinguish it from the topic.
Identify the topic and explain the author’s purpose in writing it (2.13A)
Identify main idea in a text and distinguish it from the topic (2.14A)
EL
PS
1E - internalize new basic/academic language 1H-develp and expand repertoire of learning strategies 2D-monitor understanding of spoken English 2G-understand general meaning, main points, and details of spoken English 3B-expand and internalize initial English vocabulary 3C-speak using a variety of grammatical structures 3D-speak using content vocabulary 3E-share in cooperative learning interactions 3F-ask and give information when speaking 3H-narrate, describe and explain with increasing detail 3I-adapt spoken language for formal/informal usage 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 9, Shared Reading http://www.mycscope.us/module/conten
t/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 10, Shared Reading http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 11, Shared Reading http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 12, Shared Reading http://www.mycscope.us/module/content/s
earch/~/item/673758/viewdetail.ashx
Note: Collect expository texts on student’s topics of interest. Prepare written directions for making the graphic organizer. Students will use this organizer in lessons 15-20.
Note: Select an expository text organized in sequential order (historical event, life cycle, steps in a process etc…)
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
8
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Ph
on
ics
Decode and spell words with oo (foot)
and oo (moon). Decode and spell
high-frequency words.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns
to decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Identify and read at least 300 high frequency words (2.2G)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Spell high frequency words(2.23C)
Identify and read abbreviations
Identify and read abbreviations (2.2E) Identify and read abbreviations
Identify and read abbreviations (2.2E) Identify and read abbreviations Identify and read abbreviations (2.2E)
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5C-spell familiar English words 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
ss
on
s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 40
Word Structure (WS) 20 Pg. 379-382
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 6, Word Study
http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 7, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 8, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Note: Students will create a booklet in this lesson that will be used again in Daily Lesson 8.
Note: Prepare a set of 40 Go Fish cards for each small group of students. See Advance Preparations section of the CSCOPE Lesson. Write 10 sentences that include abbreviations on a chart.
Hig
h
Fre
qu
en
cy
Wo
rds Identify & read at least 300 HFW (2.2G)
High Frequency Words: each, next, right, never
ELPS 3B-learning and using English high frequency words
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
9
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
tin
g
Use a draft book to write a draft for a brief expository composition.
Write brief compositions about
topics of interest (2.19A)
Take notes and plan for a brief expository composition using a draft book
Identify topic and explain author’s purpose in writing (2.13A)
Write brief compositions about topics
of interest (2.19A)
Understand and use verbs, nouns adjectives adverbs, pronouns, prepositions, and time-order transition words in the context of writing (2.21A)
Gather evidence from available sources (2.25A)
Use text features in age-appropriate reference works to locate information (2.25C)
Use a draft book to write a draft for a brief expository composition
Write brief compositions about topics
of interest (2.19A)
Use text features in age-appropriate reference works to locate information (2.25C)
Write a brief expository composition on a topic of interest.
Write brief compositions about topics
of interest (2.19A)
Recognize and use ending punctuation in sentences (2.22 Ci)
Use resources to find correct spellings (2.23F)
EL
PS
3H-narrate, describe and explain with increasing detail 4A-learn relationships between sounds and letters of English 4B-recongize directionality of English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 1,
Daily Lesson 9, Writing http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 10, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 11, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 12, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Note: Select an expository text on a
topic previously taught in social studies or science (different from daily lesson 7).
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he
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No
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Res
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s
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
10
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Wh
ole
Gro
up
Read
ing
Gen
re Expository Expository Expository Expository
Fo
cu
s
Use text features to locate facts
clearly stated in text and identify the
main idea.
Ask relevant questions and locate
facts and details and support
answers with evidence from text
(2.3B)
Identify main idea in a text and
distinguish it from the topic (2.14A)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information (2.14D)
Record basic information in simple visual formats (2.25C)
Use text features to locate facts
clearly stated in text and identify the main idea.
Ask relevant questions and locate
facts and details and support
answers with evidence from text
(2.3B)
Identify main idea in a text and
distinguish it from the topic (2.14A)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information (2.14D)
Record basic information in simple visual formats (2.25C)
Identify the topic, main idea, and facts
from expository text. Students explain
how they used text features to locate
information.
Ask relevant questions and locate
facts and details and support answers
with evidence from text (2.3B)
Identify main idea in a text and
distinguish it from the topic (2.14A)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information (2.14D)
Record basic information in simple visual formats (2.25C)
Identify the topic, main idea, and facts
from expository text. Students explain
how they used text features to locate
information. Ask relevant questions and locate facts
and details and support answers with
evidence from text (2.3B)
Identify main idea in a text and
distinguish it from the topic (2.14A)
Locate facts clearly stated in text
(2.14B)
Use text features to locate specific
information (2.14D)
Record basic information in simple visual formats (2.25C)
EL
PS
1E - internalize new basic/academic language 1H-develp and expand repertoire of learning strategies 2D-monitor understanding of spoken English 2G-understand general meaning, main points, and details of spoken English 3B-expand and internalize initial English vocabulary 3C-speak using a variety of grammatical structures 3D-speak using content vocabulary 3E-share in cooperative learning interactions 3F-ask and give information when speaking 3H-narrate, describe and explain with increasing detail 3I-adapt spoken language for formal/informal usage 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 2 Daily Lesson 13, Shared Reading
http://www.mycscope.us/module/conten
t/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 14, Shared Reading
http://www.mycscope.us/module/content/s
earch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 15, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 16, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Note: Select an expository text with 3-5 paragraphs with a clear topic and main idea for each paragraph.
Note: You will use a teacher-developed editing rubric. Include skills that you expect students to have mastered at this point.
Note: Use graphic organizers from daily lesson 9 and Shared Reading.
Teach
er
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
11
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Ph
on
ics
Decode and spell words with ou (out) and ow (how).
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns
to decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
*Performance Indicator
Decode and spell words with ou (out) and ow (how). Decode and spell high frequency words.
Decode multisyllabic words by applying
common letter-sound correspondences
for vowel digraphs (2.2Aiv)
Use common syllabication patterns to
decode words including vowel digraphs
and diphthongs (2.2 Bvi)
Identify and read at least 300 high frequency words (2.2G)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Spell high frequency words(2.23C)
Identify and use synonyms.
Identify and use common synonyms and antonyms (2.5C)
Identify and use synonyms.
Identify and use common synonyms and antonyms (2.5C)
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence length 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
sso
ns Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 40
Word Meaning (WM) 1
Pg. 273-276
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 9, Word Study http://www.mycscope.us/module/content/search/~/item/673756/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 10, Word Study http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 11, Word Study http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Note: Prepare 15-25 cards with ou and ow words for Bingo. Make 1 set/small group of students.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: should, than, who, began, after
ELPS 3B-learning and using English high frequency words
Te
ach
ers
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
12
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
tin
g
Revise expository composition drafts.
Revise drafts by adding or deleting
words, phrases, or sentences
(2.17C)
Write brief compositions about
topics of interest (2.19A)
Understand and use adjectives,
adverbs, and pronouns in the
context of writing (2.21Aiii,iv,vi)
Edit an expository composition draft using a teacher developed rubric.
Edit drafts for grammar, punctuation,
and spelling using teacher-developed
rubric (2.17D)
Write brief compositions about topics
of interest (2.19A)
Recognize and use ending punctuation in sentences (2.22 Ci)
Use resources to find correct spellings (2.23F)
Plan brief compositions on topics of
interest.
Write brief compositions about topics
of interest (2.19A)
Use text features in age-appropriate reference works to locate information (2.25C)
Generate ideas about a topic.
Write brief compositions about topics of
interest (2.19A)
Use text features in age-appropriate reference works to locate information (2.25C)
EL
PS
1E-internalize new, basic and academic language 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail
Res
ou
rce
s
CS
CO
PE
Unit 4, Exemplar Lesson 2,
Daily Lesson 13, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 14, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 15, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 16, Writing http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Note: Use teacher-developed editing rubric
including skills that should have been
mastered at this point.
Teach
er
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
13
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Wh
ole
Gro
up
Read
ing
Gen
re Expository Expository Expository Expository
Fo
cu
s
Make connections to expository text.
Make connections to own
experiences, ideas in other texts
and larger community and discuss
text evidence. ( Fig19F)
Ask relevant questions and locate
facts and details and support
answers with evidence from text
(2.3B)
Locate facts clearly stated in text
(2.14B)
Recognize that media can inform and
explain.
Ask relevant questions and locate
facts and details and support answers
with evidence from text (2.3B)
Recognize different purposes of media
(2.16A)
Gather evidence from available sources (2.25A)
*Performance Indicator
Make connections to expository text.
Make connections to own
experiences, ideas in other texts and
larger community and discuss text
evidence. ( Fig19F)
Ask relevant questions and locate
facts and details and support answers
with evidence from text (2.3B)
Locate facts clearly stated in text (2.14B)
Make connections to expository text.
Make connections to own
experiences, ideas in other texts and
larger community and discuss text
evidence. ( Fig19F)
Ask relevant questions and locate facts
and details and support answers with
evidence from text (2.3B)
Locate facts clearly stated in text (2.14B)
*Performance Indicator
EL
PS
1E - internalize new basic/academic language 1H-develp and expand repertoire of learning strategies 2D-monitor understanding of spoken English 2G-understand general meaning, main points, and details of spoken English 3B-expand and internalize initial English vocabulary 3C-speak using a variety of grammatical structures 3D-speak using content vocabulary 3E-share in cooperative learning interactions 3F-ask and give information when speaking 3H-narrate, describe and explain with increasing detail 3I-adapt spoken language for formal/informal usage 4D-use pre-reading supports to enhance comprehension 4E-read accommodated content area material 4F-use visual and contextual support to expand and confirm understanding 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 4J - comprehension skills such as making connections 5B-write using newly acquired basic and content vocabulary 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 2 Daily Lesson 17, Shared Reading
http://www.mycscope.us/module/conte
nt/search/~/item/673758/viewdetail.ash
x
Unit 4, Exemplar Lesson 2 Daily Lesson 18, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 19, Shared Reading
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 20, Shared Reading
http://www.mycscope.us/module/content/searc
h/~/item/673758/viewdetail.ashx
Note: Select an expository text related to the final topic of interest. The text should have clear sections to allow for identifying the main idea.
Note: Locate media (websites, video clips, audio clips, photographs) related to the topic selected in Daily Lesson 17.
Note: Select an expository text related to the topic of interest.
Note: Select an expository text related to the topic of interest.
Teach
er
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
14
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Ph
on
ics
Identify and use antonyms.
Identify and use common synonyms and antonyms (2.5C)
*Performance Indicator
Identify and use antonyms.
Identify and use common synonyms and antonyms (2.5C)
Decode and spell words with aw (law) and au (haul).
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
*Performance Indicator
Decode and spell words with aw (law) and
au (haul). Decode and spell high-frequency
words.
Decode multisyllabic words by applying
common letter-sound correspondences for
vowel digraphs (2.2Aiv)
Use common syllabication patterns to
decode words including vowel digraphs
and diphthongs (2.2 Bvi)
Identify and read at least 300 high frequency words (2.2G)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Spell high frequency words(2.23C)
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence length 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
ss
on
s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 40
Word Meaning (WM) 2 Pg. 277-280
CS
CO
PE
Unit 4, Exemplar Lesson 1 Daily Lesson 12, Word Study http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 13, Word Study http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 14, Word Study http://www.mycscope.us/module/content/searc
h/~/item/673758/viewdetail.ashx
Note: Create “Zap” game using 15
au/aw words and 20 words with vowel pairs from previous lessons. See Advanced Preparation section of CSOPE lesson.
Note: Write au/aw words form daily lesson 13 on cards, 1 set/small group of students.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: why, about, these, most, open
ELPS 3B-learning and using English high frequency words
Teacher Notes and Resources
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
15
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Use a draft book to plan and write a
draft for a brief expository
composition.
Write brief compositions about topics
of interest (2.19A)
Recognize and use ending punctuation in sentences (2.22 Ci)
Use resources to find correct spellings (2.23F)
Use a draft book to write a draft for a brief expository composition.
Write brief compositions about topics of
interest (2.19A)
Understand and use adjectives and
adverbs in the context of writing
(2.21Aiii,iv)
Recognize and use ending punctuation in sentences (2.22 Ci)
Revise and edit an expository writing
draft.
Revise drafts by adding or deleting
words, phrases, or sentences (2.17C)
Edit drafts for grammar, punctuation,
and spelling using teacher-developed
rubric (2.17D)
Write short letters that put ideas in
chronological or logical sequence and
use appropriate conventions (2.19B)
Recognize and use ending punctuation in sentences (2.22 Ci)
Use resources to find correct spellings (2.23F)
Publish a brief expository
composition about a topic of interest.
Write brief compositions about topics of
interest (2.19A)
*Performance Indicator
EL
PS
1E-internalize new, basic and academic language 4G-demonstrate comprehension of increasingly complex English 4I-demonstrate comprehension and expand reading skill in English 5B-write using new basic and content vocabulary 5C-spell familiar English words 5D-edit writing for standard grammar and usage 5E-employ increasingly complex grammatical structures 5F- write using a variety of grade-appropriate sentence lengths 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 2,
Daily Lesson 17, Writing
http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 18, Writing
http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 19, Writing
http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2,
Daily Lesson 20, Writing
http://www.mycscope.us/module/content/search/~/item/673758/viewdetail.ashx
Note: This lesson begins a Performance Indicator that will continue through Daily Lesson 20.
Note: Use teacher-developed editing rubric
including skills that should have been
mastered at this point
Teach
er
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
16
Whole Group Reading
Day 21 Day 22 Day 23 Day 24
Wh
ole
Gro
up
Read
ing
Gen
re
Fo
cu
s
EL
PS
Reso
urc
es
CS
CO
PE
Te
ach
er
No
tes a
nd
R
eso
urc
es
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
17
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24
Ph
on
ics
Read words with prefixes and use the
prefix to determine word meaning.
Use prefixes and suffixes to determine meaning of words (2.5A)
Read words with suffixes and use the
suffix to determine word meaning.
Use prefixes and suffixes to determine meaning of words (2.5A)
*Performance Indicator
Decode and spell words with oi (oil) and oy (boy).
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel digraphs
(2.2Aiv)
Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
*Performance Indicator
Decode and spell words with oi (oil) and oy (boy). Decode and spell high frequency words.
Decode multisyllabic words by applying
common letter-sound correspondences for
vowel digraphs (2.2Aiv)
Use common syllabication patterns to
decode words including vowel digraphs
and diphthongs (2.2 Bvi)
Identify and read at least 300 high frequency words (2.2G)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Spell high frequency words(2.23C)
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence length 5G-narrate, describe and explain with increasing detail
Reso
urc
es
CS
CO
PE
Unit 4, Exemplar Lesson 2 Daily Lesson 15, Word Study
http://www.mycscope.us/module/content/
search/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 1 Daily Lesson 16, Word Study
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 17, Word Study
http://www.mycscope.us/module/content/se
arch/~/item/673758/viewdetail.ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 18, Word Study
http://www.mycscope.us/module/content/searc
h/~/item/673758/viewdetail.ashx
Note: create a set of 15 word cards consisting of words with oi/oy, 1 set/small group of students.
Note; Prepare “Crazy Word Game” cards. See Advance Preparation section of CSCOPE lesson.
Hig
h
Fre
qu
en
cy
Wo
rds
Identify & read at least 300 HFW (2.2G) High Frequency Words: last, wait, other, while, soon
ELPS 3B-learning and using English high frequency words
Teach
er
No
tes a
nd
Reso
urc
es
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
18
Whole Group Writing
Day 21 Day 22 Day 23 Day 24
Wri
tin
g
Reso
urc
es
CS
CO
PE
Te
ac
he
r
No
tes
an
d
Res
ou
rce
s
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
19
Whole Group Reading
Day 25 Day 26 Day 27 Day 28 Day 29
Wh
ole
Gro
up
Read
ing
Reso
urc
es
HM
H
CS
CO
PE
Te
ach
ers
No
tes a
nd
R
eso
urc
es
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
20
Whole Group Word Study
Day 25 Day 26 Day 27 Day 28 Day 29
Ph
on
ics
Read and spell high frequency words.
Decode words by applying knowledge of common spelling patterns (2.2C)
Identify and read at least 300 high frequency words (2.2G)
Spell high frequency words (2.23C)
Decode and spell words with
vowel digraphs and diphthongs.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel
digraphs (2.2Aiv)
Use common syllabication
patterns to decode words
including vowel digraphs and
diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
Decode and spell words with vowel
digraphs and diphthongs.
Decode multisyllabic words by
applying common letter-sound
correspondences for vowel
digraphs (2.2Aiv)
Use common syllabication
patterns to decode words
including vowel digraphs and
diphthongs (2.2 Bvi)
Spell words with vowel digraph and diphthong patterns (2.23Biv)
EL
PS
1A-use prior knowledge to understand meanings in English 1C-use strategic learning techniques to acquire basic and grade-level vocabulary 1E-internalize new, basic and academic language 1F-use accessible language and learn new, essential language 1H-develp and expand repertoire of learning strategies 5B-write using newly acquired basic and content vocabulary 5F-write using a variety of sentence length 5G-narrate, describe and explain with increasing detail
Reso
urc
es
Ph
on
ics
Le
ss
on
s Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Monthly Planning Guide pg. 40
High Frequency Words (HF) 4
247-250
CS
CO
PE
Unit 4, Exemplar Lesson 2 Daily Lesson 19, Word Study
http://www.mycscope.us/module/cont
ent/search/~/item/673758/viewdetail.
ashx
Unit 4, Exemplar Lesson 2 Daily Lesson 20, Word Study
http://www.mycscope.us/module/conte
nt/search/~/item/673758/viewdetail.as
hx
Note: Prepare Vowel Digraph/Diphthong game. See Advance Preparation section of CSCOPE lesson.
Note: This lesson uses the same words and game from the previous lesson, but the focus shifts from reading to spelling.
High Frequency
Words
Identify & read at least 300 HFW (2.2G) High Frequency Words: also, move, mother, brother
Te
ac
he
r
No
tes
an
d
Res
ou
rce
s
These blank days at the end of the
unit may be placed anywhere within
the unit as needed.
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
21
Whole Group Writing
Day 25 Day 26 Day 27 Day 28 Day 29
Wri
tin
g
Res
ou
rce
s
CS
CO
PE
Te
ac
he
r
No
tes
an
d
Res
ou
rce
s
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
22
Gu
ide
d
Rea
din
g/
Sm
all
Gro
up
Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.
Ind
ep
en
-
de
nt
Read
ing
Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an
opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG pg. 6) Read independently for a sustained period of time. (2.12A)
Ongoing TEKS for Unit 4: Reading: Fig19A, B; 2.4A; 2.21B; 2.28A,B; 2.29A
Word Study: 2.2A; 2.2C,D; 2.2F
Writing: 2.1A; 2.17A,B,E; 2.21Avii, B; 2.22A; 2.28A; 2.29A; 2.30A
CSCOPE Recommended Resources for selecting text: Expository Text (Days 1-2, 5-20)
Books by Lois Ehlert, Gail Gibbons, and Seymour Simon
Houghton Mifflin Harcourt Resources (Day 2) Penguin Chick, Unit 2, Lesson 21 Resources for Procedural Text (Days3-4):
www.gameskidsplay.net
http://www.pagat.com/
http://www.artistshelpingchildren.org/artforchildren.html
http://www.kids-cooking-activities.com/index.html
Resources to support letter writing (Days 1-6): Grade-appropriate texts that include examples of letters:
(Highlighted titles are included in CSCOPE book collections)
Yours Truly, Goldilocks by Alma Flor Ada
Dear Peter Rabbit by Alma Flor Ada
With Love, Little Red Hen by Alma Flora Ada
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 4-Preparing Readers and Writers Through Informational Text
23
Dear Annie by Judith Caseley
Dear Mr. Blueberry by Simon James
A Letter to Amy by Ezra Jack Keats
Letters from Felix: A Little Rabbit on a World Tour by Annette Langen
Felix Travels Back in Time by Annette Langen
Dear Mrs. La Rue: Letters from Obedience School by Mark Teague
Click, Clack, Moo: Cows That Type by Doreen Cronin
Dear Calla Roo…Love, Savanna Blue by Sudie Rakusin
Dear Willie Rudd by Libba Moore Gray
Dear Bear by Joanna Harrison
Websites for Letter Writing:
Electronic Field Trip to the Post Office – 8 minute video produced by Kentucky Educational Television
http://www.ket.org/trips/postoffice/
Letter Generator- http://www.readwritethink.org/files/resources/interactives/letter_generator/
Interactive Friendly Letter Creator- http://www.abcya.com/friendly_letter_maker.htm
Websites for Research:
http://www.readwritethink.org/classroom-resources/student-interactives/animal-inquiry-30020.html
http://kids.yahoo.com/learn
http://www.kidsclick.org/
http://www.askkids.com/
Houghton-Mifflin Harcourt Resources: CLLG pg. 108 lists all Informational Text available in Student book. Some of these texts may match your class topics of interest for Shared Reading/Writing. CLLG pg. 108 lists all Teacher Read-Alouds from the Teacher’s Edition that are Informational Text. Some of these texts may match your class topic of interest for Shared Reading/Writing. CLLG pg. 109 lists all Leveled Readers that are Informational Text. Some of these texts may match your class topic of interest for Shared Reading/Writing.