Fort smith public schools – Grade 2 Curriculum: Literacy & Integrated Content



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FORT SMITH PUBLIC SCHOOLS – Grade 2 Curriculum: Literacy & Integrated Content WEEK 19

The following standards are minimally addressed in 3rd Quarter.   To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible. L.2.1a, L.2.1b, L2.2a, L2.2b, L2.4d, L.5b

COMMON CORE STATE STANDARDS

OBJECTIVE

ESSENTIAL VOCABULARY

RESOURCES

LESSON FOCUS

MATERIALS, EXPLANATIONS & EXAMPLES

ASSESSMENTS

Daily Language/ Vocabulary

Teacher Selected Vocabulary Materials for Vocabulary Study





CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

CC.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

  • I will use context clues to determine meaning of a word or phrase.

Context clues Phrases

BWL:

TRS: p. 541-544

CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

CC.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

  • I will determine the meaning of the new word formed when a prefix is added.

Prefix

Determine




TRS: p. 491-493



CC.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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

  • I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.

Glossaries

Dictionaries



http://www.wordcentral.com/

http://kids.yahoo.com/reference/dictionary/english

BWL:

CC.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

CC.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

  • I will distinguish the meaning of closely related verbs.

Distinguish

Verbs


Adjectives

Closely related



https://www.teachingchannel.org/videos/improving-student-vocabulary

http://www.readingrockets.org/strategies/semantic_gradients/



BWL:

WJ:

WTW:

Word Work/Phonics

Phonics

J-L14
Long o (o, oa, ow)

J-L14 Weekly Plan T286-T287

Day 1T298-T300 Words with Long o (o, oa, ow)

PB: Vol. 1, p. 196

Decodable Reader

“Bill E. Goat and Wise Crow” T301



Day 2 T306-T307 Words with Long o (o, oa, ow)

PB: Vol. 1, p. 198

Day 3 T328 Review

PB: Vol. 1, p. 203

Day 4 T336 Review Words with Long o (o, oa, ow)

  • T337 Review

Day 5T352 Assessment

(OPTIONAL)
Weekly

Tests


T352
1

4.8-14.10




CC.RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.

CC.RF.2.3d Decode words with common prefixes and suffixes.


  • I will decode words with common prefixes and suffixes.




Decode

Prefixes


Suffixes

WJ

WTW

BWL

Comprehension

Comprehension
Skill: Conclusions
Strategy: Infer/Predict


Teacher Selected

Read-Aloud


CC.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
(This standard is the Focus Wall target strategy for the week.)

Illustrations

Characters

Setting

Plot Demonstrate




STW: p. 141-142

GRW:

CC.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(This standard is the Focus Wall target skill for the week.)

I will describe the overall structure of a story.

I will describe how the beginning introduces the story.

I will describe how the ending concludes the action.


Describe

Structure

Introduced

Concludes

action


GRW

CC.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

  • I will know and use text features to locate key facts or information in a text.

Text features

Key facts

Captions

Bold print

Subheading

Glossaries

Indexes

Electronic



menus

CT: Lessons 2 and 3

Weekly Reader

Time for Kids

Spigot.com

http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html

Spelling

Spelling

J-L14
Long o (o, oa, ow)



J-L14 Weekly Plan T286-T287

Day 1 T302 Teach the Principle/Pretest

Day 2 T324 Teach/Word Sort

Day 3 T332 Segment Sounds/Build Words

Day 4 T342 Connect to Writing

PB: Vol. 1, p. 208

Day 5 T348 Assessment

Weekly Tests
T348
Spelling Assessment

CC.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CC.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


  • I will use reference materials to check my spelling.



Reference materials

http://www.wordcentral.com/

http://kids.yahoo.com/reference/dictionary/english

MM2-3: p. 47-52, 81-96, 112

GRW

Grammar

Grammar

Pronouns



Teacher Selected Materials for Grammar Study




CC.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CC.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

I will use reflexive pronouns.

Reflexive pronouns




Writing

J-L11

Writing

Opinion
Write to Persuade:

Persuasive Letter


Focus Trait:

Ideas



J-L11 Weekly Plan T6-T7

Day 1 T23 Introduce the Model: Persuasive Letter

  • Projectable 11.3 (Writing Model: Persuasive Letter)

PB: Vol. 1, p. 152

Day 2 T45 Introduce the Focus Trait: Ideas

Stating a Clear Goal



PB: Vol. 1, p. 157

Day 3 T53 Prewrite: Reasons

  • Projectable 11.9

Day 4 T63 Draft: Ending a Persuasive Letter

  • Projectable 11.11 (Drafting a Persuasive Letter)

Day 5 T70-T71 Revise and Edit: Ideas

  • Projectable 11.12

(Revising Kurt’s Draft)

(OPTIONAL)

Weekly Writing Prompts


Describe what you think life is like for a cow on a farm.
Write three or more sentences telling why you would or wouldn’t have given the cows electric blankets.

(reference Journeys Open Response/Writing Rubric on Lesson 11 Overview [cardboard page before Focus Wall])




CC.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, and also) to connect opinion and reasons, and provide a concluding statement or section.
(Refer to FSPS Writing Criteria E)

  • I will write an introduction to an opinion piece.

  • I will write to state my opinion.

  • I will write reasons that support my opinion.

  • I will use linking words to connect my opinion with my reasons.

  • I will write a concluding statement or section.

Opinion

Linking words

Introduction

State


Concluding

statement

Section


PPW: p. 164-167, 182-185

MM2-3: p.132-133

http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdf

http://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS


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