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
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COMMON CORE STATE STANDARDS
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OBJECTIVE
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ESSENTIAL VOCABULARY
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RESOURCES
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LESSON FOCUS
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MATERIALS, EXPLANATIONS & EXAMPLES
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ASSESSMENTS
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Daily Language/ Vocabulary
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Teacher Selected Vocabulary Materials for Vocabulary Study
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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.
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I will use context clues to determine meaning of a word or phrase.
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Context clues Phrases
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BWL:
TRS: p. 541-544
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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).
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I will determine the meaning of the new word formed when a prefix is added.
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Prefix
Determine
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TRS: p. 491-493
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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.
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I will use glossaries and dictionaries to understand or explain the meaning of words and phrases.
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Glossaries
Dictionaries
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http://www.wordcentral.com/
http://kids.yahoo.com/reference/dictionary/english
BWL:
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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).
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I will distinguish the meaning of closely related verbs.
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Distinguish
Verbs
Adjectives
Closely related
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https://www.teachingchannel.org/videos/improving-student-vocabulary
http://www.readingrockets.org/strategies/semantic_gradients/
BWL:
WJ:
WTW:
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Word Work/Phonics
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Phonics
J-L14
Long o (o, oa, ow)
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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)
Day 5T352 Assessment
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(OPTIONAL)
Weekly
Tests
T352
1
4.8-14.10
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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.
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I will decode words with common prefixes and suffixes.
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Decode
Prefixes
Suffixes
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WJ
WTW
BWL
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Comprehension
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Comprehension
Skill: Conclusions
Strategy: Infer/Predict
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Teacher Selected
Read-Aloud
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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.)
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Illustrations
Characters
Setting
Plot Demonstrate
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STW: p. 141-142
GRW:
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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.)
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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.
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Describe
Structure
Introduced
Concludes
action
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GRW
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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.
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I will know and use text features to locate key facts or information in a text.
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Text features
Key facts
Captions
Bold print
Subheading
Glossaries
Indexes
Electronic
menus
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CT: Lessons 2 and 3
Weekly Reader
Time for Kids
Spigot.com
http://www.hollyridge2.com/2011/04/nonfiction-text-features-jeopordy.html
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Spelling
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Spelling
J-L14
Long o (o, oa, ow)
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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
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Weekly Tests
T348
Spelling Assessment
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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.
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I will use reference materials to check my spelling.
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Reference materials
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http://www.wordcentral.com/
http://kids.yahoo.com/reference/dictionary/english
MM2-3: p. 47-52, 81-96, 112
GRW
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Grammar
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Grammar
Pronouns
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Teacher Selected Materials for Grammar Study
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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).
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I will use reflexive pronouns.
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Reflexive pronouns
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Writing
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J-L11
Writing
Opinion
Write to Persuade:
Persuasive Letter
Focus Trait:
Ideas
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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
Day 4 T63 Draft: Ending a Persuasive Letter
Projectable 11.11 (Drafting a Persuasive Letter)
Day 5 T70-T71 Revise and Edit: Ideas
(Revising Kurt’s Draft)
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(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])
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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)
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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.
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Opinion
Linking words
Introduction
State
Concluding
statement
Section
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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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