english language arts second grade curriculum map 2011-2012 · 2011. 6. 15. · assess 2 know...

English Language Arts

Second Grade

Curriculum Map

2011-2012

Curriculum Map 2011 - 2012 – Grade 2 - 2 -

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS

2011-2012 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let’s Read

8/15 – 10/7

Unit 1 – Let’s Read

08/15-09/09

Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09


Unit 1 – Folktales: Tall

Tales and Legends

08/15-09/30


Unit 5 - A Look into

Books

09/19 – 10/21

Unit 2 – Put on Your

Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21


Unit 2 – The Writing

Process

9/12-10/21


Unit 2 – Informational

Articles/Reports

10/03 – 11/10


Unit 1 – Learning About

Me

10/24-11/18

Unit 3 – Let’s Read – Fairy

Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing

Nonfiction

11/14-12/20

Unit 6 – Reading and Writing

Nonfiction in Texts

10/24-11/18


Unit 6 – Reading and

Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and

Autobiography

11/14-01/12


Unit 6 – The Author’s

Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06


Unit 4 – Research

11/28 – 01/06


Unit 4 – Short Stories –

Adventures

01/17-03/02


Unit 2 – Exploring Written

Languages

01/09-02/03

Unit 6-Discovering is

Exciting-Reading/Writing

Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking

Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03


Unit 3 - Critical Thinking

01/09 – 02/03


Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of

Words – Poetry

02/06-03/08

Unit 7 – How to Learn About

People-

Autobiographies/Biographies

03/12 – 04/13

Unit 7 – People-


03/26-04/20

Unit 7 – Who’s Who-


02/06 –03/02


Unit 7 – Autobiographies

and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural

Literature

03/12-04/13

Unit 5 – Poetry: Fun with

Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in

Words

04/23-05/24

Unit 5 – “Use Your Senses..”

Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak,

Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By

- Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements

Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements

Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next

DRA-

Instructional Level

SFA - Roots

DIBELS Next

DRA-

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form A

SFA – 4Ssight

1st Quarter

12 Weeks (K)

Rigby Reading

Pre-Screener/

Screener

SFA - Roots

Benchmark

Level C***

SFA - Roots

Benchmark

Level I***

SFA – McGraw-Hill

Instructional Level

(Benchmark if necessary)

SFA – 4Sight

Instructional Level


SFA – 4Sight

Instructional Level


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next

Benchmark

Level E***

SFA - Roots

DIBELS Next

Benchmark

Level J***

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form B

SFA – 4-Sight

DIBELS Next

Rigby READS

Form B

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form B

SFA – 4Sight

3rd Quarter

24 Weeks (K)

Benchmark

Level B***

Benchmark

Level G***

SFA - Roots

Benchmark

Level K***

SFA – McGraw-Hill

Instructional Level


SFA – 4Sight

Instructional Level


SFA - 4Sight

Instructional Level


SFA – 4Sight

End of Year DIBELS Next

DRA –

Instructional Level

SFA – Roots

DIBELS Next

Instructional Level

SFA - Roots

DIBELS Next

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next/AIMSweb

Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter

12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter

24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential I- Important C- Condensed E, I, C LCC Units Notes

1 Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in

bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as

in cough) (ELA-1-E1)

I 5

2 Demonstrate understanding of phonics by doing the following: E

a. isolating difficult parts of words in order to correct a mispronunciation or

decode an unfamiliar printed word 5

b. fluently manipulating targeted sounds by adding, deleting, or substituting the

sounds to create new words 5

c. differentiating short- and long-vowel sounds in printed words when those

sounds are made with a broad variety of letter combinations and a variety of

word families (e.g., ou, ow, ough, igh)

5

d. reading regularly spelled words with as many as four syllables

e. using phonetic decoding strategies accurately and rapidly in unfamiliar words

and text

f. using common affixes (prefixes and suffixes) to understand word meanings

(ELA-1-E1)

3 Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) I 4,5

4 Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat)

(ELA-1-E1)

E All

5 Determine word meaning and appropriate word choices using reference aids, including dictionaries

and thesauruses (ELA-1-E1)

I All

6 Identify the glossary and index in a book (ELA-1-E2) I 6

7 Determine appropriate circumstances to use skimming and scanning to preview text and to find

information (ELA-1-E3)

I 2,4

8 Identify story elements, including effects of setting on events and characters (ELA-1-E4) E 2,3

9 Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4) E 5

10 Retell a story in sequence including main idea and important supporting details (ELA-1-E5) E 2

11 Make statements about how previous reading and life experiences relate to information read in

texts (ELA-1-E6)

E 5,6

12 Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with

appropriate intonation (ELA-1-E7)

E

13 Read texts and simple chapter books silently at independent reading level (ELA-1-E7) I All

14 Compare and contrast different versions of the same story from different cultures through oral,

written, and visual responses (ELA-6-E1)

C 2

15 Identify a variety of types of literature, including biography, autobiography, and the folktale, in

oral and written responses (ELA-6-E2)

E 1,3,6,7

16 Distinguish between a variety of types of literature, including biography, autobiography, and plays

(ELA-6-E3)

I 1,7

17 Demonstrate understanding of information in texts using a variety of strategies, including: E


a. comparing and contrasting story elements (e.g., character, setting, events)

b. predicting what will happen next in a story or a text

c. making simple inferences about information in texts 2,4,5,6

d. self-monitoring consistently for comprehension using multiple strategies and

self-correcting as appropriate (ELA-7-E1) 2,4,6

18 Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2) I 2,6

19 Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3) C 1,3,5,6,7

20 Apply basic reasoning skills, including: I

a. discussing the relationship between cause-effect 3,4,6

b. asking questions about texts read independently including why and how

(ELA-7-E4) All

21 Write compositions of one or more paragraphs, organized with a central idea and a coherent

beginning, middle, and end (ELA-2-E1)

E 1,2,4,5,6,7

22 Use a greater variety of action and descriptive words when writing for a specific purpose and/or

audience (ELA-2-E2)

I All

23 Develop compositions of one or more paragraphs using writing processes such as the following: E

a. independently generating ideas for writing by using various strategies (e.g.,

listing, brainstorming, drawing) All

b. creating a plan (e.g., graphic organizer, web) appropriate to the purpose of

writing All

c. writing a first draft with a developed beginning, a middle, and an end All

d. conferencing with a teacher or peers 3,4,5

e. revising for clarity, grammatical and mechanical correctness, and/or to include

additional information 3,4,6

f. creating a final draft for possible publication (ELA-2-E3) 5

24 Develop grade-appropriate compositions, for example: E

a. friendly letters 4

b. poems 4

c. stories 3,4

d. informational descriptions with some detail (ELA-2-E4) 4,5,6

25 Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5) I 4

26 Write for various purposes, including: E

a. letters or invitations that include relevant information and follow a

letter/envelope format 3,4

b. informal writing, including messages, journals, notes, and poems (ELA-2-E6) 5

27 Write legible short paragraphs using proper indentation (ELA-3-E1) E 1,3,7

28 Use standard English punctuation, including: I

a. commas in the greeting and closure of a letter, between a city and a state, and in

dates 3

b. apostrophes in contractions 3


c. periods in abbreviations (ELA-3-E2) 3

29 Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and

closing of a friendly letter (ELA-3-E2)

E 3

30 Write using standard English structure and usage, including: I All

a. subject-verb agreement in simple and compound sentences All

b. past and present verb tenses All

c. noun and pronoun antecedent agreement All

d. transitional words and conjunctions in sentences 1,3,7

e. prepositions and prepositional phrases 1,3,7

f. possessive nouns 1,3,7

g. adverbs, especially those related to time (ELA-3-E3) 1,7

31 Distinguish between a sentence and a sentence fragment (ELA-3-E3) E All

32 Use knowledge of parts of speech, including: I

a. identifying and using nouns, including proper, common, concrete, abstract, and

collective 3

b. using correct antecedents of pronouns 3

c. identifying and using the standard forms of possessives (e.g., mom’s coat, dad’s hat,

girls’ shoes) 3

d. selecting and using verbs in past and present tenses in writing 3

e. selecting and using standard forms of personal pronouns 3

f. using a variety of conjunctions (e.g., or, nor, yet, so) 3

g. selecting and using adverbs that modify according to time 3

h. identifying and using prepositions appropriately (ELA-3-E4) 3

33 Spell grade-appropriate words, including: E

a. words with short vowels, long vowels, r-controlled vowels, and

consonant-blends All

b. words with short- and long-vowel sounds when those sounds are made with a

broad variety of letter combinations (e.g., ou, ow, ough, igh) 3

c. frequently used irregularly spelled words (ELA-3-E5) 3

34 Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5) I 1,7

35 Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes)

(ELA-3-E5)

I 1,2,4,5,6,7

36 Alphabetize to the second letter and some third letters (ELA-3-E5) I 4

37 Use a dictionary and a glossary to locate correct spellings (ELA-3-E5) C 3

38 Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1) I 1,2,5,6,7

39 Give/relate multi-step directions to classmates (ELA-4-E2) C 3

40 Tell and retell stories with the following included: E

a. sequential order, including setting, character, and simple plot 2,3

b. supportive facts and details from the story 2,3


c. explicit and implicit main ideas (ELA-4-E3) 2,3

41 Adjust language during a presentation in order to inform or explain to a specific audience

(ELA-4-E4)

C 1,2,3,5,7

42 Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4) C 2,3,5,6

43 Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear

pronunciation, and appropriate visual aids (ELA-4-E4)

C 1,2,5,7

44 Use active listening strategies, including asking for clarification and explanations (ELA-4-E5) I 1,2,5,7

45 Give oral responses, including: I

a. telling stories and personal experiences 5

b. giving explanations and reports (ELA-4-E5) 6

46 Compare ideas from a wide variety of media (ELA-4-E6) I 2,5,6

47 Discuss classroom procedures and rules and generate ideas for new procedures and rules (ELA-4-E7) C 2,6

48 Identify the role of discussion leader, contributor, and active listener (ELA-4-E7) C 1,2,6,7

49 Locate information using the organizational features of texts, including: I

a. URL addresses from the Web 4

b. title pages 4

c. glossaries 4

d. indices 4

e. tables of contents

f. chapter headings (ELA-5-E1)

50 Locate information about a topic from a variety of sources, including children’s magazines,

children’s encyclopedias, and electronic references (ELA-5-E2)

I

51 Gather and arrange information in a variety of organizational forms, including graphic organizers,

simple outlines, notes, and summaries (ELA-5-E3)

I 1,7

52 Use technology to publish a variety of works, including simple research reports and book summaries

(ELA-5-E4)

C 1,2,6,7

53 Tell and write about the sources of learned information (ELA-5-E5) C

54 Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6) E 1,7


English Language Arts: Grade 2

August 15th

– October 7th

– Weeks 1 – 8

Comprehensive Curriculum Unit 1: Let’s Read

Unit Description

This unit focuses on reading and responding to a variety of texts, including nonfiction and chapter books. The unit is taught including read-alouds and shared,

guided, and independent reading. All independent reading activities require text that is at least 95% decodable for the individual student.

Student Understandings

Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. Students

respond to texts in a variety of ways (e.g., orally, using graphic organizers, and writing sentences and paragraphs).

Guiding Questions

1. Can students identify the setting, plot, and characters of two different stories?

2. Can students read and respond to a variety of texts, including chapter books and nonfiction?

3. Can students demonstrate oral reading fluency using an appropriately leveled text for this time of year?

4. Can students relate life experiences to information read in texts?

5. Can students write a simple story about their weekend experiences using standard punctuation, standard English structure, and multiple spelling

strategies?

6. Can students retell a story in sequence?

7. Can students use active listening skills?

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-

generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

The teacher will utilize observations of student response to read-aloud/think-aloud, student presentation of sorting books, student reading

fluency, and student choices in reading independently.

The teacher will document student performance with anecdotal records. The teacher carries a clipboard with a class list, and as the students

work with partners or read independently, the teacher makes anecdotal notes and comments on student reading behaviors and responses.

The teacher will generate a skills checklist, using the GLEs, to document student knowledge and skills.

The students will demonstrate mastery using graphic organizers, such as Venn diagrams, story maps, and flow charts for sequencing.

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com

First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to

assist you in the retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 1 – Let’s Read

1: Independent Reading (Ongoing) 13

2: Vocabulary Development (Ongoing) 04, 05

6: Let’s Explore Different Kinds of Books 13, 14, 15, 16

9: Retell 08, 10, 17a, 40a, 40b, 44, 45a

13: Building Fluency Through Reader’s Theater 12, 13, 15, 16, 44

LCC ACTIVITIES: Unit 1 – Let’s Read 3: Writing/Grammar (Ongoing) 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d,

31, 33a, 35

Begin word wall

activities. Activities

should include the

addition of names of

students in your

classroom as well as high

frequency words.

You may refer to the list

of onsets and rimes

provided by reading

facilitator for additional

suggestions.

ph, sh, th, ch

short vowels

ake, ine, oke, ute

ail, ain, ay

eed, ea, eat

oat, ow

or, orn, art

GLEs 1 & 2

MODELED WRITING

Story 24 (LbD), (LCC)

Personal Narrative 24 (LCC)

Journal 26 (LCC)

MINI-LESSONS

Writing Process Introduction 23

Traits Introduction

Prewriting 23

Ideas 23

Sequence 21

Main Idea & Details

Simple Sentences: Beginning/Ending Punctuation, Word

Order, Complete Thought 31

Subject: Naming Parts of Sentences 30

Subject-Verb Agreement 30

Telling and Asking Sentences with End Punctuation 28

Command and Expressive Sentences with End Punctuation 28

Common Nouns 32

Theme 1: Stories From Our Past COMPREHENSION STRATEGIES/SKILLS

Make Connections 19

text to text/self/world

compare/contrast

background knowledge TARGET SKILLS

Realistic Fiction 15

Distinguish Fantasy from Reality

Understand Sentences and Paragraphs 27, 31

Theme 2: My Family

Create Images 17

use visuals

create images

revise TARGET SKILLS

Personal Narrative 26

Identify End Punctuation 28

Map 54

Theme 3: The Moon in Motion COMPREHENSION STRATEGIES/SKILLS

Ask Questions 20

meaning

author’s purpose

use visuals TARGET SKILLS

Mystery 15

Understand Role of Author and Illustrator

Identify Plot 8

Theme 4: Circling the Sun COMPREHENSION STRATEGIES/SKILLS

Determine Importance 17

main idea and details

purpose for reading

classify TARGET SKILLS

Expository 15

Photo Essay 15

Nonfiction Text Feature: Diagram 54

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use first weeks to introduce work boards, literacy stations and routines that

must be established before you begin to teach guided reading. Rehearse all

stations and procedures in a variety of ways before guided reading begins.

Begin guided reading on or before September 6th.

MODELED WRITING

Story

LbD Story Organizer Writing Resource Guide – p. 35

LbD Writing Charts 8 & 9, Writing Bridge Card 6

Personal Narrative (LCC)

HME – pp. 62-83

MINI-LESSONS

Writing Process Introduction

LbD Writing Chart 1, Writing Bridge Card 1

Traits Introduction


Prewriting


Ideas


Sequence

LbD Sequence Organizer Writing Resource Guide page 33


Main Idea & Details

LbD Organizer Writing Resource Guide – p. 36


Simple Sentences: Beginning/Ending Punctuation, Word Order,

Complete Thought

LbD Writing Resource Guide – p. 1

HME – pp. 11-25, 26-30

Subject: Naming Parts of Sentences


HME – pp. 29-30

Subject-Verb Agreement


HME – pp. 165-168

Telling and Asking Sentences with End Punctuation


HME – pp. 37-42

Command and Expressive Sentences with End Punctuation


HME – pp. 43-44

Common Nouns


HME – pp. 93-96

Houghton- Mifflin Spelling and

Vocabulary

Unit 9:

ph, sh, th, ch

Unit 1:

short vowels

Unit 3:

ake, ine, oke, ute

Unit 13:

ail, ain, ay

Unit 14:

eed, ea, eat

Unit 15:

oat, ow

Unit 27 & 28:

or, orn, art

Theme 1: Stories From Our Past

Whole Class Charts: 1, 2, 3, 4, 5, 6, 7, 8, 9

Comprehension Bridge Card: 1

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

cabin, visit, memory, tradition, relatives, generation

Connect to Literature: Grandfather’s Journey, When I Was Young in the

Mountains, Knots on a Counting Rope

Theme 2: My Family





rely, role, member, identity, sibling, symbol

Connect to Literature: The Mamas and the Papa, Mama and Me and the Model

T, Mama’s Coming Home

Theme 3: The Moon in Motion





fascinate, exploration, journal, measure, calendar, interval

Connect to Literature: Kitten’s First Full Moon, Harold and the Purple Crayon,

Papa, Please Get the Moon for Me

Theme 4: Circling the Sun





daily, orbit, position, solar, ray, rotate

Connect to Literature: Wake Up, Sun!, Sun and Moon, Like Butter on Pancakes

Leveled Readers End of 1st Quarter

ON: I, J, K

ABOVE: L

BELOW: H AND BELOW

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login

http://bb.lpssonline.com/webapps/login


Activity 1: Independent Reading (Ongoing) (GLE 13)

Materials List: classroom library and books from the school library as needed

Independent reading is anytime a student reads alone. Independent reading may take place at various times of the day. It is important

to include this activity daily. Drop Everything And Read is a way to make this part of your daily schedule. D.E.A.R. is a designated

time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements the

standard reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to to

effectively show growth over time.

Activity 2: Vocabulary Development (Ongoing) (GLEs 04, 05)

Materials List: read aloud book, charts, markers, word wall, paper for vocabulary cards, binder or folder

This activity will be used throughout the year. The students will listen to a story related to the theme being taught. Teachers will use

directed reading – thinking activity (view literacy strategy descriptions). In using DR-TA students will make predictions about the

story based on the cover and title. It is important to have students make connections through personal experiences that are related to

the story content. These predictions may or may not be recorded. As the teacher shares the story, she/he will stop at various points to

discuss vocabulary and predictions. Through the use of context and picture cues, the students will infer the meaning of unknown

vocabulary words. Meanings will be confirmed collaboratively. Listed below are some suggestions to develop vocabulary:

Teacher will record vocabulary words on special word wall for use during writing.

Students will create sentences during shared and independent writing.

Students will create a personal or class dictionary that can be referred to easily.

Teacher and students will make a tally chart/word grid (view literacy strategy descriptions) and will record oral or written

word use frequency in the tally column. The word grid is co-constructed with students. The vocabulary words are placed on

the vertical axis, and the context in which the students use the words is placed on the horizontal axis. The vocabulary words in

each grid need to be parallel parts of speech: all adjectives, nouns, or verbs, etc. The students then decide which vocabulary

word can be appropriately used in each context.

Vocabulary # of times used

playground slide field trip Librarian

extraordinary IIII I √ enormous II √ jovial IIII I I I √ √

http://www.louisianaschools.net/lde/uploads/11056.doc



Activity 3: Writing/Grammar (Ongoing) (GLEs 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35)

Materials list: board, chart paper, markers, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing

Rubric BLM

In early childhood classrooms writing/grammar will be taught daily. The instruction of writing/grammar takes many different forms

that enable teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features

of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense, descriptive

language, etc.

Guided writing is designed to teach a specific skill or strategy to the whole group, small group, or individual. In this process

the student does his/her own writing with the teacher’s scaffolding support through mini-lessons and conferences.

The “weekend story” is a powerful guided writing activity. It is usually conducted on the first day of each week. The teacher

leads the students in a discussion about their weekend experiences. She/He then asks leading questions to help students decide

what they will write. Each week the teacher will conduct a mini-workshop to help improve writing skills. Topics for mini-

workshops could include title (main idea), creating a web to organize student thinking, descriptive language, indentation of

first line of paragraph, capital letters, punctuation, and subject-verb agreement. A rubric can be used by both teacher and

students to monitor progress and determine the direction of the mini-workshops. See Writing Rubric BLM.

Independent writing is any time students write on their own. Students select topics and are in charge of their own writing. This

is used to practice writing skills and strategies that support reading development. Examples of a student’s writing may include

journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and

confidence as the student’s writing develops and matures. The teacher is able to meet with individuals or small groups as

needed to instruct or encourage students’ thinking and writing.


Activity 6: Let’s Explore Different Kinds of Books (GLEs: 13, 14, 15, 16)

Materials List: several different types of books to cover a variety of genres, chart paper, markers

The students will listen and watch as the teacher shares two or three of his/her favorite books, discusses the kind of book each one

is, and tells why each is a favorite. The students should be read to from a variety of genres and cultures. After modeling by the

teacher, students share two or three of their favorite literary works. Students’ favorites will be listed on a class chart. The chart will

include the title and student comments about the books. Students will work with a partner or in a group to sort the books by types,

such as books that provide information, books that tell a story, books that tell about a person’s life, and books from different

cultures. The teacher lets children determine how these books should be grouped. This will let the teacher know the level of

awareness students have for types of discourse and how much students understand nonfiction or fiction. This activity will define

how readers have a range of works they find interesting and how they can read fiction and nonfiction together about a particular

topic. The students will present to the class how they choose to sort the books. The teacher and students will together create a class

word grid (view literacy strategy descriptions) to show all the different types of books identified. The teacher can put the type of

books across the top and the book titles down the side. The list can be added to all six weeks as literature is shared and read by

both teacher and students. The students will compare books as the teacher provides examples of paired literature, such as The

Three Bears and an informational book on bears, Stone Soup and a cook book, Danny and the Dinosaur and an informational book

on dinosaurs, Chickens Aren’t the Only Ones and The Ugly Duckling. This activity will present genres of fiction (folktale, tall

tale, myth, legend, fantasy, and realism [realistic and historical]), as well as informational and biographical nonfiction.

Genre Word Grid

Name of book Fiction Folktale Realistic

Fiction

Nonfiction Biography Informative

Flat Stanley

Stone Soup



Activity 9: Retell (GLEs: 08, 10, 17a, 40a, 40b, 44, 45a)

Materials List: pictures and/or sentence strips that tell about an event, Split-Page Notes BLM

This activity will take several days and should be used throughout the year. The teacher will lead a class discussion of an activity

familiar to all the students, such as a class, school, or community event. The teacher will retell the discussion using pictures and

words. Then the students will retell with pictures in oral or written format something they know about. Some examples are how to

_________, what happened last weekend, a party students attended, their vacation, etc. The teacher gives prompt, “Tell me more,”

when necessary. Next, the teacher will model retelling with a book she has read orally (See Activity 4). The students will listen and

watch as the teacher tells and writes the retelling. Then the students will use split- page notetaking (view literacy strategy descriptions)

to retell a story from another read-aloud (Activity 4). The students will complete the writing with elements of the story. One side of

the paper lists the story elements, and on the other side the students record the answers they find. Some elements to include are title,

author, beginning, middle, end, character, problem, solution, and setting. The Split-Page Notes BLM can be used to keep the students

organized. The students will use these notes to write a retelling and present it orally to the class or teacher. Students will then read a

book on their independent level and complete an oral or written retelling.

Activity 13: Building Fluency Through Reader’s Theater (GLEs: 12, 13, 15, 16, 44)

Materials List: simple plays or books that can be made into plays such as The Three Little Pigs, The Elves and the Shoemaker, or The

Three Billy Goats Gruff, Reader’s Theater Rubric BLM

The student will practice fluency through repeated readings for Reader’s Theater. The teacher will provide appropriate stories at each

student’s independent reading level to use for Reader’s Theater. (Students may be placed in small groups based on their independent

reading levels for this activity with the understanding that each student might have more than one part to read.) Using plays or familiar

fairy tales and folktales, the students will read and reread to practice presenting the story in a play. The students do not memorize the

words; they are to practice reading at an appropriate rate and with expression. This can be done with the class divided into two or three

groups. Different reading levels can be addressed by carefully matching the reading parts to the ability of each student. The students

practice together as the teacher observes, prompting students to use expression and voice. The students will perform Reader’s Theater

when they feel ready (see Reader’s Theater Rubric BLM). Usually this is after two or three practices. To perform Reader’s Theater,

the students rely on their actions and voice to relay the story to the audience. They do not need costumes or props. Other ideas for

Reader’s Theater are tableau, pantomime, dance and movement. As the students perform for each other, it is important to remind the

audience of appropriate behavior. The students discuss the presentations and compare/contrast the content of each.



Unit 1, Activity 3, Writing Rubric

Name_________________________ Date__________________

Criteria Comments

1. The student writes at least 5 logically sequenced

sentences focused on a single topic.

(8 possible points)

2. The student’s sentences are complete and coherent.

The sentences make sense.

(2 possible points)

3. The student spells many high frequency words

correctly by making use of learned spelling strategies.

The inventive spelling can easily be read by others.

(2 possible points)

4. The student used capital letters for the beginning

words of sentences, “I”, and proper nouns.

(3 possible points)

5. The student uses correct common ending punctuation

such as periods, exclamation marks, and question marks.

(3 possible points)

6. The student uses upper and lower case letters

correctly and uses adequate spacing between words.

(2 possible points)

7. The student uses a variety of appropriate descriptive

language.

(2 possible points)

8 The student uses an opening sentence.

(1 possible point)

9. The student uses an ending sentence that expresses

some observation, opinion, or feeling.

(1 possible point)

10. The student makes use of transitional words to show

the sequence of events.

(1 possible point)

Total Score 25


Unit 1, Running Record Form

Name: Date:

Level______ Accuracy____% Self Correction Rate 1: ___

Page Title E SC


Unit 1, Activity 9, Split-Page Notes

Student___________________________________Date______________________

Title

Notes

Author/Illustrator

Characters

Setting

Beginning

Middle or Problem

Ending or Solution


Unit 1, Reader’s Theater Rubric

Name_____________________________ Date___________________

Name of Play_____________________________________________

Comments

1. The student worked hard to practice and

participate in the play.

(3 possible points)

2. The student cooperated well with the

other members of the group.

(3 possible points)

3. The student read with expression and

feeling.

(3 possible points)

4. The student paid attention to punctuation

when reading his/her part.

(3 possible points)

5. The student read with an appropriate

reading rate. (fluency)

(3 possible points)

Total

15



October 10th

– November 10th

– Weeks 9 – 13

Comprehensive Curriculum Unit 3: The Writing Process

Unit Description

Writing is used as a response to all of the units, but this unit, while addressing ongoing vocabulary, reading and grammar skills, focuses on the writing process,

writing applications, and Standard English language usage. Compositions should contain two or more paragraphs, both including a central idea, a topic sentence,

and supporting details in a logical order. Teacher modeling and opportunities for practice are necessary. The topics or prompts used in instruction should be

linked to classroom reading or real-life situations.


Students write paragraphs and stories using prewriting, drafting, revising, editing, and publishing. Students also write personal letters, along with expository,

descriptive, narrative, and persuasive compositions. Students should focus on Standard English structure and usage in their writing. Students will use a dictionary

and thesaurus to check spelling and word meanings.

Guiding Questions 1. Can students write simple expository, descriptive, narrative, and persuasive compositions?

2. Can students write a multi-paragraph composition with two or more paragraphs, each containing a central idea, a topic sentence, and supporting

details in a logical order?

3. Can students use Standard English language when writing?

4. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) when asked to write various types of compositions?

5. Can students use a dictionary and thesaurus to check spelling and word meaning?

Sample Assessments

General Guidelines



General Assessments

A writing portfolio is kept for each student that includes samples of writing throughout the unit or school year. The writings should show

progress, as the students become more proficient writers.

Written products can be scored, using the LEAP Writing Rubric. See LEAP Writing Rubric BLM.

The teacher will use a checklist to identify the strengths and weaknesses in student writings. Student work is evaluated for correct conventions

or writing and print. Things to include on the checklist would be capitalization, punctuation, proper language usage of parts of speech, variety

of adjectives/adverbs, and legibility. (See Student Writing BLM.)


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES: Unit 3 – The Writing Process

1: Independent Reading (ONGOING) 13

2: Vocabulary Development (ONGOING) 04, 05

LCC ACTIVITIES: Unit 3 – The Writing Process

3: Conventions (ONGOING) 27, 30a, 30b, 30c, 30d, 30e,

30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c

11: Types of Writing 20a, 20b, 22, 23a, 24c, 27, 28b, 30a, 30b,

30c, 30d, 30e, 30f, 31, 32g, 39, 41

12: Pen Pals 23d, 26a, 28a, 28b, 28c, 29, 31, 32a, 32b

Continue Word Wall

Activities

ir, urn

air, ear, eer

ore, are, ire

oom, ew

GLEs 1 & 2

Theme 5: Where People Live

COMPREHENSION STRATEGIES/SKILLS

Infer 17

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Historical Fiction 15

Recognize Onomatopoeia 9

Identify Contractions

MODELED WRITING

Letter 24 (LCC)

Personal Narrative 24 (LCC)

Procedural –How To (LCC)

MINI-LESSONS

Drafting 23

Organization 21

Problem/Solution

Main Idea & Details

Starting Strong

Proper Nouns: People and Places 32

Proper Nouns: Days, Months, Holidays 32

Proper Nouns: Titles 32

Review Common vs. Proper Nouns 32

Theme 6: Many States, One Country


Fix-Up Strategies 2, 17

use pictures

read on

decode

word analysis

TARGET SKILLS

Personal Narrative 15

Identify Abbreviations 28

Nonfiction Feature: Bar Graph 54

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 5: Where People Live


Comprehension Bridge Cards: 5



crossing, rural, build, purpose, social, urban

Connect to Literature: The Little House, Busy, Busy Town, All

the Places to Love

MODELED WRITING

Letter (LCC)

HME – p. 9

Personal Narrative (LCC)

HME – pp. 62-83

Procedural – How To

HME Unit 6 – pp. 206-225

MINI-LESSONS

Drafting


Organization


Problem/Solution (LbD)



Main Idea & Details (LbD)



Starting Strong

LbD Writing Resource Guide – pp. 53-54

HME – pp. 148-149, 278-279, 351

Proper Nouns: People and Places


HME – pp. 105-106, 120

Proper Nouns: Days, Months, Holidays


HME – pp. 297-298, 301-302

Proper Nouns: Titles


HME – pp. 303-304, 306

Review Common vs. Proper Nouns


HME – pp. 330-334, 124-125

www.primarilywriting.com


Vocabulary

Unit 4

ore, are, ire

Unit 22

oom, ew

Theme 6: Many States, One Country


Comprehension Bridge Cards: 6



reside, route, state, journey, boundary, terrain

Connect to Literature: The Scrambled States of America,

America the Beautiful, This Land is Your Land

Leveled Readers End of 1st Quarter

ON: J, K, L

ABOVE: M

BELOW: I and below



http://www.primarilywriting.com/



Activity 1: Independent Reading (Ongoing) (GLE: 13)


Independent reading is any time a student reads alone. Independent reading may take place at various times of the day. It is important

to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated

time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements the

standard reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to read

according to a variety of student interest and abilities.

Activity 2: Vocabulary Development (Ongoing) (GLEs: 04, 05)

Materials List: read- aloud book, charts, word wall, paper for vocabulary cards, binder or folder, pencils/markers


directed reading – thinking activity DR-TA (view literacy strategy descriptions). In using DR-TA students will make predictions about

the story based on the cover and title. It is important to have students make connections through personal experiences that are related

to the story content. These predictions may or may not be recorded. As the teacher shares the story, s/he will stop at various points to

discuss vocabulary and predictions. Through the use of context and picture cues, the students will infer the meaning of unknown

vocabulary words. Meanings will be confirmed collaboratively. Listed below are some suggestions to develop vocabulary:





word use frequency in the tally column. The word grid is co-constructed with students. The vocabulary words are placed on the

vertical axis, and the context in which the students used the words is placed on the horizontal axis. The vocabulary words in each

grid need to be parallel parts of speech: all adjectives, nouns, or verbs, etc. The students then decide which vocabulary word can be

appropriately used in each context.

Vocabulary # of times

used


extraordinary IIII I

enormous II

jovial IIII III




Activity 3: Conventions (Ongoing) (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b,

33c)

Materials List: samples of student writing or samples of literature with errors – some made into transparencies and some copied for

student use, highlighter or some way to mark the errors found in the writings, notebooks or paper for students to use, overhead

projector, pencils/pens, chalkboard/chalk, dry erase board/dry erase markers

The teacher uses examples from selected student writing or from literature to highlight to correct errors in writing conventions. When

students write, the teacher models how to indent paragraphs correctly. Students examine examples of standard English usage and

structure, including subject-verb agreement, parts of speech, and simple and compound sentences. The focus is on one convention at a

time until students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity. The

students will edit a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct

word use). As a class the students will make corrections to a paragraph written on the board, using editing marks with teacher

guidance. The students will be given another similar paragraph with the same focus on convention to edit with a partner. For example,

if the focus of the lesson is capitalization, the paragraph will be written and presented to the class with several capitalization errors,

and the students will correct capitalization errors and discuss why each correction was made. The paragraphs will be written to focus

on conventions of print and writing (e.g., indentation, capitalization, present and past verb tenses, correct pronoun-antecedent

agreement, transitional words, and conjunctions in sentences). The teacher uses word processing to color mark text, using different

colors to show explicitly when to use present and past verb tenses, to have correct pronoun-antecedent agreement, and to include

transitional words and conjunctions in sentences. In this activity, students also practice using prepositions, objects of prepositions, and

possessive nouns correctly. The teacher will conduct mini-lessons on English language conventions throughout the year. Students will

continue to edit writings for proper conventions, as appropriate.


Activity 11: Types of Writing (GLEs: 20a, 20b, 22, 23a, 24c, 27, 28b, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32g, 39, 41)

Materials List: peanut butter, jelly, bread, knife, napkins (or other materials needed for the “how to” activity); chart paper; markers; table or star

chart; pencils/pens; notebook to use as a learning log for student writing; Narrative Checklist BLM

The students will compose various types of writings: how-to paragraphs, descriptive, narrative, expository, and persuasive paragraphs. These can

all be kept in a learning log (view literacy strategy descriptions) to help the students keep up with their writings and see progress as the unit

develops.

How-To: The students will participate in a class activity, such as, making a peanut butter sandwich, an art project, or conducting a science

experiment. The students will list the steps necessary to complete the task successfully. The students will use the steps and order words

(first, then, next, finally) to write a paragraph detailing the steps of the activity.

Descriptive: The students will choose a topic to describe and brainstorm (view literacy strategy descriptions) adjectives for that person,

place, or thing. The students will use a table to list adjectives, or a star chart with the topic in the center of the star with adjectives

describing the topic on each of the five points. The charts should have five columns or points to include the five senses: sound, sight,

smell, touch, and taste. The students will write phrases to describe the topic, what they see, feel, hear, smell, or taste. The students will

meet with the teacher or a peer to conference for ideas and improvements. The students will use the chart to write a descriptive paragraph.

Narrative: The students will tell a story or describe an event. First put the students into small groups and have them create a story chain

(view literacy strategy descriptions). Each student can write a part of the story, being sure to include setting, characters, problem or

conflict, a series of events leading to a solution and the solution itself. For example, as in the story Goldilocks and the Three Bears,

student one will begin “This is a story about a girl named Goldilocks and a family of bears. There is a papa bear, a mama bear, and a baby

bear. The story takes place in the forest at the bears’ house.” Then student two can continue by telling about the problem or conflict. “The

bears want to eat their porridge, but it is too hot. They decide to go for a walk into the forest while it cools off. Then the little girl named

Goldilocks comes into the house and causes lots of trouble.” Student three may then describe some of the events. “Goldilocks tastes

everyone’s porridge and likes Baby Bear’s the best. She eats it all up. Then she tries out all of the chairs and likes Baby Bear’s the best.

Last she wants to take a nap and she finds Baby Bear’s bed the best and goes to sleep.” Finally student four will end with the solution.

“The bears got home and found Baby Bear’s food gone, his chair broken and a little girl sleeping in his bed. Goldilocks woke up and got

scared. She ran away and didn’t even say she was sorry.” You could even have a fifth student continue the story with what s/he thinks

might happen next. The group will have a checklist (See Narrative Checklist BLM.) to insure they have included everything. The students

will use a story web as a prewrite to get their ideas on paper. The students will use the prewrite to compose a draft, revise, and publish.

Then in a personal narrative, the author tells about a personal experience and goes through the same process, using the story web and

checklist.

Persuasive: The students will participate in a class discussion on a topic that interests the class, such as, school uniforms, year-round

school, more holidays, no homework, playing video games, or watching TV. The students will have to choose sides or be assigned sides

on a subject. Groups will meet and discuss their points of view. They will list their arguments for their side and write a paragraph to

persuade others to agree. Each group will present to the class.

Expository: The students will write to convey information, explain, or define something. This type of writing may be developed using

comparison and contrast, facts and statistics, or cause and effect.




Activity 12: Pen Pals (GLEs: 23d, 26a, 28a, 28b, 28c, 29, 31, 32a, 32b)

Materials List: friendly letters written to each student, an example letter made into a transparency, overhead projector, a pen-pal class

from another grade or school for students to write, pencils/pens, paper or notebook for students’ writings, a copy of the book Flat

Stanley

The students receive letters from the teacher that are good models of the friendly letter over a period of two or three weeks. The

students listen as the teacher shares a letter he/she received (either real or one written for this purpose) on the overhead. The students

respond as the teacher reads the letter and points out the parts of the letter, conducting a mini-lesson for writing a friendly letter. The

students are given the opportunity to write for real purposes, such as, a letter to their first-grade teacher, a letter to the principal, a

thank-you note to the janitor for keeping the room clean, etc. The students will have a pen-pal class that has been arranged by the

teacher from a different school for students to learn more about how classrooms and school experiences are similar or different. The

students will complete the writing process through prewriting, drafting, revising, editing, and publishing. The students will use this

opportunity to examine models of friendly letters and to use commas in the greeting and closure of a letter, between a city and a state,

and in dates. The teacher models when it is necessary to use an apostrophe or a period. Students learn when it is appropriate to use

abbreviations and when to capitalize words. Students examine models of sentence fragments and complete sentences and learn to

revise. Students write one or more paragraphs, construct rubrics for these conventions, and practice proofreading. Students evaluate

their efforts with a teacher conference. (Flat Stanley is a good book to begin a unit on letter writing. Stanley is accidentally made flat

when a bulletin board falls on him. He wants to go visit someone far away, and the cheapest way to go is through the mail. The

students enjoy using a photocopy of Stanley to mail to a friend or relative, using a friendly letter to introduce Stanley.)


Unit 3, Activity 11, Narrative Checklist

Name__________________________ Date_________________

Check to be sure the following parts are included in your narrative writing:

1) Characters _____

2) Setting _____

3) Problem/

Conflict _____

4) Events _____

5) Solution _____


Unit 3, LEAP Rubric

Louisiana Educational Assessment Program

English Language Arts Achievement Level Descriptors

Achievement Level Descriptors

Advanced

Students scoring at this level generally exhibit the following skills:

In the areas of reading and use of resources, students

• understand what they read, make generalizations, and extend meanings by integrating personal experiences and other reading

experiences;

• explain the author’s intent and purpose;

• identify literary devices such as figurative language; and

• research topics by selecting and evaluating information in a variety of sources.

In the area of writing, students

• express analytical, critical, and/or creative thinking in response to a writing task;

• develop responses with sharply focused central ideas, cohesive organization, and thorough elaboration;

• demonstrate awareness of the intended audience through use of creative language and sentence structure and strong personal style

or voice; and

• demonstrate consistent command of spelling, grammar, punctuation, and capitalization.

Mastery



• demonstrate overall understanding of what they read;

• extend ideas in texts by making connections to their own experiences, making inferences, and drawing conclusions;

• identify an author’s intent and purpose;

• research topics by selecting and evaluating information in a variety of sources.


• express analytical, critical and/or creative thinking in response to a writing task;

• develop a response with a focused central idea through use of logical organization and sufficient elaboration;

• demonstrate an awareness of the intended audience through use of appropriate language and sentence structure and personal style or

voice; and

• demonstrate reasonable command of spelling, grammar, punctuation, and capitalization.


Basic



• demonstrate some understanding of what they read;

• make obvious connections between information and their personal experiences;

• extend ideas in the text by making simple inferences; and

• research topics by locating information in a variety of sources.


• express some critical or creative thinking in response to a writing task;

• develop responses with central ideas supported with some organization and elaborated with a few supporting details;

• demonstrate audience awareness through use of general vocabulary, some sentence variety, and some evidence of personal style or

voice; and

• make errors in spelling, grammar, punctuation, and capitalization that interfere with communication to the reader.

Approaching Basic



• demonstrate partial understanding of what they read;

• make limited connections between texts and their own personal experiences;

• identify obvious meanings in texts and make limited or simple inferences; and

• research topics by locating information in commonly used resources.


• demonstrate a limited response to a writing task;

• develop responses with vague or weak central ideas, weak organization, and few or limited details;

• demonstrate limited audience awareness through use of simple or inappropriate vocabulary, simple sentences, and little to no

evidence of personal style or voice; and

• demonstrate inconsistent or little command of spelling, grammar, capitalization, and punctuation.

Unsatisfactory

Students scoring at this level generally have not demonstrated the fundamental knowledge and skills needed for the next level of

schooling.

In the areas of reading and use of resources, students at this level have not exhibited the ability to

• demonstrate an understanding of overall meaning of what they read;

• make connections between information in texts and their own experiences;

• identify obvious meaning in texts; or

• locate information in commonly used resources.

In the area of writing, students at this level have not exhibited the ability to

• develop an appropriate response to a writing task;

• focus on a central idea and demonstrate observable organization and supporting details;

• demonstrate audience awareness through use of appropriate vocabulary and sentence structure and personal style or voice; or

• demonstrate acceptable command of spelling, grammar, capitalization, and punctuation.


Unit 3, General Assessment, Student Writing

Name________________________ Date_________________

Comments

The student uses capital letters when needed.

(3 points possible)

The student uses ending punctuation such as

periods, question marks, and exclamation

marks correctly.

(3 points possible)

The student uses complete sentences.

(5 points possible)

The student uses nouns and pronouns correctly.

(5 points possible)

The student uses correct verb tense.

(5 points possible)

The student uses a variety of descriptive

language including adjectives and adverbs.

(5 points possible)

The student uses appropriate handwriting for

this time of year.

(4 points possible)

Total 30



November 14th

– December 20th

– Weeks 14 - 17

Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction

Unit Description

This unit focuses on reading and writing informational texts. Nonfiction reading and writing should be connected to the content areas of science and social

studies. The teacher models, coaches, and applies instructional techniques to develop comprehension at literal, interpretative, and evaluative levels of

questioning. Students learn to formulate their own questions and respond both orally and in writing to informational text.


Students read informative texts to satisfy their curiosities, to make connections, and to understand the world and new concepts better, while developing

vocabulary. Students study text structures, which include description, problem-solution, and cause and effect as patterns of organization. Then students read these

informational texts as writers and determine whether the intent was to inform, explain, describe, or persuade.

Guiding Questions

1. Can students identify informational text?

2. Can students distinguish between informational text and fiction?

3. Can students explain the purposes for reading informational text?

4. Can students show how informational text is organized?

5. Can students show how elements used in informational text help the reader know the text is accurate?

6. Can students explain what makes informational text interesting?

Sample Assessments

General Guidelines



General Assessments

The teacher will observe student responses and discussion on nonfiction selections for reading and writing.

The students will keep notes from ideas generated throughout the unit on nonfiction in their learning logs. The teacher will assess the students’ notes

checking for accuracy of information gathered in various activities.

The students will demonstrate mastery of choosing nonfiction selections for a stated purpose such as writing a report.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction



4: What Is Nonfiction? 11, 15

5: How Is Nonfiction Text Structured? 17c, 20a, 20b

12: Presenting 45b, 46, 47, 48, 52

LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction

3: Writing/Grammar (ONGOING ) 21, 22, 23a, 23b, 23c,

30a, 30b, 30c, 30d, 31, 33a, 35

9: Write On 22, 23d, 23e, 24d, 52

10: Features of Nonfiction 05, 06

Continue Word Wall

Activities

au, aw, awn

alk, all

ood, ook

ank, ink, unk

GLEs 1 & 2

MODELED WRITING

Letter 24 (LbD)

Expository 24 (LCC)

Invitation 26 (LCC)

MINI-LESSONS

Voice 23

Revising 23

Sequence

Adapt to Purpose and Audience

Possessive Nouns 30

Action Verbs 32

Linking Verbs 32

Review Action and Linking Verbs 32

Envelope 26

Theme 7: How Do Machines Work? COMPREHENSION STRATEGIES/SKILLS

Synthesize 17

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Humorous Fiction 15 Identify Point of View 19

Identify Story Structure 8

Theme 8: What is a Magnet? COMPREHENSION STRATEGIES/SKILLS

Monitor Understanding 17

reread text

self-monitoring

reflection strategic reading

TARGET SKILLS

Procedural Text Identify End Punctuation 28

Nonfiction Feature: Line Graph 54

CENTER IDEA



Theme 7: How Do Machines Work?




Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

essential, wheel, machine, reduce, labor, effort

Connect to Literature: How Do You Lift a Lion?, If I Could

Drive a Loader, Maybelle, The Cable Car

MODELED WRITING

Letter



Invitation

HME – pp. 87

MINI-LESSONS

Voice


Revising


Sequence

LbD Sequence Organizer Writing Resource Guide – p. 40


Adapt to Purpose and Audience


HME – pp. 352-353

Possessive Nouns


HME – pp. 113-116

Action Verbs


HME – pp. 163-168

Linking Verbs


HME – pp. 179-182

Review Action and Linking Verbs


HME – p. 87

Envelope

HME – p. 86



Vocabulary

Unit 21: alk, all

Unit 10:

ank, ink, unk

Theme 8: What is a Magnet?




Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game attract, magnet, object, operate, field, effect

Connect to Literature: Mr. Fixit’s Magnet Machine, Marion

the Magnet’s First Mission, The Magic School Bus Amazing

Magnetism

Leveled Readers End of 2nd

Quarter

ON: J K L

ABOVE: M N

BELOW: I and below








Independent reading is anytime a student reads alone. Independent reading may take place throughout various times of the day. It is

important to include this activity daily. Drop Everything And Read is a way to make this part of your daily schedule. D.E.A.R. is a

designated time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements

the standard reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to

read according to a variety of student interests and abilities. Students should also be encouraged to read a variety of nonfiction

materials during this unit.


Materials List: read aloud book, charts, word wall, paper for vocabulary cards, binder or folder


directed reading– thinking activity or DR-TA (view literacy strategy descriptions). In using DR-TA students will make predictions

about the story based on the cover and title. It is important to have students make connections through personal experiences that are

related to the story content. These predictions may or may not be recorded. As the teacher shares the story, she/he will stop at various

points to discuss vocabulary and predictions. Through the use of context and picture cues, the students will infer the meaning of

unknown vocabulary words. Meanings will be confirmed collaboratively. Listed below are some suggestions to develop vocabulary:






the vertical axis, and the context in which the students used the words is placed on the horizontal axis. The vocabulary words

in each grid need to be parallel parts of speech: all adjectives, nouns, or verbs, etc. The students then decide which vocabulary


Vocabulary # of times used playground slide field trip Librarian

knead IIII I

erect II

sprout IIII III




Students will create vocabulary cards (view literacy strategy descriptions) for vocabulary words that can easily be illustrated.

On the card the students will include a drawn picture, a definition, and a sentence using the word in context. Allow students to

study their cards individually and with a partner in preparation for quizzes and other class activities.

Example:

Student’s

Illustration

Sprout

Definition: to begin

to grow

Sentence: The plant

began to sprout after

three days.



Activity 3: Writing/Grammar (Ongoing ) (GLEs: 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35 )

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing Rubric BLM

from Unit 1

In the early childhood classroom writing/grammar will be taught daily. The instruction of writing/grammar takes many different forms



language, etc.






workshops could include title (main idea), creating a web to organize student thinking, descriptive language, indention of first

line of paragraph, capital letters, punctuation, and subject-verb agreement. A rubric can be used by both teacher and students to

monitor progress and determine the direction of the mini-workshops. See Writing Rubric BLM from Unit 1.




confidence as students’ writing develops and matures. The teacher is able to meet with individuals or small groups as needed

to instruct or encourage students’ thinking and writing.


Activity 4: What Is Nonfiction? (GLEs: 11, 15 )

Materials List: a variety of fiction and nonfiction books from the classroom and school libraries, chart paper/ board/overhead projector,

markers/chalk/transparencies, Fiction or Nonfiction BLM

The students listen to a read-aloud of a piece of nonfiction and discuss the following questions:

What is nonfiction?

Why do we read nonfiction books?

What makes nonfiction different from fiction?

Students brainstorm nonfiction reading in their lives, including environmental print, biography, and directions. Review the elements of

fiction and nonfiction with the students. Compare how they are the same and how they are different. Here are some ideas.

Elements of Fiction Elements of Nonfiction

Title and Author Title and Author

Beginning, Middle and End Beginning, Middle and End

Characters Details

Setting Important Facts

Details Learned Information

Problems and Solutions

Students sort books into nonfiction and fiction using a Venn diagram graphic organizer (view literacy strategy descriptions). This

strategy allows for the intersection of books with information embedded in historical fiction, etc. (see Fiction or Nonfiction BLM)



Activity 5: How Is Nonfiction Text Structured? (GLEs: 17c, 20a, 20b)

Materials List: nonfiction books from classroom and school libraries, teacher-created chart of questions

The students will explore examples of ways authors present factual information in books (narrative woven with factual information, how-to books,

question and answer books, alphabet books, etc.). The students will read examples from various authors and identify how the text is organized,

such as chronological, cause-effect, problem/solution, or using charts and graphic organizers. Facilitate a discussion using the Questioning the

Author (view literacy strategy descriptions) technique that encourages students to ask questions about what they are learning from the text. This

technique assists the students in constructing meaning from text and going beyond the words on the page. Using a teacher-created chart of

questions, the teacher prompts the students to discuss the author’s writing and/or message, link information, question the way in which an author

presents information or ideas, and encourages students to find evidence within the text to support their thinking. The goal of this chart is to model

for the students the types of questions they can ask when reading independently or with a group. This type of activity allows students to develop an

understanding of how to be critical readers and thinkers. An example of the chart follows:

Goal Query

Initiate discussion. What is the author trying to say?

What is the author’s message?

What is the author talking about?

Focus on author’s message. That is what the author says, but what does it mean?

Why did the author choose this word?

Link information. How does that connect with what the author already

told me?

What information has the author added here that

connects with _________?

Identify difficulties with the way the

author has presented information or

ideas.

Does that make sense?

Did the author state or explain that clearly? Why or

why not?

What do I need to figure out or find out?

Encourage students to refer to the text

because they have misinterpreted, or to

help them recognize that they have

made an inference.

Did the author tell me that?

Did the author give me the answer to that?

What was the author’s impression of ________?

What was the author’s attitude toward ________?

As teacher reads nonfiction, students listen for techniques authors use that “hook” the reader, such as beginning with a question, an anecdote, a

fact, etc. Students define and practice identifying elements of nonfiction.



Activity 9: Write On (GLEs: 22, 23d, 23e, 24d, 52)

Materials List: learning logs, computer access

Students read and write more notes in their learning logs (view literacy strategy descriptions) while the teacher continues to guide,

confer, encourage, and affirm their progress. Students type their drafts and save them to a folder. Students print their drafts with

double spacing to make it easier to record the comments of the teacher or peers in conferencing sessions. The students focus on word

choice, such as strong verbs and describing words, and revising to make a piece of writing more interesting. The student will reread

and examine writing for clarity and grammatical and mechanical correctness. The students continue to focus on one skill and transfer

that skill to their writing, continuing to improve it. The end result, however, should demonstrate proficiency in many skills related to

writing.

Activity 10: Features of Nonfiction (GLEs: 05, 06)

Materials List: Nonfiction books from classroom and school libraries, learning logs, Nonfiction Writing Rubric BLM, any art

materials needed for book construction

The students meet with the teacher or peer to edit for conventions meeting grade-appropriate expectations using the Nonfiction

Writing Rubric BLM. Students examine a variety of books for ways authors use features in their works to determine how to lay out

their books. These may include print features such as titles, bullets, headings, subheadings, captions, labels, etc. Students examine

graphic aids, diagrams, graphs, maps, charts, and illustrations. Also, students locate organizational aids, such as a table of contents,

preface, and glossary. Students create a plan for presentation and confer with the teacher for guidance.

Activity 12: Presenting to Others (GLEs: 45b, 46, 47, 48, 52)

Materials List: science and social studies books, other informational nonfiction books from classroom and school libraries, Internet

access, digital camera, video camera

In connection with other content areas, such as science and social studies, students will give both informal and rehearsed oral

presentations or reports about familiar topics while comparing ideas from a wide variety of media. For example, if students present

reports on animals, they may use photos, information from the Internet, a video clip, or other visual aids. As a group, they establish

classroom procedures and rules and generate ideas for the role of discussion leader and contributor, who may pose questions after a

presentation about how the student found the sources of information. Again the student may become the professor know-it-all (view

literacy strategy descriptions) when presenting his/her topic. Students become active listeners while others are presenting.





Writing Rubric

Name_________________________ Date__________________

Criteria Comments

1. The student writes at least 5 logically sequenced

sentences focused on a single topic.

(8 possible points)

2. The student’s sentences are complete and coherent.

The sentences make sense.

(2 possible points)

3. The student spells many high frequency words

correctly by making use of learned spelling strategies.

The inventive spelling can easily be read by others.

(2 possible points)

4. The student used capital letters for the beginning

words of sentences, “I”, and proper nouns.

(3 possible points)

5. The student uses correct common ending punctuation

such as periods, exclamation marks, and question marks.

(3 possible points)

6. The student uses upper and lower case letters

correctly and uses adequate spacing between words.

(2 possible points)

7. The student uses a variety of appropriate descriptive

language.

(2 possible points)

8 The student uses an opening sentence.

(1 possible point)

9. The student uses an ending sentence that expresses

some observation, opinion, or feeling.

(1 possible point)

10. The student makes use of transitional words to show

the sequence of events.

(1 possible point)

Total Score 25


Unit 6, Activity 4, Fiction or Nonfiction

Fiction Nonfiction


Unit 6, Activity 10, Nonfiction Writing

Name __________________________________________________________Date _______________________________________________________

Comments 1. The student writes at least 2 logically sequenced paragraphs focused on a single topic.

(8 possible points)

2. The information written is factual. (5 possible points)

3. The title and any subtitles used are logical and stay focused on the topic.

(5 possible points)

4. The student has included at least 2 forms of graphic aids, such as a picture, graph, table, or map, that enhance the piece.

(4 possible points)

5. The student’s sentences are complete and coherent. The sentences make sense.

(2 possible points)

6. The student spells many high frequency words correctly by making use of learned spelling strategies. The inventive spelling can easily be read by others.

(2 possible points)

7. The student used capital letters for the beginning words of sentences, “I”, and proper nouns. The student also uses correct common ending punctuation, such as periods, exclamation marks, and question marks.

(4 possible points)

Total 30


English Language Arts: Grade 2 January 4

th – February 3

rd – Weeks 18 – 22

Comprehensive Curriculum Unit 4: Information Quest

Unit Description

This unit focuses on locating, gathering, and interpreting information from a variety of sources. The unit also focuses on reading, organizing, and interpreting

data from simple timelines, charts, diagrams, graphs, and maps. The skills acquired through this unit should be applied and strengthened throughout the year.


The main goals of this unit are to have students gather, organize, and interpret information from a variety of media, reference, and technological sources.

Students locate information in magazines, newspapers, encyclopedias, and electronic sources. Students should be able to publish a simple research report, writing

project, and book summary.

Guiding Questions

1. Can students locate and interpret information from a variety of sources?

2. Can students locate and read information on timelines, charts, graphs, diagrams, and maps found in newspapers?

3. Can students tell and write about the sources of learned information?

4. Can students use available technology to publish a variety of works?

Sample Assessments

General Guidelines


generated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.

General Assessments

The students can locate information using the table of contents and index. The student may record this as a written assignment or as an oral

report. The teacher will assess student understanding with a checklist developed by students and teacher.

The teacher will observe the students using the computer, including the URL address and search. The teacher will use a checklist to document a

student’s ability to use the computer. (See Computer Checklist BLM)

The students’ complete notes and outlines on information found in reference materials will be kept in their writers’ notebooks for routine

observations by the teacher.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 4 – Information Quest



4: Parts of A Book 17c, 49b, 49c, 49d, 49e, 49f

5: Digging in a Dictionary 05

7: Scavenger Hunt Through the Encyclopedia 17c, 17d, 24d, 36,

50, 53

9: Computers as Tools 49a, 49b, 49c, 49d, 49e, 49f, 52

LCC ACTIVITIES: Unit 4 – Information Quest

3: Writing/Grammar (ONGOING ) 21, 22, 23a, 23b, 23c,

30a, 30b, 30c, 30d, 31, 33a, 35

6: Thesaurus 03, 04, 05, 23c, 23d, 23e, 24b, 24c, 25

Continue Word Wall

Activities

ice

age, arge

oil, oy

ound, ow, out

GLEs 1 & 2

MODELED WRITING

Poem 24 (LbD)

Report 24 (LCC)

MINI-LESSONS

Editing 23

Word Choice 23

Problem/Solution

Use Repetition for Emphasis in Poetry 9

Verbs: Past and Present 30

Helping Verbs: has, have, had 32

Irregular Verbs: see, give, come 32

Review Helping and Irregular Verbs 32

Theme 9: Cast Your Vote COMPREHENSION STRATEGIES/SKILLS

Make Connections 11, 17

text to text, self, world

compare/contrast

background knowledge

TARGET SKILLS

Play 15

Recognize Rhythm and Rhyme 9

Use parts of a book to Locate Information 6

Theme 10: Work That Matters COMPREHENSION STRATEGIES/SKILLS

Create Images 17

use visuals

create images

revise

TARGET SKILLS

Expository 15

Identify Contractions 28

Nonfiction feature: Table 54

CENTER IDEA



Theme 9: Cast Your Vote





result, vote, wait, government, duty, election

Connect to Literature: The Day Gogo Went to Vote, Vote!,

Woodrow for President

MODELED WRITING

Poem

LbD Poem Organizer Writing Resource Guide – p. 41


Report (LCC)

HME – pp. 226-233

MINI-LESSONS

Editing


Word Choice


Problem/Solution



Use Repetition for Emphasis in Poetry


Verbs: Past and Present


HME – pp. 169-170

Helping Verbs: has, have, had


Irregular Verbs: see, give, come


HME – pp. 173-176

Review Helping and Irregular Verbs


HME – pp. 177-178, 187-189



Vocabulary

Unit 20: ice

Theme 10: Work That Matters





contribute, police, volunteer, participate, influence, emergency

Connect to Literature: Harvesting Hope, The Berenstain Bears

Lend a Helping Hand, The Lady in the Box

Leveled Readers End of 3rd

Quarter

ON: K L M

ABOVE: N

BELOW: J and below






Activity 1: Independent Reading (Ongoing) (GLEs: 13)


Independent reading is anytime a student reads alone. Independent reading may take place throughout various times of the day. It is




read according to a variety of student interests and abilities.


Materials List: read aloud book, charts, word wall, paper for vocabulary cards, dictionary, binder or folder




related to the story content. These predictions may or may not be recorded. As the teacher shares the story, s/he will stop at various












used



enormous II

jovial IIII III




Activity 3: Writing/Grammar (Ongoing) (GLEs: 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35)

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs

In the early childhood classroom writing/grammar will be taught daily. The instruction of writing/grammar takes many different forms



language, etc.














Activity 4: Parts of a Book (GLEs: 17c, 49b, 49c, 49d, 49e, 49f )

Materials List: the second grade science and/or social studies textbook, a copy of the textbook for each student

The student will watch and listen as the teacher presents textbooks that include a table of contents, index, and glossary. The teacher

also will call attention to several examples of any timelines, charts, diagrams, graphs, and maps found in the book. The student will

respond as the teacher asks guiding questions about the book. After the teacher points out the table of contents, the students will each

use a copy of the same book to gather information. The students should be encouraged to gather as much information as possible from

the table of contents in five minutes. This should be treated as a game. How much can you learn about this book in five minutes from

the table of contents? The students share what they learned about the book with the class. The students explain how they found the

information and where. As part of a class discussion the students will determine the value of the table of contents as a resource for

reading. The same procedure will be used for the students to explore the index, glossary, chapter headings, and at least one of the

timelines, charts, diagrams, graphs, or maps found in the textbook.


Activity 5: Digging in the Dictionary (GLEs: 05)

Materials List: student dictionaries – enough for students to share, list of content vocabulary words, previous word grids from Activity

2, index cards

This activity is necessary to provide skills to be used later in conducting independent research. The teacher will introduce the word

guide. The teacher will write the word guide on the board and lead a class discussion on what the word means using leading questions

such as, “What does a guide do?, Where have you heard the word guide? etc. The teacher will help the students understand that a

guide shows people where to go using examples like a tour guide or a map. The teacher will explain to the students that a dictionary

has guide words that direct the reader where to go. The students will locate guide words in the dictionary and discuss with a partner

their ideas on the purpose of guide words. The students will share with the teacher ideas on guide words as the teacher circulates and

conferences with each pair of students. The students will conclude (with guidance from the teacher) the purpose of guide words. The

class will be given a list of content area vocabulary words. The students will determine where the vocabulary words fit in a list of

guide words. The students will practice locating vocabulary in the dictionary using guide words. The students will then use previous

vocabulary words from Activity 2 and create vocabulary cards (view literacy strategy descriptions). The card should include an

illustration, a definition found in the dictionary, and a sentence using the word. Students can quiz each other with the cards in

preparation for tests and other class activities. See example below:

Student’s

Illustration

Enormous

Definition: of great

size or number,

huge, vast, or

immense

Sentence: The

enormous watermelon

would not fit in the

door.



Activity 6: Thesaurus (GLE: 03, 04, 05, 23c, 23d, 23e, 24b, 24c, 25)

Materials List: student thesauruses – enough for students to share, old pieces of writing

The teacher will model how to use a thesaurus. The students will each be given a thesaurus or one to use with a partner. The students

will explore the thesaurus and share discoveries with the teacher and/or class. The students will choose a writing sample from their

writing journal or notebook. This may include poems and short stories. The students will use a thesaurus and look for synonyms,

antonyms, and homonyms of words they have used in their writings to improve and revise. The students will revise and rewrite

original works and will attempt to use literary devices, such as patterns of rhythm and similes in their writing, to make their writing

more interesting. This can be done in several lessons as the year progresses to improve students’ writing.

Activity 7: Scavenger Hunt Through the Encyclopedia (GLEs: 17c, 17d, 24d, 36, 50, 53)

Materials List: set of encyclopedias, list of current content vocabulary, notebooks or paper for recording, Encyclopedia Rubric BLM

As a shared reading group activity with some students proceeding independently and others working with the teacher, the students will

arrange grade appropriate encyclopedia volumes in alphabetical order. Each student holds one volume and comes to the front of the

class to line up the volumes in alphabetical order. Students will be reminded that the encyclopedia is arranged in alphabetical order

and uses guide words similar to a dictionary.

The students will work in small groups to go on a scavenger hunt in the encyclopedias to find content-area items. (An appropriate list

of subjects should be prepared ahead of time by the teacher.) The students will be given a list of content area items to locate in the

encyclopedias. When the group members find an item, they must indicate on the list the volume in which it was located, the page

number, and a short informational description of the article in the encyclopedia. Using the information they have gathered from the

encyclopedia, the students will then complete a project chosen by the teacher. The project could be an informational poster, a collage,

an oral presentation, or a written report. The project will be assessed using an appropriate checklist or rubric developed by teacher and

students. (See Encyclopedia Rubric BLM)

Comments 1. The information presented is an accurate description of the topic chosen.

(5 possible points)

2. The project is neat and well organized. (5 possible points)

3. The volume and page number of the encyclopedia are on the project. (2 possible points)

Total 12


Activity 9: Computers as Tools (GLEs: 49a, 49b, 49c, 49d, 49e, 49f, 52)

Materials List: computers with Internet access, Computer Checklist BLM

The students will watch and listen as the teacher models how to use the computer as a tool to examine sites created by peers around

the country. The students should be given specific instruction on making sure the URL address is correct and given ideas on how to do

a search if the URL is unknown. The teacher must find appropriate sites in preparation for this lesson. Two good and safe sites for

students to use are www.thinkquest.org/library/ and http://roosevelt.wauwatosa.k12.wi.us/tqjunior.html. A good search engine such as

Google®

will also provide help. Students will then use the websites to determine what makes a quality research report, book report, or

other published work. Students will print those models and highlight features used in the model, such as:

How the author gets the attention of the reader in the beginning, which is called a “hook”

What sources are used in these projects, print and electronic (e.g., Where did the writer learn information before writing a

report?)

What search engines were used

How the author wrote the report

Use the Computer Checklist BLM to assess the students’ use of the computer.

Place a + if student is successful and a – if he/she is not.

Use of mouse or keypad

Ability to access the Internet

Typing accuracy of typing URL address

Ability to effectively use a search engine such as Google

Effective use of software such as Kidspiration® or Kid Pix®

Students Date Date Date Date Date

http://roosevelt.wauwatosa.k12.wi.us/tqjunior.html


Unit 4, Activity 7, Encyclopedia Rubric

Name________________________________ Date_________________

Comments

1. The information presented is an accurate

description of the topic chosen.

(5 possible points)

2. The project is neat and well organized.

(5 possible points)

3. The volume and page number of the

encyclopedia are on the project.

(2 possible points)

Total 12


Unit 4, Activity 9-14, Computer Checklist

Place a + if student is successful and a – if he/she is not.

Use of

mouse or

keypad

Ability to

access

the

Internet

Typing

accuracy of

typing

URL

address

Ability to

effectively

use a search

engine such

as Google

Effective use

of software

such as

Kidspiration®

or Kid Pix®

Students Date Date Date Date Date



February 6th

– March 23rd

– Weeks 23 – 28

Comprehensive Curriculum Unit 2: Use Your Thinking Cap

Unit Description

This unit focuses on critical thinking skills, including identifying cause and effect relationships, making predictions, inferring, and comparing and contrasting.

Activities from Unit 1 that should be continued are 4, 5, 9, 10, 12, and 13. Many of the activities in this unit will be ongoing throughout the year.


Students think about how texts are written. Students work on comprehension skills by identifying and discussing cause and effect relationships, making

predictions, and comparing and contrasting elements of stories. Students respond orally and in writing, including using graphic organizers (story maps, webs,

Venn diagrams, lists, and charts).

Guiding Questions

1. Can students read and comprehend text?

2. Can students compare and contrast the story elements of two different stories?

3. Can students make inferences about texts?

4. Can students ask how and why questions about texts?

5. Can students communicate ideas and information from text to class orally or as a project?

Sample Assessments

General Guidelines



General Assessments

The teacher will observe and take notes on the students’ responses to guided reading questions.

The student will give short oral reports emphasizing why and how.

The students will present Book Club products (e.g., poster, flipbook, timeline, etc.). The products will be assessed with a rubric designed to

address the GLEs in the activity. (See Student Project Assessment BLM.)

Using a rubric, the teacher will assess student products (e.g., posters, story chains, puppets, dioramas, etc.) for understanding and application of

ideas in text. (See Student Project Assessment BLM.)



LCC ACTIVITIES: Unit 2 – Use Your Thinking Cap



4: Anticipation 13, 17c, 17d, 20b, 40b, 40c

5: Book Clubs 8, 10, 13, 17c, 17d, 20b, 38, 40b, 40c, 41, 42, 43, 44,

46, 47, 48, 52

6: Reader’s Chair to Share 08, 13, 14, 18, 20b, 40b, 40c, 41, 43

LCC ACTIVITIES: Unit 2 – Use Your Thinking Cap

3: Writing/Grammar (ONGOING) 21, 22, 23a, 23b, 23c,

30a, 30b, 30c, 30d, 31, 33a, 35

Continue Word Wall

Activities

Contractions

kn, wr

dge, tch

er, est

GLEs 1 & 2

MODELED WRITING

Descriptive (LCC – see activity 11 - Unit 3)

Report 24 (LbD)

MINI-LESSONS

Sentence Fluency 23

Publishing 23

Compare/Contrast

End Effectively

Personal Pronouns (Singular and Plural) 32

Subject and Object Pronouns 32

Possessive Pronouns 32

Review Pronouns 32

Theme 11: On the Farm


Ask Questions 20

meaning

author’s purpose

visuals

TARGET SKILLS

Fantasy 15

Understand Simile 9

Understand Humor 9

Theme 12: To Market, To Market


Determine Importance 17

main idea and details

purpose for reading

classify

TARGET SKILLS

Expository 15

Identify Setting 8

Nonfiction feature: Headings 49

CENTER IDEA



Theme 11: On the Farm





nourished, farming, maintain, bounty, various, produce

Connect to Literature: Oh say Can You Seed, The Magic School

Bus Plants Seeds, Sunflower House

MODELED WRITING

Descriptive (LCC)

HME – pp. 266-287

Report



HME – pp. 226-233

MINI-LESSONS

Sentence Fluency


Publishing


Compare/Contrast



HME – pp. 160-161

End Effectively

LbD Writing Resource Guide – p. 59-60

HME – p. 351

Personal Pronouns (Singular and Plural)


HME – p. 107-112

Subject and Object Pronouns


HME – pp. 107-108

Possessive Pronouns


HME – pp. 109-110

Review Pronouns


HME pp. 130-131


Houghton -Mifflin Spelling and

Vocabulary

Unit 26: Contractions

Theme 12: To Market, To Market





freight, consume, distribute, available, taste, range

Connect to Literature: To Market, To Market, Salt & Pepper,

Estela’s Swap

Leveled Readers – End of 3rd

Quarter

ON: K, L, M

ABOVE: N

BELOW: J & Below








Independent reading is anytime a student reads alone. Independent reading may take place at various times of the day. It is important


time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements the standard

reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to read according

to a variety of student interests and abilities.

Activity 2: Vocabulary Development (Ongoing) (GLEs: 04, 05 )

Materials List: read aloud book, charts, word wall, paper for vocabulary cards, binder or folder
















used



enormous II

jovial IIII III




Activity 3: Writing/Grammar (Ongoing) (GLEs: 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35)

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs

In the early childhood classroom, writing/grammar will be taught daily. The instruction of writing/grammar takes many different

forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical

features of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense,

descriptive language, etc.















Activity 4: Anticipation (GLEs: 13, 17c, 17d, 20b, 40b, 40c)

Materials List: books of various reading levels from classroom or school library, overhead projector/transparencies or chart,

anticipatory guide for each student, paper, pencils

It is important to use stories in this activity that the students are unfamiliar with but can read fluently. In this activity, the student

predicts what is going to happen in a story using information given by the teacher. After looking at the cover and reading the title of a

book, the students read with the teacher a list (generated by the teacher) of statements about the book. This is an anticipatory guide

(view literacy strategy descriptions). Each student needs a copy of the list, and the teacher will have an overhead or chart with the list.

(This list should be prepared beforehand by the teacher and include some true statements and false statements about the book as well

as a place for the students to respond yes/no or true/false.) As the class members read each statement, they will indicate their initial

responses by thumbs up or down. If they think the statement is true for the book, thumbs up. If they think the statement is false,

thumbs down. Also the students need to record on their list yes/no or true/false by circling appropriate response. After the students

record their predictions, the book is read as a read-aloud, with partners or independently. Then the students return to the list and revise,

if necessary, their true/false responses using information from the story. Students, with teacher guidance, should try to turn the false

statements into true statements by changing one or two words. (Students may return to the story for support.) For example, for the

book The Little Red Hen, a statement may say, “In the end, the hen will share her bread.” The students would predict by indicating

“yes” or “no.” After reading, the student could change the statement to say, “In the end, the hen did not share her bread.” The students

participate in a class discussion of each statement and how the story supports each as a true or false statement.

Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the

students. Texts should be selected so each student can read at his/her independent (95% accuracy) reading level.



Activity 5: Book Clubs (GLEs: 08, 10, 13, 17c, 17d, 20b, 38, 40b, 40c, 41, 42, 43, 44, 46, 47, 48, 52)

Materials List: books of various reading levels from classroom or school library, PowerPoint® software (if available), paper bags,

construction and regular paper, video camera if available, art supplies, Student Project BLM

It is important to use a variety of books in this activity so the students can read fluently. This activity will be used throughout the year

as appropriate. The students will meet with a group according to reading needs. The Book Clubs are flexible groups that meet to read,

discuss, and analyze books (including making inferences and predictions about books). The students choose a book from a list

generated by the teacher specifically to target the students’ needs. A fun way to stimulate interest is to do theme clubs such as the

“Clifford Club” or the “Amelia Bedelia Club”. The teacher will also provide a focus for the group to concentrate on while reading.

The book clubs will meet daily to work together. As the students work in clubs, the teacher meets with each group to coach and

encourage the readers. After reading a selection with the group or independently, the book club will select one or more activities to

share their book selection with the class. Examples of activities for book clubs include:

make an advertisement for the book with a poster or a PowerPoint® presentation

create a flip book

design and create a vest from paper bags for each member of the club using elements of the story

build a story chain (view literacy strategy descriptions) that allows each child to write and illustrate a different part of the story

that can then be linked together in sequence showing a good beginning, middle and end

design and create character puppets and scenery to present the story to the class

video a news report or advertisement for the book

generate questions for a “test” to test themselves and/or the class on the story

create a diorama

compose a timeline for the story

Use the Student Project Assessment BLM to assess this project.

Teacher Note: Before the students are required to use technology such as PowerPoint®

, the teacher should take the time to give

lessons on how to make a PowerPoint®

Presentation. This also should apply for any activity new to the student such as a flipbook.

Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the

students. Texts should be selected so each student can read at his/her independent (95% accuracy) reading level.



Activity 6: Reader’s Chair to Share (GLEs: 08, 13, 14, 18, 20b, 40b, 40c, 41, 43)

Materials List: books of various reading levels from classroom or school library, special chair or place for sharing

This activity will be used throughout the year as appropriate. The student will choose a book to share with the class. The students will

take turns sitting in a designated “share chair” to share something about a book they have read. The classroom routine and time

restraints will determine how many children will share a day (One to three students a day are usually all time will allow.). The

students will choose one of many ways to share:

explain why and how the book was chosen

take the class on a picture walk (i.e., Students look through the book and comment on the pictures.)

read a favorite part, funny part or scary part

describe the characters, setting or problem

share what this story made you think of in your own life

discuss author’s point of view (i.e., Why do you think the author wrote this book?)

compare and contrast the book with a similar one from a different culture.

The other students will ask questions about the book or relate something to the book.



March 26th

– April 20th

– Weeks 29 – 31

Comprehensive Curriculum Unit 7: People—Autobiographies/Biographies

Unit Description

This unit focuses on reading and writing biography and autobiography. This unit should be linked to content areas, when appropriate. Through explicit models of

writing styles that compel a reader and through ongoing practice, the teacher encourages students to develop voice in their own writing.


Students read biographical models of interesting people with whom they can identify. The students examine point of view and conclude how the literature

portrays a subject. The students study the influences of others in the life of a subject and think about the subject’s life and accomplishments. Students learn that

biographies and autobiographies are organized in a particular way and also look at the time frame of the biography to examine text structures. Students will write

and present biographies and autobiographies.

Guiding Questions

1. Can students identify biographical or autobiographical writing?

2. Can students tell what makes a biography or an autobiography interesting?

3. Can students identify the point of view used to tell about the subject?

4. Can students show how the author crafted and organized the text for the subject?

5. Can students write a biography or autobiography?

Sample Assessments

General Guidelines



General Assessments

The student will be able to identify and choose autobiographies and biographies of people of interest.

The student will be able to use correct English usage and structure when writing.

The student will be able to gather information through an interview or using available sources, such as Internet, encyclopedia, or newspaper



LCC ACTIVITIES: Unit 7 – People



5: Getting to Know Others 15, 16, 19

7: Choose and Research Your Subject 23b, 23c, 51

10: Presents to Others 38, 41, 43, 44, 48

LCC ACTIVITIES: Unit 7 – People

3: Writing/Grammar (ONGOING) 5, 21, 22, 23a, 23b, 23c,

30a, 30b, 30c, 30d, 31, 33a, 35

4: All About Me 15, 16, 23a, 23b, 27, 30e, 30f, 30g, 51, 54

9: Improve the Draft 27, 30g, 52

Continue Word Wall

Activities

un

ful, less, er, ly

s, es

y to ies

GLEs 1 & 2

MODELED WRITING

Story 24 (LbD)

Biography 24 (LCC)

MINI-LESSONS

Prewriting 23

Conventions 28, 30

Sequence

Contractions 28

Adjectives 22

Theme 13: Your Money


Infer 17

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Folktale 15

Understand Dialogue 9

Understand Metaphors 9

Theme 14: Going to Work


Fix-Up Strategies 2, 17

use pictures

read on

decode

word analysis

TARGET SKILLS

Biography 15 Recognize Alliteration 9

Nonfiction feature; Time Line 54

CENTER IDEA



Theme 13: Your Money





interest, earn, increase, value, browse, spend

Connect to Literature: Money, Money, Honey Bunny, Bunny

Money, Sam and the Lucky Money

MODELED WRITING

Story

LbD (Autobiography) Organizer Writing Resource Guide -

- p. 45


Biography

HME – pp. 62-91

MINI-LESSONS

Prewriting


Conventions


Sequence

LbD (Timeline)Organizer Writing Resource Guide – p. 46


Contractions


HME – pp. 183-184

Adjectives


HME – pp. 239-244

Comparative and Superlative Adjectives


HME pp. 249-250

Review Adjectives


HME – pp. 245-246, 255-265


Houghton -Mifflin Spelling and

Vocabulary

Unit 34:

un

Unit 35:

ful, less, er, ly

Unit 19:

s, es

Theme 14: Going to Work





market, business, prepare, provide, obtain, wages

Connect to Literature: Money Troubles, The Cool Crazy Crickets

to the Rescue, Sluggers’ Car Wash

Leveled Readers End of 4th

Quarter

ON: K, L, M

ABOVE: N

BELOW: J &Below






Activity 1: Independent Reading (Ongoing) (GLEs: 13)


Independent reading is any time a student reads alone. Independent reading may take place at various times of the day. It is important


time reserved in the classroom schedule for both students and their teachers to “drop everything and read.” It supplements the standard

reading program by encouraging students to read independently. D.E.A.R. time provides an opportunity for students to read according

to a variety of student interests and abilities.


Materials List: read-aloud book, charts, word wall, paper for vocabulary cards, binder or folder


directed reading–thinking activity or DR-TA (view literacy strategy descriptions). In using DR-TA students will make predictions














used


hexagon IIII I

petticoat II

memoire IIII III




Activity 3: Writing/Grammar (Ongoing) (GLEs: 5, 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35 )

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing Rubric BLM (Unit 1)

In the early childhood classroom writing/grammar will be taught daily. The instruction of writing/grammar takes many different forms that enable

teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing (spelling,

capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense, descriptive language, etc.

Guided writing is designed to teach a specific skill or strategy to the whole group, small group, or individual. In this process the student

does his/her own writing with the teacher’s scaffolding support through mini-lessons and conferences.

The “weekend story” is a powerful guided writing activity. It is usually conducted on the first day of each week. The teacher leads the

students in a discussion about their weekend experiences. S/He then asks leading questions to help students decide what they will write.

Each week the teacher will conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include title (main

idea), creating a web to organize student thinking, descriptive language, indention of first line of paragraph, capital letters, punctuation,

and subject-verb agreement. A rubric can be used by both teacher and students to monitor progress and determine the direction of the

mini-workshops. See Writing Rubric BLM from Unit 1.

Independent writing is any time students write on their own. Students select topics and are in charge of their own writing. This type of writing is

used to practice writing skills and strategies that support reading development. Examples of a student’s writing may include journal entries,

response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as students’ writing

develops and matures. The teacher is able to meet with individuals or small groups as needed to instruct or encourage students’ thinking and

writing.

Activity 4: All About Me (GLEs: 15, 16, 23a, 23b, 27, 30e, 30f, 30g, 51, 54 )

Materials List: paper, art supplies for drawings as needed, markers, chart paper or bulletin board paper for making the timeline itself, writing

notebooks, All About Me BLM

The students will create personal timelines. (Social Studies GLE 45 - Develop a personal timeline (H-1A-E1). The timelines should start with their

births and end with second grade. The timelines should include at least seven important events in the students’ lives and the approximate date each

occurred, for example, birth of a brother or sister, learning to ride a bicycle, starting kindergarten, and losing a first tooth. Photographs or drawings

may be included. The Read Write Think website has an interactive timeline that can be used for this project. The teacher needs to visit the website,

www.readwritethink.org/student_mat/student_material.asp?id=7, and read about the program. Then click on the link

www.readwritethink.org/materials/timeline/ to get to the actual interactive timeline. This can be used to create the timeline. After it is printed, the

student can then add pictures or drawings as needed. Using their completed timelines, the students will compose a draft of their memoirs. The

students will revise, edit, and publish their memoirs, paying careful attention to Standard English usage, particularly prepositional phrases, time

adverbs, possessive nouns, and good writing habits, such as legible handwriting and correct indentation. (See All About Me BLM) Then the

students will share their own memoirs and discuss important things that happened in their own lives.


Activity 5: Getting to Know Others (GLEs: 15, 16, 19 )

Materials List: biography and autobiography selections and magazines from the classroom, school libraries, and Internet, chart,

markers

The students explore age-appropriate biography/autobiography selections in the library and think about who interests them. If the

Internet is used, the teacher will search for the person of interest to determine whether or not there is an appropriate website available.

These websites change often and must be carefully screened. The students watch as the teacher models how to locate an

autobiography or a biography by subject, browse the selection, and identify the author’s viewpoint. The students discuss and list

milestones that are in biographies and autobiographies. The students will relate what they think is important when reading about

someone’s life by writing down things they think are relevant and important from a book. The students listen and respond as the

teacher reads aloud models of autobiographies and biographies from a variety of sources, including examples from the media, such as

television network biography and popular magazines. The students talk to a partner about the people in the reading selections.

Activity 7: Choose and Research Your Subject (GLEs: 23b, 23c, 51)

Materials List: Interview BLM, tape or video recording equipment, writing learning log, Interview Web BLM

Students will have a conference with their teacher and choose someone in their family or someone they know to write a biography

about. The students identify what is important to know about their subject and how this person made a difference for them or others.

The teacher encourages them to compose their interview questions and gather their information by tape recording or video recording

an interview with their chosen person (see Interview BLM). The teacher invites parents to help with this process. Then the student

must put the gathered information into some type of graphic organizer (view literacy strategy descriptions) such as a web or outline

(see Interview Web BLM). The student then must have a conference with the teacher on how to make notations and write a first draft

with a beginning, middle, and end. The student keeps all notes and drafts in a learning log (view literacy strategy descriptions) to

show how the writing develops.




Activity 9: Improve the Draft (GLEs: 27, 30g, 52)

Materials List: writing learning logs, Biography BLM

Students compose a draft biography using information from the interview from Activity 7. All writing is done in the learning log

(view literacy strategy descriptions), to help the students keep up with all their information and for the teacher to monitor progress or

correct any misunderstandings. The students meet with teacher for guidance to revise, using word choice, style, and language to

improve their piece. Students edit for conventions and use neat, legible handwriting or technology to publish their work. (see

Biography BLM)

Activity 10: Presents to Others (GLEs: 38, 41, 43, 44, 48)

Materials List: students’ completed biography, any timelines or visual aids the student has gathered to go with their biography,

informal invitation for the subjects of the biographies, Biography Presentation BLM

In presentations that are well-prepared and practiced, students make a speech about their biographical writing, along with any objects

that reflect their subject, when formally sharing with others. For example, if the student writes a biography of an uncle who is a police

officer, the student might construct a badge to symbolize the person about whom he or she wrote. The student will practice speaking

tone and volume and adjust during presentation, if necessary. The audience follows listening expectations. Students invite guests who

are subjects of their writing to the presentation with an informal invitation, which they prepare themselves. After the presentation, the

guest sits with the student, who leads a discussion about his/her writing and directs other students’ questions to the interviewee. The

presentation may be evaluated using the Biography Presentation BLM.



Unit 7, Activity 4, All About Me

Name______________________________________ Date______________

Comments 1. The student writes one or more focused paragraphs about themselves.

(5 points possible)

2. Sentences are well constructed and fit together.

(5 points possible)

3. The student effectively uses words that show the passage of time.

( 5 points possible)

4. The student makes use of good descriptive language.

(5 points possible)

5. All spelling is correct because of editing. (2 points possible)

6. All punctuation is correct because of editing.

(2 points possible)

7. The student uses appropriate handwriting for this time of year.

(1 point possible)

Total 25


Unit 7, Activity 5, Getting to Know Others

Name :

Name of person being interviewed:

How do you know this person?

Possible questions to ask:

1. What is your full name?

2. When and where were you born?

3. Where did you go to school?

4. What kind of things did you like to do when you were my age?

5. Did you go to college? If yes, where?

6. Are you married?

7. Do you have children? If yes, tell me about them?

8. What kind of job do you have?

9. Do you like your job and why?

10. Do you have any hobbies?


Unit


Unit 7, Activity 9, Biography

Name: Date: Biography:

Comments 1. The student writes one or more focused paragraphs about the person in the biography.

(5 points possible)

2. Sentences are well constructed and fit together.

(5 points possible)

3. The student effectively uses words that show the passage of time.

( 5 points possible)

4. The student makes use of good descriptive language.

(5 points possible)

5. All spelling is correct because of editing. (2 points possible)

6. All punctuation is correct because of editing.

(2 points possible)

7. The student uses appropriate handwriting for this time of year.

(1 point possible)

Total 25


Unit 7, Activity 10, Presentation

Name_____________________________________ Date_____________

Name of Person in the Biography________________________________

Comments 1. The presentation is well organized and thought out.

(5 points possible)

2. At least two visual aids are used during the presentation.

(5 points possible)

3. The student uses good volume and control during the presentation.

(5 points possible)

4. The student uses good eye contact with the audience during the presentation.

(5 points possible)

Total 20



April 23rd

– May 24th

– Weeks 32 – 36

Comprehensive Curriculum Unit 5: Poetry Is Art in Words

Unit Description

This unit focuses on poetry as a way to communicate. The sounds of poetry reveal a rhythm or cadence to create moods and feelings. Poetry is shared throughout

the school year; however, this unit provides students with various forms of poetry to read, interpret, and emulate on their own. Using many rich examples,

teachers model, coach, and apply how to develop similes, metaphors, and personification.


Students understand that poetry brings together sounds and words in unique ways to create pictures in the mind of the reader. Students are encouraged to try

writing techniques using vivid, descriptive language. Students examine key words, feelings, and images. Students read aloud a variety of forms, collect and

memorize poems, and experiment with writing various types of poetry or poetic elements, such as haiku, concrete, rhyme, and narrative.

Guiding Questions

1. Can students identify poetry (i.e., contrast it with prose)?

2. Can students explain why people read or listen to poems?

3. Can students show how the poet uses similes, metaphors, or personification in a particular poem?

4. Can students describe the images from the poetry they have in their minds?

5. Can students tell how a poet helps them understand a topic, what is compared in the poem, or why the poet chose to think about the topic in a new way?

6. Can students describe moods and feelings given them by a poem?

Sample Assessments

General Guidelines


generated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.

General Assessments

The class will display its best student poems on a “Poet Tree.”

The students will create art to illustrate poems. The art should reflect the mood of the poetry.

The students will compose many poems throughout the unit. Each poem should be considered for assessment. The teacher should evaluate each

product for proper form and structure.

The teacher will observe students reading and reciting poetry. The students should be evaluated for using appropriate rhythm and voice for the

poetry choice.



LCC ACTIVITIES: Unit 5 – Poetry



4: Poetry Introduced with Mother Goose and Other Familiar

Rhymes 01, 02a, 02b, 02c, 02d, 38, 41, 43

5: Other Types of Poetry Introduced 01, 02a, 02b, 02c, 02d, 09

6: Figurative Language in Poems and Prose 09, 19, 20b

LCC ACTIVITIES: Unit 5 – Poetry

3: Writing/Grammar (ONGOING) 5, 21, 22, 23a, 23b, 23c,

30a, 30b, 30c, 30d, 31, 33a, 35

8: Poetry Warm-ups 01, 02a, 02b, 02c, 02d, 03, 04, 05, 09

10: Publish and Present 23f, 24d, 26b, 38, 42, 43

Continue Word Wall

Activities

y plus er, est

ed

ing

compound words

GLEs 1 & 2

MODELED WRITING

Poem 26 (LCC)

Report 24 (LbD)

Persuasive 26 (LCC)

MINI-LESSONS

Editing 23

Presentation 23

Cause & Effect

Review Simple Sentence Structure 32

Compound Sentences Joined with and

Other Joining Words: but, or, so 32

Theme 15: The Wonderful Changes of Water


Synthesize 17

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Realistic Fiction 15

Identify Repetition of Language 9

Identify Character 8

Theme 16: Every Drop Counts


Monitor Understanding 17

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Expository 15

Identify Captions

Teach Information from Index 49

CENTER IDEA



Theme 15: The Wonderful Changes of Water





droplet, puddle, cause, stages, transform, precipitation

Connect to Literature: Hydro’s Adventure, A Drop Around the

World, The Magic School Bus Wet All Over

MODELED WRITING

Poetry


HME – pp. 288-293

Report



Persuasive

HME – pp. 362-369

MINI-LESSONS

Editing


Presentation


Cause & Effect

LbD (Persuasive) Organizer Writing Resource Guide- p.47


Review Simple Sentence Structure


HME – pp. 51-52

Compound Sentences Joined with and


HME – pp. 99-100

Other Joining Words: but, or, so



Vocabulary

Unit 31:

ed

Unit 32:

ing

Unit 25:

compound words

Theme 16: Every Drop Counts





fresh, careless, amount, critical, parched, drought

Connect to Literature: Bringing the Rain to Kapiti Plain, Why

Should I Save Water, The Water Hole

Leveled Readers End of 4th Quarter

ON: K, L, M

ABOVE: N

BELOW: J & Below







Independent reading is any time a student reads alone. Independent reading may take place throughout various times of the day. It is




read according to a variety of student interests and abilities. Students should also be encouraged to read a variety of poems during this

unit.


Materials List: read-aloud book, poems, dictionary, charts, word wall, paper for vocabulary cards, binder or folder

This activity will be used throughout the year. The students will listen to a poem related to the theme being taught. Teachers will use

directed reading–thinking activity or DR-TA (view literacy strategy descriptions). In using DR-TA students will make predictions

about the poem based on the title and any illustrations provided. It is important to have students make connections through personal

experiences that are related to the poem’s content. These predictions may or may not be recorded. As the teacher shares the poem,

she/he will stop at various points to discuss vocabulary and predictions. Through the use of context and picture cues, the students will

infer the meaning of unknown vocabulary words. Meanings will be confirmed collaboratively. Listed below are some suggestions to

develop vocabulary:










used



enormous II

jovial IIII III




Activity 3: Writing/Grammar (Ongoing) (GLEs: 5, 21, 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31, 33a, 35)

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing Rubric BLM from

Unit 1.

In the early childhood classroom writing/grammar will be taught daily. The instruction of writing/grammar takes many different forms that

enable teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing

(spelling, capitalization, punctuation, grammatical choices). Grammatical choices can include verb tense, descriptive language, etc.

Guided writing is designed to teach a specific skill or strategy to the whole group, small group, or individual. In this process the

student does his/her own writing with the teacher’s scaffolding support through mini-lessons and conferences.

The “weekend story” is a powerful guided writing activity. It is usually conducted on the first day of each week. The teacher leads

the students in a discussion about their weekend experiences. She/He then asks leading questions to help students decide what they

will write. Each week the teacher will conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could

include title (main idea), creating a web to organize student thinking, descriptive language, indention of first line of paragraph,

capital letters, punctuation, and subject-verb agreement. A rubric can be used by both teacher and students to monitor progress and

determine the direction of the mini-workshops. See Writing Rubric BLM from Unit 1.

Independent writing is any time students write on their own. Students select topics and are in charge of their own writing. This type

of writing is used to practice writing skills and strategies that support reading development. Examples of a student’s writing may

include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and

confidence as students’ writing develops and matures. The teacher is able to meet with individuals or small groups as needed to

instruct or encourage students’ thinking and writing.

Activity 4: Poetry Introduced with Mother Goose and Other Familiar Rhymes (GLEs: 01, 02a, 02b, 02c, 02d, 38, 41, 43)

Materials List: charts or books with familiar poems the students know, such as a collection of Mother Goose rhymes and Where the

Sidewalk Ends by Shel Silverstein, posters, overhead projector/transparencies, highlighters

It is important to use poems in this activity with which the students are familiar and can read fluently. Ask the first grade teachers for ideas

and lists of favorite poems with which the students will already be familiar. The students will listen and read along as the teacher reads

familiar poems such as Mother Goose poems or Shel Silverstein poems. The students will use posters, transparencies, and books for choral

reading and “echo” reading. After reading several rhymes, the students will discuss the form of the poetry. (The poem consists of lines, and

rhymes usually happen at the ends of lines.) The student will identify and locate rhyming words in the poem. The students will highlight

rhyming words and identify common structure of rhymes (same vowel sound and ending sound). Using poems that are familiar to the

students help them focus on the rhyme and rhythm of the poem instead of decoding the words of unfamiliar text. Next the students will

choose one poem to recite to the class. The student will practice voice and expression to present the poem orally.


Activity 5: Other Types of Poetry Introduced (GLEs: 01, 02a, 02b, 02c, 02d, 09)

Materials List: books and charts with poems from various cultures from your classroom, school, or public library, rhythm sticks

(optional)

The students listen and respond as the teacher introduces additional poetry by reading several poems from various cultures. (Be sure to

visit your librarian and let her/him help in this selection.) Using prior knowledge gained in Activity 4, students participate in a

discussion of what poetry is. Specifically, the students will point out patterns of rhyme and rhythm in oral examples. The students

will listen and respond as the teacher shares written examples and points out the structure of a written poem, including that a poem

consists of lines; rhymes usually happen at the ends of lines; and not all poems rhyme. The students compare the new poems to the

familiar poems, focusing on structure and rhyme. Students read chorally and have fun with rhythm and sound. The students may clap

the rhythm, drum on their desks, or use rhythm sticks to mimic the cadence of the poem. Throughout the unit, the students will read

various poems from authors of different cultures and discuss how the authors’ life experiences influence their writing. Students read

poems with unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in

though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough). Students isolate difficult parts of words in order to

correct a mispronunciation or decode an unfamiliar printed word using sound-by-sound blending and progress to syllable-by-syllable

blending and whole-word blending. Students playfully change targeted sounds by adding, deleting, or substituting the sounds to create

new words and show how when those sounds change, there is a new word. Students examine various short and long vowel sounds in

printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow,

ough, igh). Examples of these sound-letter correspondence and word families are included in a spelling lesson.

Teacher Note: Students who are not stable in sound-by-sound decoding should not be introduced to word families. Unless students

are stable in sound-by-sound decoding, this activity risks sending the message that reading is just memorizing and then remembering

these word family patterns. For students who are stable in sound-by-sound decoding, this is an important next step for consolidation

and use of analogy in reading.


Activity 6: Figurative Language in Poems and Prose (GLEs: 09, 19, 20b)

Materials List: poetry found in classroom, school or public library, notebooks to be used as poetry learning logs, paper and charts

needed for displays

The students collect poetry with a focused topic such as weather, feelings, etc. This topic should be one easily integrated into other

content areas, such as science, social studies, or art. The students read chorally and discuss the topic and how it is presented in the

poem. If similes or metaphors are used, the students will discuss what is compared in the poem and how these two are alike. They will

also look for examples of personification where an inanimate object is given human characteristics, such as “The teddy bear looked

sadly at his feet.” The class members chart these and display their findings on a bulletin board. They continue to examine choices the

poet made and decide which comparisons are most effective in creating a mood or feeling for the reader.

Guided by the teacher, students begin to understand the concept of figurative language by using abstract comparison. The students

read a line or a stanza from a selected poem using simile or figurative comparisons in contrast to non-examples or literal comparisons.

For example:

“The soldier was as brave as a lion” is a simile or a figurative comparison.

“The sand on the beach looked like dirt” is a literal comparison.

The teacher should be careful to use grade appropriate literature such as, Talking Like the Rain: A Read-to-Me Book of Poems by X. J.

and Dorothy M. Kennedy. The teacher asks students to examine how a simile is intended to make the reader think about a subject or

topic in a different way. This practice promotes inferential comprehension and encourages use of literary devices by the writer. The

teacher now asks students individually, with a partner, or in a small group, to practice writing similes and metaphors on their own

about a topic of their choice using their poetry learning logs (view literacy strategy descriptions). The poetry learning log is a place

where both the teacher and student can monitor their progress as they learn and study different forms of poetry. They can also be

displayed in the classroom. The teacher encourages experimentation.



Activity 8: Poetry Warm Ups (GLEs: 01, 02a, 02b, 02c, 02d, 03, 04, 05, 09)

Materials List: poetry learning logs, thesaurus, Poetry Warm Up Checklist BLM

The students will complete prewriting activities to prepare for poetry writing. Students must have this background before they can be

expected to write poetry. The students will write in their poetry learning logs (view literacy strategy descriptions) to complete the

following exercises as a warm up to writing poetry:

Write some of your favorite words.

Make a list of word pairs that rhyme.

List some things that make you feel happy, sad, afraid, angry, and excited.

Make a list of action words.

List some words that you can use instead of said, ate, went, hot, and happy. (If you need help, check a thesaurus, which is a

book of synonyms.) This activity should be done frequently using different words.

Make list of word pairs that are opposites.

Make a list of words that describe things (adjectives).

Practice writing different similes and metaphors. Remember, a simile uses the words like or as; a metaphor compares two

unlike things without using like or as.

The student will keep these exercises and refer to them to practice and improve writing. This activity can be done independently or

with a partner. Students should be encouraged to share these exercises with others to build all students’ skills and imaginations. The

teacher will also assess selected writings using the Poetry Warm Up Checklist BLM.

Activity 10: Publish and Present (GLEs: 23f, 24d, 26b, 38, 42, 43)

Materials List: poetry learning logs, Read with Rhyme Rubric BLM, paper and art supplies for book

Students generate a list of interesting topics for writing poems and choose one pattern structure to complete through the writing

process. Teachers and students provide clear examples from poets they have read or from their own poems in small groups. Teachers

and students use the Read with Rhyme Rubric BLM to guide their writing. Students will complete their poems in their poetry learning

logs (view literacy strategy descriptions), meet with teacher or peers for editing and proofreading, publish them as final copies,

practice and recite them to the class. Other class members create art to reflect their interpretations. Students collect art from others and

assemble it in a poem picture book. Also the teacher and students can select the very best poetry and create a Poetry Tree to display in

the classroom, hall or library. The poetry combined with the art work will create a wonderful display that students can be very proud

of.




Unit 5, Activity 8, Poetry Warm Up Checklist

Place a score of 10 possible points for each entry.

Favorite Words

Rhyming Words

Action Words (Verbs)

Feelings Synonyms Opposites (Antonyms)

Describing Words

(Adjectives)

Similes Or

Metaphors Student


Unit 5, Activity 10, Read with Rhyme Rubric

Name___________________________ Date____________________

Comments 1. The poem focuses on one self-selected topic.

(5 points possible)

2. The requirements for the chosen type of poem are present.

(5 points possible)

3. The poem has a title that reflects the topic of the poem.

(2 points possible)

4. The poem has good use of descriptive language.

(5 points possible)

5. The rhythm pattern follows the type of poem written when read aloud.

(3 points possible)

Total 20

english language arts second grade curriculum map 2011-2012 · 2011. 6. 15. · assess 2 know...

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