nd grade ela teacher, - bay city public schools...

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Dear 2nd grade ELA teacher,

Welcome to the new version of the 2013-2014 BCPS ELA Curriculum Planning Guide. Technology is embedded

in the Common Core State Standards (see Technology Curriculum). Work closely with your Media Specialist to

ensure that the technology piece is implemented. Please note that this is a “living” document and changes

may occur in the future. Your suggestions, concerns, and ideas are always welcomed and the document will

be adjusted accordingly.

The following changes have been made to the Planning Guide this year:

The curriculum guide is aligned to Common Core State Standards, Skills, and Assessment

First through fifth grades are focusing on six-week units of study.

Essential questions were revised for ELA.

A K-3 Dolch Sight Word List will be used district-wide.

We have added a district-wide writing timeline with lessons based on the MAISA writing units. Please

refer to these units/lessons as a valuable resource.

Student Research and Writing Projects will be based on content area topics.

The district has chosen to identify certain genres of reading that will remain a focus at each grade level.

The planning guides were built around the CCSS’s rather than the resource (Macmillan). This allows

the teacher flexibility to teach the content using materials that best meet the needs of individual

students.

Although handwriting is not addressed in the CCSS’s, cursive is expected to be introduced at the 2nd

grade level (see guide for suggested sequence).

** indicates a CCSS is not sufficiently addressed in Macmillan resources.

If you have suggestions, concerns or ideas please email Joan Anderson, [email protected]. These

suggestions may be added to future Planning Guides. We hope you have a wonderful 2013-2014 school year!

2nd Grade Curriculum Team

mailto:[email protected]

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Course Title: ELA Grade: 2nd Grade Marking Period: 1 Year: 2013-2014 Essential Questions

What do good readers do? 1. What are the key details (who, what, why, when, where, how) in a text? 2. Can I recount (retell in my own words) a story using key details? 3. What is the main idea, central message, lesson, or moral in a story? 4. Who are the characters in a story? 5. How do a story’s characters react to events or challenges in a story? 6. What is the sequence of events in a story? 7. How do text features help locate key facts or information?

What do good writers do? 8. How do writers apply the writing process? 9. Can I write a narrative story with a beginning, middle, and ending? 10. How does word choice affect a story?

Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources

Instructional weeks 1-6 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

RL.2.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.2.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (section, chapter, scene, or stanza) relate to each other and the whole. RL.2.6 Assess how point of view or purpose shapes the content and style of a text. RL.2.7 Integrate and evaluate

READING: -understanding text features -identifying key details -retelling WRITING: -set up routines -introduce writing process -model NARRATIVE writing GRAMMAR: -simple sentences -ending punctuation . ? ! -compound sentences WORD WORK/SPELLING: -short a, short i -short e, short o, short u -short a, long a with silent e -short i, long i with silent e -short o, long o with silent e

* Note-some assessments are mandatory and some are suggested. -MLPP -Raz-Kids or AR Tests -DIBELS -Running Records -Anecdotal Notes -Observations -Writing Samples -Quick Writes -Thinking Maps

-McMillan Treasures stories -David’s New Friends (rf) -Mr. Putter and Tabby . . . (rf) -Fighting the Fire (i) -Meet Rosina (i) -My Name is Yoon (rf) -McMillan Read-Aloud Stories -McMillan Leveled Readers -MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books -Six Traits publications -Writers’ Workshop publications -Daily Five publications

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SL.2.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to support

understanding) are an integral part of daily Reading instruction and will be included in all whole and small group lessons.

content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.2.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.2.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (a section, chapter, scene, or stanza) relate to each other and to the whole.

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

W.2.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

DOLCH WORDS: best, cold, fast, or, sit, tell HANDWRITING: review manuscript letters -Aa, Cc, Tt -Bb, Dd -Ee, Ff -Gg, Ii, Jj -Hh, Kk -Oo, Qq, Uu

-Checklists -Conferencing

-Web-based Programs -Computer Programs/Applications -Thinking Maps guide

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What do good readers do? 1. Can I recognize the beginning, middle, and end of a story? 2. How do the events at the end of the story indicate what happened to the character/s? 3. What is the main character’s point-of-view in a story? 4. What is the author’s purpose? 5. What words or phrases in a poem or song create a beat? 6. What words or phrases in a story, poem, or song rhyme?

What do good writers do? 7. How do writers study and learn from authors they admire? 8. How does revision help strengthen my writing? 9. How does editing help prepare my writing to be read by an audience?


Instructional week 7-12 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.2.4 Present information, findings, and supporting

RL.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.2.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (section, chapter, scene, or stanza) relate to each other and the whole. RL.2.6 Assess how point of view or purpose shapes the content and style of a text.

READING: -recognizing rhythm and rhyme -recognizing sequence of events -understanding point-of- view -understanding author’s purpose WRITING: -continue writing process -NARRATIVE writing - focus on author’s craft -introduce revision GRAMMAR: -nouns -regular plural nouns -proper nouns -possessive nouns -plural and possessive nouns WORD WORK/SPELLING

-MLPP -Raz-Kids or AR Tests -DIBELS -Running Records -Anecdotal Notes -Observations -Writing Samples -Quick Writes -Thinking Maps -Checklists -Conferencing

-McMillan Treasures stories -The Tiny Seed (i) -A Harbor Seal Pup . . . (i) -A Trip to the Emergency Room (i) -Farfallina and Marcel (ff) -There’s Nothing Like. . . (rf) **add rhyming story or longer poem **add Readers’ Theater or other drama format -McMillan Read-Aloud Stories -McMillan Leveled Readers -MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to

support understanding) are an integral part of daily Reading instruction and will be included in all whole and small group lessons.

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

W.2.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

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

-short u, long u with silent e -blends sl, dr, sk, sp, st -long a: a, ay, ai -long i: igh, ie, y -long o: o, oa, ow, oe DOLCH WORDS: been, call, five, pull, sing, sleep, upon, work HANDWRITING: review manuscript letters -Ll, Mm, Nn -Pp, Rr -Ss, Xx, Zz -Vv, Ww, Yy introduce cursive letters -i, t -e, l

-Six Traits publications -Writers’ Workshop publications -Daily Five publications -Web-based Programs -Computer Programs/Applications -Thinking Maps guide

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What do good readers do? 1. Do I ask and answer questions before, during, and after reading? 2. How are the characters, setting, and action introduced in a story? 3. What are the characters’ points-of-view in a story? 4. How do the illustrations support a story? 5. How do reading strategies (asking questions, taking notes, visualization, rereading) help me understand text? 6. How does information in a text help me understand the meanings of words and phrases about the topic/subject? 7. How are different versions of the same story the same and different?

What do good writers do? 8. How does my word choice help support my opinion? 9. How does the use of facts and definitions help define my topic? 10. How do my writing choices help convince my audience?


Instructional week 13-18 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.2.4 Present information, findings, and supporting

RL.2.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (section, chapter, scene, or stanza) relate to each other and the whole. RL.2.6 Assess how point of view or purpose shapes the content and style of a text. RL.2.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.2.9 Analyze how two or more texts address similar themes or

READING: -self questioning -understanding text structure -understanding point-of-view -using varied reading strategies WRITING: -OPINION writing GRAMMAR: -verbs -present tense -past tense -‘have’ verb -combining sentences with ‘and’ **add syllablication WORD WORK/SPELLING: -long e: e, ee, ea, ey, y -long u with silent e -digraphs ch, sh, th, wh


-McMillan Treasures stories -Head, Body, Legs (folktale) -Officer Buckle and Gloria (ff) -Meet the Super Croc (i) -Dancing as a Team (i) -Click, Clack, Moo . . . (ff) **add 2-3 versions of folktale -McMillan Read-Aloud Stories -McMillan Leveled Readers -MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books -Six Traits publications -Writers’ Workshop publications

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to


topics in order to build knowledge or to compare the approaches the authors take. RL.2.10 Read and comprehend complex literary and informational texts independently and proficiently.

RI.2.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI.2.10 Read and comprehend complex literary and informational texts independently and proficiently.

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. W.2.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

-digraphs ch, tch, sh, th -blends scr, spr, str DOLCH WORDS: around, gave, off, their, wash, wish, us, use HANDWRITING: introduce cursive: -a, d -c, o -h, k -b, f -m, n

-Daily Five publications -Web-based Programs -Computer Programs/Applications -Thinking Maps guide

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W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. L.2.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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What do good readers do? 1. What words/sounds create alliteration in a poem or song? 2. Which repeated words and phrases create rhythm and add meaning to a story? 3. How does changing my voice when reading dialogue help show different points of view in a story? 4. How do illustrations add meaning to the words in a story? 5. How does rereading help me better understand text? 6. What is the focus (big idea) of each paragraph in an informative text? 7. How do scientific ideas or concepts in an informative text connect?

What do good writers do? 8. How do writers choose topics for informative pieces? 9. How do writers plan and organize their information? 10. How do connection words help link ideas? 11. How do writers provide closure to their informative pieces?


Instructional weeks 19-24 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.2.4 Present information,

RL.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.2.6 Assess how point of view or purpose shapes the content and style of a text. RL.2.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.2.10 Read and comprehend complex literary and informational texts independently and proficiently.

RI.2.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and

READING: -recognizing alliteration -understanding author’s use of repetition -reading dialogue -rereading for understanding -understanding the role of illustrations -determining main idea -identifying connected ideas WRITING: -INFORMATIVE/EXPLANTORY writing GRAMMAR: -linking verbs -helping verbs -irregular verbs -contractions **add using commas in a letter


-McMillan Treasures stories -Splish! Splash! (i) -Goose’s Story (rf) -A Way to Help Planet Earth(i) -Super Storms (i) -Nutik, the Wolf Pup (ff) **add Readers’ Theater or other drama format -McMillan Read-Aloud Stories -McMillan Leveled Readers -MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books -Six Traits publications

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to


ideas.

RI.2.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.2.10 Read and comprehend complex literary and informational texts independently and proficiently.

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

W.2.2 Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


W.2.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

WORD WORK/SPELLING: -r-controlled: ar, or -r-controlled: er, ir, ur -variant vowels: oo, ou -variant vowels: oo, ui, ew -variant vowels: au, aw **add irregular plurals DOLCH WORDS: always, buy, don’t, first, its, made, why, your HANDWRITING: introduce cursive -u, w -g, q -v, x -r, s -j, p -y,z

-Writers’ Workshop publications -Daily Five publications -Web-based Programs -Computer Programs/Applications -Thinking Maps guide

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources writing.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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What do good readers do? 1. How can I use illustrations and key words to help me describe a story’s characters, setting, or plot? 2. How do the steps in a process help me understand the process? 3. How are the steps in a process connected? 4. How can I use information in a text to determine the meaning of words and phrases about the topic? 5. How do the images and words in a text help me understand what I am reading? 6. How are two texts with the same topic the same and different? 7. What words or phrases in a poem or song create a beat? 8. What words or phrases in a story, poem, or song rhyme?

What do good writers do? 9. How do writers research and record information? 10. How do transitional words show the passage of time or order of events/steps in my writing? 11. How does working with others to organize information enhance my writing? 12. Can I answer questions and/or explain my researched writing? 13. How do writers publish or share their work with others?


Instructional weeks 25-30 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of

RL.2.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.2.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.2.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.2.3 Analyze how and why

READING: -using illustrations and key words to retell -understanding the steps in a process -determining meaning from text features -comparing various informative pieces WRITING: -INFORMATIVE/ EXPLANATORY writing -SHARED RESEARCH -incorporate poetry (optional) GRAMMAR: -pronouns -pronouns: I, me, we, us -possessive pronouns

-MLPP -Raz-Kids or AR Tests -DIBELS -Running Records -Anecdotal Notes -Observations -Writing Samples -Quick Writes -Thinking Maps -Checklists

-McMillan Treasures stories -Dig, Wait, Listen (i) -Pushing Up the Sky (Native Am. legend,/drama) -Columbus Exlpores . . . (i) -The Ugly Vegetables (rf) -The Moon (i) **add legends from various cultures **incorporate poems **add 2 or more informative pieces with same topic -McMillan Read-Aloud Stories -McMillan Leveled Readers

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources evidence and rhetoric. SL.2.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to


individuals, events, and ideas develop and interact over the course of a text. RI.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI.2.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.2.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. W.2.2 Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


W.2.6 Use technology, including the Internet, to produce and publish writing and to interact

-pronoun-verb agreement -contractions **add compound words WORD WORK/SPELLING: -dipthongs: ow, ou -dipthongs: oi, oy -schwa -silent consonants: gn, kn, wr, mb -hard/soft c/g DOLCH WORDS: both, does, goes, many, right, these, write, very HANDWRITING: introduce cursive -y, z -A, C -P, R, B -U, V, W -T, F

-Conferencing

-MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books -Six Traits publications -Writers’ Workshop publications -Daily Five publications -Web-based Programs -Computer Programs/Applications -Thinking Maps guide

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources and collaborate with others. W.2.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.2.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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What do good readers do? 1. What is the importance of a story’s sequence of events and conclusion to a story? 2. How are historical events on a timeline connected? 3. How does the information in a text help me understand the meanings of words about the topic/subject? 4. How can I locate key facts or information about a topic using text features? 5. Why did the author choose to include specific points and supporting reasons in the text? 6. How do my real-life experiences affect my understanding of a story or topic?

What do good writers do? 7. How do writers revisit the qualities of good writing to develop effective pieces? 8. How do writers draw on everything they know to create believable stories? 9. How do writers select their best work to revise, edit, and publish?


Instructional weeks 31-36 The following Speaking and Listening skills are embedded in all lessons and should be taught and practiced daily: SL.2.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.2.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.2.4 Present information, findings, and supporting evidence such that listeners can

RL.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (section, chapter, scene, or stanza) relate to each other and the whole. RI.2.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.2.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (a section, chapter, scene, or stanza) relate to each other and to the whole.

READING: -understanding the importance of events’ sequence -understanding connections between historical events -locating information using text features -determining meaning in informative text -making text-to-self connections WRITING: -Continue/review: OPINION, INFORMATIVE/ EXPLANATORY, and NARRATIVE (including realistic fiction) -focus on publication and presentation GRAMMAR: -articles: a, an, the


-McMillan Treasures stories -Mice and Beans (ff) -Stirring Up Memories (i) -Music of the Stone Age (i) -African-American Inventors (i) -Babu’s Song (rf) -McMillan Read-Aloud Stories -McMillan Leveled Readers -MAISA writing units (www.oaklandk12-public.rubiconatlas.org) -Literacy Closet Books -Six Traits publications -Writers’ Workshop publications -Daily Five publications -Web-based Programs

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose, and audience. SL.2.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.2.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated of appropriate. It is understood that Fluency skills (RF.2.4 Read with sufficient accuracy and fluency to


RI 2.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. W.2.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.2.2 Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.2.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.2.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.2.8 Gather relevant information from multiple print

-articles: a, an -comparative adjectives -adverbs -synonyms, antonyms **add prefixes and suffixes WORD WORK/SPELLING: -_dge, _ge, _lge, _nge, _rge -r-controlled: are, air -r-controlled: eer, ere, ear -r-controlled: ore, oar -r-controlled: ier, ure **add irregular plural nouns DOLCH WORDS: because, before, found, green, read, those, which, would HANDWRITING: introduce cursive -I, J -D, E -O, Q -G, S -L, X -Y, Z

-Computer Programs/Applications -Thinking Maps guide

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Unit/Time Frame FOCUS-CCSS Skills Assessment* Suggested Resources and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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

nd grade ela teacher, - bay city public schools...

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