unit i: phonics a. - temple beth am

CURRICULUM MAPPING

Subject: Language Arts Grade: Second

Enrichment Curriculum:

The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to

motivate and stimulate the academic and creative talents of all students, and to encourage

higher order questioning and critical thinking in the learning process.

Essential Skills

Provide opportunities for real-world investigations and experiences

Encourage fluency, flexibility, originality, and elaboration through open-ended

classroom activities and products

Provide opportunities for creative problem solving and divergent thinking

techniques

Provide opportunities for students to connect prior knowledge to new learning

experiences and to establish relationships across disciplines

Integrate creative thinking skills and problem solving strategies with solid

learning content

Provide opportunities for independent and small group projects and

investigations

Emphasis should be placed on students’ interests, learning styles, and strengths

and open-ended problems with multiple solutions or multiple paths to solutions.

Help students transfer abstract thinking into a variety of forms of expression

Use choice in student assignment so students can use their strengths to

demonstrate their knowledge

Provide opportunities for students to use the text to compare and contrast, to

provide responses in their own words, and to identify problems and solutions

presented by the author.

Allow students to write about personal experiences similar to a concept or event

in the selection, describing something that the selection brings to mind, or writing

about how they might place themselves with in the selection.

Student responses should include finding relationships within the selection and

identifying elements and their functions within the text.

Student responses should include making judgments and providing personal

views using support from the text.

Student responses should include composing alternate conclusions and creating

original products that relate to the text.

Use critical thinking prompts to develop, review, or extend conceptual

knowledge, to determine any misunderstandings, to assess student prior

knowledge, and to discover students’ perspectives.

Expose students to words in a variety of contexts

Unit I: Phonics

A. Content/Essential Questions

How does the reader use word patterns to decode text?

How does the reader use word families to decode text?

How to use phonics to develop reading fluency?

Standards

The following Common Core standards apply to all units below:

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

decoding words.

RF.2.3a Distinguish long and short vowels when reading regularly spelled

one-syllable words.

RF.2.3b- Know spelling-sound correspondences for additional common vowel

teams.

RF.2.3c- Decode regularly spelled tow-syllable words with long vowels.

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

RF.2.3e- Identify words with inconsistent but common spelling-sound

correspondences.

RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.

RF2.4- Read with sufficient accuracy and fluency to support comprehension.

RF2.4a-Read on-level text with purpose and understanding.

RF2.4b- Read on-level text orally with accuracy, appropriate rate, and

expression on successive readings.

RF.2.4c- Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

B. Skills

The student will be able to:

• Match sounds with letters for short and long vowels

• Categorize word sounds by spelling ( i.e. ou/oi, a/ay/ai, ee/ea, i/igh,

ow/o/oa)

• Identify blends and digraphs (i.e. ch, sh, tch, th, wr, ck)

• Identify compound words in a sentence

• Identify words that rhyme

• Alphabetize a group of words to the 2nd and 3rd letter

• Identify homophones

• Divide words into syllables

• Spell complex sounds correctly in words (i.e. schwa, r controlled

vowels)

• Identify prefixes, suffixes and root words (i.e. ing, ed, y, s, es, er, est,

ly)

• Form compound words with two known words

• Identify root/base words in inflected forms of know words (helpful,

help; darkness, dark; recall, call).

• Recognize and know meaning of contractions with one-letter omission

• Experiment to see what makes sense and make a second attempt if

words or phrases do not sound right or make sense

• Develop reading fluency

C. Activities/Procedures

• Spelling sort

• Scavenger Hunts for word sounds

• Finding rhyming words in selected materials

• Student reading to teacher

• Activities in spelling book/Tic Tac Toe Choice Board to include

analogies, inferencing, syllable sort and pattern identification

Additional Learning Specialist Activities/Procedures:

• Use of Leveled Literacy Intervention to develop phonemic

awareness, comprehension, fluency, vocabulary and writing (as

needed).

• Direct instruction of syllable patterns

D. Resources

• Student-selected books

• Teacher-selected books

• Read-Alouds

• Sorting sheets and word cards

• iPads/Computers

• Spelling Connections activity book

Additional Learning Specialist Resources:

• Leveled Literacy Intervention

E. Technology

• Reading programs on the computer

o www.spellingcity.com

o www.funbrain.com

o www.gamequarium.com

http://www.spellingcity.com/

http://www.funbrain.com/

http://www.gamequarium.com/

F. Assessment

• Spelling tests

• Informal observation in guided reading groups

• Formal reading assessment

• NWEA – MAP Assessments

Additional Learning Specialist Assessments:

• Additional Learning Specialist Assessments: Fountas and Pinell

Reading Running Records and Measures of Academic Progress

Unit II - Vocabulary


How does the reader apply word structure analysis and vocabulary skills to

comprehend selections?

Do readers use context clues to determine meaning of words?

Can readers identify parts of speech in a sentence?

Standards:

Common Core Standards

RI.4- Determine the meaning of words and phrases in a text relevant to a grade

2 topic or subject area.

L.2.4- Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly

from an array of strategies.

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

L.2.4b- Determine the meaning of the new word formed when a known prefix is

added to a known word (e.g., happy/unhappy, tell/retell).

L.2.4c- Use a known root word as a clue to the meaning of an unknown word

with the same root (e.g., addition, additional).

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

meanings.

L.2.5a- Identify real-life connections between words and their use (e.g., describe

goods that are spicy or juicy).

L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss,

throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6- Use words and phrases acquired through conversations, reading and

being read to, and responding to texts, including using adjectives and adverbs to

describe (e.g., When other kids are happy that makes me happy).

B. Skills


• Use context clues to determine meaning of unknown words

• Identify nouns, verbs and adjectives in a sentence

• Identify synonyms and antonyms for given vocabulary words

• Use structural components of words to determine meaning of word

(prefix, suffix, root word)

• Use knowledge of the meaning of individual words to predict the

meaning of compound words (i.e. herself, something, airplane,

grandfather, afternoon, anybody, rainbow, sunshine, everything,

without)

• Use glossaries and dictionaries to determine or clarify the meaning of

words and phrases

• Demonstrate understanding of word relationships and nuances in word

meaning by identifying real life connections between words and their

meanings


• Using post-it notes/graphic organizers – write meanings of words

based on context clues; later compare to dictionary meaning

• Use word maps for vocabulary words to: give definition; antonym,

synonym; use in a meaningful sentence

• Wordly Wise (for differentiation – as needed)

• Alphabetizing word lists to the second and third letter

• Use structure clues to write riddles for vocabulary words

• Tic Tac Toe Choice board

• Applying words in their weekly Wonders reading stories

• Interactive notebook vocabulary pocket chart

Enrichment Activities/Resources

Have students make bat fold books and write vocabulary words on the

front flap, definitions on the second flap, an example or illustration that

represents the meaning of the word on the third flap and a problem or

question related to the word on the last flap.

Create a foldable with your vocabulary words and put clues about each of

your vocabulary words on the outside flap. On the inside, write the correct

vocabulary word and see if your friend can guess your word correctly

based on your clues. Your clues can be synonyms, antonyms, rhymes,

definitions, parts of speech or anything else you can think of to help

someone figure out the vocabulary word.

Display unit vocabulary words. Play “Questions Me.” Say, “I’m thinking

of a word.” Allow students to ask yes or no questions about the vocabulary

word and use the answers to the questions to identify the word. Repeat

using the same process with additional words.

Clip vocabulary cards to the backs of students. As students move around

the room, instruct classmates to provide hints about the meanings of the

words placed on the students. Direct students to verify words with the

teacher.

Play Pass the Container-Record vocabulary words and place in a

container. Instruct students to sit in a circle. Have students pass the

container while music is playing. When the music stops, the student

holding the container pulls a card, reads the word, defines the word, and

uses the word in a meaningful sentence. The activity continues until all

cards have been read.

Create a game using all of your vocabulary words. Make sure the game

can be played by other students.

Write a song or rap using your vocabulary words. Make sure the song or

rap includes the meaning of all the words. Share it with your classmates.

Create a crossword puzzle for your vocabulary words using

www.abcya.com

Illustrate your vocabulary words. Write the word on the back of each

drawing and see if your classmates can guess the vocabulary word.

Write a silly sentence for each word.

Create a story using your vocabulary words. Illustrate your story when

your writing is complete.

Play Grammar Jeopardy at jeopardylabs.com

Write a sentence that uses each vocabulary word correctly and then write

a sentence that use a synonym for each vocabulary word.

Create a comic strip using each vocabulary word. Remember that the

story must have a beginning, middle and end. Illustrate your story when

your writing is complete.

D. Resources

• Johns, Jerry L. Vocabulary Workshop. New York, NY William H.

Sadlier. 2011.

• Hodkinson and Adams, Wordly Wise 3000, School Specialty Inc, 2012.

• Read-Alouds

• Mentor Texts – Word Choice lessons from 6 Traits

• Wonders Reading – Reading Workshop and Literature Anthology

Enrichment Resources

Language Smarts C-Critical Thinking Company

Editor in Chief –Beginning 2- Grades 3-4 Critical Thinking Company

www.abcya.com-crossword puzzle

E. Technology

• Computers/Websites

• www.spellingcity.com

• www.weeklyreader.com

• www.youngzine.org

• www.wordlywise3000.com

F. Assessment

• Vocabulary tests

• Informal observation in guided reading groups


Enrichment Assessment

In pairs, have students locate vocabulary words in context and restate

their meanings using their own words. Monitor and interact with students

to determine their levels of understanding of vocabulary.

Provide the following stem: What would the word ____ mean to a

_____? Use the selection-specific vocabulary words to complete the first

blank of the stem and appropriate persons in the second blank of the stem

in order to determine the connection between a person and a word. (e.g.,

What would the word expensive mean to a teacher, your parent, or Barack

Obama?)

Have students record vocabulary words on index cards. As definitions are

called, instruct students to raise appropriate cards.

III. Unit – Reading

Standards:

The following Common Core Standards apply to all units of studies listed below:

SL.2.1- Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.

SL.2.1a- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts

under discussion).

SL.2.1b- Build on others’ talk in conversations by linking their comments to the remarks

of others.

SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts

under discussion.

SL.2.2- Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

SL.2.3- Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding of a topic or

issue.

SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

http://www.spellingcity.com/

http://www.weeklyreader.com/

http://www.youngzine.org/

SL.2.5- Create audio recording of stories or poems; add drawings or other visual displays

to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and

feelings.

SL.2.6- Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification.

L.2.3a- Use knowledge of language and its conventions when writing, speaking, reading,

or listening: Compare formal and informal uses of English.

L.2.4- Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.


L.2.4b- Determine the meaning of the new word formed when a known prefix is added to

a known word (e.g., happy/unhappy, tell/retell).

L.2.4c- Use a known root word as a clue to the meaning of an unknown word with the

same root e.g., addition, additional).

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

L.2.5a- Identify real-life connections between words and their use (e.g., describe goods

that are spicy or juicy).

L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6- Use words and phrases acquired through conversations, reading and being read to,

and responding to texts, including using adjectives and adverbs to describe (e.g., When

other kids are happy that makes me happy).

Reading Comprehension Skills


Students will use a variety of strategies to comprehend grade level text.

Students will demonstrate understanding by applying the text to written and

oral responses.

Standards:

The following Common Core standards apply to Reading Comprehension:

RL.2.1- Ask and answer such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a text (literature).

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- Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action.

RI.2.1- Ask and answer such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a text (informational).

RI.2.2- Identify the main topic of a multi-paragraph text as well as the focus

of specific paragraphs within the text.

RI.2.3- Describe the connection between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4- Determine the meaning of words and phrases in a text relevant to a

grade 2 topic or subject area.

RI.2.5- Know and use various text features (e.g., captions, bold print,

subheadings, glossaries, indexes, electronic menus, icons) to locate key facts

or information in a text efficiently.

RI.2.6- Identify the main purpose of a text, including what the author wants to

answer, explain, or describe.

RI.2.7- Explain how specific images (e.g., a diagram showing how a machine

works) contribute to and clarify a text.

RI.2.8- Describe how reasons support specific points the author makes in a

text.

B. Skills


• Skim for information

• Begin to use contextual clues to determine meaning of a new word

• Read to answer questions who, when, where, how, and what

• Identify and explain main idea, setting, characters, plot, problem, and

solution

• Utilize main idea, setting, characters, plot, problem and solution to

support comprehension

• Identify facts and sequence important information into a logical order

(beginning, middle, and end)

• Identify and explain the relationship between cause and effect

• Identify facts and opinions

• Distinguish between fact and opinion

• Make logical predictions

• Create sensory images from textual clues

• Interpret simple figurative expressions

• Interpret feelings of characters in stories

• Recognize the stereotyping of people in stories

• Distinguish between real and imaginary

• Read aloud with fluency

• Read aloud with meaning and expression

• Ascertain factual information from non-fiction texts

• Identify and explain the author’s purpose/craft

• Draw conclusions based on information gathered from pictures and

print

• Use text tools such as titles, headings and subheadings, glossaries,

indexes to locate information in a text

• Utilize illustrations and diagrams to clarify text

• Uses pragmatics to construct meaning (prior knowledge and context of

situation)

• Read a variety of literary styles


• Whole group instruction

• Small group instruction

• Graphic organizers: Venn Diagrams, Story Webs, Cause and Effect,

Beginning-Middle-End, Sequence Chart, and Two Column Charts

• Choral reading

• Silent reading

• Buddy reading/Book clubs

• Teacher read-aloud

• Think-Pair-Share, Turn and Talk

• Reading a variety of trade books

• Reading Workshop

• Interactive notebook activities

• Shared Reading

• Your Turn Practice and Close Reading companion (Wonders)

Enrichment Activities/Procedures

Create a poster persuading your classmates to read your book. Include a

picture, the tile, author and a summary of the book without telling the

ending.

Create a map of where you story takes place. Include a title, map key and

compass rose.

Pretend you are a reporter. What questions would you ask the main

character? Give the answers you think he/she might say.

Prepare invitations to a character’s birthday party.

Design paper dolls and dress them as the characters in your story. Create

a skit with the dolls as they retell the story.

What was the turning point in your story?

Is there a better solution to the conclusion of your story? Why or why

not?

Mime an adventure scene from your story.

D. Resources

• A variety of fiction and non-fiction books by various authors including

novels, biographies, and informational books

o Novels-Freckle Juice by Judy Blume, The Chocolate Touch by

Patrick Skene Castling, Stone Fox by John Reynolds Gardiner.,

Sable by Karen Hess, Molly’s Pilgrim

o Informational Books Pair It Books by Steck Vaughn (Fiction

and Non-Fiction)-Timothy’s Five City Tour; Cities around the

World Festive Food; Around the World, Around the World

Lunch (ties in with our unit on Continents and Maps);

o Biographies-Dr. Seuss,

• Reading menus – teacher created reading response grids

• Mentor Text for Comprehension

• Wonders Reading Program – Your Turn/Close Reading Response


Jacob’s Ladder Reading Comprehension Program Level 1-Grades 2-3

iPad app-Inference Ace-free app

readworks.org

E. Technology

• Students will be utilizing computers to listen to stories online during

reading workshop

• Web sites and online resources:

i. writingfix.com

ii. readingrockets.org

iii. internet4classrooms.com

iv. storylineonline.net

v. readroom.com

vi. ReadingAtoZ.com

vii. Connect Ed resources

F. Assessment

• Oral discussions and questions

• Written responses utilizing a variety of graphic organizers

• Exit slips

• Orally restating the story read

• Reading Menu-student responses


• Interactive Notebook activities

• comprehension quizzes

*Enrichment Assessments

o Read a page not allowing the student to see any illustrations. Have the student

create a drawing for that page

o Extension projects like dioramas, posters, collages, to demonstrate additional

understanding of a concept

o Use polleverywhere app or Socrative teacher app to see if students understand the

concept being taught

o Students can post closing thoughts, ideas, or questions on a digital corkboard like

padlet

Literary Response and Analysis


The elements of a story (in text)

Personal connections to text

Text to text connections

Character analysis

Characteristics of a variety of genres

Standards:

The following Common Core standards apply to Literary Response and Analysis:

RL.2.2- Recount stories including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

RL.2.3- Describe how characters in a story respond to major events and

challenges.

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.2.6- Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.

RL.2.7- Use information gained from the illustrations and words ina print or

digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.9- Compare and contrast two or more versions of the same story (e.g.,

Cinderella stories) by different authors or from different cultures.

RL.2.10- By the end of the year read and comprehend literature, including stories

and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding

as needed at the high end of the range.

RI.2.3- Describe the connection between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text.

RI.2.8- Describe how reasons support specific points the author makes in a text.

RI.2.9- Compare and contrast the most important points presented by two texts on

the same topic.

RI.2.10- By the end of the year read and comprehend informational texts,

including history/social studies, science, and technical texts, in the grades 2-3 text

complexity band proficiently, with scaffolding as needed at the high end of the

range.

B. Skills


• Identify the elements of a story (character, plot, problem, and

resolution)

• Respond in writing to a variety of prompts about his/her independent

reading

• Identify and give characteristics of five genres (fiction, non-fiction,

fantasy, biography, mystery)

• Identify and explain character traits of main and secondary characters

they read about

• Compare and contrast two characters from a single text

• Compare and contrast two characters from different texts

• Compare and contrast one or more characters to him/herself

• Analyze character development and change over time

• Practice making responses to literature and support their responses

with evidence from the text


• Whole group instruction

• Small group instruction

• Independent reading

• Buddy reading

• Teacher read-alouds

• Guided inquiry

• Reading Menus (offering choices) for nightly reading response

• Graphic organizers, Venn diagrams, story webs, character webs

• Songs

• Literacy Stations (to practice skills using scavenger hunts, trifolds,

visualizing, Venn diagrams, etc.)

• Interactive notebook (Wonders)

• Book Groups – leveled


Make a pair of collages that compare you and a character in your book in

physical and personality traits Label your collages so classmates and your

teacher understand your thinking.

If you could save only one character from the story in the event of a

disaster, which one would it be and why?

Choose a character from the story. Think of a gift you would like to give

him/her. Design a greeting card to go along with the gift in which you

explain why you gave that gift.

Predict what might happen if the character is faced with the same

problem again. Explain your reasons.

Find one word that describes a character in your story. Give five reasons

for your choice of words.

Tell five ways the main character is like you.

Pick one of the main characters. Think of a shape that fits that person’s

traits. Draw the shape. Then describe the character inside the shape.

What are three facts in your story? What are three opinions in your story?

How did the characters actions affect the story’s events?

What lesson did you learn from the story/

Think about the theme of the story. List books that have the same theme

as the one you are reading now.

List any events in the story that could not happen in real life.

Choose one character from this story. Think of another character from

another story. If these two characters met, what would they talk about?

D. Resources

• Classroom Posters and anchor charts

• Novels

o Flat Stanley

o Forever Amber Brown

o Freckle Juice

o The Chocolate Touch

o Stone Fox

o Molly’s Pilgrim

o Additional novels to be considered

o Wonders Reading Program


readworks.org

Total Motivation Reading-Mentoring Minds

Comprehension Detective-Exercises in Deductive Reasoning

Enrichment Novels

Shoeshine Girl by Clyde Robert Bulla

Julian, Dream Doctor by Ann Cameron

Matt Christopher Series

A Case for Jenny Archer by Ellen Conford

My Dog, Cat by Marty Crisp

Martin Bridge Series-Jessica Kerrin

Nancy Drew Series by Carolyn Keene

Books by Ron Roy

The Boxcar Children by Gertrude Chandler Warner

Who Was…Series

The One and Only Ivan by Katherine Applegate

Matilda by Roald Dahl

• A variety of mysteries (some examples):

o Nate the Great, Marjorie Weinman Sharmat (series)

o A to Z Mysteries, Ron Roy (series)

o Magic Tree House, Mary Pope Osborne (series)

o Polk Street Mysteries, Patricia Reilly Giff (series)

• A variety of Non-Fiction books

o Pair-It Books

o The Great Israel Scavenger Hunt, Scott E. Blumenthal

• Assorted biographies of U.S. Presidents (some examples):

o A Picture Book of George Washington, David A. Adler

o A Picture Book of Thomas Jefferson, David A. Adler

o A Picture Book of Abraham Lincoln, David A Adler

o A Picture Book of John F. Kennedy, David A. Adler

o Meet President Barack Obama (Scholastic News

o Nonfiction Readers: Let's Visit the White House, Laine Falk

o Who Was John F. Kennedy? , Yona Zeldis McDonough

o Abe Lincoln: The Boy Who Loved Books, Kay Winters

o Young George Washington: America's First President (First-

Start Biographies), Janet Woods

o Meet George Washington, Patricia Pingry

o George Washington's Breakfast, Jean Fritz

• Independent reading choices

• Teacher Resources:

o Strategies That Work, Stephanie Harvey

o Growing Readers, Cathy Collins

o Rigor is Not a Four-Letter Word, Barbara Blackburn

• Mentor Texts (some examples):

o Aunt Isabel Tells a Good One, Kate Duke – story elements

o The Plot Chickens, Mary Jane Auch – story elements

o Joe Bright and the Seven Genre Dudes, Jackie Mims Hopkins

– genre

o Joe Bright and the Seven Genre Dudes, Jackie Mims Hopkins

– genre

o Amazing Grace, Mary Hoffman – character analysis

E. Technology

• Students will access online stories from sites such as:

o www.turnblebooks.com

o www.storylineonline.com

http://www.turnblebooks.com/

http://www.storylineonline.com/

o www.havefunteaching.com

F. Assessment

• Individual reading conferences

• Comprehension Assessments

• Completion of a variety of story maps, sequence charts,

compare/contrast activities, cause and effect activities, sequencing, re-

telling.


Enrichment Assessment

Use a quote from the text to stimulate a group discussion. Direct students to

elaborate on a quote from the text and to apply it to their personal knowledge and

experiences.

Journal prompts

Use time lines to record actions of characters as depicted in stories. Instruct

students to share their time lines and discuss how the characters change from the

beginning to the end of the story.

Act it out! In pairs, have students identify the traits, motivations, actions and

feelings of characters in stories, Instruct pairs to perform the character’s traits.

Have students illustrate events from stories. Instruct students to discuss the

events and explain how the character’s traits and feelings affected the illustrated

events.

Provide different books from the same series. After reading, have students

complete story maps, including settings, characters, plots, and themes. Instruct

students to display the completed story maps, following the order the book

appears in the series. Direct students to discuss similarities and differences in

story elements.

Unit IV - Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy Project

• Blending of Jewish values to secular literature

• Finding Jewish interpretation of mainstream materials

• Connection of Jewish values to secular values in our society

• Integration of art, music to literature and Judaic morals

Book: — Elephants Cannot Dance!


• What does it mean to be a good friend

• How is the Jewish concept of friendship, Yedidut, reflected in this story?

• How do we become the best person we can be?

• How do we stay positive and learn to appreciate ourselves despite our

mistakes, disappointments, or perceived shortcomings?

• How can music and dance be used to help us express our feelings and our

culture?

Standards:

• Connects to Common Core reading and writing standards (see

language arts)

• Engage students in critical thinking through the blending of Jewish

wisdom, ethics, and values, above and beyond the standards

• Integrates art, music and literature to Judaic learning

Judaic Heritage:

• Cleaving to Friends Dibbuk Chaverim (one of the 48 virtues listed in

Pirkei Avot 6:6).

• Let your friend’s honor be as dear to you as your own (Pirkei Avot

2:15).

• Be the best Zusya you can be.

• Hillel: “That which is hateful to you, do not do to your fellow…”

(Shabbat 31a).

• Israeli Folk Music and Israeli Folk Dancing as aspects of Jewish

culture

•

B. Understandings

• A good friend is loyal, encouraging, and supportive.

• Value the strengths of others and learn from them.

• Limitations, often a function of perception, should not be determined

by self or others.

• Culture is transmitted through the arts and conveys our thoughts and

feelings.


• Activities listed in Rosenfeld Legacy Project lesson plans (Pages 43-66)

D. Resources

• The Rosenfeld Legacy Project: Connecting Children’s Literature with

Judaic Heritage Edited by Anita Meyer Meinbach

• Elephants Cannot Dance! By Mo Willems

• “Havah Nagila” sung by Cantor Lisa Segal

• I’m Gonna Like Me: Letting Off a Little Self-Esteem by Jamie Lee

Curtis

• Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

• See resources above

F. Assessment

• Students will demonstrate understanding of values presented in the

literature

V. Unit – Spelling


• Connections to Thinking

o Read spelling words in context for real-world application

o Sort the words to recognize similarities among them

o Remember weekly spelling concept with tips for future success

• Connections to Phonics

o Provide systematic, explicit instruction to help students learn

and apply key sound-symbol relationships

• Connections to Reading

o Help students understand the meanings of words and develop

important reading skills

• Connections to Writing

o Think about writing in a critical and reflective way

o Practice and transfer valuable spelling knowledge to everyday

writing activities

Standards:

Common Core Standards

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

words.

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-

syllable words.

RF.2.3b- Know spelling-sound correspondences for additional common vowel

teams.

RF.2.3c- Decode regularly spelled tow-syllable words with long vowels.

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

RF.2.3e- Identify words with inconsistent but common spelling-sound

correspondences.

RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.

L.2.1- Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.2.1a- Use collective nouns (e.g., group).

L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet,

children, teeth, mice, fish).

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

L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g.,

sat, hid, told).

L.2.1e- Use adjectives and adverbs, and choose between them depending on what is

to be modified.

L.2.1f- Produce, expand, and rearrange complete simple and compound sentences

(e.g., The boy watched the movie; The little boy watched the movie; The action

movie was watched by the little boy).

L.2.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.2.2a- Capitalize holidays, product names, and geographic names.

L.2.2b- Use commas in greetings and closings of letters.

L.2.2c- Use an apostrophe to form contractions and frequently occurring

possessives.

L.2.2d- Generalize learned spelling patterns when writing words (e.g.,

cagebadge; boy boil).

L.2.2e- Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.

L.2.3a- Use knowledge of language and its conventions when writing, speaking,

reading, or listening: Compare formal and informal uses of English.

B. Skills


• Connections to Thinking

o Read and identify spelling patterns

o Write words

• Connections to Phonics

o Use rhyme to identify and write words

o Blend to identify and write words

o Use letter substitution to identify and write words

• Connections to Reading

o Use analogies to reinforce comprehension of words

o Use inferences to reinforce comprehension of words

o Use context to reinforce comprehension of words

• Connections to Writing

o Reinforce spelling skills by proofreading a letter that contains

misspelled words

The following spelling patterns will be taught in second grade:

• short vowel sounds

• abstract vowels (ou, oi, ew, oo)

• vowel- consonant-e

• long vowel sounds

• consonant digraphs

• complex consonants (soft g, soft c)

• digraphs and blends

• the schwa sound

• words writers use

• r controlled vowels (or, ore, ar, oar, or, ur, ear, ir, air, eir, are, ere)

• single syllable homophones

• double consonants in middle of words

• double consonants plus y

• drop final e, add-ing

• consonant doubling: add-ed, -ing

• contractions

• inflectional endings: -s, -es

• plural change i to y

• suffixes –er, -est-ly

• compound words


• Spelling sorts

• Syllable sorts

• Scavenger hunts for word sound

• Spelling Games

• Spelling Bingo

• Spelling Tic/Tac/Toe

• Writing stories using their spelling words


Use American Sign Language to spell each word. Write each word on paper after

you spell with your fingers.

Create a cartoon strip using half of your spelling words.

Cut out a picture from a magazine or newspaper or print a picture on the

computer. Use your spelling words to write a story about the picture.

Write a letter to a friend using all of your spelling words.

Play “Sparkle Poof”

D. Resources

• Spelling center activities

• Sorting sheets and word cards

• Word Wall

• Spelling Tic Tac Toe Choice Board

E. Technology

• Interactive board

• Software spelling programs: spellingconnectionsonline.com

F. Assessment

• Weekly pre-tests and post-tests of spelling words

• Weekly standardized tests

• Monthly reviews of chapters

• Spelling games


VI. Unit - Grammar


How will the student learn and apply grammar skills for effective oral and

written language?

Standards:

The following Common Core standards apply to all units below:

L.2.1- Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.


L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet,

children, teeth, mice, fish).


L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g.,

sat, hid, told).

L.2.1e- Use adjectives and adverbs, and choose between them depending on

what is to be modified.

L.2.1f- Produce, expand, and rearrange complete simple and compound

sentences (e.g., The boy watched the movie; The little boy watched the movie;

The action movie was watched by the little boy).

L.2.2- Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.



L.2.2c- Use an apostrophe to form contractions and frequently occurring

possessives.

L.2.2d- Generalize learned spelling patterns when writing words (e.g.,

cagebadge; boy boil).

L.2.2e- Consult reference materials, including beginning dictionaries, as needed

to check and correct spellings.

L.2.3a- Use knowledge of language and its conventions when writing, speaking,

reading, or listening: Compare formal and informal uses of English.

L.2.4- Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly

from an array of strategies.


L.2.4b- Determine the meaning of the new word formed when a known prefix is

added to a known word (e.g., happy/unhappy, tell/retell).

L.2.4c- Use a known root word as a clue to the meaning of an unknown word

with the same root (t.g., addition, additional).

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

meanings.

L.2.5a- Identify real-life connections between words and their use (e.g., describe

goods that are spicy or juicy).

L.2.5b- Distinguish shades of meaning among closely related verbs (e.g, toss,

throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6- Use words and phrases acquired through conversations, reading and

being read to, and responding to texts, including using adjectives and adverbs to

describe (e.g., When other kids are happy that makes me happy).

B. Skills


• Use capitalization, including initial word in a sentence, the pronoun

“I” and proper names.

• Recognize subject/verb and noun/pronoun agreement in simple and

compound sentences.

• Use end punctuation for sentences, statements, questions, and

exclamations.

• Identify common synonyms, antonyms and compound words.

• Identify and correctly use regular plural nouns (mountain/mountains) and

irregular plural words (child/children, mouse/mice).

• Distinguish between complete and incomplete sentences.

• Recognize parts of speech: nouns, pronouns, verbs, adjectives, adverbs

• Use conjunctions “a” and “an” appropriately

• Apply correct subject/verb agreement in writing and speaking.

• Use commas in the greeting and closing of a letter and with dates and

items in a series

• Recognize and use contractions correctly in writing

• Distinguish between comparing words (small, smaller, smallest)

• Identify the syllables in a word; divide the word by syllables

• Identify meanings of words using prefixes and suffixes

• Write a short paragraph with a topic sentence, three details and a closing

• Identify subjects and predicates in a sentence


o Direct instruction in whole group and small groups with written and oral

practice

o Daily language review activities (Evan Moore)

o Individual student writing conferences for editing written work

o Mnemonics: songs and poems

o Graphic organizers

o Interactive Notebook (Wonders)

Enrichment Activities and Procedures


Write a sentence that uses each vocabulary word correctly and then write

a sentence that use a synonym for each vocabulary word.

Using the iPad app Word Collage, design a page of adjectives that

describe you

Punctuation Pop Up (see site below)

Grammar Blast (see site below)

Grammar Gorillas (see site below)

Plural Noun (see sit below)

Edit Dan’s Copy (see site below)

Clean Up Your Grammar (see site below)

Create a new noun. Give it a name and write an original story about your

noun.


D. Resources

a. Wonders Reading program Grade 2 – Your Turn and close reading

companion

b. Interactive Notebook


Editor in Chief –Beginning 2- Grades 3-4 Critical Thinking Company

iPad app-Grammar Wonderland-free app

www.jeopardylabs.com

iPad app-Word Collage -99¢

iPad app-Mad Libs- free

ipad app-Noun, Verb, and Adjective Mayhem-free (three levels of

difficulty)

Punctuation Pop Up

http://www.scholastic.com/play/cool/punctuation.htm

Grammar Blast

http://www.eduplace.com/kids/hme/k_5/quizzes/

Grammar Gorillas

http://www.funbrain.com/cgi-

bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1

Plural Noun

http://www.harcourtschool.com/activity/plural/index_pre.html

Edit Dan’s Copy

http://www.missmaggie.org/scholastic/editdan_eng_launcher.html

Clean Up Your Grammar

http://teacher.scholastic.com/activities/adventure/grammar1.htm#

jeopardylabs.com

E. Technology

• Presentation of activities on Active Boards with student participation

• Computer games to reinforce skills

• www.superteachers.com

• www.havefunteaching.com

• www.education.com

• www.discoveryeducation.com

• Connect Ed

• Teachersguide.com

F. Assessment

• Informal assessment in daily writing and speech

• Weekly homework assignments

• Applications in Reading-Thinking Skills workbook (Continental Press)

• Skills practice activities (in class and homework assignments)

• Scholastic News skills: quizzes/test prep


VII. Unit – Writing

**Following Six Traits Writing Curriculum

Standards:

The following Common Core Standards apply to all units of studies listed below:

http://www.scholastic.com/play/cool/punctuation.htm

http://www.eduplace.com/kids/hme/k_5/quizzes/

http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1

http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1

http://www.harcourtschool.com/activity/plural/index_pre.html

http://teacher.scholastic.com/activities/adventure/grammar1.htm

http://www.superteachers.com/

http://www.havefunteaching.com/

http://www.education.com/

http://www.discoveryeducation.com/

SL.2.1- Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.

SL.2.1a- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts

under discussion).

SL.2.1b- Build on others’ talk in conversations by linking their comments to the remarks

of others.

SL.2.1c-Ask for clarification and further explanation as needed about the topics and texts

under discussion.

SL.2.2- Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

SL.2.3- Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding of a topic or

issue.

SL.2.4- Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

SL.2.5- Create audio recording of stories or poems; add drawings or other visual displays

to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and

feelings.

SL.2.6- Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification.

L.2.1- Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.


L.2.1b- Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).


L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,

told).

L.2.1e- Use adjectives and adverbs, and choose between them depending on what is to be

modified.

L.2.1f- Produce, expand, and rearrange complete simple and compound sentences (e.g.,

The boy watched the movie; The little boy watched the movie; The action movie was

watched by the little boy).

L.2.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.



L.2.2c- Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2d- Generalize learned spelling patterns when writing words (e.g., cagebadge;

boy boil).

L.2.2e- Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

L.2.3a- Use knowledge of language and its conventions when writing, speaking, reading,

or listening: Compare formal and informal uses of English.

L.2.6- Use words and phrases acquired through conversations, reading and being read to,

and responding to texts, including using adjectives and adverbs to describe (e.g., When

other kids are happy that makes me happy).

Pre-writing and First Draft


The student is familiar with and uses a variety of prewriting strategies to plan

written work. The student transitions from pre-writing techniques to a first draft

of his/her work (Steps 1 and II of the Writing Process).

Standards:

(See above)

The student will:

• Use prewriting strategies to generate ideas and formulate a plan

• Write a draft appropriate to the topic, audience, and purpose

• Revise and refine the draft for clarity and effectiveness

• Edit and correct the draft for standard language conventions

• Write a final product for the intended audience

B. Skills


• Think about who will read the writing and why

• Ask and answer questions about the topic

• Identify a variety of prewriting strategies to generate ideas and formulate a

writing plan

• Choose and use a specific prewriting strategy to generate ideas and

formulate a writing plan (i.e. brainstorming, listing, prompts, graphic

organizers, reading and taking notes, discussing ideas with others)

• Choose his/her best ideas

• Write a first draft


• Direct instruction

• Small group work

• Peer to peer discussions

• Independent work

• Research

• Drafting in pictures (or other prewriting strategies) as a first stage of

drafting

D. Resources

• Classroom writing center

• Writing folders

• Graphic organizers

• Kidspiration (software program)

E. Technology

• Student samples from www.writingfix.com

• http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html

• http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp

• Students will be able to use keyboard and formatting skills

F. Assessment

• Writing samples

Revising


How to use the third step of the Writing Process

Standards:

The following Common Core standard applies to Revising:

WS.2.5 With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

B. Skills


• Identify strengths in their own writing (ideas, organization, word choice)

• Use descriptive words (color words, sensory words, size words, etc.)

• Recognize overused words and make substitutions

• Use classroom resources to help with their written expression

• Use more than one type of sentence structure

• Identify and use various adverbs and adjectives in their writing

• Use correct sequence: beginning, middle, end

• Use effective “openings” and “closes”

• Reread written work several times with a different purpose each time

http://www.writingfix.com/

http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html

http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp


• Writing prompts

• Peer conferencing

D. Resources

• Thesaurus

• Word Wall

• Peers

• Student journals

E. Technology

F. Assessment

• Writing samples

Editing


How to use the conventions of writing – the fourth step of the Writing Process

Standards:

The following Common Core standards apply to Editing:

W.2.5 With guidance and support from adults and peers, focus on a topic and


W.2.6 With guidance and support from adults, use a variety of digital tools to

produce and publish writing, including in collaboration with peers.

B. Skills


• Use appropriate ending punctuation at the end of sentences.

• Use commas after greetings and closings in friendly letters, dates, and

items in a list.

• Use quotation marks correctly in dialogues.

• Use apostrophes in contractions.

• Indent at the beginning of a paragraph.

• Spell grade level words correctly in written work.

• Capitalize appropriately (i.e. beginning of sentences, I, names, places)

• Compare his/her Draft to Pre-Writing (i.e. checklist, rubric, graphic

organizer)

• Correct for grade-level spelling


• Word Wall activities

• Build student dictionaries

• Drill and practice exercises

• Analyzing published texts

• Peer conferencing

• Teacher conferencing

• Modeling

• Editing sample texts

• Journal prompts

D. Resources

• Thesaurus

• Word Wall

• Classroom posters

• Dictionary

• Spelling Lists

• Checklists

E. Technology

F. Assessment

• Language exercises

• Class participation


• Tests

Expository Writing


The student will use the Writing Process to develop and demonstrate expository

writing whose purpose is to inform the reader:

Use prewriting strategies to generate ideas and formulate a plan

Write a draft appropriate to the topic, audience, and purpose

Revise and refine the draft for clarity and effectiveness

Edit and correct the draft for standard language conventions

Write a final product for the intended audience

Standards:

The following Common Core standards apply to Expository Writing:

W.2.2 Write informative/explanatory texts in which they introduce a topic, use

facts and definitions to develop points, and provide a concluding statement or

section.



W.2.7 Participate in shared research and writing projects. (e.g., read a number of

books on a single topic to produce a report, record science observations).

W.2.8 Recall information from experiences or gather information from provided

sources to answer a question.

B. Skills


• Complete summaries, procedures and/or recipes

• Write simple directions using “left and right”

• Create a simple map/plan

• Read informational texts for specific purposes (performing a task)

• Use simple reference material

• Use parts of a book to locate information

• Generate questions about topic

• Write for a specific audience

• Revise/edit writing

• Evaluate his/her own writing

• Spell frequently used words correctly

• Use correct punctuation

• Use effective word choices: strong opening and details


• Give examples of the meaning of “expository”

• Give expository prompts: (i.e. "Most children go to school. Think

about how you get ready for school each morning. List all the steps

you go through to get ready. Now, write about how you get ready for

school each morning.”)

• Listen for student input and information

• Brainstorm for ideas/write on chart

• Generate ideas and have discussion prior to writing

• Evaluate idea - determine if it gives information, etc. or is just words

• Discuss appropriate word choices

• Share writings

• Independent writing

•

*Enrichment Activities/Procedures

• Explain the rules of a game.

• Compare two people in history; step by step recount of past events

• Explain a process, procedure or directions

• Compare and contrast two things

• Explain personal opinion supported by reasons

• Edward the Emu by Sheena Knowles- a story about an emu who wants

to be every other animal in the zoo but himself-If you could choose to

be anyone other than yourself who would you choose to be and why?

• Oh How I Wish I Could Read by John Gile - Explain why everyone

should have the skill of reading

• Think about a time when you did something that you didn’t want to

do. Explain why you did it anyway.

• Choose an important tool that can be found in our classroom. Explain

how it has made an impact on teachers and students.

• Think about a time when you couldn’t stop laughing and explain what

happened.

• Are you the oldest, middle, or youngest child in your family? Explain

what you like or dislike about your position

D. Resources

• Dictionary and Thesaurus

• Books that show expository writing (i.e. “How-to- books” on Indian

artifacts, map-making, etc.)

• Non-fiction books/magazines/articles

• Literature

*Enrichment Resources

• Island Boy-by Barbara Cooney (recalling events in a story)

• Uncle Jed's Barbershop by Margaree King Mitchell (text structure and

composition)

• Nettie's Trip South by Ann Turner (description and enumeration)

• Oh How I Wish I Could Read by John Gile

• Edward the Emu by Sheena Knowles

E. Technology

• Use “Google” for information on writings

• Write papers in Microsoft Word and edit (not all papers)

• Format correctly

• Student Blogs – Peer edits of these blogs

F. Assessment

• Legible printing and writing skills

• Rubric for expository writing

Persuasive Writing


The student will use the Writing Process to develop and demonstrate persuasive

writing whose purpose is to influence the reader:

Use of prewriting strategies to generate ideas and formulate a plan





Standards:

The following Common Core standard applies to Persuasive Writing:

W.2.1 Write opinion pieces in which they introduce the topic or book they are

writing about, state an opinion, supply reasons that support the opinion, use

linking words (e.g., because, and also) to connect opinion and reason, and provide

a concluding statement or section.

B. Skills


• Demonstrate a clear purpose (to persuade)

• Use at least one strategy for prewriting (i.e. graphic organizer)

• Write a rough draft of multiple sentences

• Use strong persuasive words

• Write in complete sentences

• Demonstrate a beginning sentence, three supporting details and a

concluding sentence

• Use correct grammar, punctuation, indenting

• Re-read and revise own writing to check for errors

• Revise writing by deleting phrases or stretching ideas

• Write a final copy free of errors, in neat, legible handwriting

• Listen to and identify persuasive text

• Explain what it means to persuade

• Discuss characteristics of persuasive writing


• Discuss the term “persuasion”, asking students for real-life situations

when students might need to be persuasive

• Read stories to demonstrate persuasive writing

• Facilitate a class brainstorming activity to generate ideas

• Share writing samples from other second grade students

• Model using a graphic organizer

• Conference with students during the writing process

• Facilitate “pair and share” for students to do peer editing/revising

• Provide an editing “checklist” for self-editing

• Provide students with alternatives for over-used words


•


• Writing prompts: http://journalbuddies.com/prompts-by-grade/expository-

writing-prompts-1st-2nd-3rd/

D. Resources

• Specific literature (I Wanna Iguana, Don’t Let the Pigeon Drive the

Bus, Thank You, Sarah)

• Dictionaries and Thesauruses

• Persuasive writing poster on display

• Lucy Calkins, Units of Primary Writing

• Kidspiration (software program)


• Mrs. LaRue: Letters from Obedience School by Mark Teague

• http://www.readwritethink.org/files/resources/interactives/letter_generator

/

E. Technology

• Student samples from www.writingfix.com

• http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html

• http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp

• Students will publish selected work using Microsoft Word

• Students will be able to use keyboard and formatting skills

• Students will be able to use capital letters, punctuation, and indenting

• Students will use Kidspiration

F. Assessment

http://journalbuddies.com/prompts-by-grade/expository-writing-prompts-1st-2nd-3rd/

http://journalbuddies.com/prompts-by-grade/expository-writing-prompts-1st-2nd-3rd/

http://www.writingfix.com/

http://timmonstimes.blogspot.com/2009/03/persuasive-writing.html

http://www.unitsofstudy.com/workshopshelpdesk/teaching.asp

• Writing rubric for persuasive writing

•

Friendly Letter


The student will use the Writing Process to develop and demonstrate the ability to

write a friendly letter:






Standards:

The following Common Core standards apply to Friendly Letter:

W.2.3 Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

W.2.8 Recall information from experiences or gather information from provided

sources to answer a question.

B. Skills


• Know the correct format of a friendly letter

• Use the correct placement of date, address, salutation, body,

complementary closing




• Writing a variety of friendly letters throughout the year (i.e. Flat

Stanley, Thank You letters, Holiday Greetings)

• Star of the Week letters

D. Resources

• Lined template paper

• Classroom poster reminders

• Pen Pals – Africa/Israel

* Enrichment Resources

• http://www.readwritethink.org/files/resources/interactives/letter_generator

/

• http://www.internet4classrooms.com/grade_level_help/write_friendly_lett

er_language_arts_third_3rd_grade.htm

• http://www.brighthubeducation.com/lesson-plans-grades-3-5/105943-

how-to-write-a-friendly-letter-lesson/

• http://www.abcya.com/friendly_letter_maker.htm

E. Technology

F. Assessment

• Writing Samples

Poetry



write various forms of poetry:






B. Skills


• Use visual imagery

• Appreciate melody, movement and rhyme in poetry

• Recognizes that a poet may be thrifty with word usage

• Write poetry that follows specific patterns

• Identify the elements of Haiku

• Create Haiku poems

• Identify the elements of Cinquain

• Create Cinquain poems

• Identify and use similes

• Identify and use metaphors

• Express his-/herself in abstract ways

http://www.readwritethink.org/files/resources/interactives/letter_generator/

http://www.readwritethink.org/files/resources/interactives/letter_generator/

http://www.brighthubeducation.com/lesson-plans-grades-3-5/105943-how-to-write-a-friendly-letter-lesson/

http://www.brighthubeducation.com/lesson-plans-grades-3-5/105943-how-to-write-a-friendly-letter-lesson/




• Creation of God poems

• Creation of Color of Love


• Explore a poet you do not like. Figure out what it is about the poet’s

writing. Choose one poem by the author and think of ways you would

approach the same subject using your own style. Write the poem.

• Write a poem about yourself and someone you know. Show how you are

alike and different. Include a variety of characteristic traits in both poems.

• Create a poem that is funa nd aahas a steady beat and would be easy to

jump rope to.

D. Resources

• Variety of poetry books – Shel Silverstein, Jack Perlutsky, etc.

• Poetry websites

• Song lyrics

• Dr. Seuss (Books and Dr. Seuss Day)

• I Love You the Purplest picture book

E. Technology

F. Assessment

• Writing samples

Personal Narrative



write a first person narrative, from the author’s perspective, about a real

experience of situation:






Standards:

The following Common Core standards apply to Personal Narrative:

W.2.3 Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.



B. Skills


• List the steps of the Writing Process

• Identify the characteristics of a personal narrative

• Apply at least one strategy for planning and prewriting a personal

narrative

• Determine the purpose and audience of his/her piece (i.e. inform,

entertain, persuade)

• Produce a draft of multiple sentences or paragraphs

• Write a piece with a beginning, middle and end

• Apply conventions of writing to his/her work (i.e. capitalization,

punctuation, indenting)

• Revise text by adding or deleting phrases, stretching ideas, using more

powerful verbs, etc.

• Publish his/her written work either by printing or sharing aloud with

class or peers


• Read a variety of stories to demonstrate what a personal narrative is

• Class brainstorming/peer brainstorming

• Use literature to generate ideas

• Modeling using a variety of graphic organizers to record ideas and/or

memories

• Use illustrations to draft ideas from personal memories

• Student revision (i.e. overused words, sentence selection, sequence,

adding more “colorful” and “powerful” words, using a checklist for

errors)

• Peer conferencing for revising

• Teacher/student conferencing for revising

• Imaginary Bad Day writing


• Create a self-portrait. Then write a poem using about your portrait using

similes and metaphors

• Create an autobiographical time line with important events for each year

of your life

• Predict goals that you will achieve in the next year. How will you achieve

these goals? Present your information in written form with visuals.

• Create a brochure of your life. On the front is a picture of you, on the

inside will be pictures and information about your life including

accomplishments, interests and family

• Create an ABC book about you...What might each letter of the alphabet

stand for in your life? Include pictures or drawings explaining how each is

relevant.

• Select a song that reflects something you have experienced. Explain what

effect the song has on you when you listen to it and why. Share the song

with your classmates.

• Create a short documentary film about an issue in your school. Choose a

subject you feel strongly about and would like to learn more about.

D. Resources

• Literature

• Writing Checklists

• Dictionaries and Thesauruses

• Anchor charts to guide writing

• Alexander, and the Terrible, Horrible, No Good, Very Bad Day

• Wonders Reading Program


• What You Know First by Patricia MacLachlan

• Personal narrative writing using Patricia Polacco Mentor Texts • Tulip Sees America by Cynthia Ryland

• Mama Does the Mambo by Katherine Leiner

E. Technology

• Students will publish selected work using Microsoft Word

• www.writingfix.com

F. Assessment

• Writing samples

Revised: October 2017

unit i: phonics a. - temple beth am

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