€¦ · web viewa reader can build understanding of unknown words and phrases by using context...

Orange Board of Education

ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Second Grade

PARCC Aligned Curriculum Guide

School Year 2015-2016

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Second Grade ELA Curriculum

Unit 12


Table of Contents

Purpose of the Unit Page 4

Unit 1 Common Core Standards Page 5

Sample Literacy Block Schedule Page 6

Assessments Page 7

Lucy Calkins Units of Study Unit 1 Narrative Page 8

Recommended Supplemental Texts Page 9

Journeys Alignment Page 10-16

Suggested Literacy Centers Page 17

Message Time Plus Example Page 18

Professional Development Resources Page 19-20

Appendix A: Narrative Writing Samples, Rubric, and Student Checklists

Page 21-25

Appendix B: Comprehension Story Map and Rubric Page 26-27

Appendix C: Lesson Plan Examples Page 28

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Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common Core State Standards (CCSS). The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.

Essential Questions Enduring Understanding

1. What is a narrative story? How does an author develop a narrative story including relevant details?

2. Why is knowing how to accurately answer who, what, where, when, why and how questions important to readers? Why is it important for readers to also ask these types of questions while reading an informational text?

3. How do illustrations and words work together to develop a reader's understanding of the story elements?

4. Why is it important to know the main topic of an informational text? How do the paragraphs within an informational text contribute to the main topic?

1. Narrative stories entertain and inform the reader with real or imagined events. Writers use a sequence of events with details to help the reader understand the story.

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5. What can a reader do to understand unknown words in a text?2. A reader must monitor their understanding of informational text by asking questions before, during, and after reading.

3. Illustrations work with the text of a story to develop the characters, setting, and plot.

4. It is important for readers to know the main topic of the text so that they understand the author's message. Paragraphs in a text discuss different key details that will help to contribute to the reader's overall understanding of the main topic.

5. A reader can build understanding of unknown words and phrases by using context clues, word analysis strategies, and a glossary to clarify meaning, which strengthens a reader's overall comprehension of the text or topic.

Unit I: Topic: CCSS:

Narrative Writing

Key Details in a Text

RL.2.1 Answer questions such as who, what, where, when, and how about key details in a text.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.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.

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Main Topic

Context Clues

L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children)L.2.5.a Identify real-life connections between words and their use (e.g., describe

foods that are spicy or juicy).L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss,

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

L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3,b Know spelling-sound correspondences for additional common vowel teams.RF.2.3.c Decode regularly spelled two-syllable words with long vowels.RF.2.3.f Recognize and read grade-appropriate irregularly spelled words.RF.2.4.a Read grade-level text with purpose and understanding.RF.2.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

K-2 Grade Literacy Block

Sample Schedule Notes for Sample Schedule

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Independent Reading/Partner Rdg(arrival & unpacking time)

After unpacking, children read from Book Bins (unleveled) or from Book Bags (leveled for independent. reading.)

Message Time PlusModeled Writing/Shared Reading Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension

20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.

All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.

Writer’s WorkshopMini-lesson

Independent Writing

Share (2 students share)

30 min5 min

20 min

5 min

Independent writing consists of guided writing groups and/or one-to-one conferences.

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Intentional Read Aloud 10 min Tell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader.

Guided Reading/ Literacy Centers 30 min Literacy Centers

Group A Group B Group C

1st rotation(15 min)

Guided Reading

iRead Literacy Center

2nd rotation(15 min)

Literacy Center

Guided Reading

iRead

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The Literacy Center component is not limited to the above format. Teachers may have more than 3 groups.

Formative Assessments: iRead Data Anecdotal Records, Running Records Teacher-made assessments Narrative Piece Rough Draft

Summative Assessments: iRead Data Running Record Narrative Piece Final Draft Open-Ended Response to Literature

Authentic Assessments: Narrative Writing Piece Example of Student Writing (See Appendix A)Scoring Rubric (See Appendix A)Student Editing Checklist(See Appendix A)

Authentic Assessment: Story MapExample of Story Map (See Appendix B)Scoring Rubric (See Appendix B)

Authentic Assessment: Digital Books: Students can create their own narrative digital books. The links below will take you to the websites that can help in creating the digital text.https://www.storyjumper.com

http://storybird.com/

Technology Integration: iRead (Mandatory)www.spellingcity.com (spelling practice/vocabulary words)www.thinkcentral.com (Journeys resources)

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http://www.thinkcentral.com/

http://www.spellingcity.com/

http://storybird.com/

https://www.storyjumper.com/


Speaking and Listening Vocabulary: main idea, details, characters, setting, plot, compound word, narrative, temporal words, context clues, capitalization, predict, irregular verbsUseful Sites: http://www.ezschool.com/Games/CompoundWords.html (compound words game) www.smartexchange.com (past tense irregular words smart board lessons)http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf (story map for narrative)http://www.readwritethink.org/files/resources/lesson_images/lesson1083/lettersamples.pdf (sample friendly letter)

Lucy Calkins Units of StudyLessons From the Masters: Improving Narrative Writing Unit 1 Narrative

Lessons Lesson Title CCSS Related to LessonLesson 1 Discovering Small Moments that Matter: Generating Ideas for Writing W.2.3, RL.2.1, L.2.1, L.2.2Lesson 2 Capturing Story Ideas: Tiny Topics Notepads W.2.3, RL.2.1, L.2.1, L.2.2Lesson 3 Stretching Out Small Moments W.2.3, RL.2.1, L.2.1, L.2.2Lesson 4 Writing with Detail: Magnifying a Small Moment W.2.3, RL.2.1, RL.2.7,

L.2.1,L.2.2Lesson 5 Letter to Teachers: Revising with Masters: Creating Powerful Endings W.2.3, RL.2.1, L.2.1,L.2.2Lesson 6 Rereading Like Detectives: Making Sure Our Writers Makes Sense and Sounds Right W.2.3, L.2.1,L.2.2Lesson 7 Working Hard: Setting Goals and Making Plans for Writing Time W.2.3, RL.2.1, L.2.1,L.2.2Lesson 10 Learning to Write in Powerful Ways: Trying Out Craft Moves Learned From Mentor

AuthorsW.2.3, L.2.1,L.2.2

Lesson 12 Emulating Authors in Ways that Matter: Revising in Meaningful Ways W.2.3, L.2.1,L.2.2Lesson 14 Letter to Teachers: Rereading and Quick Editing: Preparing for a Mini-Celebration W.2.3, RL.2.7, L.2.1,L.2.2Lesson 15 Learning Craft Moves from Any Mentor Text W.2.3, L.2.1,L.2.2Lesson 16 Being Bold: Trying New Craft Moves W.2.3, L.2.1,L.2.2Lesson 17 Letter to Teachers: Writers Can Help Each Other: Partners Offer Feedback W.2.3, L.2.1,L.2.2Lesson 18 Editing and Preparing for Publication W.2.3, L.2.1,L.2.2Lesson 19 Letter to Teachers: A Celebration W.2.3, L.2.1,L.2.2

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http://www.readwritethink.org/files/resources/lesson_images/lesson1083/lettersamples.pdf

http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf

http://www.smartexchange.com/

http://www.ezschool.com/Games/CompoundWords.html


If the Lucy Calkin’s Units of Study lessons are completed before the end of the unit, it is recommended that the class engage in a Shared Research Project.

Texts Recommended to Supplement Journeys Unit 1

Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds of text.

Name of the Texts and PictureOwl Moon by Jane Yolen

https://youtube/HN8W05hBbSM

Come on Rain by Karen Hesse

A Chair for My Mother by Vera B. Williams Aunt Flossie’s Hats(and Crab Cakes Later)

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https://youtube/HN8W05hBbSM

http://en.wikipedia.org/wiki/Owl_Moon


https://www.youtube.com/watch?v=wV1ege3jEFE

https://www.youtube.com/watch?v=ySLsoUKe1YM

Bigmamas by Donald Crews

https://www.youtube.com/watch?v=OGEb6dPYUqw

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

https://www.youtube.com/watch?v=h6rp0SZX7lg Grade 2: Unit 1 Journey’s Resources and Phonics and Sight Words that can be included during Message Time Plus and Word Work Centers.

Reading Literature and Informational Text Foundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Fluency, High Frequency Words

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PagesT2-T91

Anchor TextHenry and MudgeGenre: Realistic Fiction

Decodable ReadersWe CampThe Picnic Ants

Target SkillSequence of Events

Target StrategyInfer/Predict

PhonicsShort Vowels a, iCVC Syllable Pattern

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

High-Frequency Wordsaround, be, five, help,next, or, pull, take,until, walked

Speaking and Listening Language and WritingLesson Speaking and Academic Vocabulary Spelling Writing

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https://www.youtube.com/watch?v=h6rp0SZX7lg

https://www.youtube.com/watch?v=OGEb6dPYUqw

https://www.youtube.com/watch?v=ySLsoUKe1YM

https://www.youtube.com/watch?v=wV1ege3jEFE

http://www.bing.com/images/search?q=bigmama's+donald+crews&view=detailv2&&id=8E460B82B342310EC31B74A2132A5ABEF851CF91&selectedIndex=0&ccid=sK8ubPyA&simid=608013322191634893&thid=JN.XI41UwjLTLHTKhfonUdt0A


Listening1 Read Aloud

The Perfect Pet

Listening/Speaking: Recount key details

Refer to Narrative Text Recommended on page 9 to supplement.

Target/Academic VocabularyVocabulary From Suggested Read Alouds

Spelling PrincipleShort Vowels a, i

Spelling WordsBasic: sad, dig, jam, glad, list, win,flat, if, fix, rip, kit, mask

Writing ModeNarrative Writing from Lucy Calkins Units of Study.


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Pages T94-T185

Owl Moon (Narrative)

Decodable ReadersBud, Ben, and RozThe Funny Hat Contest/ Text can be supplemented with leveled guided reading texts.

Target StrategyQuestion

RL.2.1 Answer questions such as who, what, where, when, and how about key details in a text.

PhonicsShort Vowels o, u, eCVC Syllable Pattern

High-Frequency Wordsbring, children, comes,do, family, like, make,those, use, with

Speaking and Listening Language and Writing

Lesson Speaking and Listening Academic Vocabulary Spelling Language Writing2 Refer to Narrative

Text Recommended on page 9 to supplement.

Academic Vocabulary

Vocabulary From Suggested Read Alouds

Spelling PrincipleShort Vowels o, u, e

Spelling Words

Writing ModeNarrative Writing (follow the Lucy Calkins Units of Study)

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Basic: wet, job, hug, rest, spot, mud,left, help, plum, nut, net, hot


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PagesT187-T277

A Chair for My Mother Teachers can use the digital text if one is not available in the school.

Decodable ReadersCity RideMice Can Race

Target SkillAuthor’s Purpose

Target StrategyAnalyze/Evaluate

PhonicsLong Vowels a, iSounds for c

FluencyAccuracy: Self-Correct

High-Frequency Wordscity, full, no, think, other,places, put, school,sing, think, this


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Lesson Speaking and Listening

Academic Vocabulary Spelling Language Writing

3A Chair for My Mother Teachers can use the digital text if one is not available in the school.

Use vocabulary words from the suggested read alouds.

Spelling PrincipleLong Vowels a, i

Spelling WordsBasic: cake, mine, plate, size, ate, grape, prize, wipe, race, line, pile, rake

Writing ModeNarrative Writing


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Anchor TextDiary of a SpiderGenre: HumorousFiction

Paired SelectionA Swallow and aSpiderGenre: Fable

Target StrategySummarize

PhonicsLong Vowels o, u, eSounds for g

High-Frequency Wordsmind, could, today, play,cheer, hello, read, see,by, hundred

Speaking and Listening Language and WritingLesson Speaking and Academic Vocabulary Spelling Language Writing

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Listening4 Teachers can

use the digital text if one is not available in the school.

Target/Academic Vocabulary

Choose vocabulary from the Read Aloud

Spelling PrincipleLong Vowels o, u

Spelling WordsBasic: doze, nose, use, rose, pole, close, cute, woke, mule, rode, role, tune

Grammar SkillWhat Is a Noun?



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Pages T377-T475

Anchor TextTeacher’s PetsGenre: Realistic Fiction

Decodable ReadersFlint Cove ClambakeThe Stop and SpendSale

Target SkillStory Structure

PhonicsConsonant Blends withr, l, s

FluencyPhrasing: Punctuation

High-Frequency Wordstable, says, little, find,both, cold, long, green,we, eat


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Speaking and Listening Academic Vocabulary Spelling Language WritingLesson

5Read AloudLester

Speaking and Listening SkillRecount the beginning, middle, end

Vocabulary StrategiesBase Words and Endings -ed, -ing

Spelling PrincipleConsonant Blends with r, l, s

Spelling WordsBasic: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage

Grammar SkillSingular and Plural Nouns



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PagesT2-

Refer to suggested Read Alouds on page 9 to support curriculum.

Decodable ReadersA Job for BobBaby Animals

Target StrategyQuestion

Supporting SkillsUsing Context

PhonicsCommon Final Blends nd, ng, nk, nt, ft, xt, mp

FluencyExpression

High-Frequency Wordswork, know, most, myself, sleep, second, three, she

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T91

Speaking and Listening Language and WritingLesson Speaking and Listening

Academic Vocabulary Spelling Language Writing

6 Speaking and Listening Skill:Ask and answer questions to deepen understanding

Spelling PrincipleCommon Final Blends nd, ng, nk, nt, ft, xt, mp

Spelling WordsBasic: next, end, camp, sank, sing, drink, hunt, stand, long, stamp, pond, bring

Grammar Skill Plural Nouns

Writing ModeNarrative Writing Refer to the Lucy Calkins units of study.


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Pages T94-T189

Decodable ReadersJill and MackRabbit’s Muffins

Target SkillConclusions

Supporting SkillsStory Structure

PhonicsDouble Consonants and ck Double Consonants (CVC)

High-Frequency Wordspictures, air, pretty, told, window, funny, try, he, cried, car


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Lesson Speaking and Listening

Vocabulary Spelling Language Writing

7Speaking/Listening: Answer using complete sentences

Spelling WordsBasic: dress, spell, class, full, add, neck, stuck, kick, rock, black, trick, doll

Grammar SkillProper Nouns


Suggested Literacy Centers to Support Guided Reading:

Writing Center:

Students can write in a narrative in their notebooks.

Students can peer edit writing using a editing checklist.

Computer Center:

IREAD

Spellingcity.com

Students can create digital books

Students can listen to suggested read alouds to further

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deepen comprehension of the text.

Library Center:

Buddy Reading

Independent Reading

Students can self-select a text from the library and write a review. Link to a template is provided below.

http://www.readwritethink.org/files/resources/printouts/BookReview.pdf

Word Work Center:

http://files.havefunteaching.com/fun-activities/matching-games/long-o-matching-game.pdf

Sight Word Memory Match/Bingo

CVC word Memory Match/Bingo

Independent Reading Center:

Students can practice reading texts on their just write level.

Message Time Plus Example

This Message addresses the following standards:

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.

L.2.1: Recognize a sentence begins with a capital letter and ends with a punctuation mark. RF.2.3A: Distinguish long and short vowel sounds in a spoken single-syllable word (e.g., cat, play).

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http://www.readwritethink.org/files/resources/printouts/BookReview.pdf


RF.2.4A: Identify and read grade-level high-frequency/irregular words in and out of context. L.2.4.b: Predict the meaning of compound words based on grade two reading and content using the meaning of individual

words (e.g., birdhouse).

Have you ever been to a pet store before? Well, I would like to tell you about the time I got my first goldfish. I was in my Second Grade classroom, and my homeroom teacher said that I made the Honor Roll. As a reward, my dad picked me up from school and took me to the pet store. I didn’t know which pet to choose until I saw a gold and brown fish in a tank next to a hamster. I knew right away that this would be the perfect pet for me. I wanted to see if my dad would help me take care of it, but he said it would have to be my job to list the items my fish needed and to feed him every day. Guess what! I did a fabulous job taking care of my first pet.

Scaffolding Opportunities:

Introduce Narrative Writing High Frequency Words: next, until, be, help, take Short a words: rabbit, class, dad Short I words: did (didn’t), it, list, which Juicy Word: fabulous

Professional Development Resources:

Please click on the links below to receive additional support in your practice.

Classroom Library http://www.orange.k12.nj.us/Page/7045 click on the Classroom Library linkGuided Reading http://www.orange.k12.nj.us/Page/7045 click on the Guided Reading link

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http://www.orange.k12.nj.us/Page/7045



Message Time Plus http://www.orange.k12.nj.us/Page/7045 click on the Message Time Plus linkWriter’s Workshop http://www.orange.k12.nj.us/Page/7045 click on the Writer’s Workshop link

Resources Teacher Resourceswww.corestandards.org

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http://www.corestandards.org/




www.achievethecore.orgwww.cliontheweb.orghttp://exchange.smarttech.com/search.html http://www.learner.org/jnorth/tm/InstrucStrat9.html

Evaluation/Reflection

Guiding Questions:

1. What worked?

2. What do you think could have been implemented more effectively in your lessons and instruction?

3. What do you need to learn more about?

4. What resources were helpful?

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http://www.learner.org/jnorth/tm/InstrucStrat9.html

http://exchange.smarttech.com/search.html

http://www.achievethecore.org/


Appendix A

Student Work Sample

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Appendix A Narrative Scoring Rubric

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27


28


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Appendix B Story Map

Reading: Comprehension Idea RL.2.1 and RL.2.7

Henry and Mudge

INCLUDEPICTURE "https://s-media-cache-ak0.pinimg.com/736x/27/3d/7d/273d7df8033f4e385bcf40611e2ef175.jpg" \* MERGEFORMATINET

INCLUDEPICTURE

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"https://s-media-cache-ak0.pinimg.com/736x/eb/34/bd/eb34bd03017d9495e8e87b141ae74a1d.jpg" \* MERGEFORMATINET

Appendix B:

Criteria Not Yet Approaching Meets 31


ExpectationsCorrectly Identifies and Describes Character

Child was unable to name or describe any of the characters

Child illustrated and named one of the characters, but was unable to describe

Child illustrated, labeled and described characters

Correctly Identifies Setting

Child was unable to name the setting.

Child drew, named, or described part of the setting.

Child drew the main setting from the story, labeled and described.

Correctly Identifies Sequence of Events

Child was unable to identify the sequence of events.

Child named some events from the story in order, but left out key details.

Child identified the sequence of events in detail including using order words.

Appendix C Lesson Plan Examples

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Writing Workshop LessonStandards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.Interdisciplinary Connections: Social Studies, FamiliesEquipment Needed: Dry erase boards, markers, leveled readersGoals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.Learning Activities or Instructional Strategies:

Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives. Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students to see if they were able to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing. Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategiesDifferentiation: Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.Resources Provided: Lucy Calkins Units of StudyAssessments: Narrative Scoring Rubric and Student ChecklistHomework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.

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€¦ · web viewa reader can build understanding of unknown words and phrases by using context...

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