Second grade language arts focuses on reading for comprehension in both fiction and non-fiction
modes. Students continue to learn the writing process, applying their knowledge of the six writing
traits to the four modes of writing. They also practice writing letters, poems, emails, invitations, and
many other every day genres. The text, Reading Street, has many ideas for differentiated instruction,
all of which could be used as bases for reading and writing centers.
Students learn about the structure of stories, how to decode words, the importance of using strong
words in their writing, and conventions.
Reading and writing in the second grade should connect to students’ lives as well as to the entire
curriculum.
Unit 1. Volume 1 and 2
Informational Knowledge Objectives
The Twin Club Volume 1
Students will identify short vowel sounds.
Students will know how to build words that have the short vowel sounds.
Students will know what characters are in a story and they will know how to compare and contrast them.
Students will know what a detail is in the text and be able to identify it.
Students will be able to understand why we speak and why we listen.
Suggested Activities
Students will draw the story using three parts beginning, middle and end. Students will be able to label characters and tell how the story went.
Students will use the pocket chart to do word work with short letter sounds.
Students will rainbow write the spelling words of the week and add the high frequency words to the word wall.
Exploring Space with Astronaut
Students will know the high frequency words of the week everywhere, live, machines, move, woman, work, and world.
Students will identify consonant as well as short vowel sounds.
Students will identify, read, and sort words with short vowel sounds.
Students will know how to sort and isolate short- and long- vowel sounds in the middle of the word.
Students will identify the subjects in a sentence.
Students will explore the concept of space throughout this selection of the week.
Suggested activities
Students will write a story during writer’s
workshop about going up into space.
Students will use the pocket chart to put
words in proper order of long and short
vowels.
Students will copy a list of words off the board
and put them in 'abc' order.
Students will write the spelling words of the
week using stamps and ink.
Henry and Mudge and the Starry Night
Students will know what a long vowel sound is and identify it in a word.
Students will be able to identify the main idea in a text passage.
Students will learn to read stories aloud with accuracy and fluency.
Students will start to use a story map or rubric to plan writing a story.
Students will know what a synonyms is.
Students will know the high frequency words and be able to use them from the word wall.
Suggested activities
During literacy centers for this story selection of the week: students will rainbow write the
spelling words.
Students will work at writers’ workshop and
start brainstorming for a story and then write
rough drafts.
Students will use the pocket chart to make
synonyms and draw pictures of them.
Students will read several different books
about Henry and Mudge and compare and
contrast them as well as write comments in
the books on post it notes.
Unit 1 Volume 1 Tara and Tiree
Students will know how to substitute initial
phonemes.
Students will know and be able to use rcontrolled
ar, or, ore, and oar in words.
Students will read a story and be able to
understand and use cause and effect
properly.
Students will know what an opinion and fact
stands for.
Students will review nouns and know how to
recognize them in sentences.
Students will learn the process of taking notes
and be able to take notes.
Students will be able to read a play and know
what a scene is in a play.
Students will be able to identify facts and
details in a story.
Suggested activities
Students will work in groups to develop a
scene from a play and act it out. They will
work in different groups each day during
centers to come up with a few different
scenes. We will put the play together on
Friday and have a little show of it.
Students will use the pocket chart to make rcontrolled
words with provided letter tiles.
Students will write the spelling words of the
week using clay.
Students will use a clipboard and write the
common nouns around the room.
Abraham Lincoln
Students will know how to segment and count
different sound parts of a word.
Students will know what a contraction is and
be able to make them.
Students will use a dictionary or glossary and
look up words.
Students will know what a biography is and be
able to name its traits.
Students will be able to know what a proper
noun is and find them in sentences.
Students will know what a time line is and be
able to gather written information from one.
Suggested activities
Students will read many children’s books
about different biographies. They will use
post it notes to write comments and questions
that they have about them.
Students will write a biography of themselves
using the writer’s workshop process. The
story will start on Monday and be done by
Friday. We will have a biography party on
Friday
Students will use the pocket chart and tile
cards to make contractions of different sorts
throughout the week.
Scarcity
Students will read the concept question of the
week and be able to talk about how we work
together to meet people’s needs.
Students will know how to use singular and
plural nouns both orally and in writing.
Students will know what a chapter heading is
and why it is important in reading.
Students will know how to use learned
strategies to identify author’s message in a
written text.
Students will know how to make words with
the sound er, ir, and ur.
Students will review the proper phrasing on
how to ask and answer questions.
Students will know to how to identify words
that are time order for sequence.
Suggested activities
During centers this week students will ask and
answer questions throughout the week using
proper phrasing.
Students will read from various books about
different things we want and need and write post it note comments in the books.
Students will write an expository nonfiction
text in their ELA journals and will read it to
their peers and write comments.
Unit 1 Volume 2 A Walk in the Desert
Students will learn the difference between
declarative and interrogative sentences.
Students will know what it is to blend and
segment words.
Students will identify, read, and sort words
with two and three letter initial consonants
blends.
Students will know and be able to recognize
the main idea and details of an expository text
and article.
Students will identify and be able to use
adjectives in sentences.
Students will know how to tell a story with a
beginning, middle, and end.
Suggested activities
Students will use magnetic letters to put a list
of words in alphabetical order.
Students will take a clipboard and write the
room choosing different words to put in
alphabetical order.
Students will do a literacy pocket chart center
reviewing consonant blends and inflected
endings.
Students will have a literacy center where
there are various different books about
deserts available to them and they will read
and write comments about what they have
learned about the desert.
Students will use clay to form the letters and
make the spelling words of the week.
The Strongest One
Students will know how to blend and spell
words.
Students will identify verbs with inflected
endings (-s,-ed, -ing)
Students will understand how to alphabetize
words by the first second and third letters.
Students will know what the main idea of a
story is and be able to identify it in stories.
Students will learn about what a drama is and
be able to identify facts in a drama.
Suggested activities
Students will read The Strongest One
throughout the week and act it out several
times throughout the week.
Students will make their own plays and read
them to each other.
Students will use letters and make sentences
in the pocket charts both imperative and
exclamatory.
Students will start to use a dictionary in a
small literacy group center and will start to
learn the process of looking up words.
Students will use a clipboard and walk the
room thinking of different synonyms.
Procedural Knowledge Objectives
Students will be able to alphabetize
words by using the first letter.
Students will know how to build words that have the short vowel sounds.
Students will be able to write a short
personal narrative.
Students will be able to identify a
proper sentence and write one.
Students will be able to come up with
questions and reread a story to
monitor and clarify.
Students will be able to review the
story selection of the week and
compare and contrast elements in the
story to aid in comprehension.
Students will be able to interpret
graphic sources.
Students will use proper punctuation
for holidays, names, and titles.
Students will be able to identify the
main idea of an expository text and or
article.
Students will be able to use complete
sentences with subjects in reading,
writing, and while speaking.
Students will be able to identify various
facts and details in an expository
nonfiction text.
Students will be able to spell words
with long vowel VCe.
Students will be able to blend and
segment phonemes of one- and twosyllable
words.
Students will be able to blend and read
as well as spell words with consonant
blends.
Students will be able to compare and
contrast plots, settings, and characters
in a realistic story.
Students will be able to generate
synonyms.
Students will be able to identify and
divide a pattern of VCCV.
Students will be able to build words
using the r-controlled pattern.
Students will be able to use the high
frequency words of the week and
know where they are on the word wall.
Students will be able to identify and
use common nouns.
Students will be able to develop an
understanding of sequence in
narrative nonfiction.
Students will be able to write a
narrative nonfiction story.
Students will be able to make a time
line about Abraham Lincoln and
compare it to a time line of themself.
Students will be able to make a
contraction from two provided words.
Students will be able to find and use
Proper nouns correctly.
Students will be able to decode
contractions in and out of context
Students will be able to write a
biography about themselves and share
it with the class.
Students will be able to speak clearly
and listen and be able to ask and
answer questions.
Students will be able to read and
identify contractions with n’t, ‘s, ‘ll, and
‘m.
Students will use learned skills based
on monitoring and clarifying to build
comprehension using background
knowledge.
Students will be able to blend
sounds of one and two syllable words.
Students will blend read and write, and
spell words that have the inflected
endings –s,-ed, and –ing.
Students will be able to know what
declarative and interrogative
sentences while reading, speaking and
writing.
Students will be able to alphabetize
words by the first and second letter of
the word.
Students will be able to differentiate
between the main idea of a story and
details in a story.
Students be able to identify and use
imperative and exclamatory sentences
in reading and in speaking.
Students will be able to read a story
and predict and set a purpose for it.
Students will be able to write a draft
scene for a play.
Unit 2. Volume 2
Informational Knowledge Objectives
The Brennan Town Musicians Volume 2
Students will know how to substitute initial
phonemes in words.
Students will learn the r-controlled vowels er,
ir, and ur.
Students will know how to read words with
plural endings –s, -es, and –ies.
Students will identify and use plural nouns
that also change the written word.
Students will identify a homophone.
Students will be able to know what cause and
effect is and identify it in a given folktale.
Suggested activities
Students will make three columns in their
readers’ notebook er, ir, and ur. They will
then write words under the correct slot to
ensure they grasp which r-controlled word to
use.
Students will use the pocket chart to blend
and sound out words using teacher taught
strategies.
Students will use teacher prepared letters to
sort and make words using –s,-es, and –ies.
Students will read the story The Brennan
Town Musicians and change roles throughout
the week.
One Good Turn Deserves Another
Students will make the plurals by adding the
different word endings –s, -es, and -ies.
Students will know what a fairy tale is and be
able to write one.
Students will be able to use possessive
nouns in writing and in speaking.
Students will know how to substitute initial
phonemes in words.
Suggested activities
Students will use teacher made cards and at
a plural ending and fit them into the right
category. Students will have a singular and
plural column.
Students will use the pocket chart to make
words using their (say it like a teacher)
technique. They will take turns and slowly
blend words out, then write them in their ELA
journal and make sentences of five of the 15
words.
Students will play a store bought game on
homophones in a small center groups.
Students will paint the spelling words of the
week.
Students will write short fairy tales in writer’s
workshop and share them at the end of the
week.
Procedural Knowledge Objectives
Students will be to read a story and tell
all of the details in it.
Students will be able to read a word
and change the initial sounds in plural
words.
Students will be able to write letters
legibly and they will use the correct
slant approach.
Students will be able to make
inferences to compare and contrast
two different things.
Students will be able to read a story
and discuss ideas related to the story
but not in the story.
Students will be able to spell words
with the vowel digraphs ai and ay.
Students will be able to write a fairy
tale.
Unit 3. Unit Name
Informational Knowledge Objectives
Pearl and Wagner Two Good Friends Volume 1
Students will learn and recognize the vowel
patterns e, ee, ea, y.
Students will know what Animal fantasy is
and be able to name some texts on that
genre.
Students will know how to substitute final
phonemes.
Students will know the vowel patterns a, ai,
and ay.
Students will know what a verb is and be
able to use one in spoken and written words.
Students will learn and recognize features in
an animal fantasy story.
Students will learn what an antonym is.
Suggested activities
Students will play an antonym game in a
small center.
Students will use clipboards and walk
outside and list antonyms.
Students will write the spelling words of the
week with chalk in a designated small group
setting.
Students will use the pocket chart using
ready make letters to make the high
frequency words of the week.
Students will work in three different groups
and write the beginning, middle, and end.
They will illustrate it and present it at the end
of the week. This will be an ongoing project
throughout the week.
Dear Juno
Students will be introduced to the topic of
the week and share information and ideas
about the concept.
Students will know that o, oa, ow can have
the long O sound.
Students will know and learn about the
format to write a friendly letter.
Students will learn and identify what a simile
is.
Students will know how to write phone
numbers using proper
Suggested activities
Students will begin a pen pal exchange.
With an American school in grade two and
we will begin to write letters back and forth
using our newly learned friendly format.
Students will use the pocket chart to make
words with the long vowel middle of o, oa,
and ow.
Students will write sentences in chalk
outside on the sidewalk using similes.
Students will use yarn and try to make the
spelling words of the week cooperatively.
Anansi Goes Fishing
Students will know and be able to properly
use verbs from the past, present, and future.
Student will know that a compound word is a
word made up of two smaller words.
Students will review antonyms.
Students will learn what a prefix is and be
able to identify them in words.
Students will understand the term
conclusion and be able to draw conclusions
of a text.
Students will write a draft of a narrative
poem using sensory details and rhyming
words.
Students will apply the knowledge of sound
spelling and word parts to read words that
they don’t know.
Suggested activities
Student will use the pocket chart to make
compound words.
Students will write words in their ELA journal
putting them into different categories o,oa,
and ow.
Students will write the high-frequency words
using rainbow markers in their ELA journal.
Students will write down compound words in
their journals using a different color for each
word.
Students will have read aloud throughout the
week on various fables.
Students will write verbs in sentences in
their journals using past, present, and future
and show the verb by using a different
colored marker.
Rosa and Blanca Volume 2
Students will learn the vowel patterns I, ie,
igh, and y.
Students will read a story and be able to
sequence it in the proper order.
Students will identify compound words and
know that they are two words that make one
bigger word.
Students will know verbs for the past,
present, and future.
Students will recognize the different features
in a text of realistic fictions.
Suggested activities
Students will work in groups to make
compound words and segment them out.
Students will write their own sentences
using as many compound words as they can
in it. They will count and write the number at
the end of the sentence.
Students will use the writers’ workshop to
plan and sequence a story.
In a small center students will practice
writing letters in cursive.
Student will put words in alphabetical order
on the white board in a cooperative group
during center time.
A Weed is a Flower
Students will identify the vowel patterns i, ie,
igh, and y.
Students will read words with comparative
endings –er, and –est.
Students will identify fact and opinion and
start to learn the difference between them
both.
Students will learn to use the present tense
of the verbs am, is, and are in agreement
with single and plural subjects.
Students will know how to use past tense in
the verbs am and were.
Students will be able to predict and infer
while they read the story selection of the
week.
Suggested Activities
Students will take 15 minutes whole group
and write sentences in their ELA journals.
They will walk around and read them to their
peers and write if they are opinion or a fact.
Students will use the pocket chart to make
words using the vowel patterns ie, i, igh, and
y. They will use teacher made letter cards
to make words and slowly blend them out.
Students will use a word hunt page and
search for words with the same vowel
patterns as in number 2.
Students will write a story in writer’s
workshop using sequence strategies
available in our writing section.
Procedural Knowledge Objectives
Students will be able to write a folk tale.
Students will be able to read aloud with
accuracy.
Students will recognize the phoneme
/long e/ in spoken words.
Students will be able to segment words
with two syllables.
Students will be able to recognize the
beginning, middle and ending an animal
fantasy.
Students will write their own animal
fantasy story.
Students will be able to generate
antonyms in sentences.
Students will be able to listen to a
realistic fiction story and draw
conclusions from it.
Students will continue working on verbs
and be able to know and use them in
agreement with singular and plural
subjects.
Students will be able to identify details
in a text.
Students will be able to write a friendly
letter.
Students will be able to write compound
words.
Students will be able to use a Venn
Diagram to compare and contrast
different folktales we have read.
Students will identify the setting
character and plot of a folk tale.
Students will be able to write legibly in
cursive.
Students will be able to read compound
words and be able to break them apart
and name the two words inside.
Students will be able to identify and
come up with their own antonyms and use them in sentences.
Students will apply the knowledge of
sound spellings to decode words that
the students don’t know.
Students will be able to identify different
parts details in a story.
Students will be able to make new
words using the vowel patterns I, ie, igh,
and y.
Students will identify words from various
other languages.
Students will be able to write a story in
the genre of realistic fiction.
Students will be able to blend and
decode words in and out of context.
Students will be able to write their
opinion on a story and then write some
facts about the story.
Unit 4. Volume 1 and 2
Informational Knowledge Objectives
A Froggy Fable Volume 1
Students will know the comparative endings and
be able to find the syllable –le.
Students will know what an adjective and be
able to generate some about our senses.
Students will be introduced to a thesaurus and
learn how to use it.
Students will know what a synonym is and be
able to locate them and use them in sentences.
Suggested activities
Students will use a thesaurus guided by the
teacher in a small group activity during centers.
Students will read all kinds of books on fables
and compare them using a Venn Diagram.
Students will write the spelling words of the
week using glue and glitter.
Students will use the pocket chart and letter tiles
and spell words with the –er endings. They will
write them in their ELA journals after they make
words.
Students will take clipboards and write the room
using books, pictures, etc to find as many
synonyms as they can. They will choose 7 and
write sentences.
Students will generate questions on the write
board and have students respond to them.
They will use proper conventions.
The Life Cycle of a Pumpkin
Students will know what it means when plants
change over time.
Students will focus and know the patterns oo,
and u.
Students will know how to sequence a story.
Students will review and know what an antonym
is.
Students will learn what adjectives for size are
and be able to generate some.
Students will know how to write a friendly letter
draft, edit, and do a final draft.
Suggested activities
Students will look at various pumpkin seed
books and images online and draw the life cycle
of a pumpkin. They will compare it to the life
cycle of a tomato one day, and then a different
vegetable on a different day. They will write all
about it in their ELA journals.
Students will use describing our senses
adjectives and write about a noun and tell how it
looks, smells, feels, and tastes. Students will
write their sentences in their ELA journals.
Students will make words with letter tiles and
use the pocket chart to place the words under
two different labeled categories: open with long
vowel sound and closed with short vowel.
Students will read the Life Cycle of a Pumpkin
and several other related texts and write a textto-
text connection.
Students will blend and spell the words of the
week in the pocket chart using learned skills.
Soil
Students will learn and discuss the concept talk
of the week about what changes occur under
the ground and discuss throughout the week.
Students will know the diphthongs ou, ow, oi,
and oy.
Students will know what a fact and opinion and
be able to tell the difference between the them.
Students will spell words that have the oo and u
sound.
Students will know what antonyms and be able to generate examples of them.
Suggested activities
Students will read books about various plants
that grow. They will write down all the facts they
have learned on post it notes and leave them in
the book for their peers to read.
Students will build words in the pocket chart
using the letters b, c, d, h, i, j, l, n, o, r, s, t, u, w,
and y. The vowels will be in a different color.
They will make words that have the diphthongs
ou, ow, oi, and oy.
Students will use provided teacher books to
research about soil and write an expository text
cooperatively. At the end of the week each
group will share their text with the class.
The Night The Moon Fell Volume 2
Students will discuss the question of the week
about why some changes are difficult.
Students will review the plot, setting, and
characters in a story and be able to name them.
Students will know what an adverb is and be
able to generate some.
Students will discuss what is means to email
and be able to email a quick note to the teacher.
Students will identify the diphthongs that
produce /ou/ (loud) and oi (oil).
Students will know what an expository text is
and be able to write one.
Students will review what fact and opinions are.
Suggested activities
This week in writer’s workshop we will be
making stories about different myths. Students
will read various myths and then write their own.
At the end of the week we will share our stories
in class and write comments on them with post it
notes.
Students will work in small groups and read
through words on the white board and
categorize them into 1-2-3 syllable words.
Students will work in small guided reading group
during centers.
Students will use the pocket chart to make
words and identify the phonemes /ou/ and /oi/ ,
/ow, and /oi/.
Students will walk around the room with clipboards and write the room categorizing
noun, verb, and adjectives.
The First Tortilla
Students will know how to spell words with two
syllables.
Students will work on the concept questions of
the week about how changes in the weather
affect us.
Students will know what a compound work is
and be able to generate examples.
Students will blend and read words in and out of
context.
Students will dissect the plot and theme of a
fable.
Students will review what a prefix is and be able
to identify them in words.
Students will know that adverbs tell how.
Suggested activities
Students will write the recipe for tortillas and
cook it in class.
Students will read other books about Mexico
and to a text- to- text connection.
Students will read a text draw pictures of
beginning, middle, and end and be able to label
them. They will also draw and label the setting
of the story.
Students will use the pocket chart to make
words with the digraphs oo, ue, ew, and, ui and
write them in their ELA journals. They will then
choose five and write sentences.
Procedural Knowledge Objectives
Students will read a story selection
and be able to draw a conclusion
from it.
Students will read a story and be
able to name characters and the
setting of the story.
Students will write a friendly letter to
their parents using learned format.
Students will be able to identify and
generate descriptive adjectives.
Students will know the amazing
words of the week and be able to
generate sentences for them.
Students will be able to read words
with the –le final syllable.
Students will be able to come up
with a conclusion using textual
evidence.
Students will be able to monitor and
change comprehension using
background knowledge.
Students will be able to identify the
moral of a story fable.
Students will be able to add
information about the concept of the
week.
Students will be able to understand
the concepts: living and non-living
things and how they change
underground.
Students will be able to associate
the sound /ou/ with the ou and ow
spelling patterns.
Students will blend and read and
segment words.
Students will learn and take apart
the plot and theme of a myth.
Students will write their own myths
using vivid adjectives.
Students will be able to identify and
use adverbs.
Students will be able to look at the
cover and title of a story and make
their own predictions.
Students will review key features of
a myth.
Students will be able to use the
writing process and edit their work.
Students will be able to retell a
narrative.
Students will be able to write words
with prefixes know how it changes a
words’ meaning.
Students will be able to identify the
plot and theme of a story.
Unit 5: Unit Name
Informational Knowledge Objectives
Fire Fighter! Unit 1
Students will know and be able to use the suffixes –ly,-ful,
-er, -or, -ish.
Students will know the concept question of the week and
be able to discuss why we should be responsible for
doing a good job.
Students will revisit fact and opinion.
Students will know what Pronouns are and be able to
name them.
Students will use the comparative endings –er, -est, and
suffixes –ly, -ful,-er,,-or, and -ish.
Students will learn and build background on firefighters.
Suggested activities
Students will rainbow write spelling words of the week.
Students will write sentences in small groups and be able
to ask each other what the vivid verb is in their sentences.
Students will look at different books about fires and
firefighters and will learn and chart what they know on a
KWL chart.
Students will write a story about a fire and use the writer’s
workshop module.
Students will come up with adjectives describing what a
fire is like and write down as many as they can.
Pocket chart center categorizing prefix, suffix, and base
words.
Carl the Complainer
Students will know what cause and effect is and how is
used in the story of the week.
Students will use the prefixes un, re-, pre-, and dis- in
words.
Students will review and know Singular and Plural
Pronouns.
Students will know what a bar graph is and be able to use
it.
Suggested activities
Students will read and reread the story of the and do a
text -to text connection.
Students will go on a word hunt for prefixes and suffixes.
Students will use letter tiles in the pocket chart to make
words with prefixes and suffixes. They will use a different
color to show they know what is a prefix and suffix, and
base word.
Students will read community related books and write
post it notes on them about what they think.
Bad Dog, Dodger
Students will know the consonant patterns kn, we, gn,
and mb and be able to use them.
Students will be able to classify and categorize a story.
Students will find facts and opinions to assist with
comprehension.
Students will associate the sounds /n/,/r/,/n/ with the
spelling patterns kn, wr, gn, and mb.
Students will know how to analyze plot and theme in
realistic fiction.
Students will identify the pronouns I, and you and be able
to use them properly in sentences.
Students will understand and be able to identify idioms.
Suggested activities
Students will read the story selection of the week and
then brainstorm and write their own story about training
an animal and all that associates with it. Students will use
the writers’ workshop process to complete their story. On
Friday we will have a class share where the students can
mingle and read their stories to each other. Students will
then take the time to write comments on their peers’
stories.
Students will work in groups during centers to make
idioms.
Students will use the pocket chart and letter tiles to make
the spelling words of the week.
Students will use magazines and newspapers to cut out
letters and make the spelling words of the week during
centers.
Horace and Morris but mostly Dolores Volume 2
Students will know what genre is a fantasy story and be
able to generate various texts in this genre.
Students will discuss the concept talk of the week
discussing how we can be responsible neighbors and
friends.
Students will be able to recognize the sounds for the
consonant patterns ph, gh, ck, and ng.
Students will be introduced to the vowel patterns aw, au,
au(gh), and al.
Suggested activities:
Students will write about a club they would like to have
and how they could include everybody in it. Students will
use the week and writer’s workshop process to brainstorm, rough draft, final draft, and draw a pictures.
On Friday we will have a story cool club share where
students will show their work to their peers and write
comments on their stories.
Students will use the pocket chart and letter tiles to make
compound words.
Students will use the white board during centers to make
words with ng, ck, and gh. They will generate as many as
they can and then look in their reading street story
selection of the week to add more words.
The Signmaker’s Assistant
Students will understand the term humorous fiction and
be able name parts of the selection of the week that are
humorous.
Students will discuss the concept talk of the week and
discuss how we can be responsible when we make a
mistake.
Students ill know the vowel patterns aw, au, au(gh), and
al.
Students will know the main idea and details of a story
and be able to infer.
Students will be able to identify compound words.
Suggested activities
Students will use the writer’s workshop process and write
a very humorous fiction story focusing on making different
signs.
Students will work in groups and make humorous signs.
Students will work on pocket chart and do word work with
letter tiles making words with consonant patterns ph, gh,
ck, and ng.
Students will use the pocket chart to read silly sentences
and mix up the subject cards with the predicate cards to
change the meaning of the sentences.
Procedural Knowledge Objectives
Students will be able to
read a story selection and
write down all the vivid
verbs from it.
Students will be able to
name and use pronouns in
writing and speaking.
Students will be able to
understand and recognize
the features of a story that
is realistic.
Students will be able to
use a dictionary and or
glossary to look up how
some words have multiple
meanings.
Students will be able to
write the cursive letters
properly focusing on
spacing.
Students will be able to
sort words from random
order to under the proper prefix.
Students will be able to
segment words and spell
words with the consonant
patterns kn, wr, gn, and
mb.
Students will be able to
use a dictionary or
glossary to classify as well
as categorize information.
Students will discuss what
a journal entry is and be
able to generate ideas for
one.
Students will be able to
read a story and identify
details in the text.
Students will be able to
use a dictionary and
classify and categorize
words.
Students will be able to
write a descriptive journal
entry after brainstorming
various prompts.
Students will be able to
associate the sounds /f/,
/k/, and /ng/ with the
spelling patterns ph and
gh, ck, and ng.
Students will be able to
activate prior knowledge of
words.
Students will know what a
compound word is and be
able to generate them.
Students will be able to
spell words with aw, au,
au(gh), and al.
Students will be able to
use a sequence plan and
write a humorous story.
Students will be able to
read a word and identify the base word and suffix,
and use the suffix to
determine each word’s
meaning.
Students will be able to
identify and use
contractions.
Unit 6: Volume 1 and 2
Informational Knowledge Objectives
Just like Josh Gibson Volume 1
Students will discuss the concept of the week talking
about why sports are traditions important in our
country.
Students will know what inflected endings are and be
able to use them.
Students will read the selection of the week and
know how to compare and contrast, monitor and
clarify, and draw conclusions.
Students will know what homophones are and be
able to use them correctly.
Students will know what a globe is and be able to
use it.
Suggested activities
Students will use the pocket chart to make words
with inflected endings. The inflected endings will be set up as a different color.
Students will use magazines to cut out the spelling
words of the week.
Students will read many different kinds of books
about sports and write comments on them on post it
notes.
We will research and discuss other great female
athletes and compare them.
Students will practice on the white board writing in
cursive during small group center activity time.
Students will have a list of words on the board and
divide the words into their appropriate categories.
Examples of categories include: base word, -s, or –
es, -ed,-ing, -er, and –est.
Red, White, and Blue: The story of the American Flag
Students will discuss the concept talk of the week
about what traditions and celebrations involve our
country’s flag.
Students will review fact and opinion and be able to
generate ideas on both of them.
Students will be able to look at a chart and read from
it. They will be able to categorize things.
Students will know what the word descriptive means
and be able to write poems or songs with descriptive
adjectives.
Students will know and learn how to use
abbreviations and contracting and letter-sound
correspondences to decode words in context and out
of context.
Students will read the text selection of the week and
know the author’s purpose and be able to determine
word meaning and use newly learned vocabulary.
Suggested activities
Students will read all kinds of nonfiction books about
the United States and compare and contrast
information they have learned.
Students will read books about the United States and
take notes in their ELA journals writing down any
new facts that they have learned.
Students will write down traditions that they have
from their own cultures and compare and contrast
them from those of the American culture.
Students will identify abbreviations and be able to
use them properly this week during centers in the
pocket chart activity.
A Birthday Basket for Tia
Students will know what realistic fiction is and be
able to give examples of it.
Students will talk about the concept question of the
week discussing why family traditions are important
and special.
Students will learn the final syllables –tion, ture, and
–ion.
Students will review and know what abbreviations
are.
Students will learn and know the proper way to write
an invitation letter.
Students will know and be able to come up with
words from a different language.
Students will know and understand what prepositions
are and be able to use them in reading, writing, and
speaking.
Students will build on background of birthday parties.
Suggested activities
This week during centers we will have an ongoing
center where the kids will write different types of
birthday invitations to different genres of people
throughout the week.
Students will make a class poster this week adding
all of their own family traditions for birthdays in their
family.
Students will read books about birthdays and
compare and contrast them.
Students will use the pocket chart to make words
with letter tiles with the final syllables –tion, and –
ture.
Cowboys Volume 2
Students will know and learn about what cowboy
traditions are and how they work.
Students will know the suffixes –ness, -less, -able,
and –ible. They will review and know the suffixes –
ture, and –ion.
Students will read the text and be able to compare
and contrast.
Students will know what a schedule is and be able to
write their own schedule.
Students will learn vocabulary words of the selected
text and be able to use them verbally and well as in
written sentences.
Students will preview the text and be able to infer
from it.
Students will know how to discuss ideas related to,
but not expressed in the literature.
Suggested activities
Students will read all sorts of books about cowboys
and ranches and be able to compare and contrast
them.
Students will choose a job they want on the ranch
and write a descriptive essay about what that job
entails.
Students will make words in the pocket chart using
the syllable endings –ness, and –less.
Students will go on a word hunt to locate all words
with the final suffixes –ness,-less, able, and ible.
Students will draw a picture of a Cowboys job and
label it.
Students will use the vocabulary of the selection and
write sentences in their ELA journals.
Grace For President
Students will know and be able to name different
texts for the genre realistic fictions.
Students will learn and discuss the concept question
of the week talking about how different traditions are
celebrated and shared.
Students will be able to use commas in compound
sentences and understand why they are compound
sentences.
Students will know how to spell words with the
suffixes –less, and –ness.
Students will know how to pronounce as well as
decode words with the suffixes –less,-able, -ible, and
–ness.
Suggested activities
Students will all pretend to run for president of the
class this week and they will make slogans to
persuade voters to run for them.
Students will have a make shift rally to run for class
president.
Students will make class pins to vote for themselves
for president.
Students will read books about running for president
and write post it notes in them.
Students will use the pocket chart to make words
using the prefixes mis-,mid-, micro-, and non-.
Procedural Knowledge Objectives
Students will be able to decode
words in context and
independent of context.
Students will use applied
knowledge of base words and
endings to decode words.
Students will be able to gather
information about how to train
for a sport and write about it.
Students will be able to identify
the main point in a given topic.
Students will be able to use
quotation marks properly.
Students will be able to use
sensory words while writing
descriptive details in a poem for
a poem.
Students will be able to use a
chart properly to locate
information.
Students will be able to infer
and inquire using knowledge of
a chart.
Students will be able to
summarize a non-fiction
selection.
Students will be able to make
an invitation by brainstorming
letter ideas.
Students will be able to come
up with a variety of different
sentence beginnings to form an
invitation.
Students will be able to
recognize and spell words with
the final syllables of –tion, and
–ture.
Students will be able to identify
and use prepositions.
Students will be able to ask a
question to help assist in
comprehension.
Students will be able to review
and name key features of an
informational text.
Students will be able to identify
and retell the sequence in a
nonfiction text.
Students will be able to use
proper conventions in writing
such as capital letters and
commas.
Students will be able to make
and spell words with the
syllable endings –ness, and –
less.
Students will know what facts
and opinions are and be able to
use them properly.
Students will be able to read
words with various prefixes
such as mis-,-mid, -non, and –
micro and understand what the
prefixes stand for.
Students will be able to read a
text and locate important details
in a text.
Students will be able to use a dictionary or a glossary to learn
the meaning of a word that has
several meanings.
Students will preview and
predict what a story will be
about.
Students will be able to find
facts and details in a story that
has the genre of realistic fiction.
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand rules for arrival, transitions, lining up and moving through the halls, bathroom procedures, recess rules, activity work times, lunch, signals, whole group meetings, quiet time, cleanup, dismissal.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will begin to be able to write and verbalize teacher’s goals for rules during week one.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
students will understand rules for arrival, transitions, lining up and moving through the halls, bathroom procedures, recess rules, activity work times, lunch, signals, whole group meetings, quiet time, cleanup, dismissal
Language Objective:
students will begin to be able to write and verbalize teacher’s goals for rules during week one.
Main Activity:
freeze game, students will learn names and learn signals and rules for school during freeze game.
Evaluation:
teacher will be able to evaluate basic language ability.
Vocabulary:
basic classroom vocabulary.
Homework:
Learning Objective:
students will learn about their classmates and continue to learn basic classroom rules
Language Objective:
students will learn and be able to demonstrate classroom rules.
Main Activity:
morning message children will introduce each other and be able to name two or three other classmates and one rule or more. After we do morning message students will draw a picture of themselves at school and write about it.
Evaluation:
work share introduction, students will turn to a neighbor and share their work and give comments about their work.
Vocabulary:
continue with classmate name recognitions and basic rules words.
Homework:
Learning Objective:
students will continue to get to know their fellow classmates and learn rules through various activities.
Language Objective:
know teacher’s names, vocabulary and signals for week one goals, know classmates names and be able to name interests.
Main Activity:
M and M game. Children will all get four mm’s all different colors. Teacher will write various attributes about students and classroom rules on the board and kids will get to eat mm’s if they know the attribute and or rule. Then they will draw a picture and write about their favorite part of the game.
Evaluation:
teacher will monitor and observe students to see if they comprehend
Vocabulary:
students will continue to learn names and various vocabulary about their various classmates
Homework:
Learning Objective:
observe and monitor where kids are at in terms of writing and reading
Language Objective:
kids will use amazing words (reading street lesson 1, day 1) to talk about their homes and what kind of furniture they have etc.
Main Activity:
students will draw and or label their homes including pets and family members using some of the amazing words.
Evaluation:
work share cooperatively with comments. Teacher will monitor and observe
phonemic awareness and phonics students will identify words with the consonant m. students will say words with the letter m.
Language Objective:
students will say words with the letter m. Students will identify short a, e, I, o, u, sounds in the middle of the word.
Main Activity:
Find things around the room that start with m. Children will write them on individual whiteboards and share them with their classmates. Think of words that begin or end with me on the top of a page and add a picture of a word that ends with m.
Evaluation:
work cooperative share while teacher monitors
Vocabulary:
mom, man, moon, mat, map music, room
Homework:
Materials / Resources (including technology)
Reading street books, pencils, paper, white boards, markers Music
State of Minnesota Standards Covered
2.L.2.10.4.4 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.
Weekly Informational Knowledge Overview - (Students will know...)
Identify short vowel sounds. Read words that contain short vowel sounds. Alphabetize words by first letter; write a short narrative personal story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Compare and contrast characters in a story. Identify characters actions and feelings. Read aloud-appropriate rate.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Phonemic awareness phonics, children will build words that contain short vowel sounds, and read words that contain short vowel sounds.
Language Objective:
same as above children will continue to work on cvc short vowel sounds
Main Activity:
read aloud, pocket chart activity cvc words. Students will then go to their seats and write short vowel sentences using proper punctuation.
Evaluation:
walk around and observe see how kids are doing. Work with those who need extra
character and setting introduce, continue short vowel words sounding them out. Write and read sentences.
Language Objective:
same as above. Continue working on association of the letters a, e, i, o, u with their short vowel sounds.
Main Activity:
Write ang, eck, ink, ock, and ung. Have children build word families that have final ck, ng, and nk. Have children trade lists with a partner to blend and read.
Evaluation:
teacher will observe cooperative learning and see who needs extra help.
Vocabulary:
investigate, rural, urban
Homework:
Learning Objective:
Build oral vocabulary, identify examples in a text. Share information and ideas about concept.
Language Objective:
Blend and read words with short vowels. Decode words in context and independent of context.
Main Activity:
Read aloud text pg. 36-40, have children close their eyes and use their senses to picture what Juan sees, feels, smells, and hears on the farm. Have them orally describe what they have experienced
Evaluation:
have kids tell their neighbors while teacher observes
Vocabulary:
perch
Homework:
Learning Objective:
Discuss concept to develop oral language. Build on vocabulary. Identify details in a text.
Language Objective:
Read aloud and identify words with syllable patterns VC/CV and VCCN. Read words fluently in context and independent of context. Revisit syllables.
Main Activity:
read aloud story having children retelling story to one another . Remind children that their partners should include the characters, setting, and events from the beginning, middle, and end of the story.
Evaluation:
children should use retelling strip in the student edition. Monitor children’s retelling.
Vocabulary:
perch
Homework:
Learning Objective:
review words with short vowel and consonants. Spell high frequency words, alphabetize words by the first letter. Identify why we speak and why we listen.
Language Objective:
describe main characters in a story. Review high frequency and story words. Analyze rhyme and repetition.
Main Activity:
write sentences on board and have children read each one, first quietly then to themselves and then aloud as we track. Have students discuss with a partner which words have short vowel. Then have individuals share with the class. Have students write words in sentences.
Evaluation:
walk around and monitor and listen to children’s responses.
Vocabulary:
perch, founders, muttered, unanimous, downy
Homework:
Materials / Resources (including technology)
Reading street books, pencils, paper, white boards, markers
State of Minnesota Standards Covered
I.A.1. Use word structure and phonics knowledge (including consonants, blends, digraphs, and vowel combinations to decode words.
I.A.2. Identify individual word parts to decode and determine the meaning of compound and multi-syllabic words.
Weekly Informational Knowledge Overview - (Students will know...)
Identify consonant and short vowel sounds. Identify, read and sort words with short vowel sounds. Identify and sort words by consonant sounds.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Alphabetize vocabulary words by first letter. Write personal narrative write complete sentences, using capital letters and end punctuation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Introduce concept, exploring space. Share information and ideas about the concept.
Language Objective:
Distinguish Medial Phonemes.
Main Activity:
Concept talk. What can we learn by exploring space? What do you think we know about space? Have children pair up and start concept map for the week. Have children use resources such as books, encyclopedias, books, the internet, and personal interviews to find out more about space shuttle. Report findings to class throughout the week.
Evaluation:
Have kids in pairs discuss question and monitor answers.
Build oral vocabulary. Discuss the concept to develop oral language. Share information and ideas about concept.
Language Objective:
Identify and isolate short and long vowel sounds in medial position. Distinguish short and long vowel sounds in the medial position, associate long vowel sounds with VCe spellings.
Main Activity:
Teachers manual P. 54-55 Distinguish Medial Phonemes activity. P. 55a Phonics- teach model long VCe.
Evaluation:
If children have difficulty blending vowel consonant silent e words, use vowel first blending for practice.
Vocabulary:
ascend, descend, orbit
Homework:
spelling words to practice for test Friday
Learning Objective:
apply knowledge of the letter sound correspondences and syllable patterns to decode words in context and independent of context.
Language Objective:
learn story words, review high frequency words. Build back ground on space missions.
Main Activity:
pg. 58 g teacher manual Building Background Exploring Space, Draw Venn Diagram and discuss Apollo Missions, Space Shuttle missions and Both. Have kids create their own Venn diagram to take home.
Evaluation:
walk and monitor
Vocabulary:
universe
Homework:
Learning Objective:
Recognize text structure in expository text/article. Identify the main idea and details of an expository text/article. Determine word meaning and use newly acquired vocabulary. Discuss ideas related to, but not expressed in the literature.
Language Objective:
ask comprehension questions while children read story.
Main Activity:
pg. 58 h in teacher’s manual Main Selection- First read Exploring Space. Review Main Idea and Details. Go over guided whole group practice with kids. Read Exploring Space with an astronaut. Do comprehension check on page 71a. Pg71b Display graph organizer and have kids break up into groups to fill it out.
Evaluation:
walk monitor and guide kids who are not mastering.
Vocabulary:
Homework:
Learning Objective:
Write a draft of an expository nonfiction paragraph. Recognize and use main idea and details in writing.
Language Objective:
Spell words with VCe read aloud fluently with accuracy.
Main Activity:
Writing –Expository Nonfiction. Have students Talk Write and then Share.
Evaluation:
have students read to each other and give comments and compliments.
Vocabulary:
launch meteorite
Homework:
Materials / Resources (including technology)
Books
Music
Video of astronauts
Reading street books, pencils, paper, white boards, markers
State of Minnesota Standards Covered
I.B.6. Use a grade-appropriate dictionary or glossary to locate word meanings.
MN.I.C. Reading and Literature: Comprehension: The student will actively engage in the reading process and use a variety of comprehension strategies to understand the meaning of texts that have been read.
I.C.1. Read aloud grade-appropriate texts (that have not been previewed) with accuracy and comprehension.
I.C.2. Recall and use prior learning and preview text to prepare for reading.
I.C.3. Analyze text by using pictures, diagrams, titles and headings.
I.C.4. Monitor comprehension, reread and use strategies to self-correct when necessary.
I.C.5. Restate the sequence of events or ideas in a text, and summarize.
I.C.6. Identify the topic, facts and supporting details in non-fiction texts.
I.C.7. Demonstrate literal and inferential comprehension by asking and answering questions about narrative and informational texts.
Weekly Informational Knowledge Overview - (Students will know...)
Build on vocab. Long Vowels VCe, Fluency Accuracy, Oral Vocabulary enormous and journey. High-Frequency words, Everywhere, live, machines, move, woman, work, world. Story words, astronaut, experiment, gravity, shuttle, telescope. Comprehension authors purpose, Conventions, Subjects. Writing Expository nonfiction, sentences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to decode VCe words. Summarize a nonfiction selection. Read and identify words with short vowels. Read words fluently in context and independent of context. Spell words with long vowels VVe. Spell high- Frequency words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Build oral vocab. Blend and read words with long vowels VCe. Decode words in context and independent of context. Fluent word Reading decoding words.
Language Objective:
Spell words with long vowels VCe. Read aloud fluently with accuracy. Read weekly high- frequency words. Establish purpose for reading text. Summarize a nonfiction selection.
Main Activity:
After mini lesson… Students will break up into workstations and work on pocket chart. Children will build words and blend and read with VCe and then write them in their ELA journals. Students will write letters Gg and then high frequency words in a work center. Students will read and retell story on page 72. They will summarize main idea and details in text and write it down in their notebooks.
Evaluation:
teacher walks around and observes
Vocabulary:
enormous and journey
Homework:
Readers and writers notebook page 22.
Learning Objective:
write draft of an expository non-fiction paragraph. Recognize and use main idea and details in writing. Apply knowledge of main idea and details to expository nonfiction writing. Gather information about exploring space.
Language Objective:
Read and identify words with short vowels. Read words fluently in context and independent of context. Spell words with long vowels VVe. Spell high- Frequency words.
Main Activity:
After whole group lesson on all objectives above, students will break up into groups and work on various activities with teacher guiding and assisting. One work group will work on creating an expository nonfiction piece as a group and write it together. Pocket chart group will work on blending
Evaluation:
teacher walks around and monitors.
Vocabulary:
launch meteorite
Homework:
Readers notebook page 23.
Learning Objective:
Build on oral vocab. Discuss concept of exploring nature. Share in formation and ideas about the concept. Use amazing words of the week and apply them in check for understanding. Blend and segment phonemes of one-and two – syllable words. Associate blended multiple consonant sounds with two-and three-letter consonant spelling patterns. Blend, read, and spell words with consonant blends.
Language Objective:
same as above
Main Activity:
Build on phonics pg. 86-student edition. Look at pictures on page. The words splash and strawberry. Point to the spl, and stra. Listen and blend sounds and then have kids use pocket chart to make consonant blends. Then have kids write words in notebooks. Decodable practice 3a. Have children identify and read high frequency words sun, not, out, of, hot, and front on the first page. Have children pair in groups and read story.
Evaluation:
teacher walks around during work centers observes checks work and assists.
Vocabulary:
galaxy, tranquil, wildfire
Homework:
pg. 25 readers notebook
Learning Objective:
blend segment phonemes of one and two syllable words. Decode and read words in context and independent of context. Practice fluency with oral reading.
Language Objective:
spelling words. High frequency words say and spell
Main Activity:
pocket chart blend activity, decodable book pairing sharing reading. Have children build words with long VCe patterns. Write them down in ELA notebook. Put another work station with many short and long vowel words and have children sort them into correct
Evaluation:
walk around and observe assist and note which kids are grasping and who needs help.
Vocabulary:
Homework:
Learning Objective:
Describe main characters and the setting in realistic fiction. Identify predicates in sentences. Understand and recognize the features of a realistic story. Develop an understanding of sequence of events in a realistic story. Understand and recognize features in a realistic story.
Language Objective:
Build background on camping equipment. Preview and predict. Use key features of realistic fiction to improve understanding. Set a purpose for reading text.
Main Activity:
Read pg. 88-89 in textbook. Discuss character and setting. Talk about story structure. Preview and predict. Make a web about what students already know about camping. Label drawings. Have students recognize story structure and have a whole group guided comprehension as kids read Henry and Mudge.
Evaluation:
teacher will monitor students via comprehension questions.
Vocabulary:
synonyms, big, huge, giant, enormous
Homework:
readers notebook page 31.
Materials / Resources (including technology)
Reading street books, white boards, markers, pocket chart, music
State of Minnesota Standards Covered
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
Weekly Informational Knowledge Overview - (Students will know...)
Identify synonyms. Recognize that media can give facts for entertain. Speak Clearly. Listen attentively. Read aloud fluently with accuracy and an appropriate rate.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Describe main characters and setting in a story. Review high-frequency and story words. Use captions and illustrations to interpret text. Children will continue to review what a procedural text is. Words and consonant blends
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Describe main characters and setting in a story. Review high frequency words. Use captions and illustrations to interpret text. Words with consonant blends assess. Revisit synonyms.
Language Objective:
Conventions. Identify predicates in sentences. Understand use and write predicates in complete sentences.
Main Activity:
Read and discuss vocabulary lesson on page 112 of student edition. Use the model to explain that synonyms are words that have the same or almost same meaning. Point to pictures. Have children pair up and continue identifying synonyms and writing sentences for the remaining words.
segment and blend phonemes of one-and two-syllable words. Blend, read, and spell words with inflected endings –s, ed, and –ing. Associate the letters in the inflected endings –s, -ing, and –ed with their short vowel sounds. Read words with inflected endings. Decode words in context and independent of text.
Language Objective:
Understand punctuation of declarative and interrogative sentences.
Main Activity:
Phonemic awareness p. 116-117 in students edition. Segment and blend phonemes. Read together the first bulleted pages and have children segment and blend drinks with you. Guide children as they blend words from the pictures.
Evaluation:
teacher monitors and observes, taking note of who needs extra help to guide during small group time.
Vocabulary:
arid, landform, precipitation
Homework:
Writers notebook page 37 and 38 optional 39
Learning Objective:
Discuss the concept to develop oral language. Build oral vocabulary. High frequency words for the week. Story words. Alphabetize vocabulary words. Comprehension of main ideas and details.
Language Objective:
Declarative and interrogative sentences.
Main Activity:
Decode words independent of context. Display words and for each word have class blend the word or combine meaningful word parts. Then point to the words in random order and ask children to decode them quickly. Guide practice to inflected endings. Pg. 120d. Read a walk in the desert and have guided comprehension.
Evaluation:
during small group literacy groups oversee how children grasp new concepts through various exercise
Vocabulary:
dunes, ledge
Homework:
Readers notebook page 42and 43 and 44 and 45 (optional)
Learning Objective:
Identify details in text. Share information and ideas about the concept. Read base words with inflected endings –s, -ed, -ing. Blend and read base words with endings. Phonics, build words.
Language Objective:
Spell base words with inflected endings, -ed, and -ing
Main Activity:
p. 140c Phonics build words. Using tiles have children take words example tame, drop the silent e and add ed. Model chunking the new word. Have children break up in pairs and work together to chunk out new words.
Evaluation:
teacher walks around and monitors. P. 140-141 read with kids whole group. Have children work in pairs retelling sections to each other. P. 142-143 a brief report. Read aloud the key features and the definition of a brief report. Help children better understand by discussing checklist with kids.
Vocabulary:
haven
Homework:
readers notebook p. 46-47
Learning Objective:
Discuss concept to develop oral language. Identify details in text. Read and identify words with consonant blends. Read words fluently in context and independent of context. Identify important ideas on web sites.
Language Objective:
Declarative and interrogative sentences.
Main Activity:
Paired reading. Read For a Walk in the Desert, use pages 134-136. Model, have children track the print as you read. Then have children read along with you. On their own for optional fluency, have partners reread three times or four times to selves.
Evaluation:
watch, monitor and observe.
Vocabulary:
extinct, forbidding
Homework:
Reader’s notebook page 48
Materials / Resources (including technology)
Reading street books, white boards, markers, pocket chart, Music Magazines
State of Minnesota Standards Covered
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.2.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
Weekly Informational Knowledge Overview - (Students will know...)
How does exploration help us find answers???
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will build concepts and focus attention on how exploration helps us find answers.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS – Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Introduce concept. Different ways of exploring to find answers. Share information about ideas about he concept.
Language Objective:
Fluency, phonics and spelling, conventions imperative and exclamatory sentences.
Main Activity:
pg. 150-154 a. Power through small mini lessons touching on concept talk, pre-teach academic vocabulary, phonics, model consonant digraphs. Phonics, build fluency with consonant diagraphs, and blend and read. Break kids up into literacy centers and work on various activities following up with mini lesson such as pocket chart with consonant digraphs.
Evaluation:
Teacher walks evaluate and keeps tabs on how students are progressing
Vocabulary:
delicate, inquire, sturdy
Homework:
pg. 49, 50
Learning Objective:
spelling words, identify facts and details in informational expository text.
Language Objective:
write facts using proper conventions.
Main Activity:
pg. 155a reading and listening comprehension facts and details. Talk about it with kids. Read An Ant’s Life. Discuss Facts and details.
Evaluation:
have kids draw facts and map out details for facts then label.
Vocabulary:
command, exclamation
Homework:
Have students write imperative and exclamatory sentences.
Learning Objective:
Identify and use imperative and exclamatory sentences in reading and speaking.
Language Objective:
conventions, reading and revising work.
Main Activity:
P. 155c conventions and exclamatory sentences. Have students review and write sentences. Pg. 155d, writing play scene. Have students read like a writer and discuss. Have students discuss key features of a play scene. 1. Is part of a story that is acted out. 2. Has characters who speak. 3. Character’s name at the beginning of each speech tells who said it.
Evaluation:
Print out a social studies play from my files and have kid act it out.
Vocabulary:
source
Homework:
pg. 53
Learning Objective:
learn story words: narrator, relatives, dangerous, gnaws. Review high frequency words. Identify and use common synonyms.
Language Objective:
conventions with phonemes
Main Activity:
Review synonyms and draw a three-column chart. List cold, fast, cook and nice in the first column. Have small groups talk about each column. Have them brain storm words to come up with a third column.
Evaluation:
have kids teach each other and teacher observes.
Vocabulary:
synonym
Homework:
pg 54
Materials / Resources (including technology)
Reading street books, white boards, markers, pocket chart
Music, poems, plays
State of Minnesota Standards Covered
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.2.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels. 2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Weekly Informational Knowledge Overview - (Students will know...)
Children will rknow key features of drama.
Students will know high frequency words
Students will know character, setting, genre, purpose and ending
Students will know imperative and exclamatory sentences in reading, writing and speaking.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will Identify features of drama.
Read the play aloud fluently with expression and intonation.
Students will be able to read high frequency words
Students will be able to identify and punctuate imperative and exclamatory sentences in reading, writing and speaking.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Identify features of drama. Read the play aloud fluently with expression and intonation.
Language Objective:
Identify features of a drama. Have children write examples using decoding words and conventions.
Main Activity:
Children will re read play two to three times in small groups to identify additional examples of each play feature to add to the ovals in Graphic Organizer 15. Have students share the information with the class.
Evaluation:
Teacher will monitor and observe what children are doing, and make sure that all kids have a strong grasp.
Vocabulary:
source, exhibit, study, inquire
Homework:
children will write sentences using synonyms to write about how strong the ants in the play were.
Learning Objective:
Generate ideas for a play scene, recognize features of a play scene. Develop characters in writing a plan for a play scene.
Language Objective:
phonics, phonemic awareness and conventions.
Main Activity:
Think about questions Little Red Ant asks the characters in the play. Now write a play scene in which the ant asks another animal or a girl or boy about strength. Use a Chart to help generate ideas. Characters/ strengths and have children go from there.
Evaluation:
Children will work on writing at the writing center and will be able to discuss and work with each other. Teacher will also be floating around and monitoring what is going on.
Vocabulary:
Character, strengths
Homework:
readers notebooks p 55-56
Learning Objective:
Read high frequency words, establish purpose for reading text. Children will review key features of drama.
Language Objective:
review high frequency words. Review Character, setting, genre, purpose and ending.
Main Activity:
pg. 174h Main Selection second read. Have children write a new scene for the drama that includes Little Red Ant telling Queen Ant about the walk around the outside world. Have them use The Strongest One as a format for writing dialogue and state directions. Have children perform new scene for the class.
Evaluation:
Teacher will observe and guide with new scenes children write.
Vocabulary:
narrator, relatives, dangerous, gnaws.
Homework:
readers and writers notebook pg. 59
Learning Objective:
Identify and punctuate imperative and exclamatory sentences in reading, writing and speaking. Write a draft of a play scene.
Language Objective:
Imperative and exclamatory sentences.
Main Activity:
pg. 176-177 read aloud the key features of a play scene and the definition of a play scene. Help children better understand the writing prompt by reading it aloud and discussing the writers check list. Have children write a small play scene after looking at writing transparency 5a.
Evaluation:
children work on pairs and therefore will make sure that each is grasping idea and concept of writing. Teacher will also be around and about monitoring and helping with children.
Vocabulary:
genius, satisfaction
Homework:
none
Materials / Resources (including technology)
Reading plays, Reading street books, white boards, markers, pocket chart
Music,
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.1.3.3 Describe how characters in a story respond to major events and challenges. 2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 2.2.5.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
menus, icons) to locate key facts or information in a text efficiently. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary. 2.6.3.3 Write narratives and other creative texts 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.
Weekly Informational Knowledge Overview - (Students will know...)
Phonemic awareness of sounds especially consonant diagraphs. Students will know inflected ending, sentence punctuation, and blending diagraphs. Research and inquire gathering information and write a draft of a play story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Blend and read words with consonant diagraphs decode words in context. Tudents will be able to identify and use inflected ending, sentence punctuation, and blending diagraphs. Research and inquire gathering information and write a draft of a play story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Conventions review imperative and exclamatory sentences. Review. Play writing. Retell and narrative.
Language Objective:
Handwriting letters Tt, Kk and Hh. Blending words with these sounds.
Main Activity:
Children will review imperative and exclamatory sentences. Children will reread The Strongest One and then write a small scene themselves. They will pair up and read each other’s play.
Evaluation:
Students will monitor each other and teacher will monitor students
Vocabulary:
narrative
Homework:
pg.55
Learning Objective:
Blend and read words with consonant diagraphs decode words in context.
Language Objective:
phonemic awareness of sounds especially consonant diagraphs
Main Activity:
Children will spell words with consonant diagraphs Student edition pg. 158-159 teacher reads and kids follow along. Then have children read passages. Have children talk about different ways different characters speak.
Evaluation:
students will act out the parts of the play and re act again using lots of speaking connotation.
Vocabulary:
narrator, relatives, dangerous
Homework:
pg. 59
Learning Objective:
review inflected ending, sentence punctuation, and blending diagraphs. Research and inquire gathering information and write a draft of a play story.
Language Objective:
Use conventions of a play format in writing the play.
Main Activity:
pg. 177a178b read and review and follow teacher manual.
Evaluation:
small group center stations working on play, punctuation, researching information.
Vocabulary:
source and symbol
Homework:
show play to parents.
Learning Objective:
spelling test, guided comprehension, and consonant diagraph review.
Language Objective:
sentence punctuation review.
Main Activity:
spelling quiz. Review inflected endings on page 178c-178h. Use base word, s, ed, ing. Have a whole group review and center time activities rounding up the week on inflected endings. Have children write sentences using a complete thought and conventions and noun verb adjective.
Evaluation:
during center time teacher monitors and observes
Vocabulary:
none
Homework:
long weekend none
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, markers, white boards, pocket chart
State of Minnesota Standards Covered
2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.2.6.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2.6.3.3 Write narratives and other creative texts 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. 2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions. 2.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Weekly Informational Knowledge Overview - (Students will know...)
Review inflected endings, and exclamatory sentences and read words fluently in context and independent of context.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Phonemes and word work, high frequency words for the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
read and identify words with inflected endings. Read words fluently in context and independent of context.
Language Objective:
same as above.
Main Activity:
Review last week’s phonics skill, write drops dropping dropped repeat process for the words brakes, baked, and baking, in which silent e in a vowel-consonant –silent e word is dropped before –ed and –ing. 178c
Evaluation:
kids will work in small groups during centers and make lots and lots of inflected words with endings.
Vocabulary:
inflected ending
Homework:
attached sheet
Learning Objective:
Apply knowledge of sound- spellings to decode unknown words when reading. Decode and read words in context and independent of context.
Language Objective:
practice fluency with oral re reading
Main Activity:
have kids read the book (appropriate to them in small group) and decode words and identify high frequency words. Children will look for diagraphs /ch/,/sh/, /th/, and /hw/
Evaluation:
teacher monitors and observes and aids
Vocabulary:
decoding and high frequency words
Homework:
readers notebook
Learning Objective:
spell words with diagraphs. Spell high frequency words. Recognize structure and elements of expository text. Relate prior knowledge to new text. Set purpose for reading.
Language Objective:
same as above
Main Activity:
Supply pairs of children with index cards on which the spelling words have been written. Have one child read a word while the other writes it. Then have children switch roles. Have them use the cards to check their spelling and correct misspelled words.
Evaluation:
students check each others work and teachers monitor pairs.
Vocabulary:
consonant diagraphs
Homework:
readers and writers pg 59, 58, 54
Learning Objective:
Review concept: exploration helps us find answers. Build Oral vocab. Identify details in text.
Language Objective:
Phonics, building words and phonemes.
Main Activity:
Review high frequency words, story words, conventions (imperative and exclamatory sentences, writing a play scene and editing, and research and inquiry. Teacher will go over everything and ask comprehension questions to make sure kids understand.
Evaluation:
Teacher walks and monitors and asks questions
Vocabulary:
none
Homework:
none
*** HALLOWEEN PARTY***
Learning Objective:
learn about Halloween eat treats,, trick or treat, watch movie, do lots of crafts.
Language Objective:
written description of art projects
Main Activity:
same as learning objective
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Music
Arts crafts
Reading street books, paper, markers, white boards, pocket chart
State of Minnesota Standards Covered
2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
Weekly Informational Knowledge Overview - (Students will know...)
Identify and use complete sentences . Write legibly with proper letter size. Write for fluency. Review concepts.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Review week 2 concepts. Share information and ideas about the concept.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify and use complete sentences.
Language Objective:
Write for fluency using concepts.
Main Activity:
Teacher will model complete and not complete sentences on the board. Students will then come up with their own sentences. They will break into groups during literacy centers and test each other by writing complete and non complete sentences first in their journals and then on white boards…
Evaluation:
Teacher will monitor and pair students to have a higher student working with a lower student.
Vocabulary:
complete sentence
Homework:
comprehension work sheet
Learning Objective:
review oral vocabulary and high frequency words. Have children review main idea and theme of the story.
Language Objective:
Letter form and conventions.
Main Activity:
Students will orally review vocabulary about space. Students will also review high frequency words and write them each in a sentence. Then students will begin to check out task cards for centers. Teacher will monitor how students independently work on cards. Students will write about their books they read using task cards.
Evaluation:
Teacher will check notebooks and make sure students understand comprehension and theme of story.
Vocabulary:
theme, main idea, and task cards
Homework:
*** END OF GRADING PERIOD 1 ***
Learning Objective:
Write for fluency
Language Objective:
Students will be able to write about their ideas.
Main Activity:
Students will brainstorm a list of possible writer’s workshop topics to write about. Then each child will creat his/her own list of topics of interest. These will serve as inspiration for those times they run oout of ideas.
Evaluation:
Writer’s workshop folders
Vocabulary:
Homework:
***START OF GRADING PERIOD 2 ***
Learning Objective:
Write for fluency
Language Objective:
Students will be able to write about their ideas.
Main Activity:
Students will pick a topic from the list they created yesterday and begin a rough draft. Students who complete this may begin the revion and editing process.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Write for fluency
Language Objective:
Students will be able to write about their ideas.
Main Activity:
Students will finish rough drafts then revise and edit with the help of a friend. Or the teacher. Students who complete this may draw a picture to illustrate their story. Leave time at the end for those who wish to read stories to the class.
Evaluation:
Stories
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, pencils, paper, white boards, markers
State of Minnesota Standards Covered
2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
Weekly Informational Knowledge Overview - (Students will know...)
Vowels: r-Controlled ar, or, ore, oar
Weekly Procedural Knowledge Overview - (Students will be able to...)
Talk about how we can help each other in dangerous situation. Have children think, pair up and talk about it and then discuss. Read pages 186-187 and discuss and write down answers on the board.
Evaluation:
Teacher monitors and fills in a chart.
Vocabulary:
Courageous, hazard, rescue
Homework:
readers notebook pg. 97
Learning Objective:
pre teach cause and effect, nouns, literary notification
Language Objective:
blending and r control words
Main Activity:
Teacher will introduce r-Controlled words and model them using spelling cards. Students will then help categorize the words under the proper r control chart.
Evaluation:
Children will write words in their journal and share with their friends.
Write vocabulary words in sentences using proper conventions.
Main Activity:
Have children look through magazines and cut out pictures then have them write a sentence using nouns, verbs, and adjectives.
Evaluation:
monitor
Vocabulary:
noun, narrative nonfiction
Homework:
pg 101
Learning Objective:
Sequence and plan a narrative story.
Language Objective:
Children will use sequence in writing a plan for a narrative non-fiction paragraph.
Main Activity:
Students will discuss in groups topics for a non-fiction narrative. They will then work as teams to write words or phrases to fill in their chart. They will then share their work with different other groups and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
Narrative nonfiction
Homework:
Pg 104
Learning Objective:
Introduce vocabulary, review high frequency words. Comprehension fact and fiction.
Language Objective:
Vowels- r-Controlled ar, or, ore, oar,
Main Activity:
Sort r- controlled words. Write down sentences with r-Controlled words and have students help correct words and circle any r-Controlled words.
Evaluation:
Children work together, self-check and help each other while the teacher monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, pencils, paper, white boards, markers
State of Minnesota Standards Covered
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question.
2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know proper nouns, contractions, and consonant blends.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn what a biography is and write about someone they know.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Spell using contractions, with n’t and ‘s, and ‘ll and read high frequency words.
Language Objective:
Children will spell words that form a contraction
Main Activity:
P. 220-221 count and phonemes in contractions with three to five sounds. Have children write words on board that are contractions
Evaluation:
Teacher monitors and evaluates each child as they answer and come to the board to fill in words
Vocabulary:
contractions
Homework:
pg. 110
Learning Objective:
Kids will discuss what a narrative story is. Kids will learn vocabulary words blustery, fast- paced avalanche.
Language Objective:
writing conventions and decoding words
Main Activity:
pg. 222-223 read and discuss read aloud Coretta Scott King and discuss comprehension questions. Discuss biography and chart what it means. Discuss what author’s purpose means.
Evaluation:
Children will come to board and participate and share ideas, teacher will monitor
Vocabulary:
identify, participate, significant
Homework:
readers notebook 109
Learning Objective:
Reading comprehension
Language Objective:
writing conventions
Main Activity:
Read Lincoln story and build background on the American Presidents. Preview and predict. Use key features of informational text to improve understanding of text.
Evaluation:
Set a purpose and reviewto check for understanding.
Vocabulary:
none
Homework:
113 114
Learning Objective:
Review biography , review contractions, review proper nouns and subject of a sentence.
Language Objective:
Students will write using decodable words and they will use proper conventions.
Main Activity:
students will interview each other and talk about what a biography is and they will revisit the story Lincoln. Children will write their own biography about a friend in class through interviewing.
Evaluation:
Teacher watches and monitors and then has kids share biographies and kids can write comments on them.
Vocabulary:
biography
Homework:
115
Learning Objective:
What is a descriptive paragraph.
Language Objective:
decodable words and phonemic awareness.
Main Activity:
Read pages 152 and discuss what a descriptive paragraph is. Have children choose from a variety of different books what they might like to write about. Have kids self check their work and then also check their work by sharing with their friends. Students can also write comments on students’ paragraphs.
Evaluation:
teacher watches and monitors
Vocabulary:
descriptive paragraph
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers
State of Minnesota Standards Covered
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 2.8.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media 2.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Weekly Informational Knowledge Overview - (Students will know...)
Apply knowledge of letter-sound correspondences and syllable patterns to decode words in context and independent of context. Review of contractions for n’t, ‘s,’ll,’m.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to discuss and understand what a biography is and be able to take notes to write one.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
decoding words in context and recognizing contractions
Language Objective:
Children will properly spell and write contractions
Main Activity:
Teacher will chart the letters n’t, ‘s, ‘ll, and ‘m and kids will come up and pace words under the proper location. They will brainstorm together and work together. Then during centers they will write sentences using contractions.
Evaluation:
Teacher watches and monitors
Vocabulary:
contractions
Homework:
readers notebook pg 117
Learning Objective:
Review Proper Nouns
Language Objective:
Conventions writing sentences with Proper nouns and proper punctuation.
Main Activity:
Students will discuss and chart proper nouns. They will work on high frequency words for the week and put them on the word wall as whole group. R-control ar, or, ore, oar will be discussed and students will chart words in ELA journals under proper location.
Evaluation:
Teacher watches and monitors
Vocabulary:
aloft, architect, tinker
Homework:
p 117
Learning Objective:
Identify and use dictionary guide words. Read with expression. Recognize and explain purposes of various media resources.
Language Objective:
phonemic awareness
Main Activity:
Read and discuss the vocabulary lesson on page 246 of the student edition. Explain how the first guide word on a dictionary page is the first word entry on a page. The second word is the last entry. Have children looks at pages and discuss out loud. Then have pairs continue saying each word and deciding together whether the word would appear on a dictionary of glossary page with guidewords.
Evaluation:
teacher watches and monitors and helps if kids are not grasping
Vocabulary:
dictionary, glossary
Homework:
readers notebook pg 121
***AMERICAN THANKSGIVING***
Learning Objective:
Proper nouns, Work on Biography and
Language Objective:
conventions such as capital letters and punctuation.
Main Activity:
Children (pretend turkeys) will write letters to a farmer and try to convince the farmer not to eat turkey for dinner.
Evaluation:
Children will read letters to each other and discuss and teacher will monitor
Vocabulary:
persuasive
Homework:
Learning Objective:
Children will discuss and master what a biography is. They will review r control words. Children will review contractions
Language Objective:
understanding and writing contractions
Main Activity:
Children will break into centers and work on contractions in their ELA journal. They will review amazing words and try to work in groups to come up with sentences orally for the words.
Evaluation:
teacher watches and monitors and helps
Vocabulary:
earnest, kindle, etch
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers, dictionaries
State of Minnesota Standards Covered
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). 2.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Weekly Informational Knowledge Overview - (Students will know...)
Students will work on R controlled words. They will work on phonemic awareness and blending words with er, ir, and ur. They will recognize and divide the pattern VCCV to decode words including r-controlled vowels.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn about how we can work together to meet people’s needs. Think, pair, share.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will work on oral vocabulary for the day. They will work on phonemic awareness and substituting phonemes. They will associate the sound /er/ with the spellings er, ir, and ur. Blend and read words with er, ir, and ur.
Language Objective:
Students will write declarative sentences using the proper markers at the end.
Main Activity:
We will read in student edition pages 250-253 and discuss. Students will be introduced to their spelling words for the week Students will substitute initial phonemes on pg. 252. During centers students will write spelling words out and work on pocket chart changing initial sounds in phonemes of words
Evaluation:
During centers, teacher watches and monitors
Vocabulary:
swirl and survive
Homework:
readers notebook pages
Learning Objective:
Students will identify facts and details that are clearly stated in expository text.
Language Objective:
Conventions, singular and plural nouns.
Main Activity:
Students will read pages 254-267. They will touch on review singular and plural nouns. They will discuss writing expository texts. Page 254c and d children will decode words with short vowels e, I, u, er, ir, and ur. We will discuss words on page 254f that are story words. We will build background on the Story Scarcity. We will discuss what facts and details are. Then we will read the story together and discuss.
Evaluation:
teacher watches and monitors through comprehension check on page 267a.
Students will build oral vocabulary. They will identify details in a text. They will share information and ideas about the concept.
Language Objective:
Students will use proper conventions
Main Activity:
Students will read as whole group lesson pages 268-269 on thinking critically and discuss. Students will summarize nonfiction, and be able to identify facts and details. They will use background knowledge to understand expository text. They will write clear and coherent sentences.
They will look also at pages 270 and 271 for an example. Teacher will then do an expository nonfiction text as a whole group using ideas from kids.. Through modeling kids will then do their own during center time.
Evaluation:
teacher watches and monitors
Vocabulary:
expository non-fiction, strand
Homework:
readers notebook pages:
Learning Objective:
Students will evaluate an informational paragraph. The will evaluate word choice in an informational paragraph and they will be able to gather information about a topic.
Language Objective:
They will chart and graph their ideas in ELA notebook in a chart form
Main Activity:
Page 272-275 in teacher’s manual teacher will do mini review lessons on r-control words, singular and proper nouns, academic vocabulary. Read pages 272-275 with guided comprehension.
Evaluation:
Teacher will ask questions during guided comprehension to ensure kids are grasping concepts.
Vocabulary:
none
Homework:
none
Learning Objective:
Concept wrap up… How can we work together to meet people’s needs? Review chart
Language Objective:
Students will write sentences using proper conventions and they will put them in sequence to create a story.
Main Activity:
Review all concepts learned through mini lessons. R controlled words on the board. Spelling test for kids. Read pages 276-277 and identify time and order words for sequence. Assess words with r -control, assess high frequency words. Discuss facts and details in a text.
Evaluation:
spelling test. Vocabulary test for the week.
Vocabulary:
review all vocabulary both oral and story from the week.
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers
State of Minnesota Standards Covered
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.2.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary. 2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to substitute initial phonemes in words. Students will know time and order sequence words. Students will know plural endings that end with s, es, and ies. Students will know the elements of a fairy tale.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to substitute initial phonemes in words. They will be able to identify time and order sequence words. Students will continue to use plural endings that end with s, es, and ies. . Students will write their own fairy tales using descriptive words.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
no school typhoon
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to substitute initial phonemes in words. They will be able to identify time and order sequence words.
Language Objective:
Students will write an expository nonfiction story using proper conventions.
Main Activity:
Students will read pages 280-282 and work on plurals in sentences, build fluency, and be introduced to spelling words. Students will also learn and review amazing words for the week.
Evaluation:
teacher will watch and monitor
Vocabulary:
partnership, solution, and survival
Homework:
Readers notebook pages 133
Learning Objective:
Students will learn more of the story words and continue to build oral vocabulary. Students will continue to work on plural endings that end with s, es, and ies
Language Objective:
Students will be able to write proper plural endings in a sentence
Main Activity:
students will read pages 284 c, d, f, g, h and discuss. Students will write discuss fairy tales and get ready to brainstorm ideas about fairy tales for tomorrow.
Evaluation:
teacher watches and monitors
Vocabulary:
fairy tale
Homework:
readers notebook pages 135, 137
Learning Objective:
Students will finish learning and doing over story words. Students will write their own fairy tales using descriptive words.
Language Objective:
Students will write their stories using proper conventions.
Main Activity:
Students will read pages 304 to 305 and discuss the writing prompt. They will brainstorm as we do one together on the board. They will use the writers checklist to make sure they are following all the criteria.
Evaluation:
kids will discuss story together before writing their own whole group
Vocabulary:
none
Homework:
Take home story and read to family
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.1.3.3 Describe how characters in a story respond to major events and challenges.
2.2.9.9 Compare and contrast the most important points presented by two texts on the same topic.
2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.6.3.3 Write narratives and other creative texts 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will review many learned skills this week to write stories. We will write about the holidays.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write stories using proper conventions such as proper spacing. Beginning, middle and end.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to write a story to Santa using proper learned writing format.
Language Objective:
Students will write using proper conventions and they will be able to decode words.
Main Activity:
Students will read all kinds of Christmas books this week and write letters to Santa, elves, and their families. They will learn all about different ways to celebrate holidays around the world.
Evaluation:
Teacher watches and monitors.
Vocabulary:
none
Homework:
none
Learning Objective:
Students will work on stories using beginning, middle, and end.
Language Objective:
Students will use phonemes to help segment words in their writing.
Main Activity:
Students will continue working on various art and writing stories.
Evaluation:
Teacher will watch and monitor.
Vocabulary:
none
Homework:
none
Learning Objective:
review
Language Objective:
review
Main Activity:
work on stories of the week.
Evaluation:
teacher meets with kids and talk about their stories. Teacher helps edit them and assists.
Vocabulary:
rough draft
Homework:
Learning Objective:
review
Language Objective:
review
Main Activity:
Students will continue writing all kinds of letters. We will be also reading many holiday related books and talking about various holidays around the world.
Evaluation:
Students read each others letters and write comments.
Vocabulary:
none
Homework:
none
Learning Objective:
none
Language Objective:
none
Main Activity:
Students will have a publishing party and read all of the work they did all week. They will write comments and tell peers what they liked about their stories. Students will read for an hour on their own today.
Evaluation:
none
Vocabulary:
none
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers, holiday art materials;colored paper, glitter, glue, sequins,etc.
State of Minnesota Standards Covered
2.6.3.3 Write narratives and other creative texts 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. 2.8.3.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues. 2.8.4.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences.
Weekly Informational Knowledge Overview - (Students will know...)
Reading Street Volume 2 One Good Turn Deserves Another. Students will understand Possessive nouns. This week students will be able to substitute final phonemes. We will be working on the Vowel patterns a, ai, ay. We will be discussing what a fable is. Students will be able to brain storm and write their own fable.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand and write possessive nouns. Students will be able to map out and write their own fables.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to substitute phonemes and use possessive nouns
Language Objective:
Students will use proper conventions to write sentences such as capital letters and proper marks for the end of the sentence.
Main Activity:
Evaluation:
Teacher watches and monitors
Vocabulary:
possessive noun
Homework:
readers notebook pages 222
Learning Objective:
segment and spell words with the sound /a/ spelled ai and ay. Read high frequency words
Language Objective:
students will be able to write words while using learned skills to blend them.
Main Activity:
Read pages 318- 320 power out all the activities and mini lesson provided in teachers manual for these pages.
Evaluation:
Teacher watches and monitors
Vocabulary:
deserve mope coax
Homework:
readers notebook
Learning Objective:
Students will be able to independently read story of the week and answer comprehension questions. They will also know revisit what a fable is and be able to verbally think of their own.
Language Objective:
Students will write sentences using proper conventions
Main Activity:
Students will build oral vocabulary and re read the main selection story of the week. They will use phonics spelling vowel patterns ai, a, ay. The students will read the main selection two times and with accuracy.
Evaluation:
Teacher uses cooperative groups to monitor children’s discussions. If children do not understand teacher will assist and work one on one with that group.
Students will be able to blend and read words with the sound /a/ spelled a, ai, and ay. Decode words in context and independent of context.
Language Objective:
Students will be able to sound out and decode words and then write them down on paper.
Main Activity:
On pages 336a –336 h teacher will power out the lessons provided by reading street curriculum.
Evaluation:
the teacher will monitor Students.
Vocabulary:
fable, fairy tale, stray
Homework:
readers notebook pages 155, 156, 158
Learning Objective:
Students will be able to read and discuss main selection and in groups make their own folk tail.
Language Objective:
Students will use proper conventions such as capital letters, and proper punctuation.
Main Activity:
Students will work in groups to come up with a folktale. They will work in groups and go through the writing process to map, brainstorm, rough draft and final draft as a group. They will later present their folk tale to the class. Teacher will also read pages 340a to h and power out the provided lessons for this week.
Evaluation:
Teacher and students watch monitor and help each other.
Vocabulary:
fable
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary. 2.6.3.3 Write narratives and other creative texts 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.
2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Weekly Informational Knowledge Overview - (Students will know...)
This week students will know how to substitute initial phonemes. They ill know how to make plurals by adding the endings –s, es, and –ies. Students will be able to identify homophones and choose the correct homophone in context. Students will write a fairy tale and organize the story so that it has a beginning, middle and end. Students will know how to identify cause and effect in a story. Students will be able to read aloud with expression and characterization.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a fairy tale and organize the story using strategies learned from our writers workshop program in school.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to generate ideas for writing a fairy tale. They will recognize features in a fairy tale.
Language Objective:
Students will be able to use a table to write different ideas about fairy tales including what a fairy tale is and what a character is.
Main Activity:
Students will plan events for their folk tale. They will use page 152 in their reader’s notebook to help plan. Students will take two minutes to tell their story events to a partner and each child briefly writes about the events and describes how the animals wont work together in the middle part of their folk tale. Each child will then read stories to the partner.
Evaluation:
teachers watch and monitor and help and observe.
Vocabulary:
folk tale
Homework:
continue writing fairy tales at home
Learning Objective:
Students will be able to verbally discuss the beginning, middle and end of a story. Children will work on writing their stories using strategies that help them expand their writing.
Language Objective:
Students will use phonics and blending to help decode and write words.
Main Activity:
Students will work on the diagraphs ai, and ay. They will break up into pairs and read a word while the other one writes it. Students will read and discuss (whole group) the story The Lion and the Mouse on page 340-343. Students will compare and contrast both fables of the week. On page 343b teacher will use readers notebook page 156 to help children recognize and use possessive nouns. On page 343f have students do the wrap up your day activity.
Evaluation:
Teacher watches and monitors
Vocabulary:
fable
Homework:
readers’ notebook page 156.
Learning Objective:
Students will review compare and contrast to understand a story. Students will be able to read story words and recognize idioms.
Language Objective:
Students will be assessed a, ai, ay, and they will be able to write high frequency words.
Main Activity:
Teacher will review with teacher manual page 345b-345 c and do the suggested mini lessons on comprehension and idioms.
Evaluation:
Teacher watches and monitors
Vocabulary:
Idioms
Homework:
readers notebook page 165
Learning Objective:
Students will review and use possessive nouns.
Language Objective:
Students will write sentences using possessive nouns.
Main Activity:
Teacher edition page 345g students will work together in a whole group setting and understand and use possessive nouns in writing. The will understand using a plural, singular, and possessive noun when speaking. Teacher will put up phrases and students will help name what kind of noun it is.
Evaluation:
teacher will watch and monitor and check student’s work.
Vocabulary:
possessive nouns.
Homework:
attached sheet on possessive nouns
Learning Objective:
Review of the week. Possessive nouns, idioms, students will know what a fable is… students will understand and comprehend all stories of the week.
Language Objective:
students will write sentences using proper punctuation.
Main Activity:
Using the teachers’ manual the teacher will do mini lessons on each of the above terms in the objective and work in small group centers on activities that correlate to idioms, possessive nouns and comprehension.
Evaluation:
Teacher checks all work completed.
Vocabulary:
none
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.1.3.3 Describe how characters in a story respond to major events and challenges 2.1.4.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency. 2.6.3.3 Write narratives and other creative texts 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.
2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.6.6.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Weekly Informational Knowledge Overview - (Students will know...)
This week We are reviewing possessive nouns, decoding long vowel words. Students will know how to use a Proper noun in writing. Students will know how to write contractions and they will also know how to chunk words out of words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know how to spell using decoding skills. Students will be able to use proper nouns in their writing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Complete review unit. Students will know how to properly write a story using beginning, middle, and end. They will use decoding skills to write words. Students will study and learn 15 contraction words this week.
Language Objective:
Students will be able to decode words and write and know by heart the high frequency words of the review week.
Main Activity:
This week we will read various books about stone soup and compare and contrast them. We use Venn diagrams and charts to talk about how the books are different and the same. Students will work on Proper nouns and be able to use them correctly in writing.
Evaluation:
Comprehension check teacher will monitor and observe.
Vocabulary:
none
Homework:
attached sheets from readers notebook
Learning Objective:
Students will read different books about the same story and be able to compare and contrast them.
Language Objective:
Students will be able to start the writers’ workshop process by brainstorming ideas to make their own stories about Stone Soup.
Main Activity:
Teacher will read a different version of Stone Soup and class will discuss. Students will then read the books on their own during centers and start to brainstorm ideas to make their own stories about stone soup.
Evaluation:
Teacher watches and monitors
Vocabulary:
Compare and Contrast
Homework:
Attached sheets in Readers notebook
Learning Objective:
Students will be able to listen to a read aloud text and understand what happens in the story and they will be able to retell it using proper sequence cues.
Language Objective:
Students will be able write stories using proper nouns and other conventions such as spacing between words and proper marks at the end of the sentence.
Main Activity:
Teacher will read another Stone Soup variation of the book and discuss. In small groups children will work on writing their stories making them as silly as possible. They will try to work on their rough draft and expand their writing by showing not telling using our newly learned “bit by bit” strategy.
Evaluation:
Teacher watches and monitors
Vocabulary:
Bit by bit writing
Homework:
none
Learning Objective:
Students will be able to work on the long vowel patterns ee, ea, and ey. Students will review proper nouns.
Language Objective:
Students will write using proper conventions and learned strategies in class
Main Activity:
Stone story silly written versions. Students will work on pocket chart using cards to make words with long e vowels. Students will write silly sentences using proper conventions.
Evaluation:
Teacher watches and monitors
Vocabulary:
proper nouns
Homework:
none
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Students will know how to write sentences using learned review materials from the week.
Language Objective:
Students will write sentences using proper sequencing.
Main Activity:
Students will finish up their writer’s workshop stories about stone soup and share them and write comments on each others.
Evaluation:
teacher will read over students’ stories and write comments as well.
Vocabulary:
none
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers, post-it notes
State of Minnesota Standards Covered
2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.1.9.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians.
2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions.
2.8.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
2.8.3.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues.
2.8.4.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know high frequency words of the week. They will know amazing words of the week. Students will be able to substitute final phonemes in words. Students will know vowel patterns, e, ee, ea, y.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to decode words. Students will be able to use verbs in sentences properly. Students will be able to write a short animal fantasy story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will talk about the question of the week. When does support from others help with a creative idea?
Language Objective:
Students will be able to recognize phoneme /e/ in spoken words and substitute final phonemes in spoken words.
Main Activity:
Pg. 350-351 Phonemic awareness working on long vowel sounds. Vowel patterns, e, ee, ea, and y. Pg 352 Students will blend and read. P 352a teacher edition students will work on words blending them.
Evaluation:
teacher watches and monitors.
Vocabulary:
construct
Homework:
attached sheets and readers notebook
Learning Objective:
Students will make inferences about the author’s purpose in fantasy.
Language Objective:
Students will be able to identify and use verbs.
Main Activity:
Students will review verbs, and antonyms, teacher will use manual edition to incorporate mini lessons on pages 354a-354h. Students will read main selection of the week Pearl and Wagner.
Evaluation:
Teacher will monitor and observe as kids respond and work in groups during small literacy center following up on mini lessons.
Vocabulary:
contraption
Homework:
readers notebook
Learning Objective:
Students will build oral vocabulary and identify details in a text. They will be able to share information and ideas about the concepts.
Language Objective:
Students will know how to write verbs in proper context.
Main Activity:
Teachers edition page 372 students will sort words. Page 372c Students will sort phonics words. Students will read Pearl and Wagner for a second time. And on page 372 read and discuss think critically page.
Evaluation:
Teacher watches and monitors.
Vocabulary:
high frequency words. And foolproof
Homework:
attached sheets
Learning Objective:
Students will build on oral language. They will be able to identify words with vowel patterns a, ai, and ay.
Language Objective:
Students will blend and decode vowel pattern words
Main Activity:
Student edition pages 376-377 read and discuss. Using teacher’s manual teacher will guide comprehension questions and responses. Students will do real aloud in partners on page 379a. We will discuss animal fantasy and work on it in groups revising and deleting vague words and adding details.
Evaluation:
groups work together to guide each other.
Vocabulary:
draft
Homework:
attached packet
Learning Objective:
Review of week
Language Objective:
review of week
Main Activity:
Students will finish projects they have been working on throughout the week and they will re read the main selection and discuss. Students will have DEAR time for 20 minutes where they are quietly reading without a sound.
Evaluation:
Teacher monitors and observes
Vocabulary:
none
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, white boards, markers, post-it notes
State of Minnesota Standards Covered
2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text 2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn amazing vocabulary of the week. Students will know how to substitute medial phonemes, and use the vowel patterns o, oa, ow. In listening comprehension students will know how to draw conclusions from the text. Students will know the conventions, verbs with singular and plural nouns. Students will know the vowel patterns e, ee, ea, y. Students will know how to write numbers legibly with proper formation and spacing. They will know how to write phone numbers. They will understand how to use newspapers and magazines to find information.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to substitute final phonemes using a flip chart. Students will be able to identify antonyms and be able to write them and say them orally in sentences. Students will be able to write an animal fantasy story and express ideas and feelings through the different voices of the characters.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
vowel patterns o,oa,ow.
Language Objective:
They will be able to recognize the phoneme /o/ long in spoken words.
Main Activity:
Day 1 page 382j. Students will be introduced to the concept of creative ways to communicate. They will think, pair, and share their ideas with the group. Teacher will introduce amazing words of the week and discuss. Students will read pages 382-384 and discuss. They will be able to recognize the phoneme /o/ long in spoken words. Students will read and discuss page 386 introducing vowel patterns o,oa,ow.
Evaluation:
Teacher will monitor and observe throughout mini lessons taught.
Vocabulary:
correspond, postage, transport
Homework:
Reader’s notebook page 205
Learning Objective:
key features of a Friendly Letter
Language Objective:
Students will start working on Valentine Day Simple Friendly letters to their classmates
Main Activity:
Students will know the five parts of what it is to send a letter. Students will work on key features of a Friendly Letter page 387e. Day 2 page 388c, mini lesson on r control vowels and o, oa, and ow. Students will learn vocabulary for story words. Students will have build background and read main selection and discuss. Pages 388-405. Students will start working on Valentine Day Simple Friendly letters to their classmates.
Evaluation:
Teacher monitors through comprehension check on page405a
Vocabulary:
cove
Homework:
reader’s notebook page 209.210
Learning Objective:
words with vowel patterns o, oa, ow
Language Objective:
Finding words with vowel patterns o, oa, ow
Main Activity:
Students will build words on page 406c of teachers edition. During small literacy learning groups students will build words out of individual letters to see how many words they can come up with. Students will spell words with vowel patterns o, oa, ow. Page 406e. Students will read pages 406,407 and disscuss. On page 40b of teachers edition students will identify and use verbs agreeing with singular and plural subjects in reading and speaking.
Evaluation:
Teacher observes after students break up into groups and work.
Vocabulary:
footprint
Homework:
page 214, 215 readers notebook
Learning Objective:
Students will review verbs with singular and plural nouns
Language Objective:
Students will review verbs with singular and plural nouns and use in sentences.
Main Activity:
Day 4 Unit 3, Volume 1. Students will learn and discuss the meanings of amazing words of the day. Page 410c in phonics review teacher will do a mini lesson on vowel patterns e, ee, ea, y. On page 410d teacher will go over fluent word reading section. Page 410h Students will preview and predict what they think the story “Many Ways to be a Soldier” is about. Students will read with a guided comprehension check on page 412-413 for the teacher. Students will review verbs with singular and plural nouns. Students will continue to write small friendly letters as Valentines for their peers.
Evaluation:
Teacher watches and monitors.
Vocabulary:
deaf, imitate, sign-language
Homework:
none
Learning Objective:
words with vowel patterns o, oa, ow
Language Objective:
Spelling words with vowel patterns o, oa, ow
Main Activity:
Day 5 Unit 3, Volume 1. On page 416a the teacher will discuss the Concept Wrap Up Question of the week with the students. On page 416c Students will review words with vowel patterns o, oa, ow. Students will have a spelling test dictated to them. Students will read pages 416-417 and discuss. Teacher will have children read pages 417e,f and assess each child. Valentines delivery of Friendly Letters.
Evaluation:
Vowel worksheets
Vocabulary:
deaf, imitate, sign-language
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, special paper for valentine’s letters.
State of Minnesota Standards Covered
2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.6.3.3 Write narratives and other creative texts 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn amazing vocabulary of the week. Students will know how to substitute medial phonemes, and use the vowel patterns o,oa,ow. In listening comprehension students will know how to draw conclusions from the text. Students will know the conventions, verbs with singular and plural nouns. Students will know the vowel patterns e, ee, ea, y. Students will know how to write numbers legibly with proper formation and spacing. They will know how to write phone numbers. They will understand how to use newspapers and magazines to find information.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to substitute final phonemes using a flip chart. Students will be able to identify antonyms and be able to write them and say them orally in sentences. Students will be able to write an animal fantasy story and express ideas and feelings through the different voices of the characters
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the conventions, verbs with singular and plural nouns
Language Objective:
Students will continue to write small friendly letters as Valentines for their peers
Main Activity:
Day 4 Unit 3, Volume 1. Students will learn and discuss the meanings of amazing words of the day. Page 410c in phonics review teacher will do a mini lesson on vowel patterns e, ee, ea, y. On page 410d teacher will go over fluent word reading section. Page 410h Students will preview and predict what they think the story “Many Ways to be a Soldier” is about. Students will read with a guided comprehension check on page 412-413 for the teacher. Students will review verbs with singular and plural nouns. Students will continue to write small friendly letters as Valentines for their peers.
Evaluation:
Teacher watches and monitors
Vocabulary:
deaf, imitate, sign-language
Homework:
Learning Objective:
They will understand how to use newspapers and magazines to find information.
Language Objective:
vowel patterns o, oa, ow
Main Activity:
Day 5 Unit 3, Volume 1. On page 416a the teacher will discuss the Concept Wrap Up Question of the week with the students. On page 416c Students will review words with vowel patterns o, oa, ow. Students will have a spelling test dictated to them. Students will read pages 416-417 and discuss. Teacher will have children read pages 417e,f and assess each child. Delivery of Friendly Letters.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None short week.
Learning Objective:
Language Objective:
Main Activity:
Subic Field Trip all day
Evaluation:
Vocabulary:
***NO CLASS, CHINESE NEW YEAR***
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
***NO CLASS, CHINESE NEW YEAR***
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers,
State of Minnesota Standards Covered
2.6.3.3 Write narratives and other creative texts 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. 2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify and substitute medial phonemes. They will know and identify the vowel patterns o, oa, and ow. They will know how to create new words using vowel patterns o, oa, and ow. They will identify and use prefixes to determine meaning. Students will know how to write a friendly letter and be able to focus and stick to a topic.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to share information and ideas about the concept. Students will be able to build on oral vocabulary of the week and discuss the concept to develop oral language. Students will be able to segment and count the phonemes in one- and two- syllables. Students will be able to read compound words. They will be able to decode words in context and independent of context.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
How can creative thinking solve a problem?
Language Objective:
students will write about their ideas on problem solving.
Main Activity:
Unit 3 Volume 1. Concept talk on page 418j. How can creative thinking solve a problem is the question of the week. Teacher will discuss anchored talk and make a chart that has two categories problem/creative thinking. Students will brainstorm ideas on how to come up with chart answers. Students will think of different problems and creative thinking during small center time and students will write about it.
Evaluation:
Paired learning so kids help each other, and teacher watches and monitors during whole group lessons.
Vocabulary:
consume, prey, shrewd
Homework:
readers notebook page 217,218 and 219
Learning Objective:
Compound words, antonyms, high frequency words
Language Objective:
Students will use antonyms is playing a game.
Main Activity:
Concept talk page 424a-b, phonics page 424c, compound words page 424d. High Frequency words page 423. Teacher will read story on page 424 and discuss comprehension questions. Students will review antonyms and play a puzzle about it during center time. Students will read and discuss main selection.
Evaluation:
Teacher is always watching and monitoring
Vocabulary:
lazy, weave, delicious, and justice
Homework:
page 222, 223, 224
***NO CLASS, EDSA REVOLUTION ANNIVERSARY**
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
High frequency words, spelling, phonics, compound words.
Language Objective:
Practice new word wall words and write sentences.
Main Activity:
Unit 3 volume 1. Concept talk page 447b and discuss. Spelling 444e, review high frequency words of the week and add to word wall and follow up sentence writing at the word wall center. Phonics page 424c discussing and understanding compound words. Students will discuss antonyms and have a review center activity of matching pictures and writing about it. Main selection re read with pairs and discuss.
Evaluation:
Teacher watches and monitors.
Vocabulary:
source
Homework:
readers notebook pages 225-226
Learning Objective:
Verbs past, present and future
Language Objective:
Use appropriate verbs in the right tense.
Main Activity:
Concept talk page 448a-b, and oral vocab. Page 448b. Review phonics on page 448c on vowel patterns page 448b. Students will review conventions on page 449c and discuss. They will have a mini lesson on verbs used in past present and future. Follow up center activities to match each of the mini lessons for the day.
Evaluation:
teacher watches and monitors
Vocabulary:
contentment, cure, incident
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, antonyms puzzle
State of Minnesota Standards Covered
2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.2.8.8 Describe how reasons support specific points the author makes in a text. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to compare and contrast ideas and things in a story. Students will know that compound words are words that contain two smaller words to make one large word. Students will know what verbs are for the past, present, and future. This week students will understand and know that creative ideas can lead to surprises. The will know and share information and ideas about this concept. Students will recognize the phoneme long e in spoken words. They will know how to associate the long vowel /i/ sound with the spellings I, ie, igh, and.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make up their own compound words in context. Students will be able to identify sequence in realistic fiction, as well as understand the features of realistic fiction. Students will be able to identify and locate the high frequency words on our word wall and be able to use them in a sentence. Students will read the selection of the week and be able to predict and retell the story in order of events. Students will be able to apply knowledge of sound spellings to decode unknown words when reading.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that compound words are words that contain two smaller words to make one large word.
Language Objective:
Students will be able to identify sequence in realistic fiction, as well as understand the features of realistic fiction
Main Activity:
Finish up last day of Anansi Goes Fishing. Students will create a collaborative story about a spider that goes to school. Each group will write a different part of a story using our writer’s workshop guide. Groups of all different levels will work together to create a part of a creative sill story about a spider. Students will be sure to use Proper Nouns and at least five compound words in their section of the story. We will have other small learning literacy centers when the students have worked together to start their story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
none
Homework:
none
Learning Objective:
They will know how to associate the long vowel /i/ sound with the spellings I, ie, igh, and y.
Language Objective:
Students will be able to identify and locate the high frequency words on our word wall and be able to use them in a sentence
Main Activity:
Rosa and Blanca Volume 2. Students will work on oral vocabulary of the week and high frequency words. Students will be led through a guided discussion on concept talk on pages 452j-4453. This week in phonemic awareness students will be able to substitute final phonemes, and learn new vowel patterns of i, ie, igh, and y. Students will do small learning centers writing sentences of high frequency words in their ELA journals and pocket chart activities with vowel patterns of the week.
Evaluation:
Teacher watches and monitors and checks ELA noteboooks
Vocabulary:
abundant, assist, generous
Homework:
none
Learning Objective:
Students will know what verbs are for the past, present, and future.
Language Objective:
Students will use pocket chart during small activities to know identify verbs for the past, present, and future.
Main Activity:
Students will read the selection of the week and answer comprehension questions. Students will practice substituting phoneme long /e/ in spoken words while looking at pages 454-455 in reading street student edition. Page 456 Students will build phonics fluency using the vowel patterns. Spelling Pretest on page 456d. Students will use pocket chart during small activities to know identify verbs for the past, present, and future. Questions and Answers will be asked and written by the children to ensure comprehension as we wrap up the day.
Evaluation:
teacher watches and monitors
Vocabulary:
dismay
Homework:
readers notebook pages 229-236
Learning Objective:
Students will be able to identify sequence in realistic fiction, as well as understand the features of realistic fiction
Language Objective:
Students will practice handwriting manuscript to cursive for letters a, d, c, n, m, and x formations
Main Activity:
Students will practice handwriting manuscript to cursive for letters a, d, c, n, m, and x formations. Teacher will model and students will practice during center time. Students will read pages 472-473 and discuss. Students will talk about realistic fiction and then write about it themselves using the writer’s checklist.
Evaluation:
Teacher and students check their work.
Vocabulary:
index
Homework:
Learning Objective:
Students will know that compound words are words that contain two smaller words to make one large word.
Language Objective:
Students will read the selection of the week and be able to predict and retell the story in order of events.
Main Activity:
Students will know and read a fable. We will review compound words using the pocket chart during small literacy centers. We will read on pages 474-477 The Crow and the Pitcher and discuss and predict and confirm predictions. Teacher will ask guided comprehension questions.
Evaluation:
Teacher watches and monitors and asks questions
Vocabulary:
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.1.3.3 Describe how characters in a story respond to major events and challenges 2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary. 2.6.3.3 Write narratives and other creative texts 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. 2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to substitute and pronounce final phonemes. Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels. Students will review and know what a synonym is and be able to use them both verbally and then written in sentences. Students will know what a review is and know all the components needed to write one.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write and discuss what singular and plural nouns are and how they are used properly. Students will be able to write sentences with nouns, verbs, and adjectives. They will be able to use a proper noun and vivid adjectives to support the nouns. Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times. Students will be able to write a review on Carver following a given example to follow.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to substitute and pronounce final phonemes
Language Objective:
Students will be able to write and discuss what singular and plural nouns are and how they are used properly.
Main Activity:
Students will discuss concept question of the week. Students will learn oral vocabulary of the week and amazing words of the week and be able to use them in context. Students will take a spelling pretest and learn the high-frequency words of the week. Students will work in literacy centers and follow up in their ELA journals on all the mini lessons taught.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Readers notebook pages
Learning Objective:
Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels
Language Objective:
Students will be able to write sentences with nouns, verbs, and adjectives
Main Activity:
Students will work on the vowel patterns I, ie, igh and be able to blend them into words. Students will make words today during a literacy center in the pocket chart and write them into their ELA journals. Students will read the selection of the week and discuss.
Evaluation:
Guided comprehension teacher will watch and monitor.
Vocabulary:
Homework:
Readers Notebook pages
Learning Objective:
Students will review and know what a synonym is and be able to use them both verbally and then written in sentences.
Language Objective:
: Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times.
Main Activity:
Students will re read selection of the week and discuss. Students will make time lines and include different times and things that happened during the life of George William Carver. Students will share and discuss time lines and work in groups.
Evaluation:
Teacher watches and monitors and students help students.
Vocabulary:
Homework:
readers notebook
Learning Objective:
Students will know what a review is and know all the components needed to write one.
Language Objective:
Students will be able to write a review on Carver following a given example to follow.
Main Activity:
Students will read about what a review on a story is and write a review on the selection of the week with guided help.
Evaluation:
teacher watches and monitors and students work with students and discuss and help each other.
Vocabulary:
review
Homework:
none
Learning Objective:
Students will know what a review is and know all the components needed to write one.
Language Objective:
They will be able to use a proper noun and vivid adjectives to support the nouns.
Main Activity:
Spelling test and review all main points of lesson and have follow mini literacy centers to enable teacher to evaluate and see how each child is grasping story and concepts of the week.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
none
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart
State of Minnesota Standards Covered
2.2.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2.2.5.5 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. 2.6.1.1 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 reasons, and provide a concluding statement or section. 2.8.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to substitute and pronounce final phonemes. Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels. Students will review and know what a synonym is and be able to use them both verbally and then written in sentences. Students will know what a review is and know all the components needed to write one.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write and discuss what singular and plural nouns are and how they are used properly. Students will be able to write sentences with nouns, verbs, and adjectives. They will be able to use a proper noun and vivid adjectives to support the nouns. Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times. Students will be able to write a review on Carver following a given example to follow.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to substitute and pronounce final phonemes
Language Objective:
Students will be able to write and discuss what singular and plural nouns are and how they are used properly
Main Activity:
Concept wrap-up, review oral vocabulary, focus on comparative endings, spelling test. Students will read pages 516-517 and discuss. Students will revisit synonyms and do a puzzle during center time. Students will discuss fact and opinion and chart ideas.
Evaluation:
teacher watches and monitors
Vocabulary:
fact, opinion
Homework:
readers notebook page 249
Learning Objective:
Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels
Language Objective:
They will be able to use a proper noun and vivid adjectives to support the nouns.
Main Activity:
Teacher will use page CW-11 to lead a mini lesson on comparing and contrasting essays. Students will learn how to read like a writer.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
readers notebook pages 287
Learning Objective:
Students will review and know what a synonym is and be able to use them both verbally and then written in sentences.
Language Objective:
Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times.
Main Activity:
Students will re read selection of the week and discuss. Students will make time lines and include different times and things that happened during the life of George William Carver. Students will share and discuss time lines and work in groups.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Readers notebook
Learning Objective:
Students will know what a review is and know all the components needed to write one.
Language Objective:
Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times.
Main Activity:
Students will read about what a review on a story is and write a review on the selection of the week with guided help.
Evaluation:
Students will read to each other and teacher will monitor.
Vocabulary:
Homework:
Learning Objective:
Students will know what a review is and know all the components needed to write one.
Language Objective:
Students will be able to write a review on Carver following a given example to follow
Main Activity:
Spelling test and review all main points of lesson and have follow mini literacy centers to enable teacher to evaluate and see how each child is grasping story and concepts of the week.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, synonyms puzzle
State of Minnesota Standards Covered
2.2.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 2.6.3.3 Write narratives and other creative texts in which they recount a well-elaborated event or short sequence of events, include details to describe actions, 2.8.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to substitute and pronounce final phonemes. Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels. Students will review and know what a synonym is and be able to use them both verbally and then written in sentences. Students will know what a review is and know all the components needed to write one.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write and discuss what singular and plural nouns are and how they are used properly. Students will be able to write sentences with nouns, verbs, and adjectives. They will be able to use a proper noun and vivid adjectives to support the nouns. Students will be able to read a biography and create a timeline telling the reader about the life of George Washington Carver in detail after reading the selection of the week two or three times. Students will be able to write a review on Carver following a given example to follow
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to substitute and pronounce final phonemes
Language Objective:
Main Activity:
Concept wrap-up, review oral vocabulary, focus on comparative endings, spelling test. Students will read pages 516-517 and discuss. Students will revisit synonyms and do a puzzle during center time. Students will discuss fact and opinion and chart ideas.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
attached sheets
Learning Objective:
Students will know and understand how to make the vowel patterns I, ie, igh, and y and be able to create vowel pattern words using vowels.
Language Objective:
Main Activity:
Teacher will use page CW-11 to lead a mini lesson on comparing and contrasting essays. Students will learn how to read like a writer.
Evaluation:
Teacher watches and monitors and kids help each other.
Vocabulary:
Homework:
attached sheets
Learning Objective:
Language Objective:
Main Activity:
Students will re read selection of the week and discuss. Students will make time lines and include different times and things that happened during the life of George William Carver. Students will share and discuss time lines and work in groups.
Evaluation:
Teacher watches, walks around and monitors.
Vocabulary:
Homework:
attached sheets
Learning Objective:
Language Objective:
Main Activity:
Students will read about what a review on a story is and write a review on the selection of the week with guided help.
Evaluation:
Vocabulary:
Homework:
Teacher watches and monitors
Learning Objective:
Language Objective:
Main Activity:
Party movie afternoon for spring break.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know what it means when plants change over time.
• Students will focus and know the patterns oo, and u.
• Students will know how to sequence a story.
• Students will review and know what an antonym is.
• Students will learn are and be able to generate some.
• Students will know how to write a friendly letter draft, edit, and do a final draft.
what adjectives for size
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will know the amazing words of the week and be able to generate sentences for them.
• Students will be able to read words with the –le final syllable.
• Students will be able to come up with a conclusion using textual evidence.
• Students will be able to monitor and change comprehension using background knowledge.
• Students will be able to identify the moral of a story fable.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will focus and know the patterns oo, and u.
Language Objective:
Students will know the amazing words of the week and be able to generate sentences for them.
Main Activity:
Concept talk page 54j-55. Oral vocabulary 55a-b. Students will learn the vowel patterns oo, and u. Students will have a practice-spelling test. Students will complete vocabulary-testing packet from previous story.
Evaluation:
Teacher watches and monitors
Vocabulary:
adapt, annual, nutrients
Homework:
Learning Objective:
Students will know how to sequence a story.
Language Objective:
Students will be able to monitor and change comprehension using background knowledge.
Main Activity:
Concept talk 60a-60b, oral vocabulary patterns. Students will read selection of the week and discuss. Students will review adjectives for sizes, numbers, and shape. Students will work on the cursive t,i, and u at a slant. Students will retell the life cycle of a pumpkin in correct sequence.
Evaluation:
Teacher watches and monitors.
Vocabulary:
bumpy, fruit, harvest, root, smooth, soil, and vine
Homework:
readers notebook
Learning Objective:
Students will know what it means when plants change over time.
Language Objective:
Students will be able to read words with the –le final syllable
Main Activity:
Concept talk page 76a-b. Practice reading words with –le at the end. Students will work on oral vocabulary. Students will re read main selection and make a pumpkin book. Students will write pumpkin stories.
Evaluation:
Teacher watches and monitors.
Vocabulary:
drought
Homework:
none
******NO CLASS, DAY OF VALOR******
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
******NO CLASS, DAY OF VALOR******
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers
State of Minnesota Standards Covered
2.2.5.5 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. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary.
2.2.6.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.6.3.3 Write narratives and other creative texts 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.
2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know how to spell words with two syllables.
• Students will work on the concept questions of the week about how changes in the weather affect us.
• Students will know what a compound work is and be able to generate examples.
• Students will blend and read words in and out of context.
• Students will dissect the plot and theme of a fable.
• Students will review what a prefix is and be able to identify them in words.
Students will know that adverbs tell how.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to retell a narrative.
• Students will be able to write words with prefixes know how it changes a words’ meaning.
• Students will be able to identify the plot and theme of a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will work on the concept questions of the week about how changes in the weather affect us.
Language Objective:
Students will know the amazing words of the week and be able to generate sentences for them.
Main Activity:
concept talk, oral vocabulary, phonics, introduction to spelling words of the week.
Evaluation:
Teacher watches and monitors
Vocabulary:
adapt, annual, nutrients
Homework:
reader’s notebook
Learning Objective:
Students will know what a compound word is and be able to generate examples.
Language Objective:
Students will be able to monitor and change comprehension using background knowledge.
bumpy, fruit, harvest, root, smooth, soil, and vine
Homework:
readers notebook
Learning Objective:
Students will dissect the plot and theme of a fable
Language Objective:
Students will be able to identify the plot and theme of a story.
Main Activity:
Concept talk, Oral vocabulary, phonics, spelling, main selection read.
Evaluation:
Teacher watches and monitors.
Vocabulary:
drought
Homework:
none
Learning Objective:
Students will review what a prefix is and be able to identify them in words.
Language Objective:
Students will be able to write words with prefixes know how it changes a words’ meaning.
Main Activity:
Concept talk, Oral vocabulary, review spelling and phonics. Word work- words and prefeixes in pocket chart, put them together and write words in sentences.
Evaluation:
Teacher watches and monitors
Vocabulary:
ancient, massive, and sprout
Homework:
text to self connection page
***END OF GRADING PERIOD 3***
Learning Objective:
Review
Language Objective:
Test
Main Activity:
Vocabulary test, spelling test, DEAR, Concept wrap up. extra long journal writing and share time.
Evaluation:
Tests
Vocabulary:
review all vocab of the week.
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers
State of Minnesota Standards Covered
2.1.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the s2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
tory and the ending concludes the action.
2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions.
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know and be able to use the suffixes –ly,-ful, -er, -or, -ish.
• Students will know the concept question of the week and be able to discuss why we should be responsible for doing a good job.
• Students will revisit fact and opinion.
• Students will know what Pronouns are and be able to name them.
• Students will use the comparative endings –er, -est, and suffixes –ly, -ful,-er,,-or, and -ish.
• Students will learn and build background on firefighters.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to read a story selection and write down all the vivid verbs from it.
• Students will be able to name and use pronouns in writing and speaking
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will learn comparative endings –er, -est, and suffixes –ly, -ful,-er,,-or, and -ish.
Language Objective:
Students will use the comparative endings and draw pictures.
Main Activity:
concept talk, words with comparative endings. Write on whiteboards changing the endings for comparative words they come up with. Have each student illustrate- draw three pictures and label with comparative adjectives (like-big, bigger, biggest written under three different animals).
Evaluation:
Student writing & illustration of comparative words
Vocabulary:
Homework:
Learning Objective:
Students will know the concept question of the week and be able to discuss why we should be responsible for doing a good job.
Language Objective:
Students will be able to name and use pronouns in writing and speaking
Main Activity:
Students will look at different books about fires and firefighters and will learn and chart what they know on a KWL chart. Compare/contrast different stories they find to this week’s selection. Students will rainbow write spelling words of the week.
Evaluation:
KWL chart, observation
Vocabulary:
Homework:
Learning Objective:
Students will be able to read a story selection and write down all the vivid verbs from it.
Language Objective:
Write using vivid verbs
Main Activity:
Students will come up with adjectives describing what a fire is like and write down as many as they can. Write sentences using vivid verbs and adjectives they generated. Follow up on KWL chart with new question/answers.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will learn and build background on firefighters.
Language Objective:
Students will be able to name and use pronouns in writing and speaking
Main Activity:
Students will write stories about firefighters using information they have gained this week. When stories are finished, share with class.
Evaluation:
Writing about fire fighters
Vocabulary:
Homework:
Learning Objective:
Students will learn and build background on firefighters.
Language Objective:
Students will be able to name and use pronouns in writing and speaking
Main Activity:
Students will take spelling test, vocab test and re read story. Finish sharing stories on firefighters.
Evaluation:
Tests
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers
State of Minnesota Standards Covered
2.1.7.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 2.2.9.9 Compare and contrast the most important points presented by two texts on the same topic. 2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words. 2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what cause and effect is and how is used in the story of the week.
• Students will use the prefixes un, re-, pre-, and dis- in words.
• Students will review and know Singular and Plural Pronouns.
• Students will know what a bar graph is and be able to use it.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to understand and recognize the features of a story that is realistic.
• Students will be able to use a dictionary and or glossary to look up how some words have multiple meanings.
• Students will be able to write the cursive letters properly focusing on spacing.
• Students will be able to sort words from random order to under the proper prefix.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use the prefixes un, re-, pre-, and dis- in words
Language Objective:
Students will be able to understand and recognize the features of a story that is realistic.
Main Activity:
Students will do the concept talk for the week selection story. Phonics, pg. 224-225, un-, re-, pre-, dis-. Reader’s and writer’s notebook pg. 397. Spelling pre-test.
Evaluation:
Notebook, page, observation
Vocabulary:
concern, contribute, persuade
Homework:
Learning Objective:
Students will know what cause and effect is and how is used in the story of the week.
Language Objective:
Students will be able to use a dictionary and or glossary to look up how some words have multiple meanings.
Main Activity:
Read and discuss the selection of the week. Learn this week’s amazing words. Have students practice looking up the definitions in glossary and discuss. Dictionary skills pg. 228-229. Practice these skills in Reader’s and writer’s notebook pg. 402.
Evaluation:
Notebook page
Vocabulary:
concern, contribute, persuade
Homework:
Learning Objective:
Students will review and know Singular and Plural Pronouns.
Language Objective:
Students will be able to sort words from random order to under the proper prefix.
Main Activity:
Re-read the selection of the week and have students identify words with prefixes. Students will use letter tiles in the pocket chart to make words with prefixes and suffixes. They will use a different color to show they know what is a prefix and suffix, and base word. Reader’s and writer’s notebook pg. 406.
Evaluation:
Notebook page, monitor word sort.
Vocabulary:
concern, contribute, persuade
Homework:
Learning Objective:
realistic fiction
Language Objective:
Students will be able to understand and recognize the features of a story that is realistic.
Main Activity:
Reread selection in groups of two. Have students think of a problem they would like to solve. Would they do what Carl did? Something different? Write about it and share. Spelling test.
Evaluation:
Writing, spelling test
Vocabulary:
concern, contribute, persuade
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers
State of Minnesota Standards Covered
2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 2.2.6.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
d. Decode words with common prefixes and suffixes.
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self correct word recognition and understanding, rereading as necessary. 2.6.1.1 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 reasons, and provide a concluding statement or section.
2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know the consonant patterns kn, we, gn, and mb and be able to use them.
• Students will be able to classify and categorize a story.
• Students will find facts and opinions to assist with comprehension.
• Students will associate the sounds /n/,/r/,/n/ with the spelling patterns kn, wr, gn, and mb.
• Students will know how to analyze plot and theme in realistic fiction.
• Students will identify the pronouns I, and you and be able to use them properly in sentences.
• Students will understand and be able to identify idioms.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to segment words and spell words with the consonant patterns kn, wr, gn, and mb.
• Students will be able to use a dictionary or glossary to classify as well as categorize information.
• Students will discuss what a journal entry is and be able to generate ideas for one.
• Students will be able to read a story and identify details in the text.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the consonant patterns kn, we, gn, and mb and be able to use them.
Language Objective:
Students will be able to segment words and spell words with the consonant patterns kn, wr, gn, and mb.
Students will be able to classify and categorize a story.
Language Objective:
Students will be able to use a dictionary or glossary to classify as well as categorize information.
Main Activity:
Classify and categorize pg.262-263. Reader’s and writer’s notebook pg. 414.
Read main selection. Concentrate on Plot & Theme.
Evaluation:
Observation, notebook page.
Vocabulary:
Homework:
Learning Objective:
Students will find facts and opinions to assist with comprehension.
Language Objective:
Students will discuss what a journal entry is and be able to generate ideas for one.
Main Activity:
Reread selection. Discuss think critically questions at the end of story. Learn to write a journal entry- pg. 227-d. Practice in reader’s and writer’s notebook pg. 416.
Evaluation:
Notebook page
Vocabulary:
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Tl
Vocabulary:
Homework:
Learning Objective:
Students will know how to analyze plot and theme in realistic fiction.
Language Objective:
Students will be able to read a story and identify details in the text.
Main Activity:
Partner read selection and discuss with your partner. Review plot and theme- Reader’s and writer’s notebook pg. 419. Read How to train your puppy pg. 282-285. Spelling test. Journals
Evaluation:
Test, journal
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers
State of Minnesota Standards Covered
2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.1.7.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 2.2.5.5 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. 2.2.6.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
2.6.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question. 2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 2.10.6.6 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).
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know what genre is a fantasy story and be able to generate various texts in this genre.
• Students will discuss the concept talk of the week discussing how we can be responsible neighbors and friends.
• Students will be able to recognize the sounds for the consonant patterns ph, gh, ck, and ng.
• Students will be introduced to the vowel patterns aw, au, au (gh), and al.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to use a dictionary and classify and categorize words.
• Students will be able to write a descriptive journal entry after brainstorming various prompts.
• Students will be able to associate the sounds /f/, /k/, and /ng/ with the spelling patterns ph and gh, ck, and ng.
• Students will be able to activate prior knowledge of words.
• Students will know what a compound word is and be able to generate them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will discuss the concept talk of the week discussing how we can be responsible neighbors and friends.
Language Objective:
Students will be able to write a descriptive journal entry after brainstorming various prompts.
Main Activity:
concept talk, oral vocabulary, phonics, introduction to spelling words of the week.
Students will write about a club they would like to have and how they could include everybody in it. Students will use the week and writer’s workshop process to brainstorm, rough draft, final draft, and draw a pictures. On Friday we will have a story cool club share where students will show their work to their peers and write comments on their stories.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will discuss the concept talk of the week discussing how we can be responsible neighbors and friends.
Language Objective:
Students will be able to associate the sounds /f/, /k/, and /ng/ with the spelling patterns ph and gh, ck, and ng.
Main Activity:
Concept talk, Oral vocabulary, phonics- pg. 294c-d and Reader’s and writer’s notebook pg.425 , spelling, DEAR, journal writing – work on friend stories.
Evaluation:
Observation, notebook page
Vocabulary:
Homework:
Learning Objective:
Students will be able to recognize the sounds for the consonant patterns ph, gh, ck, and ng.
Language Objective:
Students will be able to associate the sounds /f/, /k/, and /ng/ with the spelling patterns ph and gh, ck, and ng.
Main Activity:
Concept talk, Oral vocabulary, phonics, spelling, main selection read.
Evaluation:
Workbook pages
Vocabulary:
Homework:
Learning Objective:
Students will know what a compound word is.
Language Objective:
Students will know what a compound word is and be able to generate them.
Main Activity:
Concept talk, Oral vocabulary, review spelling and phonics. Compound words pg. 294-295. Practice in reader’s and writer’s notebook pg. 426. Work on friend stories.
Evaluation:
Observation, notebook page
Vocabulary:
Homework:
Learning Objective:
Students will discuss the concept talk of the week discussing how we can be responsible neighbors and friends.
Language Objective:
Students will be able to activate prior knowledge of words.
Main Activity:
Vocabulary test, spelling test, DEAR, share cool friend stories and give comments. Concept wrap up.
Evaluation:
Observation, sharing, tests
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart
State of Minnesota Standards Covered
2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences. f. 2.6.1.1 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 reasons, and provide a concluding statement or section.
Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. 2.6.5.5 With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.6.6.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
d. Cooperate for productive group discussion.
e. Follow two- and three-step oral directions.
Weekly Informational Knowledge Overview - (Students will know...)
• Students will understand the term humorous fiction and be able name parts of the selection of the week that are humorous.
• Students will discuss the concept talk of the week and discuss how we can be responsible when we make a mistake.
• Students ill know the vowel patterns aw, au, au (gh), and al.
• Students will know the main idea and details of a story and be able to infer.
• Students will be able to identify contractions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to spell words with aw, au, au(gh), and al.
• Students will be able to use a sequence plan and write a humorous story.
• Students will be able to read a word and identify the base word and suffix, and use the suffix to determine each word’s meaning.
• Students will be able to identify and use contractions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students ill know the vowel patterns aw, au, au (gh), and al.
Language Objective:
Students will be able to spell words with aw, au, au(gh), and al.
Main Activity:
Students will do concept talk, oral vocabulary, phonics- pg 326-327 and Reader’s and writer’s notebook pg.433. Comprehension, and writing. Pages 328-329- notebook pg435.
Students will work on pocket chart and do word work with letter tiles making words with consonant patterns ph, gh, ck, and ng.
Evaluation:
Observation, notebook pages
Vocabulary:
Homework:
Learning Objective:
Students will understand the term humorous fiction and be able name parts of the selection of the week that are humorous.
Language Objective:
Students will be able to read a word and identify the base word and suffix, and use the suffix to determine each word’s meaning.
Main Activity:
Students will do concept talk, oral vocabulary, and main selection of the week. Vocabulary- suffixes pg. 330-331 & notebook pg.438, and DEAR time. Students will use the pocket chart to read silly sentences and mix up the subject cards with the predicate cards to change the meaning of the sentences.
Evaluation:
Notebook pages.
Vocabulary:
Homework:
Learning Objective:
Students will know the main idea and details of a story and be able to infer.
Language Objective:
Students will be able to use a sequence plan and write a humorous story.
Main Activity:
Students will do concept talk, oral vocabulary, spelling, reread main selection, literacy centers, and nonfiction narrative. Students will work in groups and make humorous signs.
Evaluation:
Observation, student made signs
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify contractions.
Language Objective:
Students will be able to use a sequence plan and write a humorous story.
Main Activity:
Students will use the writer’s workshop process and write a very humorous fiction story focusing on making different signs. Pg. 355b- Contractions, notebook-444.
Evaluation:
Stories, notebook page.
Vocabulary:
Homework:
Learning Objective:
Students will be able to use a sequence plan and write a humorous story.
Language Objective:
Students will use the writer’s workshop process and write a very humorous fiction story focusing on making different signs
Main Activity:
Spelling and vocabulary tests, DEAR time. Students will use the writer’s workshop process and write a very humorous fiction story focusing on making different signs. Finish and share stories.
Evaluation:
Stories, tests
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart, letter tiles, heavy poster paper to create signs
State of Minnesota Standards Covered
2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
2.6.3.3 Write narratives and other creative texts 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.
2.8.6.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
2.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. 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).
2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
2.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2.10.5.5 Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.10.6.6 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).
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know what realistic fiction is and be able to give examples of it.
• Students will talk about the concept question of the week discussing why family traditions are important and special.
• Students will learn the final syllables –tion, ture, and –ion.
• Students will review and know what abbreviations are.
• Students will learn and know the proper way to write an invitation letter.
• Students will know and be able to come up with words from a different language.
• Students will know and understand what prepositions are and be able to use them in reading, writing, and speaking.
• Students will build on background of birthday parties.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to make an invitation by brainstorming letter ideas.
• Students will be able to come up with a variety of different sentence beginnings to form an invitation.
• Students will be able to recognize and spell words with the final syllables of –tion, and –ture.
• Students will be able to identify and use prepositions.
• Students will be able to ask a question to help assist in comprehension.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what realistic fiction is and be able to give examples of it.
Language Objective:
Students will be able to recognize and spell words with the final syllables of –tion, and –ture.
Main Activity:
Concept talk, Phonics, Reader’s and Writer’s Notebook pg. 505, spelling pre-test. Students will make a class poster this week adding all of their own family traditions for birthdays in their family.
Students will use the pocket chart to make words with letter tiles with the final syllables –tion, and –ture.
Evaluation:
Notebook page, class poster
Vocabulary:
Homework:
Learning Objective:
Students will learn and know the proper way to write an invitation letter.
Language Objective:
Read main selection, focus on drawing conclusions- pg.430-431. Notebook page-507. Students will be able to make an invitation by brainstorming letter ideas.
Main Activity:
This week during centers we will have an ongoing center where the kids will write different types of birthday invitations to different genres of people throughout the week. (447d-e)
Evaluation:
Notebook page, invitations
Vocabulary:
Homework:
Learning Objective:
Students will learn the final syllables –tion, ture, and –ion
Language Objective:
Students will be able to identify and use prepositions.
Main Activity:
Re-read selection-discuss think critically questions pg. 448- Write responses in journals. Spelling practice notebook pg.-514
Students will read books about birthdays and compare and contrast them.
Evaluation:
Observation, discussion, notebook, journal
Vocabulary:
Homework:
Learning Objective:
Students will know and understand what prepositions are and be able to use them in reading, writing, and speaking. Students will review and know what abbreviations are.
Language Objective:
Students will be able to ask a question to help assist in comprehension.
Main Activity:
Re-read story in small groups/partner read. Prepositions pg. 450a, notebook pg.-516. Abbreviations pg 452c. Keep working on invitations. Make time for kids to share at the end of class.
Evaluation:
Invitations, notebook pages.
Vocabulary:
Homework:
Learning Objective:
Review
Language Objective:
Review, test
Main Activity:
Spelling test, vocab test, DEAR time, invitations & sharing.
Evaluation:
Tests
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart, poster paper, colored paper for invitations
State of Minnesota Standards Covered
2.2.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.2.9.9 Compare and contrast the most important points presented by two texts on the same topic. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
2.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency. 2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question 2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
Weekly Informational Knowledge Overview - (Students will know...)
• Students will know and learn about what cowboy traditions are and how they work.
• Students will know the suffixes –ness, -less, -able, and –ible. They will review and know the suffixes –ture, and –ion.
• Students will read the text and be able to compare and contrast.
• Students will know what a schedule is and be able to write their own schedule.
• Students will learn vocabulary words of the selected text and be able to use them verbally and well as in written sentences.
• Students will preview the text and be able to infer from it.
• Students will know how to discuss ideas related to, but not expressed in the literature.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will be able to review and name key features of an informational text.
• Students will be able to identify and retell the sequence in a nonfiction text.
• Students will be able to use proper conventions in writing such as capital letters and commas.
• Students will be able to make and spell words with the syllable endings –ness, and –less.
• Students will know what facts and opinions are and be able to use them properly.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know and learn about what cowboy traditions are and how they work. Students will know the suffixes –ness, -less, -able, and –ible. They will review and know the suffixes –ture, and –ion.
Language Objective:
Students will be able to make and spell words with the syllable endings –ness, and –less.
Main Activity:
Concept talk, phonics, Spelling pre-test. Students will go on a word hunt to locate all words with the final suffixes –ness,-less, able, and ible. Reader’s ans writer’s notebook pg. 517
Evaluation:
Spelling pre-test, notebook page
Vocabulary:
Homework:
Learning Objective:
Students will know and learn about what cowboy traditions are and how they work.
Language Objective:
Students will be able to review and name key features of an informational text.
Main Activity:
Read main selection. Students will draw a picture of a Cowboys job and label it. Spelling- suffixes pg. 521 notebook.
Evaluation:
Cowboy pictures with labels, notebook page
Vocabulary:
Homework:
Learning Objective:
Students will be able to identify and retell the sequence in a nonfiction text.
Language Objective:
Students will be able to identify and retell the sequence in a nonfiction text.
Main Activity:
Re-read main selection. Think critically pg488-489. Discuss answers to questions. Sequence practice, notebook pg. 527. Students will choose a job they want on the ranch and write a descriptive essay about what that job entails.
Evaluation:
Essays, notebook page
Vocabulary:
Homework:
Learning Objective:
Students will read the text and be able to compare and contrast.
Language Objective:
Students will be able to review and name key features of an informational text.
Main Activity:
Students will read all sorts of books about cowboys and ranches and be able to compare and contrast them. Compare and contrast p. 490-491. Use notebook page 524- Venn diagram to record observations about two different stories. Learn how to use commas- notebook pg. 523 & 528.
Evaluation:
Notebook pages, compare/ contrast, commas
Vocabulary:
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Spelling test, vocab test, DEAR time, journals.
Evaluation:
Tests
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, crayons, white boards, markers, pocket chart
State of Minnesota Standards Covered
2.1.7.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 2.1.9.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians. 2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.3.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
2.6.1.1 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 reasons, and provide a concluding statement or section. 2.8.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 2.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings