English Language Arts

Lafourche Parish School District

CURRICULUM MAPPING

GRAMMAR WRITING

READING

WORD WORKS

Grade 2 English Language Arts Revised

ACKNOWLEDGEMENTS Lafourche Parish School District Curriculum Mapping Grades K-4 Project Leaders Jennifer Russell Kathie Tabor Suzanne Troxclair

District Curriculum Teacher Team K-3

K-3

Grade 4

Mathematics Science Social Studies

English Language Arts

Mathematics

Kindergarten

Kindergarten

Mary Gros TES Cheryl Soley GMLES

Kim Arabie LLES Cherie Arceneaux LKLES Angie Naquin SCES

Grade 1 Martha Boudreaux SCES Carol Domangue BBLES Rose Hebert BBES

Grade 2 Leigh Martin LKLES Michelle Ordoyne LKLES

Grade 3 Jill Arabie GMLES Lucy Freeyou

WSLES Kelly Oncale WSLES

Grade 1 Stephanie Blakeman RLES Claudette LeBlanc LLES Charlotte St. Pierre WSLES

Grade 2 Katie Hebert WSLES Lori McGee RLES

Kathaleen Caperton CES Margaret Verdun SCES

Science Katherine Pepper TES Karen Tabor CES

Social Studies Margaret Verdun SCES Thea Arnold RUES

English Language Arts Terry Degruise TES Margaret Ledet SCES Lisa Owens RUES

Grade 3 Tabitha Adams WSLES Jill Davaine RUES

Grade 2 English Language Arts (Revised January 2006)

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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Inventory Unit

Week 1

Week 2

Theme 1

Week 3

Week 4 Week 5 Being Me

The Mixed Up Cameleon

Get Up and Go

Theme 2

Week 6 Days With Frog and Toad

Henry and Mudge…

Theme 2

Hedgehog Bakes a Cake

Wilson Sat Alone

Week 8 Week 9 Helping Hands The Enormous Turnip

Helping Out

Theme 3

Week 10 Week 11 Week 12 Week 13 Helping Hands cont. Mr. Putter and Tabby…

Week 7

Lemonade for Sale

Johnny Appleseed

Week 14 From Seed to Plant

Week 15 Week 16 Week 17 Week 18 Our World Watermelon Day

The Secret Life of Trees

Theme 4

Pumpkin Fiesta

Theme 5

Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Neighborhood News Imagine That! How I Spent The Day Jimmy’s Boa… My Summer…

Dear Mr. Blueberry

Cool Ali

The Emperor’s Egg

5- Cont.

The Pine Park Mystery

Good-bye, Curtis

Max Found Two Sticks

Anthony Reynoso Born to Rope

Theme 6

Week 28 Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Neighborhood News Chinatown

Travel Time Abuela

Beginners World Atlas

Dinosaurs Travel


Montigue on the High Seas

Ruth Law Thrills a Nation

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Lafourche Parish School District Curriculum Mapping Grade 2 – English Language Arts Week 1 – Week 7 Theme 1: Being Me Story Title

The Mixed-Up Chameleon

Reading

Grammar

Writing

GLE 8: Story elements (!) GLE 10: Main Idea GLE 49e: Table of Contents

GLE 31: Sentence/sentence fragment

GLE 23a-f, 27: Writing process (introduce)(!)

GLE 1,33a, 33b: -id, ide GLE 33c: High frequency words

GLE 6, 49c: Glossary/index (!) GLE 17b: Predicting (!) GLE 19: Author’s Purpose

GLE 30: Write using standard English structure and usage including: Capitalizing and punctuating statements and questions

GLE 23a-f, 27:Writing process (introduce) GLE 45a: Oral paragraph (introduce)(!)

GLE 1,33a,33b: -ame, -ake GLE 33c: High frequency words

GLE 6, 49c-d: Glossary/index (!) GLE 8: Narrative Elements GLE 49e: Table of Contents (!)

GLE 30: Write using standard English structure and usage including: Capitalizing and punctuating commands and exclamations

GLE 23a-f, 27:Writing process GLE 21: One paragraph narrative with a central idea GLE 45a: Oral paragraph (introduce)(!)

GLE 2f,4,35: Affixes GLE 33c: High frequency words

GLE 17a: Compare and contrast story elements

GLE 28a: Commas in letters GLE 29: Capitalization in letters GLE 30: Write using standard English structure and usage including: Naming Parts of a Sentence

GLE 23a-f, 27:Writing process GLE 24a, 26a: Letters

GLE 2f,4,35: Affixes GLE 33c: High frequency words

(Week 3)

Get Up and Go!

Henry and Mudge Under the Yellow Moon Days with Frog and Todd

Word Works


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Wilson Sat Alone

GLE 8: Story Elements GLE 15, 16:Autobiography (!)

Reading Ongoing Objectives that should be addressed throughout this theme: GLE 7: Skimming and scanning GLE 11: Relate to real-life GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of at least 53 – 82 words per minute GLE 13: Independent reading of text and simple chapter books on level GLE 45a: Give oral responses – telling stories and personal experiences GLE 51: Gather and arrange information…graphic organizers (ELA-5-E3) GLE 40a: Retell in sequential order GLE 40b: Retell with fact and details GLE 40c: Main idea GLE 10: Retelling GLE 47: Discuss classroom procedures and rules and generate ideas for new Procedures and rules GLE 48: Identify the role of discussion leader, contributor and active listener


GLE 30: Write using standard English structure and usage including: Telling Parts of a Sentence

GLE 23a-f:Writing process GLE 26b: Notes (!)

Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 26b: Journals/messages GLE 27: Write paragraphs with proper indentation

GLE 1,33a: -at, -ate GLE 33c: High frequency words

Word Works Objectives that should be addressed throughout this theme: GLE 2a,b,c, d, e: Demonstrating understanding of phonics (isolating word parts, syllables, decoding)

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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 1: Being Me

Reading (Comprehension, Fluency, Vocabulary)

Week 3 – Week 7 Guiding Questions: ? Can the students identify the glossary and index in a book? ? Can the students identify story elements, including effects of setting on events and characters? ? Can the students retell a story in sequence including main idea and supporting details? ? Can the students identify different types of literature: focus on autobiography? ? Can the students predict in a story or text? ? Can the students demonstrate understanding of information comparing and contrasting story elements? ? Can the students locate information using table of contents? ? Can the students identify the author’s viewpoint in a text?

Unit Description/Content:        

Glossary/ index Story elements Types of literature: autobiography Predicting Main idea/ details Table of contents Compare and contrast story elements Author’s Purpose

GLEs/Skills:      



GLE 6: Identify the glossary and index in a book (ELA-1-E2) GLE 8: Identify story elements, including effects of setting on events and characters (ELA-1-E4) GLE 10: Retell a story in sequence including main idea and important supporting details (ELA-1-E5) GLE 15: Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2) GLE 16: Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3) GLE 17: Demonstrate understanding of information in texts by:  17a: comparing and contrasting story elements (e.g., character, setting, events) (ELA-7-E1)  17b: predicting what will happen next in a story or a text (ELA-7-E1) GLE 19: Identify the author’s viewpoint (i.e., perspective) in a text. (ELA-7-E3)


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

Theme 1: Continued GLE 49: Locate information using the organizational features of texts, including:  49c: glossaries  49d: indices  49e: table of contents

Reading Ongoing Objectives  GLE 7: Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 10: Retell a story in sequence including main idea and important supporting details (ELA-1E5)  GLE 11: Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6)  GLE 12: Demonstrate oral reading fluency of at least ninety words per minute in second-grade text with appropriate intonation (ELA-1-E7)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1-E7)  GLE 17d: Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)  GLE 20b: Apply basic reasoning skills, including asking questions about texts read independently including why and how (EL-7-E4)  GLE 40: Tell and retell stories with the following included:  40a: sequential order, including setting, character, and simple plot  40b: supportive facts and details from the story  40c: explicit and implicit main ideas(ELA-4-E3)  GLE 45a: Give oral responses, including: telling stories and personal experiences. (ELA-4-E5)  GLE 47: Discuss classroom procedures and rules and generate ideas for new procedures and rules  GLE 48: Identify the role of discussion leader, contributor, and active listener (ELA-4-E7)  GLE 51: Gather and arrange information in a variety of organizational forms including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)


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Comprehensive Curriculum Sample Activities Grade 2 English Language Arts

Reading Theme 1: Being Me Activity 1: Read Aloud/Think Aloud (GLEs: 08, 11, 17a, 17b, 17c, 17d, 20b, 44, 45a) This activity should be used daily throughout the year. The student will listen and watch as the teacher reads a book or passage. The selection of the reading material will be based on the focus for the lesson. As the teacher reads aloud, she/he stops to “think aloud” about a specific element in the story. For example, if character development is the focus, each time the teacher reads something about the character she/he stops and thinks aloud, “I wonder what this character is really like. Why? How? This reminds me of….” It is important only to focus on one element or skill at each reading. To stop and think about everything in the passage will take away from the reading. Examples of lessons used in Read Aloud/Think Aloud are:          

connecting – “This reminds me of….” main idea predicting and inference story elements: character, setting, plot, etc. cause and effect author’s voice and purpose skim and scan compare/contrast to a previous passage or book self-correcting questioning

Activity 1: Why Write? (GLEs: 15, 19, 20a, 20b, 39) (Unit 3) The student will study writers, their lives, and their work. Discussions will center on why authors write and what interests them. Students (as a class or in small groups) brainstorm the purposes for writing and determine reasons why they have written in the past. Ideas are recorded for the class on a class chart or table. The students will read several books from the same author, who could be their favorite author or a new author just introduced. In cooperative groups the students will choose an author to study and read. The students will read books their author has written and use the Internet to find biographical information. The students will discuss and appraise the author’s use of story elements (e.g., a good beginning to grab the readers’ attention, character, setting, plot, and use of descriptive language). The students will complete a project on the author that includes one or more of the following:  slide show or PowerPoint® presentation on the author’s writing style  biographical pamphlet  mural depicting the author’s various works  timeline of the author’s works The students will present the project to the class and explain why and how the project was completed.


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Activity 3: Let’s Explore Different Kinds of Books (GLEs: 13, 14, 15, 16) The students will listen and watch as the teacher shares two or three of his/her favorite books, discusses the kind of book each one is, and tells why each is a favorite. The students should be read to from a variety of genres and cultures. After modeling by the teacher, students share two or three of their favorite literary works. Students’ favorites will be listed on a class chart. The chart will include the title and student comments about the books. Students will work with a partner or in a group to sort the books by types, such as books that provide information, books that tell a story, books that tell about a person’s life, and books from different cultures. The teacher lets children determine how these books should be grouped. This will let the teacher know the level of awareness students have for types of discourse and how much students understand nonfiction or fiction. This activity will define how readers have a range of works they find interesting and how they can read fiction and nonfiction together about a particular topic. The students will present to the class how they choose to sort the books. The students will compare books as the teacher provides examples of paired literature, such as Frog and Toad by Arnold Lobel, and expository pieces about the differences between frogs and toads. Additional examples are: The Three Bears and an informational book on bears, Stone Soup and a cook book, Danny and the Dinosaur and an informational book on dinosaurs, Chickens Aren’t the Only Ones and The Ugly Duckling. This activity will present genres of fiction (folktale, tall tale, myth, legend, fantasy, and realism [realistic and historical]), as well as informational and biographical nonfiction.

Activity 7: Retell (GLEs 08, 10, 17a, 40a, 40b, 44, 45a) This activity will take several days and should be used throughout the year. The teacher will lead a class discussion of an activity familiar to all the students, such as a class, school, or community event. The teacher will retell the discussion using pictures and words. Then the students will retell with pictures in oral or written format something they know about. Some examples are how to _________, what happened last weekend, a party they attended, their vacation, etc. The teacher gives prompt, “Tell me more,” when necessary. Next, the teacher will model retelling with a book she has read orally (See Act. 1). The students will listen and watch as the teacher tells and writes the retelling. Then the students will use a graphic organizer such as a web to retell a story from another readaloud (Act.1). The students will complete the organizer with elements of the story. Some elements to include are title, author, beginning, middle, end, character, problem, solution, and setting. The students will use the graphic organizer to write a retelling and present it orally to the class or teacher. Students will read a book on their independent level and complete an oral or written retelling. Activity 8: What Are the Elements? (GLEs: 17a, 20a, 20b) Following daily read-alouds, the teacher will continue modeling identification of story elements such as setting, characters, character motivation, conflicts characters face, and resolution conflict through actions. Using familiar stories such as folktales and classics initially enables students to develop skills in identifying story elements. As they demonstrate understanding of story elements, which is the recall level of comprehension, teachers provide more complex questions that can have more than one correct answer. This strategy allows students to develop interpretation skills. The teacher asks, for example, when Jack, in Jack and the Beanstalk, sold the cow for the magic beans, was that a responsible decision? Tell why or why not. How does his choice affect his family? What other conflicts occur because of this important decision? Would you make a similar choice? Students will work in groups to answer these questions and then present their answers to the class. The teacher will list the answers given to demonstrate the possibility of multiple answers to the questions. Students must revisit text, use prior knowledge and draw on their experiences, and begin to develop critical analysis. The strategy also allows students to use moral and ethical reasoning to connect with topics in character education (e.g., responsibility, perseverance, and accepting consequences for one’s behavior).

Activity 9: Story Elements Continued (GLEs: 08, 13, 40a, 40b, 45a) This activity requires a beach ball and colored sticky notes. The student will silently or in a whisper read a book or passage on his/her independent level. When the student first reads about the main characters, setting, and plot, he will put a sticky note on the page to mark the place where it was found. Different colored sticky notes should be used for the different elements. After reading, the student will toss a beach ball with a partner or group to retell the story elements. On the ball the teacher has labeled sections with story element questions: What is the title? Who is the author? Who are the main characters? What is the setting? What was the conflict or problem in the story? How did it end? And what was your favorite part? The students will catch the ball and answer the question their thumb lands on. The questions will be answered orally within the group. If necessary, the students will use their books marked with sticky notes to provide answers. As the students toss the ball and answer the questions, the teacher will listen and monitor student responses. Occasionally the teacher will prompt students to go back to the story to prove their answers. This is important to do with correct but especially incorrect responses.


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Reading Essentials Activity List 2: Fluency (GLEs: 02d, 02e, 12) (RE Unit 1)  Students complete timed oral readings to improve fluency, sometimes repeating readings. For this unit, Grade 2 students should read between 53-82 words correct per minute in connected text with 95% accuracy.


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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 1: Being Me

Grammar/Writing Week 3 - Week 7 Guiding Questions:       

Can the students write a one paragraph narrative composition with proper indentation using the writing process? Can the students write letters with correct punctuation and capitalization? Can the students capitalize proper nouns? Can the students write using noun and pronoun antecedent agreement? Can the students distinguish between a sentence and a sentence fragment? Can the students identify and use nouns? Can the students give oral responses telling stories and personal experiences?


The writing process Narrative composition Letters Journals, notes Nouns Noun/Pronoun antecedent agreement Sentence/Sentence fragment Oral response- stories and personal experiences

GLEs/Skills: 

GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (Focus on narrative composition in this unit) (ELA-2-E1)  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3) (Introduce)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)(Introduce)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3) (Introduce)  d: conferencing with a teacher or peers (ELA-2-E3) (Introduce)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3) (Introduce)  f: creating a final draft for possible publication (ELA-2-E3)  GLE 24: Develop grade-appropriate compositions, for example:  a: friendly letters (ELA-2-E4)  GLE 26: Write for various purposes, including:  a: letters or invitations that include relevant information and follow a letter/envelope format (ELA-2-E6)  b: messages, journals, notes, and poems (ELA-2-E6) Grade 2 English Language Arts (Revised January 2006) 11

     

GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)(Introduce) GLE 28a: Use standard English punctuation, including commas in the greeting and closure of a letter, between a city and a state, and in dates (ELA-3-E2) GLE 29: Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2) GLE 30: Write using standard English structure and usage. (ELA-3-E3) GLE 31: Distinguish between a sentence and a sentence fragment (ELA-3-E3) GLE 45a: Give oral responses, including: telling stories and personal experiences

Ongoing Objectives:  GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)

Assessment:  Teacher-Made GLE Assessments  Grade Level Unit Assessments


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Grammar/Writing Theme 1: Being Me Activity 6: Getting Ready to Write (GLEs: 08, 23a) Students will identify possible beginnings for stories. The students will listen as the teacher reads selected story beginnings. The selections should have a variety of beginnings (e.g., Once upon a time…, A time long ago…, Last night…, When I was little…, In the dark woods…, etc.). The students will brainstorm other ideas for story beginnings. The students’ ideas will be recorded on a chart titled: How Can Stories Begin? Room should be left on the chart for additions to the list, as the students become more creative thinkers. The students can use the list as a reference to get started on their writings throughout the year. Activity 7: Literature Extension (GLEs: 20a, 22, 24c, 27, 30a, 30b, 30c, 30d, 30e, 30f, 33a, 33b, 33c) Many books are perfect for literature extensions. These are just a few examples to give ideas on how to extend books:  The students will read a selection, such as Brave Irene or the story Dragons and Giants from Frog and Toad Together. The students will participate in a discussion on what it means to be brave and think of a time they were brave to share with the class. The students will write a narrative about a time they were brave.  The students will read or listen to a book that includes food, such as Blueberries for Sal, Stone Soup, Gregory the Terrible Eater, The Little Red Hen, or Pancakes, Pancakes. The students will work with a group to write a recipe for their favorite food or dish.  The students will read a selection, such as Alexander and the Terrible, Horrible, No Good, Very Bad Day. The students will brainstorm and discuss what a great day would be like and write a story titled (student name) and the Wonderful, Fabulous, Terrific, Very Good Day.  The students will read a selection such as Officer Buckle and Gloria and then discuss the importance of rules. The students will write safety rules for school and home.  General extensions include writing a new ending for the story, developing new characters for the story, predicting other problems the story characters may have and writing solutions, writing test questions for the story, and developing story maps for story parts and elements.

Activity 9: Types of Writing (GLEs: 20a, 20b, 22, 23a, 24c, 27, 28b, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32g, 39) 

Narrative: The students will tell a story or describe an event. In a personal narrative, the author tells about a personal experience. A narrative should include setting, characters, problem or conflict, a series of events leading to a solution and the solution. The students will use a story web as a prewrite to get their ideas on paper. The students will use the prewrite to compose a draft, revise, and publish.


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Activity 10: Pen Pals (GLEs: 23d, 26a, 28a, 28b, 28c, 29, 31, 32a, 32b) The students receive letters from the teacher that are good models of the friendly letter over a period of two or three weeks. The students listen as the teacher shares a letter he/she received (either real or one written for this purpose) on the overhead. The students respond as the teacher reads the letter and points out the parts of the letter, conducting a mini-lesson for writing a friendly letter. The students are given the opportunity to write for real purposes, such as a letter to their first-grade teacher, a letter to the principal, a thank-you note to the janitor for keeping the room clean, etc. The students will have a pen-pal class that has been arranged by the teacher from a different school for students to learn more about how classrooms and school experiences are similar or different. The students will complete the writing process through prewriting, drafting, revising, editing, and publishing. The students will use this opportunity to examine models of friendly letters and to use commas in the greeting and closure of a letter, between a city and a state, and in dates. The teacher models when it is necessary to use an apostrophe or a period. Students learn when it is appropriate to use abbreviations and when to capitalize words. Students examine models of sentence fragments and complete sentences and learn to revise. Students write one or more paragraphs, construct rubrics for these conventions, and practice proofreading. Students evaluate their efforts with a teacher conference. (Flat Stanley is a good book to begin a unit on letter writing. Stanley is accidentally made flat when a bulletin board falls on him. He wants to go visit someone far away, and the cheapest way to go is through the mail. The students enjoy using a photocopy of Stanley to mail to a friend or relative, using a friendly letter to introduce Stanley.)


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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts

Theme 1: Being Me

Word Works (Phonemic Awareness, Phonics, Spelling)

Week 3 – Week 7 Guiding Questions:     

Can the students identify unique letter – sound patterns? (long vowels) Can the students read words with as many as four syllables? Can the students use suffixes to understand word meanings? Can the students spell grade appropriate words with r- controlled vowels? Can the students spell grade appropriate sight words?

Unit Description/Content:      

Long vowel patterns Short vowel patterns Syllables Suffixes R- controlled vowels Sight words

GLEs/Skills: 

GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1)  GLE 2f: Demonstrate understanding of phonics by using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1) (Focus: suffixes)  GLE 4: Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1)  GLE 33: Spell grade-appropriate words, including:  33a: words with short vowels, long vowels, r- controlled vowels, and consonant blends (ELA-3-E5)(focus: short & long vowels)  33b: words with short and long vowel sounds when those sounds are made with a broad variety of letter combinations (e.g., ou, ow, ough, igh) (ELA-3-E5)  33c: frequently used irregularly spelled words (ELA-3-E5) Ongoing: GLE 2: Demonstrate understanding of phonics by:  2a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)  2b: fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words  2c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1) Grade 2 English Language Arts (Revised January 2006)

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 2d: reading regularly spelled words with as many as four syllables (ELA-1-E1)  2e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1)



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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Week 8– Week 12 Theme 2: Helping Hands Story Title

The Enormous Turnip

Reading

Grammar

Writing

Word Works

GLE 15, 16: Folktale GLE 36: Alphabetize GLE 40a: Retell in sequential order (oral) GLE 40b: Retell with facts and details (!) GLE 40c: Main Idea GLE 10: Retelling main idea and details Harcourt focus: Main idea GLE 10, 40c: Retell including main idea

GLE32a: Nouns (concrete and abstract) GLE32a: Nouns (common)

Use standard English punctuation including: Quotation marks

GLE 1,33a: -ack, -ock GLE 33c: High frequency words

GLE 32a: Nouns (collective)

GLE 22: Using colorful words GLE 23a-f:Writing process (story)

GLE 33a: -ear GLE 33c: High frequency words

Mr. Putter and Tabby Fly the Plane

GLE 17b: Predicting Outcomes GLE 18: Problem/Soution(!)

GLE 32a: Nouns (plural and collective)

GLE 23a-f, 27:Writing process GLE 21:One paragraph descriptive

GLE 28c: Periods in abbreviations GLE 29: Capitalize proper nouns GLE 33c: High frequency words

Hedgehog Bakes a Cake

GLE 3: Synonyms GLE 39: oral give multiple step directions(!)

GLE 32a: Nouns (proper) GLE 29: Capitalize proper nouns, initials of person’s name

GLE 23a-f:Writing process (story ) GLE24c: stories

GLE 33a: -or GLE 33c: High frequency words

GLE 17a: Compare/Contrast GLE 11: Real life GLE 54: Charts and graphs

GLE 32a: Nouns (proper) GLE 29: Capitalize proper nouns

GLE 23a-f: Writing process GLE 39: Give multiple step Directions (!)

GLE 33a: -ar GLE 33c: High frequency words

Helping Out

Lemonade For Sale


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Reading Ongoing Objectives that should be addressed throughout this theme: GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of at least 53 – 82 words per minute GLE 13: Independent reading of text and simple chapter books on level GLE 7:Skimming and scanning GLE 36: Alphabetize GLE 40b: Retell details GLE 51: Gather and arrange information GLE 44: Use active listening strategies, including asking for clarification and explanations


Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 23a-f: Writing process (prewriting, drafting, conferencing, revising/editing, publishing) GLE 26b: Journals/messages GLE 27: Write Legibly

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Word Works Objectives that should be addressed throughout this theme: GLE 2a, c, d, e: Demonstrating understanding of phonics (isolating word parts, syllables, decoding)

Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 2: Helping Hands


Week 8 – Week 12 Guiding Questions:           

Can students read and comprehend text? Can students compare and contrast story elements? Can students make inferences? Can students identify problem and solution? Can students alphabetize to the second and some third letter? Can students retell stories in sequential order using story elements with facts, details and main idea? Can the students predict what will happen next in a story? Can the students identify common synonyms? Can the students give multiple step directions? Can the students locate and read information on charts and graphs? Can students identify and distinguish between a variety of types of literature?(Folktale)

Unit Description/Content:          

Relate reading to real life Compare and contrast story elements Problem/ solution Alphabetize Retell stories Folktale Retell in order with main idea and details Predicting outcomes Synonyms Charts and graphs


GLE 3: Identify and explain common synonyms, antonyms, and homonyms.(ELA-1-E1) Suggested focus: synonyms GLE 10: Retell a story in sequence including main idea and important supporting details (ELA-1E5) GLE 11: Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6) GLE 14: Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1) GLE 15: Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses(ELA-6-E2) GLE 16: Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3)(Introduce)


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GLE 17: Demonstrate understanding of information in texts by:  17a: comparing and contrasting story elements (e.g., character, setting, events)(ELA-7-E1) 17b: predicting what will happen next in a story or a text. (ELA-7-E1)

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GLE 18: Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2) (Introduce)  GLE 36: Alphabetize to the second letter and some third letters (ELA-3-E5)  GLE 39: Give/relate multiple-step directions to classmates (ELA-4-E2)  GLE 40: Tell and retell stories with:  a: sequential order, including setting, character, and simple plot (ELA-4-E3)  b: supportive facts and details from the story (ELA-4-E3)  c: explicit and implicit main ideas (ELA-4-E3)  GLE 54: Locate and read information on a chart, graph, diagram, map, and simple timeline. (ELA-5-E6) Ongoing:  GLE 7: Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 12: Demonstrate oral reading fluency of at least 90 words per minute in second grade-text with appropriate intonation (ELA-1-E7)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1-E7)  GLE 17d: Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)  GLE 20b: Apply basic reasoning skills, including: asking questions about texts read independently including why and how (EL-7-E4)  GLE 36: Alphabetize to the second letter and some third letters (ELA-3-E5)  GLE 40b: Tell and retell stories with the following included: supportive facts and details from the story  GLE 44: Use active listening strategy, including asking for clarification and explanations (ELA4-E5)  GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)



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Reading Theme 2: Helping Hands Activity 6: Let’s Solve It (GLEs: 10, 13, 17c, 18, 20b, 40a, 40b, 40c, 42) It is important to use books in this activity that the students are familiar with and can read fluently. Students will read a book from a basket or box of books chosen by the teacher for their problems or conflicts. The students will work with a partner or small group to retell the story in sequence, including main idea and important supporting details. The students will identify the problem in the story and brainstorm alternative solutions to the problem. The students will generate a list of alternative solutions. The group will present the list to the class. The class will vote to determine the best alternative solution to the story problem. Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the students. Texts should be selected so that each student can read at their independent (95% accuracy) reading level.

Activity 5: Story Parts (GLEs: 08, 40a, 40b, 40c)(Unit 3) The students will make a class chart to identify the three primary parts of a story and connect them with the basic story elements. The students review the story elements from Activity 8 and Activity 9 in Unit 1. The students will listen to a read-aloud and then discuss what happened in the beginning, middle and end of the story. The students will analyze which part of the story (beginning, middle or end) contained specific story elements such as setting, introduction of characters, problem, and solution. (In many stories the elements appear in a particular part. The beginning usually contains the setting and the introduction of the characters. The problem usually appears in the middle with more character development. The problem is solved, and the story, concluded in the ending section of the story. The read-aloud selection should be made where these are fairly obvious.) The student will participate in completion of a class poster titled Parts of a Story. The poster should have three parts labeled: Beginning, Middle, and End. The students will decide where each story element appeared in the story and list the elements under the appropriate story part. Example: Parts of a Story 1. Beginning  Setting  Characters introduced 2. Middle  characters developed  problem(s) 3. End  solution(s)

The poster will be displayed in the classroom and the students will use it for future reference.


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Activity 6: Let’s Solve It (GLEs: 10, 13, 17c, 18, 20b, 40a, 40b, 40c, 42) It is important to use books in this activity that the students are familiar with and can read fluently. Students will read a book from a basket or box of books chosen by the teacher for their problems or conflicts. The students will work with a partner or small group to retell the story in sequence, including main idea and important supporting details. The students will identify the problem in the story and brainstorm alternative solutions to the problem. The students will generate a list of alternative solutions. The group will present the list to the class. The class will vote to determine the best alternative solution to the story problem. Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the students. Texts should be selected so that each student can read at their independent (95% accuracy) reading level.

Activity List 2: Fluency (GLEs: 02d, 02e, 12)(RE Unit 2) 

Students complete timed oral readings to improve fluency, sometimes repeating readings. For this unit, Grade 2 students should read between 53-82 words correct per minute in connected text with 95% accuracy.


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Grammar/Writing Week 8 - Week 12 Guiding Questions:     

Can the students write a one paragraph informational and descriptive composition with proper indentation using the writing process? Can the students use a variety of descriptive words when writing? Can the students identify and use nouns ( concrete, abstract, collective, plural, proper) Can the students give multi-step directions to classmates? Can the students use quotation marks?

Unit Description/Content:     

Writing Process Descriptive Composition (use colorful words) Nouns (collective, plural, proper) Multi-step directions Quotation marks

GLEs/Skills:       

GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (suggested focus - one paragraph descriptive and informational composition) (ELA-2-E1) GLE 22: Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (EL-2-E2) GLE 23a-f: Develop compositions of one or more paragraphs using writing processes… GLE 24c: Develop grade appropriate compositions, for example: stories GLE 29: Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2) GLE 32: Use knowledge of parts of speech, including identifying and using:  a: nouns, including proper, common, concrete, abstract, and collective (ELA-3-E4) GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2)

Ongoing:  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)  d: conferencing with a teacher or peers (ELA-2-E3)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)  f : creating a final draft for possible publication (ELA-2-E3) Grade 2 English Language Arts (Revised January 2006)

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 GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6) GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)



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Week 8 – Week 12 Guiding Questions:      

Can the students identify unique letter – sound patterns? (consonants) Can the students decode unfamiliar words? Can the students read words with as many as four syllables? Can the students use suffixes to understand word meanings? Can the students spell grade-appropriate words with r-controlled vowels and consonant blends? Can the students spell grade-appropriate sight words?


Consonants (gn,kn) Syllables Suffixes R-controlled vowels Consonant blends Sight words

GLEs/Skills:   

GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1) GLE 28c: Use standard English punctuation, including periods in abbreviations (ELA-3-E2) GLE 29: Capitalize grade – appropriate proper nouns, initials of a person’s name , and the salutation and closing of a friendly letter (ELA-3-E2) GLE 33: Spell grade-appropriate words, including:  a: words with short vowels, long vowels, r- controlled vowels, and consonant blends (ELA-3-E5)  c: frequently used irregularly spelled words (ELA-3-E5)

Ongoing:  GLE 2: Demonstrate understanding of phonics by:  a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)  b: fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words  c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1) Grade 2 English Language Arts (Revised January 2006)

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 d: reading regularly spelled words with as many as four syllables (ELA-1-E1)  e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1)



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Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Week 13– Week 18 Theme 3: Our World Story Title

Johnny Appleseed From Seed to Plant The Secret Life of Trees Watermelon Day Pumpkin Fiesta

Reading

Grammar

Writing

Word Works

GLE 16: Play GLE 43: Oral presentation (introduce) GLE 54: Charts and graphs GLE 40b: Details


Giving facts and reasons GLE 23a-f: Writing process

GLE 33a: -ear, -eer GLE 33c: High frequency words

GLE 41,42,43: Give oral presentation (!) GLE 54: Reading Diagrams GLE 39: Give multiple step directions


GLE 23a-f:Writing process (!) GLE 21: One paragraph informative (introduce)(!)

GLE 1,33a: Consonant blends GLE 33c: High frequency words

Harcourt Focus: Fact and Fiction GLE 49b: Locate information using title pages GLE 49f: Locate information using chapter headings GLE 39: Give multiple step directions GLE 11: Real life (!) GLE 17c: Making Inferences

GLE 29: Capitalize Proper Nouns GLE 32a: Nouns(proper)

GLE 23a-f: Writing process GLE 21: One paragraph informative (research report)

GLE 33: -oo GLE 33c: High frequency words

GLE 28c: Abbreviations

GLE 23a-f: Writing process GLE 27: Paragraph of explanation

GLE 1: gn, kn GLE 33c: High frequency words

GLE 17b: Predicting Outcomes GLE 54: Chart and graphs(!)

GLE 30f, 32c: Possessives


GLE 2f: Suffixes (adding –s) GLE 34: -y to -ies GLE 33c: High frequency words

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Compare and Contrast different versions of the same story from different cultures (!)

GLE 14: Compare and Contrast different versions of the same story from different cultures (!) (ex: Little Red Riding Hood, Petite Rouge, Lon Po Po)

Reading Ongoing Objectives that should be addressed throughout this theme: GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of at least 53 – 82 words per minute GLE 13: Independent reading of text and simple chapter books on level GLE 7:Skimming and scanning GLE 36: Alphabetize GLE 40b: Retell details GLE 51: Gather and arrange information GLE 44: Use active listening strategies, including asking for clarification and explanations


GLE 3: homonyms

GLE 25: Use literary devices including patterns of rhythm and simile in writing

Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 23a-f: Writing process (prewriting, drafting, conferencing, revising/editing, publishing) GLE 26b: Journals/messages GLE 27: Write Legibly

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GLE 2d: Syllables

Word Works Objectives that should be addressed throughout this theme: GLE 2a, c, d, e: Demonstrating understanding of phonics (isolating word parts, syllables, decoding)

Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 3: Our World


Week 13 – Week 18 Guiding Questions:           

Can students read and comprehend text? Can students compare and contrast different versions of the same story from different cultures? Can students make inferences? Can students communicate ideas and information from text to class orally or as a project? Can students distinguish between a variety of types of literature?(plays) Can students locate and read information on charts, graphs, and diagrams? Can students give/relate multi-step directions to classmates? Can students locate information using title pages and chapter headings? Can students make statements about how previous reading and life experiences relate to information read? Can students predict what will happen next in a story? Can students tell and retell stories with supporting facts and details?

Unit Description/Content:           

Relate reading to real life Compare and contrast different versions of the same story Inferences Oral presentation Play Charts and graphs Details Reading diagrams Give multiple step directions Title pages, chapter headings Predicting outcomes

GLEs/Skills:  GLE 11: Make statements about how previous reading and life experiences relate to information    

read in texts (ELA-1-E6) GLE 14: Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1) GLE 16: Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3) GLE 17: Demonstrate understanding of information in texts by:  17b: predicting what will happen next in a story or a text. (ELA-7-E1)  17c: making simple inferences about information in texts (ELA-7-E1) GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2)


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GLE 40: Tell and retell stories with:  b: supportive facts and details from the story (ELA-4-E3)  GLE 41: Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)  GLE 42: Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)  GLE 43: Give rehearsed oral presentations about general topics, using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA-4-E4)  GLE 49: Locate information using the organizational features of texts, including:  b: title pages  f: chapter headings (ELA-5-E1)  GLE 54: Locate and read information on a chart, graph, diagram, map, and simple timeline. (ELA-5-E6) Ongoing:  GLE 7: Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 12: Demonstrate oral reading fluency of at least 90 words per minute in second grade-text with appropriate intonation (ELA-1-E7)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1-E7)  GLE 17d: Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)  GLE 20b: Apply basic reasoning skills, including: asking questions about texts read independently including why and how (EL-7-E4)  GLE 36: Alphabetize to the second letter and some third letters (ELA-3-E5)  GLE 40b: Tell and retell stories with the following included: supportive facts and details from the story  GLE 44: Use active listening strategies, including asking for clarification and explanations(ELA4-E5)  GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)



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Reading Theme 3: Our World Activity 3: Reader’s Chair to Share (GLEs: 08, 13, 14, 18, 20b, 40b, 40c, 41, 43) This activity will be used throughout the year as appropriate. The student will choose a book to share with the class. The students will take turns sitting in a designated “share chair” to share something about a book they have read. The classroom routine and time restraints will determine how many children will share a day (One to three students a day are usually all time will allow.). The students will choose one of many ways to share:  explain why and how the book was chosen  take the class on a picture walk (i.e., Students look through the book and comment on the pictures.)  read a favorite part, funny part or scary part  describe the characters, setting or problem  share what this story made you think of in your own life  discuss author’s point of view (i.e., Why do you think the author wrote this book?)  compare and contrast the book with a similar one from a different culture. The other students will ask questions about the book or relate something to the book. Activity 4: The Riddler (GLEs: 17c, 17d, 18, 20b, 41, 43) The teacher will read riddles to the class for several days to help students become familiar with riddles and to peak student interest. The students will read riddles using grade appropriate riddle books. (The public library and school library are good resources if the classroom library does not have riddle books.) The students will tell and retell riddles to the class and challenge the class to guess or predict what the answer is to the riddle, using the riddle clues. Students will make inferences using the riddle clues to solve the riddle. Students will create and share original riddles with the class. This can be done independently, with a partner, or with a small group. Activity 10: Literature Reveals Character (GLEs: 08, 41, 42, 43) It is important to use literature in this activity that the students are familiar with and can read fluently. Students are assigned a topic or theme by the teacher (e.g., responsibility). Using literature, such as fables (The Boy Who Cried Wolf) or folktales (Gingerbread Boy) that the teacher has selected and made available, students discuss and show how characters’ actions show responsible or irresponsible behavior, as well as the cause and effect of those actions/choices. Students record their findings using a poster, illustration, or short written response. The findings are then presented orally to the class. Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the students. Texts should be selected so that each student can read at their independent (95% accuracy) reading level.

Activity List 2: Fluency (GLEs: 02d, 02e, 12)(RE Unit 2) 



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Activity 1: Read Aloud/Think Aloud (GLEs: 08, 11, 17a, 17b, 17c, 17d, 20b, 44, 45a) This activity should be used daily throughout the year. The student will listen and watch as the teacher reads a book or passage. The selection of the reading material will be based on the focus for the lesson. As the teacher reads aloud, she/he stops to “think aloud” about a specific element in the story. For example, if character development is the focus, each time the teacher reads something about the character she/he stops and thinks aloud, “I wonder what this character is really like. Why? How? This reminds me of….” It is important only to focus on one element or skill at each reading. To stop and think about everything in the passage will take away from the reading. Examples of lessons used in Read Aloud/Think Aloud are:          

connecting – “This reminds me of….” main idea predicting and inference story elements: character, setting, plot, etc. cause and effect author’s voice and purpose skim and scan compare/contrast to a previous passage or book self-correcting questioning


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Can the students write a one paragraph informational composition with proper indentation using the writing process? Can the students identify and write using possessive nouns? Can the students identify and use nouns? Can the students capitalize proper nouns? Can the students write using possessive nouns? Can the students identify and explain homonyms? Can the students use periods in abbreviations?

Unit Description/Content:       

Writing Process Informational Composition Nouns (proper) Possessive nouns Homonyms Abbreviations Giving facts and reasons

GLEs/Skills:  GLE 3: Identify and explain common synonyms, antonyms, and homonyms(ELA-1-E1)       



GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (suggested focus - one paragraph descriptive and informational composition) (ELA-2-E1) GLE 23a-f: Develop compositions of one or more paragraphs using writing processes… GLE 25: Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5) GLE 28c: Use standard English punctuation, including: apostrophes in contractions (ELA-3-E2) GLE 29: Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2) GLE 30: Write using standard English structure and usage, including:  30f: Write using standard English structure and usage, including possessive nouns (ELA-3-E3) GLE 32: Use knowledge of parts of speech, including identifying and using:  a: nouns, including proper, common, concrete, abstract, and collective (ELA-3-E4)  c: Identifying and using the standard form of possessives (ELA-3-E4)


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Ongoing:  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)  d: conferencing with a teacher or peers (ELA-2-E3)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)  f : creating a final draft for possible publication (ELA-2-E3)  GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)



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Grammar/Writing Theme 3: Our World Activity 4: Collect Your Thoughts (GLEs: 22, 23a)(Unit 3) The students listen as the teacher tells and writes a personal story about a vacation, pet, trip to the grocery store, or some other event in their lives. The students discuss how you can tell a story on paper, which will help them understand that writing is a written form of talking. Students watch as the teacher models making a list titled: Things I Like to Talk About on the board or overhead. The students brainstorm and list things they like to talk about as a class list. The list will be posted in the classroom, and students will add things to the class list as things come up in class. This list may include things like field trips, science experiments, visits from the principal, recess, school pictures, class parties, etc. The students will choose a topic from the class list to write about. The students will participate in a shared writing activity to write a class story. The students generate the ideas for the story as the teacher guides use of action verbs and descriptive words to make the writing more vivid. The students will create a personal Things I Like to Talk About list in their writing folder or notebook. This will help students collect ideas of interest throughout the year. As the year progresses, the students are encouraged to add to their lists. If students come in with a story to tell as they often do in second grade, they should add the topic to their list. Students will use this list and the class list to begin prewriting and drafting. These are ongoing drafts to select and use to develop the writing process.

Activity 6: Getting Ready to Write (GLEs: 08, 23a)(Unit 3) Students will identify possible beginnings for stories. The students will listen as the teacher reads selected story beginnings. The selections should have a variety of beginnings (e.g., Once upon a time…, A time long ago…, Last night…, When I was little…, In the dark woods…, etc.). The students will brainstorm other ideas for story beginnings. The students’ ideas will be recorded on a chart titled: How Can Stories Begin? Room should be left on the chart for additions to the list, as the students become more creative thinkers. The students can use the list as a reference to get started on their writings throughout the year. Activity 5: Organizing Notes for Drafting Nonfiction (GLEs: 21, 22, 23a) Students plan individual books, including designing the format, about their nonfiction self-selected topic. The students narrow their topics to write “more about less” through well-formulated questions to investigate. The students determine how their topics should be organized in order to write a composition of one or more paragraphs with a central idea and an apparent beginning, middle, and end. Students strive to use a greater variety of action and descriptive words, since without good verbs and adjectives, nonfiction might be rather boring; a prewriting activity to list as many colorful words as possible aids students in achieving this task in their writing.


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Week 13 – Week 18 Guiding Questions:      

Can the students identify unique letter – sound patterns? (consonants) Can the students decode unfamiliar words? Can the students read words with as many as four syllables? Can the students use suffixes to understand word meanings? Can the students spell grade-appropriate words with r-controlled vowels and consonant blends? Can the students spell grade-appropriate sight words?


Consonants (gn,kn) Syllables Suffixes R-controlled vowels Consonant blends Sight words

GLEs/Skills: 

GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1)  GLE 2d: Demonstrate understanding of phonics by reading regularly spelled words with as many as four syllables  GLE 2f: Demonstrate understanding of phonics by using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1)  GLE 33: Spell grade-appropriate words, including:  a: words with short vowels, long vowels, r- controlled vowels, and consonant blends (ELA-3-E5)  c: frequently used irregularly spelled words (ELA-3-E5)  GLE 34: Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5)


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Ongoing:  GLE 2: Demonstrate understanding of phonics by:  a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)  c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1)  d: reading regularly spelled words with as many as four syllables (ELA-1-E1)  e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1) 



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Week 19-Week 23 Theme 4 : Imagine That! Story Title

The Day Jimmy’s Boa Ate the Wash How I Spent My Summer Vacation

Dear Mr. Blueberry

Cool Ali

Reading

Grammar

Writing

Word Works

GLE 20a: Cause/effect

GLE 30c, 32b: Pronouns GLE 32e: Personal pronouns

GLE 23a-f: Writing process (Good Beginning) Personal story

GLE 1, 2c, 33b: -ou, -ow GLE 33c: High frequency words

GLE 3: Synonyms GLE 20a: Cause/effect GLE 51: Gather information (graphic organizer with cause and effect)

GLE 32: Use knowledge of parts of speech (Harcourt Focus- describing words) GLE 22: Use a greater variety of descriptive words

GLE 23a-f: Writing process (Writing for different audiences) GLE 22: Use a greater variety of action and descriptive words GLE 24a, 26a: Letters (introduce)

GLE 1, 2c: -oi, -oy GLE 33c: High frequency words

GLE 17c: Inferences

GLE 28a, 28c, 29: Punctuation and capitalization in a letter and envelope GLE 32, 22: Describing words Harcourt focus: Words that tell how many GLE 32f: Conjunctions(!)

GLE 23 a-f: Writing process GLE 24a, 26a: Write a letter with correct punctuation/envelope continued GLE 26a: invitations

GLE 1, 2c: -ue, -oo GLE 33c: High frequency words

(Dictionary/Glossary) GLE 5: Determine appropriate word choice and meaning (dictionaries)(!) GLE 49c: Locate information (glossary)(!) GLE 37: Locate correct spelling (dictionary, glossary)(!) GLE 3: Antonyms


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GLE 4, 34, 35: Plural nouns changing –f and fe to –ves GLE 33c: High frequency words

-

The Emperor’s Egg

GLE 49a, 50: Locate information using URL addresses, children’s magazines and encyclopedias, and electronic references (!) Harcourt Focus: Fact and Fiction

Reading Ongoing Objectives that should be addressed throughout this theme: GLE 7: Skimming and scanning GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of at least 53 – 82 words per minute GLE 13: Independent reading of text and simple chapter GLE 51: Gather and arrange information


GLE 23a-f, 21: Writing process (!) GLE 24d: Informational descriptions (!) GLE 52: Use technology to publish work (!) GLE 53: Tell and write about sources of learned information (!) GLE 46: Compare ideas from a wide variety of media Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 22: Write using action/descriptive words GLE 23a-f: Writing process (prewriting, drafting, conferencing, revising/editing, publishing) GLE 26b: Journals/messages GLE 51: Arrange Information in a variety of forms (Harcourt Focus- words that compare)

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GLE 4, 35: -ing, -ly GLE 33c: High frequency words

Word Works Objectives that should be addressed throughout this theme: GLE 2a,b, c, d, e: Demonstrating understanding of phonics (isolating word parts, syllables, decoding)

Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 4: Imagine That!


Week 19 – Week 23 Guiding Questions:       

Can the students read and comprehend text? Can the students identify and explain synonyms and antonyms? Can the students determine word meaning, appropriate word choices, and correct spelling using dictionaries and glossaries? Can the students make simple inferences? Can the students discuss cause and effect? Can the students locate information about a topic using the organizational features of texts, including URL addresses from the web, glossaries, indices, children’s magazines, and children’s encyclopedias? Can the students gather and arrange information in a variety of organizational forms, including graphic organizers?

Unit Description/Content:       

Dictionaries/Glossary Inferences Cause-effect Locate information from a variety of sources Synonyms Antonyms Graphic Organizers




GLE 3: Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) (focus synonyms and antonyms) GLE 5: Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1) GLE 17c: Demonstrate understanding of information in texts by: making simple inferences about information in texts (ELA-7-E1) GLE 20a: Apply basic reasoning skills, including discussing the relationship between causeeffect (ELA-7-E4) GLE 37: Use a dictionary and a glossary to locate correct spellings (ELA-3-E5) GLE 49: Locate information using the organizational features of texts, including:  a: URL addresses from the Web (ELA-5-E1)  c: Locate information using the organizational features of texts, including glossaries (ELA-5-E1) GLE 50: Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)


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

GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)

Ongoing:  GLE 12: Demonstrate oral reading fluency of at least ninety words per minute in second-grade text with appropriate intonation (ELA-1-E7)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1-E7)  GLE 7: Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 17d: Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)  GLE 20b: Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)  GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)



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Reading Theme 4: Imagine That! Activity 1: Parts of a Book (GLEs: 17c, 49b, 49c, 49d, 49e, 49f) The student will watch and listen as the teacher presents several books that include a table of contents, index, and glossary. The student will respond as the teacher asks guiding questions about the book. After the teacher points out the table of contents, the students will each use a copy of the same book to gather information. The students should be encouraged to gather as much information as possible from the table of contents in five minutes. This should be treated as a game. How much can you learn about this book in five minutes from the table of contents? The students share what they learned about the book with the class. The students explain how they found the information and where. As part of a class discussion the students will determine the value of the table of contents as a resource for reading. The same procedure will be used for the students to explore the index, glossary, and chapter headings. Activity 3: Digging in the Dictionary (GLEs: 04, 05) This activity is necessary to provide skills to be used later in conducting independent research. The teacher will introduce the word guide. The teacher will write the word guide on the board and lead a class discussion on what the word means using leading questions such as, “What does a guide do?, Where have you heard the word guide? etc. The teacher will help the students understand that a guide shows you where to go. The teacher will tell the students that a dictionary has guide words that show us where to go. The students will locate guide words in the dictionary and discuss with a partner their ideas on the purpose of guide words. The students will share with the teacher ideas on guide words as the teacher circulates and conferences with each pair of students. The students will conclude (with guidance from the teacher) the purpose of guide words. The class will be given a list of content area vocabulary words. The students will determine where the vocabulary words fit in a list of guide words. The students will practice locating vocabulary in the dictionary using guide words. The students will be given a list of base words and words with prefixes(e.g., heat and preheat, write and rewrite, happy and unhappy). The students will use the dictionary and guide words to locate words and compare the meanings of each pair. Activity 7: Computers as Tools (GLEs: 49a, 49b, 49c, 49d, 49e, 49f, 52) The students will watch and listen as the teacher models how to use the computer as a tool to examine sites created by peers around the country. The students should be given specific instruction on making sure the URL address is correct and given ideas on how to do a search if the URL is unknown. The teacher must find appropriate sites in preparation for this lesson. A good search engine such as Google® will provide help. Students will then use the Web sites to determine what makes a quality research report, book report, or other published work. Students will print those models and highlight features used in the model, such as:  how the author gets the attention of the reader in the beginning, which is called a “hook”  what sources are used in these projects, print and electronic (e.g., Where did the writer learn information before writing a report?)  what search engines were used  how the author wrote the report


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Activity 8: How to Get to the Important Information (GLEs: 07, 49f, 50, 51, 52) As a shared and then guided reading activity, students discuss information found as the teacher models effective use of reference materials and skimming and scanning text for locating, gathering, and interpreting information from a variety of sources. Students locate information in magazines, newspapers, encyclopedias, and electronic sources about a focused topic as a whole class. Students can then work in smaller groups, with continued teacher guidance, to explore and investigate a particular subtopic, develop a graphic organizer or web, and contribute their ideas to the whole class while reflecting on how the resources are helpful . Activity 10: Focus Lessons (GLEs: 50, 51, 53) As a shared and then guided reading activity, students examine a topic of interest or previous exploration. Students have some prior knowledge about the topic, such as an author study, a content area study, a real-world issue, a problem, or an issue of genuine doubt. Students brainstorm questions, clarify unclear questions, combine similar questions, and direct the focus by having students determine one or two key questions worth investigating. Then students examine broader resources, such as library and online databases, the Internet, community and government data, interviews, experiments, surveys, and reference books. Students read and make summary notes, using key words from the source. The notes can be arranged to form a simple outline, graphic organizer, or web as students determine if the information supports the investigating questions. With this information students distinguish important details from minor details.

Reading Essentials Activity List 2: Fluency (GLEs: 02d, 02e, 12) (RE Unit 3) 



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Can the students use the writing process to create one paragraph stories and informational descriptions? Can the students write letters, invitations, and envelopes with correct punctuation and capitalization? Can the students write using correct noun /pronoun antecedent agreement? Can the students gather and arrange information in a variety of organizational forms?(graphic organizers) Can the students use technology to publish their work? Can the students use a variety of action and descriptive words when writing? Can the students use a variety of conjunctions?

Unit Description/Content:         

The writing process Technology to publish Personal story Letters and envelopes Invitations Informational descriptions Noun/pronoun antecedent agreement Descriptive words Conjunctions

GLEs/Skills:  GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a     



coherent beginning, middle and end (ELA-2-E1) GLE 22: Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2) GLE 23a-f: develop compositions of one or more paragraphs using writing processes … GLE 24: Develop grade-appropriate compositions, for example:  a: friendly letters (ELA-2-E4)  d: informational descriptions with some detail (ELA-2-E4) GLE 26: Write for various purposes, including:  a: letters or invitations that include relevant information and follow a letter/envelope format (ELA-2-E6) GLE 28: Use standard English punctuation, including:  a: commas in the greeting and closure of a letter, between a city and a state, and in dates (ELA-3-E2)  c: periods in abbreviations (ELA-3-E2) GLE 29: Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2)


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

GLE 30: Write using standard English structure and usage, including:  c: noun and pronoun antecedent agreement (ELA-3-E3)  GLE 32: Use knowledge of parts of speech, including:  b: using correct antecedents of pronouns (ELA-3-E4)  d: Selecting and using verbs in past and present tenses in writing (ELA-3-E4)  e: selecting and using standard forms of personal pronouns  f: using a variety of conjunctions (e.g., or, nor, yet, so)  GLE 46: Compare ideas from a wide variety of media (ELA-4-E6)  GLE 52: Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)(Introduce)  GLE 53: Tell and write about the sources of learned information (ELA-5-E5) Ongoing:  GLE 22: Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (EL-2-E2)  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:(focus on one paragraph informational compositions and stories in this unit)  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)  d: conferencing with a teacher or peers (ELA-2-E3)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)  f: creating a final draft for possible publication (ELA-2-E3)  GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)



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Grammar/Writing Theme 4: Imagine That! Activity 12: Drafting and Presenting (GLEs: 23c, 24a, 24d, 26a)(suggested activity for GLE: 52) Using information gathered in Activity 11, students draft at least one informational paragraph. The students will use technology, such as Kidspiration®, Appleworks® or Kid Pix® or similar programs, for their final copy to use in a presentation. After the presentations the students will write a friendly letter to a classmate congratulating them on their presentation, using the correct format for a friendly letter. Teachers use their judgment to either require the revision and editing process or allow students to practice with additional research topics and in another unit take them through the entire writing process.

Activity 3: Conventions (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c) The teacher uses examples from selected student writing or from literature to highlight accurate writing conventions. When students write, the teacher models how to correctly indent paragraphs. Students examine examples of standard English usage and structure, including subject-verb agreement, parts of speech, and simple and compound sentences. The focus is on one convention at a time until students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity. The students will edit a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word use). As a class the students will make corrections to a paragraph written on the board using editing marks with teacher guidance. The students will be given another similar paragraph with the same focus on convention to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written and presented to the class with several capitalization errors, and the students will correct capitalization errors and discuss why each correction was made. The paragraphs will be written to focus on conventions of print and writing(e.g., indentation, capitalization, present and past verb tenses, correct pronounantecedent agreement, transitional words, and conjunctions in sentences). The teacher uses word processing to color mark text, using different colors to show explicitly when to use present and past verb tenses, to have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in sentences. In this activity, students also practice using prepositions, objects of prepositions, and possessive nouns correctly. The teacher will conduct mini-lessons on English language conventions throughout the year. Students will continue to edit writings for proper conventions, as appropriate.


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Week 19 – Week 23 Guiding Questions:    

Can the students spell grade-appropriate words with short and long vowels? Can the students decode unfamiliar words? Can the students spell grade-appropriate sight words? Can the students read words with as many as four syllables?

Unit Description/Content:  Short and long vowels  Sight words  Syllables GLEs/Skills:  GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1)  GLE 4: Use knowledge of base words to interpret meaning of unfamiliar words (e.g. heat/preheat) (ELA-1-E1)  GLE 33: Spell grade-appropriate words, including:  33b: words with short and long vowel sounds when those sounds ar made with a broad variety of letters combinations (e.g., ou, ow, ough, igh) (ELA-3-E5)  33c: frequently used irregularly spelled words (ELA-3-E5)  GLE 34: Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5)  GLE 35: Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5) Ongoing:  GLE 2: Demonstrate understanding of phonics by:  2a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)  2b: fluently manipulating targeted sounds by adding, deleting, or substitutuing the sounds to create new words  2c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1)  2d: reading regularly spelled words with as many as four syllables (ELA-1-E1)  2e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1)


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Week 25– Week 30 Theme 5: Neighborhood News Story Title

The Pine Park Mystery

Reading

Grammar

Writing

GLE 16: Play GLE 8: Narrative Elements

GLE 30b: Present verbs

GLE 32d: Write using a greater variety of present and past tense verbs correctly

Goodbye, Curtis

GLE 15, 16: Autobiography (!) GLE 17a: Compare and Contrast

GLE 30a: Subject/Verb agreement GLE3: Antonyms

GLE 54: Timeline (!) GLE 23a-f, 27: Writing process (!) GLE 38, 41, 42, 43, 44 Oral presentation (!)

Max Found Two Sticks

GLE 9: Rhythm (!) GLE 5: Multiple Meaning Words

GLE 34: Past tense verb (drop –e before adding – ed)(!)

GLE 51: Summarize/Restate GLE 10: Retelling GLE 40a: Retell in sequential order GLE 40b: Retell with facts and details

GLE 30e, 32h: Prepositions (introduce) (!) GLE 30a, 30b,32d: Stateof-being Verbs

GLE 23a-f: Writing process (!) GLE 24b, 26b: Poems GLE 52: Use technology to publish (!) GLE 23a-f,27,21,22: Writing process (!) GLE 24d: Description

GLE 40b: Details

GLE 2f: Prefixes (!) GLE 30a, 30b,32d: Helping Verbs

Anthony Reynoso: Born to Rope

Description cont.

Chinatown Grade 2 English Language Arts (Revised January 2006)

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Word Works

GLE 35,2f,4: Prefixes re-, preGLE 33c: High frequency words GLE 28b: Contractions GLE 2d: Syllables (!) GLE 33c: High frequency words

/oo/ ew, ui GLE 33c: High frequency words

GLE 1: gh, ph GLE 33c: High frequency words

GLE 2f, 4, 35: Suffixes (-er, -est) GLE 33c: High frequency words

Reading Ongoing Objectives that should be addressed throughout this theme: GLE 7: Skimming and scanning GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of at least 53 – 82 words per minute GLE 13: Independent reading of text and simple chapter books on level


Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 23a-f:Writing process (prewriting, drafting, conferencing, revising/editing, publishing) GLE 26b: Journals/messages GLE 27: Write paragraphs with proper indentation GLE 36: Alphabetize GLE 38: Adjust speaking tone GLE 41: Adjust language during a presentation GLE 44: Active listening GLE 51: Gather and arrange info GLE 52: Use technology to publish GLE 54: Locate and read info (variety of sources)

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Word Works objectives that should be addressed throughout this theme: GLE 2a,b, c, d, e: Demonstrating understanding of phonics (isolating word parts, syllables, decoding) GLE 35: Use multiple spelling strategies

Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 5: Neighborhood News



Can the students read and comprehend text? Can the students use reference aids to determine word meaning and choices? Can the students identify rhythm in texts? Can the students retell a story in sequence with important details? Can the students locate information in table of contents? Can the students identify story elements? Can the students distinguish between different types of literature?(play, autobiography)


Reference aids(thesaurus) Rhythm Play Autobiography Retelling Multiple meaning words Narrative elements Details

GLEs/Skills:          

GLE 5: Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1) GLE 8: Identify story elements, including effects of setting on events and characters.(ELA-1-E4) GLE 9: Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4) GLE 10: Retell a story in sequence including main idea and important supporting details (ELA-1E5) GLE 15: Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2) GLE 16: Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3) GLE 17a: Demonstrate understanding of information in texts using a variety of strategies, including: comparing and contrasting story elements (e.g. characters, setting, events) GLE 40a: Tell and retell stories with the following included: sequential order, including setting, character, and simple plot GLE 40b: Tell and retell stories with the following included: supportive facts and details from the story (ELA-4-E3) (Focus: details) GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3) (Focus: summaries)


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Ongoing:  GLE 12: Demonstrate oral reading fluency of at least ninety words per minute in second-grade text with appropriate intonation (ELA-1-E7)(focus: 53-82 words)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1-E7)  GLE 20b: Apply basic reasoning skills, including asking questions about texts read independently including why and how (EL-7-E4)  GLE 7: Determining appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 17d: Demonstrating understanding of information in texts using a variety of strategies, including: self-monitoring consistently for comprehension using multiple strategies and selfcorrecting as appropriate (ELA-7-E1)

Assessment:  Teacher-Made GLE Assessments  Grade Level Unit Assessment


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Reading Theme 5: Neighborhood News Activity 2: Other Types of Poetry Introduced (GLEs: 01, 02a, 02b, 02c, 02d, 09) The students listen and respond as the teacher introduces additional poetry by reading several poems from various cultures. Students participate in a discussion of what poetry is, using prior knowledge gained in Activity 1. Specifically, the students will point out patterns of rhyme and rhythm in oral examples. The students will listen and respond as the teacher shares written examples and points out the structure of a written poem, including that a poem consists of lines; rhymes usually happen at the ends of lines; and not all poems rhyme. The students compare the new poems to the Mother Goose poems, focusing on structure and rhyme. Students read chorally and have fun with rhythm and sound. The students may clap the rhythm, drum on their desks, or use rhythm sticks to mimic the cadence of the poem. Throughout the unit, the students will read various poems from authors of different cultures and discuss how their life experiences influence their writing. Students read poems with unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough). Students isolate difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word using sound-by-sound blending and progress to syllable-by-syllable blending and whole word blending. Students playfully change targeted sounds by adding, deleting, or substituting the sounds to create new words and show how when those sounds change, there is a new word. Students examine various short and long vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh). Examples of these sound-letter correspondence and word families are included in a spelling lesson. Teacher Note: Students who are not stable in sound-by-sound decoding should not be introduced to word families. Unless students are stable in sound-by-sound decoding, this activity risks sending the message that reading is just memorizing and then remembering these word family patterns. For students who are stable in sound-by-sound decoding, this is an important next step for consolidation and use of analogy in reading. Activity 5: Poetry Is Like Music (GLEs: 01, 02a, 02b, 02c, 02d, 03, 09, 19, 20b) The students will listen to different types of music and identify the mood created by each kind. The students will share with the class how each type of music makes them feel. The music samples need to be of various types, such as classical, opera, country, rock, pop, and silly children’s music. Poems have rhythm through the ordered application of stress from one syllable to the next. The rhythm conveys meaning, as in music, and may be fast or slow. Fast evokes excitement, tension, and suspense, while a slower cadence suggests peacefulness, harmony, and comfort. Teachers need to model and explain these concepts:  Alliteration is the repetition of initial consonant sounds, and consonance repeats final consonant sounds.  Assonance repeats vowel sounds.  Onomatopoeia is the use of words to imitate the sound they denote, such as whirr, vroom, etc. Activity 7: Read with Rhythm (GLEs: 38, 41, 42, 43) Students listen to audiotapes of exemplary models of poems with varying rhythm patterns. The teacher will utilize the school or public library for tapes or make an appropriate tape of reading selections. With mini-lessons students will explore and recognize many different forms of poetry. Some forms of poetry have very definite repetition, rhythm, and rhyming patterns, while others have no set pattern at all. Some examples are haiku, cinquain, diamante′, limerick, concrete poems, and free verse. The teacher will read aloud samples of the various types. Then the class will participate in a shared-writing activity of two or three of the different types. Students construct an example of each form in small groups. Students are given mini-lessons teaching pattern, word choice, syllabication, and vocabulary for sensory description. Student groups revise and edit their poems with a scoring rubric. Students practice reading their poems in pairs or small groups and at home.


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Activity 2: Getting to Know Others (GLEs: 15, 16, 19) The students explore age-appropriate biography/autobiography selections in the library and think about who interests them. The students watch as the teacher models how to locate an autobiography or a biography by subject, browse the selection, and identify the author’s viewpoint. The students discuss and list milestones that are in biographies and autobiographies. The students will relate what they think is important when reading about someone’s life by writing down things they think are relevant and important from a book. The students listen and respond as the teacher reads aloud models of autobiographies and biographies from a variety of sources, including examples from the media, such as television network biography and popular magazines. The students talk to a partner about the people in the reading selections.

Reading Essentials Activity List 2: Fluency (GLEs: 02d, 02e, 12) (RE Unit 5) 



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Grammar/Writing Week 24- Week 28 Guiding Questions:          

Can the students use the writing process in one or more paragraphs with proper indentation? Can the students use a greater variety of descriptive words in writing? Can the students write poems? Can the students write using subject-verb agreement? Can the students use technology to publish a variety of works? Can the students use prefixes to understand word meanings? Can the students identify and explain common antonyms? Can the students use active listening strategies? Can the students select and use verbs in past and present tense? Can the students identify and use prepositions?

Unit Description/Content:            

The writing process Poems Description Subject/verb agreement Antonyms Past and present tense verbs State –of- being verbs Prefixes Helping verbs Timeline Oral presentation Prepositions

GLEs/Skills: 

GLE 2f: Demonstrate understanding of phonics by doing the following: using common affixes (prefixes and suffixes) to understand word meanings(ELA-1-E1)  GLE 3: Identify and explain common synonyms, antonyms, and homonyms(ELA-1-E1)  GLE 21: Write a compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle and end (ELA-2-E1)  GLE 22: Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)  GLE 23a-f: Develop compositions of one or more paragraphs using writing processes…  GLE 24b: Develop grade-appropriate compositions, for example: poems  GLE 24d: Develop grade-appropriate compositions including informational descriptions with some detail (ELA-2-E4)(Introduce)  GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1) Grade 2 English Language Arts (Revised January 2006) 55

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GLE 30: Write using standard English structure and usage, including:  a: subject-verb agreement in simple and compound sentences (ELA-3-E3)  b: past and present verb tenses  e: prepositions and prepositional phrases  GLE 32d: Use knowledge of parts of speech including: selecting and using verbs in past and present tenses in writing  GLE 32h: Use knowledge of parts of speech including: identifying and using prepositions appropriately (ELA-3-E4)  GLE 34: Use spelling patterns and rules correctly (ELA-3-E5)  GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)  GLE 41: Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)  GLE 42: Deliver informal presentations that demonstrate an understanding of a topic(ELA-4E4)(use rubric)  GLE 43: Give rehearsed oral presentations about general topic using eye contact, appropriate volume, clear pronunciation and appropriate visual aids (ELA-4-E4)(use rubric)  GLE 44: Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)  GLE 52: Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)  GLE 54: Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6) Ongoing:  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)  d: conferencing with a teacher or peers (ELA-2-E3)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)  f: creating a final draft for possible publication (ELA-2-E3)  GLE 26b: Write for various purposes, including informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)  GLE 36: Alphabetize to the second letter and some third letters (ELA-3-E5)  GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)  GLE 41: Adjust language during a presentation in order to inform or explain to a specific audience. (ELA-4-E4)  GLE 44: Use active listening strategies, including asking for clarification and explanations  GLE 51: Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)  GLE 52: Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)  GLE 54: Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6) 


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Assessment:  Teacher-Made GLE Assessments  Grade Level Unit Assessments 


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Grammar/Writing Theme 5: Neighborhood News Activity 6: Poetry Warm Ups (GLEs: 01, 02a, 02b, 02c, 02d, 03, 04, 05, 09)(Unit 5) The students will complete prewriting activities to prepare for poetry writing. Students must have this background before they can be expected to write poetry. The students will write in their journals to complete the following exercises as a warm up to writing poetry:  Write some of your favorite words.  Make a list of word pairs that rhyme.  List some things that make you feel happy, sad, afraid, angry, and excited.  Make a list of action words.  List some words that you can use instead of said, ate, went, hot, and happy. (If you need help, check a thesaurus, which is a book of synonyms.) This activity should be done frequently using different words.  Make list of word pairs that are opposites.  Make a list of words that describe things (adjectives).  Practice writing different similes and metaphors. Remember, a simile uses the words like or as; a metaphor compares two unlike things without using like or as. The student will keep these exercises and refer to them to practice and improve writing. This activity can be done independently or with a partner. Students should be encouraged to share these exercises with others to build all students’ skills and imaginations.

Activity 8: Publish and Present (GLEs: 23f, 24d, 26b)(Unit 5) Students generate a list of interesting topics for writing poems and choose one pattern structure to complete through the writing process. Teachers and students construct rubrics and provide clear examples from poets they have read or from their own poems in small groups. Students complete their poems, meet with teacher or peers for editing and proofreading, publish them as final copies, practice and recite them to the class. Other class members create art to reflect their interpretations. Students collect art from others and assemble it in a poem picture book.

Activity 1: All About Me (GLEs: 15, 16, 23a, 23b, 27, 30e, 30f, 30g, 51, 54)(Unit 7) The students will create personal timelines. (Social Studies GLE 45) The timeline should start with their births and end with second grade. The timeline should include at least seven important events in the students’ lives and the approximate date each occurred, for example, birth of a brother or sister, learning to ride a bicycle, starting kindergarten, and losing a first tooth. Photographs or drawings may be included. Using their completed time lines, the students will compose a draft of their autobiography. The students will revise, edit, and publish their autobiography, paying careful attention to standard English usage, particularly prepositional phrases, time adverbs, possessive nouns, and good writing habits, such as legible handwriting and correct indentation.


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Activity 7: Improve the Draft (GLEs: 27, 30g, 52)(Unit 7) Students compose a draft biography using information from the interview from Activity 5. The students meet with teacher for guidance to revise, using word choice, style, and language to improve their piece. Students edit for conventions and use neat, legible handwriting or technology to publish their work. Teacher Note: Although the research is not yet conclusive, there is anecdotal evidence that engaging keyboarding computer programs, such as Mario Types®, help students gain experience with keyboarding before they are asked to produce typed text. If not, poor keyboarding technique may be acquired which could be difficult to correct later and could adversely affect later writing fluency.

Activity 3: Conventions (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c) The teacher uses examples from selected student writing or from literature to highlight accurate writing conventions. When students write, the teacher models how to correctly indent paragraphs. Students examine examples of standard English usage and structure, including subject-verb agreement, parts of speech, and simple and compound sentences. The focus is on one convention at a time until students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity. The students will edit a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word use). As a class the students will make corrections to a paragraph written on the board using editing marks with teacher guidance. The students will be given another similar paragraph with the same focus on convention to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written and presented to the class with several capitalization errors, and the students will correct capitalization errors and discuss why each correction was made. The paragraphs will be written to focus on conventions of print and writing(e.g., indentation, capitalization, present and past verb tenses, correct pronoun-antecedent agreement, transitional words, and conjunctions in sentences). The teacher uses word processing to color mark text, using different colors to show explicitly when to use present and past verb tenses, to have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in sentences. In this activity, students also practice using prepositions, objects of prepositions, and possessive nouns correctly. The teacher will conduct mini-lessons on English language conventions throughout the year. Students will continue to edit writings for proper conventions, as appropriate. Activity 3: Conventions (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c) The teacher uses examples from selected student writing or from literature to highlight accurate writing conventions. When students write, the teacher models how to correctly indent paragraphs. Students examine examples of standard English usage and structure, including subject-verb agreement, parts of speech, and simple and compound sentences. The focus is on one convention at a time until students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity. The students will edit a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word use). As a class the students will make corrections to a paragraph written on the board using editing marks with teacher guidance. The students will be given another similar paragraph with the same focus on convention to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written and presented to the class with several capitalization errors, and the students will correct capitalization errors and discuss why each correction was made. The paragraphs will be written to focus on conventions of print and writing(e.g., indentation, capitalization, present and past verb tenses, correct pronoun-antecedent agreement, transitional words, and conjunctions in sentences). The teacher uses word processing to color mark text, using different colors to show explicitly when to use present and past verb tenses, to have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in sentences. In this activity, students also practice using prepositions, objects of prepositions, and possessive nouns correctly. The teacher will conduct mini-lessons on English language conventions throughout the year. Students will continue to edit writings for proper conventions, as appropriate.


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Can the students identify unique letter-sound patterns?(consonants) Can the students decode unfamiliar words? Can the students read words with as many as four syllables? Can the students spell grade- appropriate sight words? Can the students use prefixes and suffixes? Can the students use apostrophes in contractions correctly? Can the students use spelling rules and patterns correctly?

Unit Description/Content:     

Consonants (gh,ph) Syllables Sight words Prefixes/suffixes Contractions

GLEs/Skills:       

GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1) GLE 2d: Demonstrate understanding of phonics by reading regularly spelled words with as many as four syllables GLE 2f: Demonstrate understanding of phonics by using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1) GLE 4: Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1) GLE 28b: Use standard English punctuation, including: apostrophes in contractions (ELA-3-E2) GLE 33c: Spell grade-appropriate words, including: frequently used irregularly spelled words (ELA-3-E5) GLE 35: Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5)

Ongoing:  GLE 2: Demonstrate understanding of phonics by:  a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word (ELA-1-E1)  b: fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to Grade 2 English Language Arts (Revised January 2006)

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create new words  c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1)  d: reading regularly spelled words with as many as four syllables (ELA-1-E1)  e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1) GLE 35: Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5)



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Word Works Theme 5: Neighborhood News Activity List 1: Phonics (GLEs: 01, 02a, 02c, 02d, 02f, 33a, 33b) (RE – Unit 1)  



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Teacher reviews that VC and CVC words generally have short vowel sounds. Teacher reviews that consonant blends have two letters that each represent one sound. Students identify blends in word lists and sentences provided by the teacher. Students read sentences and passages emphasizing blends. Students find words with blends in their texts. Students use the movable alphabet to demonstrate that in a blend, each letter represents one sound by selecting two cards or tiles to spell the blend in words. Students use the movable alphabet to make one-syllable words, touch the letters while saying the sounds, and then blend the sounds to make a word. They sort one- and two-syllable words by the spelling of the vowel sound. They read word lists with one- and two-syllable words. They read lists of one-syllable words sorted by word families. They read sentences and passages that emphasize the spellings being taught. They look for spellings taught in their texts. Teacher reviews spellings for the diphthongs /ou/: ou, ow and /oi/: oi, oy. Students use the movable alphabet to make one-syllable words, touch the letters while saying the sounds, and then blend the sounds to make a word. They sort one- and two-syllable words by the spelling of the vowel sound. They read word lists with oneand two-syllable words. They read lists of one-syllable words sorted by word families. They read sentences and passages that emphasize the spellings being taught. They look for spellings taught in their texts. Teacher reviews reading unfamiliar two-syllable words by counting the number of vowel sounds in the word. Teacher reviews that two vowels together usually represent one vowel sound and that the silent e is always in a syllable with another vowel. Students will break two-syllable real and nonsense words into syllables and read them aloud.


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Week 29– Week 36 Theme 6: Travel Time Story Title

Abuela Beginner’s World Atlas

Dinosaurs Travel Montigue on the High Seas Ruth Law Thrills a Nation

Reading

Grammar

GLE 9: Similes (!) GLE 17c: Making Inferences

GLE 30a,30b,32d: subject/verb agreement Past and present tenses

GLE 23a-f,27: Writing process (Narrative) GLE 45a: Oral telling stories and personal experiences

GLE 33a: -air, -are GLE 33c: High frequency words

Locate information GLE 5: Dictionaries, thesauruses (!) GLE 36: Alphabetize (!) GLE 49a: Locate URL addresses from web GLE 49e: Table of contents (!) GLE 54: Maps, graphs, charts(Locate Information)

GLE 30a: Subject/verb agreement (!) GLE 30b: Irregular Verbs

GLE 23a-f: Writing process (Paragraph of Information) GLE 24d: Informational description (!)

GLE 2c: oo, ou GLE 33c: High frequency words

GLE 19: Author’s purpose

GLE 30 a, b, 32d: Subject/verb agreement with past and present tense verbs

GLE 23a-f,27,21: Writing process (How-to Paragraph)

GLE 1, 2c: -ough GLE 33c: High frequency words

GLE 3: Homophones (homonyms)

GLE 30c, 32b,32e: Pronouns (!)

GLE 23a-f,27: Writing process (Directions) GLE 39: Give multiple step directions

GLE 1, 2c: -augh GLE 33c: High frequency words

GLE 17b: Predicting GLE 15,16: Biography (!)

GLE 28b: Contractions


Writing

GLE 39: cont.

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Word Works

GLE 2f, 4,35: prefixes (over-, un-) GLE 33c: High frequency words

Week 34

GLE 5: Reference aids (dictionary and thesaurus)(!)

GLE 32g, 30g: Adverbs (!)

Week 35

GLE 17c: Inferences (!)

GLE 30e, 32h:Prepositions (!)

Week 36

GLE 18: Problem/solution (!)

GLE 30d, 32f: Transitional words, conjunctions (to have variety in letters) (!)

Reading Ongoing Objectives that should be addressed throughout this theme: GLE 7: Skimming and scanning GLE 17d: Self-monitoring for comprehension GLE 20b: Asking questions about text including how and why GLE 12: Fluency of 90 words per minute GLE 13: Independent reading of text and simple chapter books on level


GLE 23a-f: Writing process (!) (Teacher Choice) GLE 52: Publish using Technology (!) GLE 38, 44, 45a,b: Oral presentation (!) GLE 23a-f,27: Writing process (!) GLE 52: Book summary (!)

GLE 33b: -ough

GLE 23a-f,28a,c,29: Writing process (letter) (!) GLE 52: Publish using Technology (!)

GLE 1: -tch for /ch/(!)

Writing Objectives that should be addressed with each narrative composition throughout this theme: GLE 21: Write compositions (one or more paragraphs) GLE 22: Use variety of action and description words GLE 23a-f: Writing process (prewriting, drafting, conferencing, revising/editing, publishing) GLE 26b: Journals/messages GLE 45a: Give oral responses

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GLE 33b: -igh

Word Works Objectives that should be addressed throughout this theme: GLE 2a,b,c,d,e: Demonstrating understanding of phonics (phonetic decoding strategies)

Lafourche Parish School District Curriculum Mapping Grade 2 English Language Arts Theme 6: Travel Time


Week 29 - Week 36 Guiding Questions:            

Can the students read and comprehend text? Can the students identify and explain homonyms? Can the students identify types of literature? (biography) Can the students predict in a story or text? Can the students make simple inferences? Can the students identify the author’s viewpoint? Can the students determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses? Can the students identify similes? Can the students select and discuss the most appropriate solution to a problem? Can the students alphabetize to the second letter? Can the students locate information using the table of contents and URL addresses from the Web? Can the students locate and use information from maps, graphs, and charts?

Unit Description/Content:            

Homonyms Biography Predicting Inferences Author’s viewpoint Dictionaries/thesauruses Similes Problem/Solution Alphabetize Table of contents Maps, graphs, charts Locate URL addresses from Web

GLEs/Skills:     

GLE 3: Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) (homonyms) GLE 5: Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1) GLE 9: Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4) GLE 15: Identify various types of literature, including biography, autobiography and the folk tale, in oral and written responses (ELA-6-E2) GLE 16: Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3)


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GLE 17: Demonstrate understanding of information in texts by:  b: predicting what will happen next in a story or a text (ELA-7-E1)  c: making simple inferences about information in texts  GLE 18: Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2)  GLE 19: Identify the author’s viewpoint (I.e., perspective) in a text (ELA-7-E3)  GLE 36: Alphabetize to the second letter and some third letters(ELA-3-E5)  GLE 49: Locate information using the organizational features of texts, including:  a: URL addresses from the Web  e: tables of contents  GLE 54: Locate and read information on a chart, graph, diagram, map and simple timeline (ELA-5-E6) Ongoing:  GLE 7: Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)  GLE 12: Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7)  GLE 13: Read texts and simple chapter books silently at independent reading level (ELA-1E7)  GLE 17d: Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)  GLE 20b: Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4)



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Reading Theme 6: Travel Time Activity 1: What Is Nonfiction? (GLEs: 11, 15) (Unit 6) The students listen to a read-aloud of a piece of nonfiction and discuss the following questions:  What is nonfiction?  Why do we read nonfiction books?  What makes nonfiction different from fiction? Students brainstorm nonfiction reading in their lives, including environmental print, biography, and directions. Students sort books into nonfiction and fiction using a Venn diagram. This strategy allows for the intersection of books with information embedded in historical fiction, etc. Activity 2: How Is Nonfiction Text Structured? (GLEs: 17c, 20a, 20b) (Unit 6) The students will explore examples of ways authors present factual information in books (narrative woven with factual information, how-to books, question and answer books, alphabet books, etc.). The students will read examples from various authors and identify how the text is organized, such as chronological, cause-effect, problem/solution, or using charts and graphic organizers. They will make inferences about the various bits of information in the text. As teacher reads nonfiction, students listen for techniques authors use that “hook” the reader, such as beginning with a question, an anecdote, a fact, etc. Students define and practice identifying elements of nonfiction. Activity 6: Let’s Solve It (GLEs: 10, 13, 17c, 18, 20b, 40a, 40b, 40c, 42) It is important to use books in this activity that the students are familiar with and can read fluently. Students will read a book from a basket or box of books chosen by the teacher for their problems or conflicts. The students will work with a partner or small group to retell the story in sequence, including main idea and important supporting details. The students will identify the problem in the story and brainstorm alternative solutions to the problem. The students will generate a list of alternative solutions. The group will present the list to the class. The class will vote to determine the best alternative solution to the story problem. Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the students. Texts should be selected so that each student can read at their independent (95% accuracy) reading level.


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Activity 8: Writing a Story or Article (GLEs: 05, 23a, 23b, 23d, 23e, 24c, 27, 28b, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 33a, 33b, 33c, 37) Students will use their list, Things I Like to Talk About, generated in Activity 4 or a teacher- directed prompt to write an article (nonfiction) or a story or fable (fiction). With their topics, they will list their purpose for writing the story or article and draft a good beginning sentence. The students will conference with the teacher or a peer to review the idea for the beginning sentence and to make improvements. Students will list the sequence of the events in their article or story. They will also list action verbs and descriptive words that they would like to use in their story or article. The students will draft a version of the story or article. The students will use a dictionary or word wall to locate correct spelling. In their author groups, they will proofread each other’s work, checking for appropriate indentation, spelling, capitalization, and complete sentences. The students should use the word wall or dictionary to help with spelling and a thesaurus for revisions. Students then will share the group-corrected work with the teacher, who will comment on the drafts either in writing or during a writer’s conference. Students will complete the final draft and publish or display their work. Writer’s workshop should be ongoing in the class. After students finish and publish one piece, they should begin or revise another. Students will be in different stages of the writing process in the Writer’s Workshop throughout the year. Activity 1: Parts of a Book (GLEs: 17c, 49b, 49c, 49d, 49e, 49f) The student will watch and listen as the teacher presents several books that include a table of contents, index, and glossary. The student will respond as the teacher asks guiding questions about the book. After the teacher points out the table of contents, the students will each use a copy of the same book to gather information. The students should be encouraged to gather as much information as possible from the table of contents in five minutes. This should be treated as a game. How much can you learn about this book in five minutes from the table of contents? The students share what they learned about the book with the class. The students explain how they found the information and where. As part of a class discussion the students will determine the value of the table of contents as a resource for reading. The same procedure will be used for the students to explore the index, glossary, and chapter headings. Activity 2: Alphabetical Order (GLEs: 36) This activity is only necessary if the students do not have a good understanding of alphabetical order. The students will arrange words in alphabetical order. The students will each be given a card with a letter of the alphabet. The students will arrange themselves in front of the room in ABC order. The students will then be given a list of content area words. The students will discuss each word and its meaning. The students will each be given a card with one word on it and arrange themselves holding the cards in ABC order to the 1 st, 2nd or 3rd letter in front of the room. The students will finally list the words in ABC order on paper. Activity 3: Digging in the Dictionary (GLEs: 04, 05) This activity is necessary to provide skills to be used later in conducting independent research. The teacher will introduce the word guide. The teacher will write the word guide on the board and lead a class discussion on what the word means using leading questions such as, “What does a guide do?, Where have you heard the word guide? etc. The teacher will help the students understand that a guide shows you where to go. The teacher will tell the students that a dictionary has guide words that show us where to go. The students will locate guide words in the dictionary and discuss with a partner their ideas on the purpose of guide words. The students will share with the teacher ideas on guide words as the teacher circulates and conferences with each pair of students. The students will conclude (with guidance from the teacher) the purpose of guide words. The class will be given a list of content area vocabulary words. The students will determine where the vocabulary words fit in a list of guide words. The students will practice locating vocabulary in the dictionary using guide words. The students will be given a list of base words and words with prefixes(e.g., heat and preheat, write and rewrite, happy and unhappy). The students will use the dictionary and guide words to locate words and compare the meanings of each pair. Activity 4: Thesaurus (GLE: 03, 05, 23c, 23d, 23e, 24b, 24c, 25) The teacher will model how to use a thesaurus. The students will each be given a thesaurus or one to use with a partner. The students will explore the thesaurus and share discoveries with the teacher and/or class. The students will use a thesaurus to improve writing. The students will choose a writing sample from their writing journal or notebook. This may include poems and short stories. The students will use a thesaurus and look for synonyms, antonyms, and homonyms of words they have used in their writings to improve and revise. The students will revise and rewrite original works and will attempt to use literary devices, such as patterns of rhythm and similes in their writing, to make their writing more interesting.


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Activity 3: Class Inquiry into What the Poem Is About (GLEs: 09, 19, 20b) The students collect poetry with a focused topic such as weather, feelings, etc. This topic should be one easily integrated into other content areas such as science, social studies, or art. The students read chorally and discuss the topic and how it is presented in the poem. If similes or metaphors are used, the students will discuss what is compared in the poem, and how these two are alike. The class members chart these and display their findings on a bulletin board. They continue to examine choices the poet made and decide which comparisons are most effective in creating a mood or feeling for the reader. Students identify simile and metaphor by listing what snow is. Together they construct similes about various topics, such as “the snow is like a blanket covering the trees” and then develop a metaphor by not using like or as, such as the “snow is lace on the branches of a tree.” The teacher displays their examples for future reference.

Activity 4: You Tell, Literal or Figurative (GLEs: 09, 20b) The students share in reading one of the Amelia Bedelia book titles by Peggy Parish. The students discuss Amelia Bedelia’s misunderstandings in the story. Students begin to understand the concept of figurative language by using abstract comparison. The students read a line or a stanza from a selected poem using simile or figurative comparisons in contrast to non-examples or literal comparisons. For example:  “The soldier was as brave as a lion” is a simile or a figurative comparison.  “The sand on the beach looked like dirt” is a literal comparison. (Teachers should be careful to choose grade-appropriate selections.) The teacher asks students to examine how a simile is intended to make the reader think about a subject or topic in a different way. This practice promotes inferential comprehension and encourages use of literary devices by the writer. The teacher asks students individually, with a partner or in a small group, to practice writing similes and metaphors about a topic of their choice and displays them in the classroom. The teacher encourages experimentation.

Reading Essentials Activity List 6: Fluency (GLEs: 12, 13) (RE- Unit 6) 

Students read grade-level or independent reading level texts orally multiple times while being timed to improve fluency. For this unit, Grade 2 students should read between 94-124 words correct per minute in connected text with 95% accuracy.

Activity List 8: Book Usage (GLEs: 05, 06) (RE- Unit 6) 

  

Students locate the glossary in a book and orally define its purpose. Students locate the index in a book and orally define its purpose. Students use the glossary in a book to correct spellings and find the meaning of several words on a practice page prepared by the teacher. Students use the index in a book to find answers to questions on a practice page prepared by the teacher.

Activity List 2: Fluency (GLEs: 02d, 02e, 12) (RE- Unit 3) 



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Grammar/Writing Week 29 - Week 36 Guiding Questions:         

Can the students use the writing process in one or more paragraphs? Can the students write using subject-verb agreement, past and present verb tenses? Can the students use apostrophes in contractions correctly? Can the students use verbs in past and present tenses? Can the students use the correct antecedent of pronouns and the standard forms of personal pronouns? Can the students use and select adverbs, prepositions, and conjunctions? Can the students give oral presentations adjusting tone and act as an active listener? Can the students use technology to publish work? Can the students identify the role of discussion leader, contributor, and active listener?

Unit Description/Content:         

The writing process Contractions Subject-verb agreement Verbs Prepositions Pronouns Conjunctions Adverbs Oral presentation

GLEs/Skills: 

GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle and end (ELA-2-E1)  GLE 23a-f: Develop compositions of one or more paragraphs using writing process…  GLE 27: Write legible short paragraphs using proper indentation (ELA-3-E1)  GLE 28: Use standard English punctuation, including:  a: commas in the greeting and closure of a letter, between a city and a state, and in dates (ELA-3-E2)  b: apostrophes in contractions  c: Use standard English punctuation, including periods in abbreviations (ELA-3-E2)  GLE 29: Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2)  GLE 30: Write using standard English structure and usage, including:  a: subject-verb agreement in simple and compound sentences (ELA-3-E3)  b: past and present verb tenses (ELA-3-E3)  c: including noun and pronoun antecedent agreement (ELA-3-E3)  d: transitional words and conjunctions in sentences (ELA-3-E3) Grade 2 English Language Arts (Revised January 2006) 70



    

 e: prepositions and prepositional phrases (ELA-3-E3)  g: adverbs, especially those related to time (ELA-3-E3) GLE 32*: Use knowledge of parts of speech, including:  b: using correct antecedents of pronouns  d: Selecting and using verbs in past and present tenses in writing (ELA-3-E4)  e: selecting and using standard forms of personal pronouns  f: using a variety of conjunctions (e.g., or, nor, yet, so) (ELA-3-E4)  g: selecting and using adverbs that modify according to time (ELA-3-E4)  h: identifying and using prepositions appropriately (ELA-3-E4) GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1) GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2) GLE 44: Use active listening strategies, including asking for clarification and explanations (ELA-4-E5) GLE 45: Give oral responses, including:  a: telling stories and personal experiences  b: giving explanations and reports (ELA-4-E5) GLE 52: Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)

Ongoing:  GLE 21: Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA-2-E1)  GLE 22: Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (EL-2-E2)  GLE 23: Develop compositions of one or more paragraphs using writing processes such as:  a: independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3)  b: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing (ELA-2-E3)  c: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3)  d: conferencing with a teacher or peers (ELA-2-E3)  e: revising for clarity, grammatical and mechanical correctness, and/or to include additional information (ELA-2-E3)  f: creating a final draft for possible publication (ELA-2-E3)  GLE 26b: Write for various purposes, including: informal writing, including messages, journals, notes, and poems (ELA-2-E6)  GLE 45a: Give oral responses, including: telling stories and personal experiences (ELA-4-E5)



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Grammar/Writing Theme 6: Travel Time Activity 6: Write On (GLEs: 22, 23d, 23e, 24d) (Unit 6)(GLE 52) Students read and write more notes while the teacher continues to guide, confer, encourage, and affirm their progress. Students type their draft and save it to a disk. Students print their draft with double spacing to make it easier to record the comments of the teacher or peers in conferencing sessions. The students focus on word choice, such as strong verbs and describing words, and revising, to make a piece of writing more interesting. The student will reread and examine writing for clarity and grammatical and mechanical correctness. The students continue to focus on one skill and transfer that skill to their writing, continuing to improve it. The end result, however, should demonstrate proficiency in many skills related to writing. . Activity 2: Book Clubs (GLEs: 10, 17d, 20b, 38, 42, 46, 52) (Unit 8) The students will participate in a book club. A group of students with similar interests chooses and reads a fiction or nonfiction book. The group’s task is to convince the other students in the class to read the book. The group will discuss the main idea and events of the story in sequential order and present the book to the class using technology such as the following:  PowerPoint® presentation  Kid Pix® Slide Show  Kidspiration®  video  poster  diorama Activity 3: Poetry Readings (GLEs: 11, 17c, 20b, 44, 45a, 46) (Unit 8) This activity is introduced in Unit 5, Activity 9 with the focus on poetry. Here the focus is on the students speaking, listening, and responding to a presentation. Students prepare by listening to poetry readings by the teacher. Then, students select poems to practice and read to the class. Student selections can be from a variety of media, such as poetry books, magazines, the Internet, and the newspaper. Students read their selections to the class and include personal comments and interpretations of the poem. The class is invited to inquire about the poem and its interpretation. After the readings, the class will discuss the poems. This activity should be used regularly in the classroom. A set time for poetry parties, such as Fridays at 2:30, would allow time for all students to prepare and participate. .


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Activity List 12: Punctuation and Capitalization (GLEs: 28a, 28b, 28c, 29, 32c) (RE- Unit 6)        

Students capitalize proper nouns, such as names of countries, states, and cities, in dictated sentences, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students capitalize initials in a person’s name and put a period after the initials in dictated sentences, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students capitalize the first word in the closing of a friendly letter in a created letter, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students use commas in the greeting and closure of a letter they create, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students use commas between a city and state in dictated sentences, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students use commas between the date and year in dictated sentences, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students use apostrophes in contractions in dictated sentences, and they correct mistakes in punctuation on a practice page prepared by the teacher. Students use periods in abbreviations in dictated sentences, and they correct mistakes in punctuation in the following abbreviations on a practice page prepared by the teacher: Ave., St., Rd.

Activity List 13: Standard English Structure (GLEs: 30a, 30b, 30c, 30d, 30e, 30f, 32c) (RE- Unit 6)         

Students identify and use subject-verb agreement in simple and compound sentences that they create, and they correct incorrect verb usage on practice pages prepared by the teacher. Students identify and use present and past verb tenses for one verb in sentences that they create, and they correct incorrect verb tense usage on practice pages prepared by the teacher. Students identify and use pronoun and noun antecedent agreement in sentences that they create, and they correct pronoun usage on practice pages prepared by the teacher. Students identify and use transitional words and conjunctions in sentences that they create, after planning with a graphic organizer. Students identify and use prepositions and prepositional phrases in sentences they create and in sentences prepared by the teacher. Students identify and use singular possessive nouns in sentences they create and in sentences prepared by the teacher. Students identify and use plural forms of possessive nouns in sentences they create and in sentences prepared by the teacher. Students identify and use adverbs related to time in sentences they create and in sentences prepared by the teacher. Students identify and distinguish between a sentence and a sentence fragment in sentences prepared by the teacher.

Activity List 14: Grammar—Parts of Speech (GLEs: 32a, 32b, 32d, 32e, 32f, 32g, 32h) (RE- Unit 6)    

Students identify proper, common, concrete and abstract, and collective nouns in word lists and in sentences. Students identify personal pronouns: I, me, we, us, you, he, him, she, her, it, they, and them. Students identify and use conjunctions: or, nor, yet, so. Students identify and use adverbs related to time: soon, late, later, latest, now, then, yesterday, tomorrow, tonight, early, earliest.


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Activity 3: Conventions (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31, 32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c) The teacher uses examples from selected student writing or from literature to highlight accurate writing conventions. When students write, the teacher models how to correctly indent paragraphs. Students examine examples of standard English usage and structure, including subject-verb agreement, parts of speech, and simple and compound sentences. The focus is on one convention at a time until students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity. The students will edit a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word use). As a class the students will make corrections to a paragraph written on the board using editing marks with teacher guidance. The students will be given another similar paragraph with the same focus on convention to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written and presented to the class with several capitalization errors, and the students will correct capitalization errors and discuss why each correction was made. The paragraphs will be written to focus on conventions of print and writing(e.g., indentation, capitalization, present and past verb tenses, correct pronoun-antecedent agreement, transitional words, and conjunctions in sentences). The teacher uses word processing to color mark text, using different colors to show explicitly when to use present and past verb tenses, to have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in sentences. In this activity, students also practice using prepositions, objects of prepositions, and possessive nouns correctly. The teacher will conduct mini-lessons on English language conventions throughout the year. Students will continue to edit writings for proper conventions, as appropriate.


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Can the students identify unique letter-sound patterns? (vowels) Can the students read words with as many as four syllables? Can the students decode unfamiliar words? Can the students use common prefixes to understand word meanings? Can the students spell grade-appropriate sight words? Can the students identify unique letter-sound patterns with consonants?(-tch) Can the students spell words with r- controlled vowels?


Vowels (-ough, -augh) (oo, ou )(igh) Syllables Prefixes (over-, un-) Sight words R-controlled vowels (-air, -are) Consonants(-tch)

GLEs/Skills:  

 



GLE 1: Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1) GLE 2: Demonstrate understanding of phonics by:  c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1)  f: using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1) GLE 4: Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1) GLE 33: Spell grade-appropriate words, including:  a: words with short vowels, long vowels, r-controlled vowels, and consonant-blends  b: words with short-and long-vowel sounds when those sounds are made with a broad variety of letter combinations (e.g.,ou, ow, ough, igh )  c: frequently used irregularly spelled words (ELA-3-E5) GLE 35: Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5)


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Ongoing:  GLE 2: Demonstrate understanding of phonics by doing the following:  a: isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word  b: fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words  c: differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh) (ELA-1-E1)  d: reading regulartly spelled words with as many as four syllables  e: using phonetic decoding strategies accurately and rapidly in unfamiliar words and text



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Word Works Theme 6: Travel Time Activity List 1: Phonics—Matching Sounds and Letters (GLEs: 01, 02c, 02d, 02f, 04, 33b, 33c) (RE- Unit 6) 

Students identify unique letter-sound patterns for vowels by reading words with the following spellings and underlining the letters that spell the vowels:        



Students identify the following unique letter-sound patterns for consonants and circle the letters that spell each consonant sound in the word:      



ea for short e (bread, read); ea for long a (great, steak); ough for long o (though, dough); eigh for long a (eight, weigh); y for short i (gym, symphony); ear for /er/ (earth, learn); ar for /er/ (dollar, collar); and or for /er/ (doctor, motor).

tch for /ch/ as in batch; dge for /j/ as in fudge; gh for /f/ as in cough; kn for /n/ as in knee; mb for /m/ as in lamb; and wr for /r/ as in write.

Students read words with short and long vowel sounds associated with the same letter and identify whether the vowel in the word is short or long. The words used in the list that students read have a wide variety of spellings for the vowel sounds; for example, ate, at, great, eight, pay, pain might be included for long and short a sounds.


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English Language Arts (ELA) Grade Level Expectations: Second Grade Reading and Responding Standard 1:

1. Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1) 2. Demonstrate understanding of phonics by doing the following:  isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word  fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words  differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh)  reading regularly spelled words with as many as four syllables  using phonetic decoding strategies accurately and rapidly in unfamiliar words and text  using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1) 3. Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) 4. Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1) 5. Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1) 6. Identify the glossary and index in a book (ELA-1-E2) 7. Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3) 8. Identify story elements, including effects of setting on events and characters (ELA-1-E4) 9. Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4) 10. Retell a story in sequence including main idea and important supporting details (ELA-1-E5) 11. Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6) 12. Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7) 13. Read texts and simple chapter books silently at independent reading level (ELA-1-E7) Standard 6:

14. Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1) 15. Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2) 16. Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3) Standard 7:

17. Demonstrate understanding of information in texts using a variety of strategies, including:  comparing and contrasting story elements (e.g., character, setting, events)  predicting what will happen next in a story or a text  making simple inferences about information in texts  self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1) 18. Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2) 19. Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3)


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20. Apply basic reasoning skills, including:  discussing the relationship between cause-effect  asking questions about texts read independently including why and how (ELA-7-E4) Writing Standard 2:

21. Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA-2-E1) 22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2) 23. Develop compositions of one or more paragraphs using writing processes such as the following:  independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing)  creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing  writing a first draft with a developed beginning, a middle, and an end  conferencing with a teacher or peers  revising for clarity, grammatical and mechanical correctness, and/or to include additional information  creating a final draft for possible publication (ELA-2-E3) 24. Develop grade-appropriate compositions, for example:  friendly letters  poems  stories  informational descriptions with some detail (ELA-2-E4) 25. Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5) 26. Write for various purposes, including:  letters or invitations that include relevant information and follow a letter/envelope format  informal writing, including messages, journals, notes, and poems (ELA-2-E6) Writing/Proofreading Standard 3:

27. Write legible short paragraphs using proper indentation (ELA-3-E1) 28. Use standard English punctuation, including:  commas in the greeting and closure of a letter, between a city and a state, and in dates  apostrophes in contractions  periods in abbreviations (ELA-3-E2) 29. Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter (ELA-3-E2) 30. Write using standard English structure and usage, including:  subject-verb agreement in simple and compound sentences  past and present verb tenses  noun and pronoun antecedent agreement  transitional words and conjunctions in sentences  prepositions and prepositional phrases  possessive nouns  adverbs, especially those related to time (ELA-3-E3) 31. Distinguish between a sentence and a sentence fragment (ELA-3-E3)


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32.Use knowledge of parts of speech, including:  identifying and using nouns, including proper, common, concrete, abstract, and collective  using correct antecedents of pronouns  identifying and using the standard forms of possessives (e.g., mom’s coat, dad’s hat, girls’ shoes)  selecting and using verbs in past and present tenses in writing  selecting and using standard forms of personal pronouns  using a variety of conjunctions (e.g., or, nor, yet, so)  selecting and using adverbs that modify according to time  identifying and using prepositions appropriately (ELA-3-E4) 33. Spell grade-appropriate words, including:  words with short vowels, long vowels, r-controlled vowels, and consonant-blends  words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations (e.g., ou, ow, ough, igh)  frequently used irregularly spelled words (ELA-3-E5) 34. Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5) 35. Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5) 36. Alphabetize to the second letter and some third letters (ELA-3-E5) 37. Use a dictionary and a glossary to locate correct spellings (ELA-3-E5) Speaking and Listening Standard 4:

38. Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1) 39. Give/relate multi-step directions to classmates (ELA-4-E2) 40. Tell and retell stories with the following included:  sequential order, including setting, character, and simple plot  supportive facts and details from the story  explicit and implicit main ideas (ELA-4-E3) 41. Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4) 42. Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4) 43. Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA-4-E4) 44. Use active listening strategies, including asking for clarification and explanations (ELA-4-E5) 45. Give oral responses, including:  telling stories and personal experiences  giving explanations and reports (ELA-4-E5) 46. Compare ideas from a wide variety of media (ELA-4-E6) 47. Discuss classroom procedures and rules and generate ideas for new procedures and rules (ELA-4-E7) 48. Identify the role of discussion leader, contributor, and active listener (ELA-4-E7)


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Information Resources Standard 5:

49. Locate information using the organizational features of texts, including:  URL addresses from the Web  title pages  glossaries  indices  tables of contents  chapter headings (ELA-5-E1) 50. Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2) 51. Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3) 52. Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4) 53. Tell and write about the sources of learned information (ELA-5-E5) 54. Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6)


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English Language Arts - Teacher Web

English Language Arts - Teacher Web

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