English Language Arts s9

Grade 2 English Language Arts Grade 2 English Language Arts

Table of Contents

Unit 1: Let’s Read...... 1-1

Unit 2: Use Your Thinking Cap...... 2-1

Unit 3: The Writing Process...... 3-1

Unit 4: Information Quest...... 4-1

Unit 5: Poetry Is Art in Words...... 5-1

Unit 6: Reading and Writing Nonfiction...... 6-1

Unit 7: People—Autobiographies/Biographies...... 7-1 2012 Louisiana Transitional Comprehensive Curriculum

Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculum is aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013- 14 Curriculum and Assessment Summaries posted at http://www.louisianaschools.net/topics/gle.html. The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15.

Organizational Structure The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014- 15 are not included in activities in this document.

Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.

Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis.

A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course.

The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at http://sda.doe.louisiana.gov/AccessGuide. 2012-13 Transitional Comprehensive Curriculum

Grade 2 English Language Arts Unit 1: Let’s Read

Time Frame: Approximately six weeks

Unit Description

This unit focuses on reading and responding to a variety of texts, including nonfiction and chapter books. The unit is taught including read-alouds and shared, guided, and independent reading. All independent reading activities require text that is at least 95% decodable for the individual student.

Student Understandings

Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. Students respond to texts in a variety of ways (e.g., orally, using graphic organizers, and writing sentences and paragraphs).

Guiding Questions

1. Can students identify the setting, plot and characters of two different stories? 2. Can students read and respond to a variety of texts, including chapter books and nonfiction? 3. Can students demonstrate oral reading fluency using an appropriately leveled text for this time of year? 4. Can students relate life experiences to information read in texts? 5. Can students write a simple story about their weekend experiences using standard punctuation, Standard English structure, and multiple spelling strategies? 6. Can students retell a story in sequence? 7. Can students use active listening skills?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level Expectations GLE # GLE Text and Benchmarks 2e. Demonstrate the understanding of phonics by using phonetic decoding strategies accurately and rapidly in unfamiliar words and text (ELA-1-E1) 10. Retell a story in sequence including main idea and important supporting details (ELA-1-E5) 12. Demonstrate oral reading fluency of at least 90 words per minute in second-

Grade 2 Unit 1Let’s Read 1-1 2012-13 Transitional Comprehensive Curriculum

Grade-Level Expectations grade text with appropriate intonation (ELA-1-E7) 17a. Demonstrate understanding of information in texts by comparing and contrasting story elements (e.g., character, setting, events) (ELA-7-E1) 17c. Demonstrate understanding of information in texts by making simple inferences about information in texts (ELA-7-E1) 17d. Demonstrate understanding of information in texts by self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1) 20a. Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4) 20b. Apply basic reasoning skills, including asking questions about texts read independently including why and how (ELA-7-E4) 22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience. (ELA-2-E2) 23a. Develop compositions of one or more paragraphs using writing processes such as the following independently generated ideas for writing by using various strategies (e.g., listing, brainstorming, drawing). (ELA-2-E3) 23b. Develop compositions of one or more paragraphs using writing processes such as the following: creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing. (ELA-2-E3) 23c. Develop compositions of one or more paragraphs using writing processes such as the following: writing a first draft with a developed beginning, a middle, and an end (ELA-2-E3) 30a. Write using standard English structure and usage, including subject-verb agreement in simple and compound sentences.(ELA-3-E3) 30b. Write using standard English structure and usage, including past and present verb tense (ELA-3-E3) 30c. Write using standard English structure and usage, including noun and pronoun antecedent agreement (ELA-3-E3) 30d. Write using standard English structure and usage, including transitional words and conjunctions in sentences. (ELA-3-E3) 31. Distinguish between a sentence and a sentence fragment. (ELA-3-E3) 33a. Spell grade-appropriate words with short vowels, long vowels, r-controlled vowels, and consonant-blends. (ELA-3-E5) 35. Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5) 40a. Tell and retell stories with sequential order, including setting, character, and simple plot (ELA-4-E3) 40b. Tell and retell stories with supportive facts and details from the story (ELA- 4-E3) 44. Use active listening strategies, including asking for clarification and explanations (ELA-4-E5) 45a. Give oral responses, including telling stories and personal experiences (ELA-4-E5)

ELA CCSS CCSS# CCSS Text Reading Standards for Literature RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Standards for Informational Text RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity ban proficiently, scaffolding as needed at the high end of the range. Reading Standards: Foundational Skills RF.2.3a, Know and apply grade-level phonics and word analysis skills in decoding b, c, d, e, words. f a. distinguish long and short vowels when reading regularly spelled one- syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. RF.2.4a, Read with sufficient accuracy and fluency to support comprehension.

ELA CCSS b, c a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Standards W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Speaking and Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Language Standards L.2.4a, b, Determine or clarify the meaning of unknown and multiple-meaning words c, d, e and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a, b Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Sample Activities

Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4 a, RF.2.4b, RF.2.4c)

Materials List: classroom library and books from the school library as needed

Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Activity 2: Vocabulary Development (Ongoing) (GLEs: 2e; CCSS: L.2.4a, RL.2.7, RF.2.3)

Materials List: read aloud books, charts, markers, word wall, paper for vocabulary cards, binder or folder

This activity will be used throughout the year. Have students listen to a story related to the topic or theme’s being taught. Prior to reading, use a directed learning – thinking activity (view literacy strategy descriptions) to lead students in making predictions about the story based on the cover and title. These predictions may or may not be recorded. While reading, stop at various points to discuss vocabulary and predictions. Have students make inferences and use sentence-level context as clues to the meaning of unfamiliar and multiple-meaning vocabulary words and phrases using these strategies: context and picture cues, known root words as clues to the meaning of an unknown word with the same root, and knowledge of the meaning of individual words. Have students confirm meanings collaboratively using a dictionary or glossary. Listed below are some suggestions to develop vocabulary:  Record vocabulary words on a special word wall for use during writing.  Have students create complete sentences using the vocabulary word during shared and independent writing.  Direct students to create a personal or class dictionary for use during shared and independent writing.  Collaborate with students to make a tally chart/word grid (view literacy strategy descriptions) and record oral or written word use frequency in the tally column. Vocabulary words are placed on the vertical axis, and the context in which the students use the words is placed on the horizontal axis. Vocabulary words in each grid need to be parallel parts of speech: all adjectives, nouns, or verbs, etc. Have students decide which vocabulary word can be appropriately used in each context.

Example: Vocabulary # of times used playground slide field trip library extraordinary IIII I   enormous II  jovial III   additional IIII  

Activity 3: Writing/Grammar (Ongoing) (GLEs: 22, 23a, 23b, 23c, 30a, 30b, 30c, 30d, 31; CCSS: W.2.2)

Materials List: board, chart paper, corrective tape, word wall, classroom dictionaries, paper, and journals/logs, Writing Rubric BLM

Conduct writing/grammar lessons daily. The instruction of writing/grammar takes many different forms, enabling teachers to address the conventions of writing (spacing, directionality, and letter formation) and also grammatical features of writing (spelling, capitalization, punctuation, grammatical choices). Grammatical choices should include a greater variety of action and descriptive words when writing for a specific purpose or audience, etc.  Guided writing is designed to teach a specific skill or strategy to the whole class, small groups, or an individual student. In this process, the student does his/her own writing of one or more paragraphs, organized with a central idea and a developed beginning, a middle, and an end, with the teacher’s scaffolding support through mini-lessons and conferences. Students are encouraged to write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.  The “weekend story” is a powerful guided writing activity that is usually conducted on the first day of each week. Lead the students in a discussion about their weekend experiences. Ask leading questions to help students independently generate ideas for writing. Guide students to focus on their topic and list specific details about their weekend. Conference with individual students to strengthen writing as needed by revising and editing. Direct students to provide a concluding statement for their compositions. Each week, conduct a mini-workshop to help improve writing skills. Topics for mini-workshops could include focus skills, such as stating the main idea using a title, creating a web to organize thinking, incorporating descriptive language, indention of first lines of paragraphs, capital letters, punctuation, subject-verb agreement, past and present verb tenses, noun and pronoun antecedent agreement, transitional words, and conjunctions. Encourage the inclusion of facts and definitions to develop points in students’ writing. Create a rubric specific to the workshop focus for both teacher and students to monitor progress. See Writing Rubric BLM from Unit 1.  Independent writing is any time students write without receiving assistance from others. Have students select topics and be in charge of their own writing. Use

independent writing exercises to practice writing skills and strategies that support reading development. Examples of a student’s writing may include journal entries, response logs, creative stories, and personal experiences. A Writer’s Workshop approach builds routine and confidence as the student’s writing develops and matures. Meet with individuals or small groups as needed to instruct or encourage students’ thinking and writing.

Activity 4: Read Aloud/Think Aloud (GLEs: 20b, 44; CCSS: RL.2.1, RL.2.6, RL.2.7, RI.2.1, RI.2.6)

Materials List: read aloud books, Read Aloud/Think Aloud Prompts BLM

This activity should be used daily throughout the year. Select reading material based on the unit focus. Have students listen to a book or a passage read aloud. Discuss illustrations with students in order to gain additional information about text. Model the think-aloud process while reading aloud to students. For example, if character development is the focus, help students demonstrate understanding of key details in the text by asking them to answer leading questions such as these: “Who are the main characters in the story?” “I wonder what this character is really like?” “What is this character’s point of view?” For a focus on making predictions, use questions such as these: “I predict this story will be about . . . .” “This makes me wonder why . . . .” “This makes me feel . . . .” “This makes me think . . . .” The following are suggested lessons for Read Aloud/Think Aloud activities:  identifying the main idea  predicting and inferring  identifying story elements: character, setting, plot, etc.  explaining cause and effect  determining the author’s voice and finding the purpose of a text including what the author wants to answer, explain, or describe  acknowledging about the point of view of a character  speaking in a different voice for each character when reading dialogue aloud. This activity should be repeated until the students feel confident in using the read aloud/think-aloud technique independently. Encourage student discussion after modeling.

As an extension, provide students with a grade-level book or passage to read aloud to the teacher, a peer, or a small group. Provide a copy of the Read Aloud/Think Aloud Prompts BLM. Go over the BLM and have students select several of the prompts to use during their reading. As each student reads, ask him/her to stop to think aloud about the passage, using question stems such as these: “I wonder why the character did/didn’t . . . .” and “The characters respond to challenges in the story by . . . .” Encourage students to read dialogue in a different voice for each character. During a second reading, have students write down answers to the questions about the selection on their BLMs. Encourage students to refer to their notes during class discussions.

Activity 5: Pairing Nonfiction and Fiction (GLEs: 17a; CCSS: RI.2.9)

Materials List: fiction and nonfiction books that are on the same topic, Fiction or Nonfiction BLM

This activity will enable students to use knowledge gained from reading an informational text to extend their understanding and enjoyment of a fictional book. Select several book pairs that relate to the unit theme. Examples:  The Big Book of Bugs by Theresa Greenaway - The Grouchy Ladybug by Eric Carle  The Underwater Alphabet Book by Jerry Pallota - The Rainbow Fish by Marcus Pfister  Frogs by Gail Gibbons - Frog and Toad by Arnold Lobel

Student pairs will visit the school library and select a work of fiction and a nonfiction book on the chosen topic. Provide opportunities for student pairs to read and discuss their selections. Monitor to ensure that both students are reading and contributing to the discussions. Give each student pair a copy of the Fiction or Nonfiction BLM. Have students note how the subject of the nonfiction book, the setting, events or important points compare/contrast to those in the fiction book. Lead students in a discussion of how the information learned in a nonfiction text can be incorporated into a fictional selection.

Ex. Nonfiction Title: Frogs Fiction Title: Frog and Toad How are they the same? How are they different? They both live near a pond in a meadow. Frog and Toad can talk. They both hop and swim. Real frogs don’t try to fly a kite.

Activity 6: “During Reading” Strategies (GLEs: 17d; CCSS: RI.2.1, RI.2.10)

Materials List: book from the reading group and a Running Records BLM

For this small group or independent reading activity, provide materials at the student’s independent reading level (95% decodable). Good readers have a well-developed inner- control that enables them to self-monitor text, continually assessing the information with questions, such as “Does that word sound right?” “Does this sentence make sense?” Students at the emerging level of reading need help in developing these self-monitoring skills. As the student reads aloud and errors occur, become the “little voice” giving prompts such as, “Did that make sense?” “That word didn’t sound right; let’s try the long vowel sound.” “Now that’s better; read that sentence again.” Encourage students to know and apply grade-level phonics and word analysis skills to accurately and rapidly decode unfamiliar and irregularly spelled words and text. As students become more independent in reading, suggest the following strategies:

 Adjust reading rate: slow down for understanding, speed up when reading for pleasure  Predict/Support: make a guess, then find text to support your predictions  Question: ask questions before, during and after reading  Self-Correct: know when a word doesn’t make sense and make corrections without help, use strategies to decode unknown words  Monitor Understanding: know what part you understand or don’t understand  Reread: read parts again to improve recall or understand confusing parts  Read/Pause/Summarize: stop to check and retell The goal is for the students to have their own internal “little voice” giving the prompts for self-correction, word recognition and understanding. Use the Running Record BLM to monitor student progress. As students improve and read without errors, provide a higher- level text. Direct students to re-read the selection with a peer during partner reading or take the book home to read to a parent.

Activity 7: Retell (GLEs: 10, 40a, 45a; CCSS: RL.2.7, SL.2.4)

Materials List: pictures and/or sentence strips that tell about an event, Split-Page Notes BLM

This activity will take several days and can be repeated throughout the year with any genre studied. Lead a class discussion about an activity familiar to all the students, such as a class field trip, a school fall festival, or a community event. Model a retelling of the discussion using pictures and statements written on sentence strips. Then allow students to select an event they would like to tell about and ask them to draw pictures or write notes about the event. Encourage each student to retell his/her event to the class with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. This activity can be extended by having students retell directions for a “how to,” or recall events from the past weekend, or describe a party attended or a favorite vacation. Prompt students to “Tell me more” when necessary to elicit additional detail. Next, model the retelling of a read-aloud text (See Activity 4). Write this retelling on a chart, overhead, or white board using split-page notetaking (view literacy strategy descriptions) and discuss this process with the class. Then give students a copy of the BLM for split-page notetaking (view literacy strategy descriptions) and repeat the process with another read- aloud (Activity 4). Split-page notetaking gives young students a simple way to organize and record information about story content. Using the two column format, students will fill in details in the right column that answer the questions or give the story elements listed on the left side of the paper. Some elements to include are title, author, beginning, middle, end in sequential order, character, problem, solution, and setting (see example). Then require students to use these notes to write a retelling and present it orally to the class or teacher. To reinforce the strategy, assign students a book to read on their independent level and have them complete an oral or written retelling. Ex. Select any appropriate elements for the left column and have students fill in their answers in the right column.

Elements Notes Title Author/Illustrator Characters Setting Beginning Middle/Problem Ending/Solution

Activity 8: Story Elements: (GLEs: 17a; CCSS: RL.2.1, RI.2.1)

Materials List: stories that are familiar to most second grade students, board/overhead or chart paper, markers

Following daily read-alouds, continue modeling the identification of basic story elements, such assetting, characters, beginning, middle, and ending. Have students state the main idea of a story or compare and contrast the main characters in order to ensure comprehension. Encourage discussion of what motivates the character, what conflicts the character faces, and how a character’s actions and responses to major events and challenges resolve the conflict in the story. Through class discussions, have students evaluate the story by telling their favorite part or favorite character. Using familiar stories such as folktales and classics enables students to broaden their skills in identifying story elements. Example: Read aloud the story Jack and the Beanstalk. Ask questions such as these:  Who are the main characters in this story?  What happens at the beginning of the story?  What is the relationship between the characters?  When Jack sold the cow for the magic beans, was that a responsible decision?  How does Jack’s choice affect his family?  What other conflicts occur because of Jack’s decision?  Would you sell your cow for “magic” beans? Why or why not?  Who is your favorite character? Why?  How would you change the ending of this story?  Could this story have happened in real life?

Place students in small groups to answer these questions and then present their answers to the class using the Fishbowl Discussion Strategy (view literacy strategy descriptions). Have each small group of students address one of the focus questions while the rest of the class listens but does not participate in the discussion. Allow an opportunity for the listeners to discuss their reactions to the small group’s ideas. Encourage both groups to

Grade 2 Unit 1Let’s Read 1-10 2012-13 Transitional Comprehensive Curriculum share in the final discussion. Prepare a chart and list the answers to demonstrate the possibility of multiple answers to the questions. Students may revisit text, use prior knowledge and draw on their experiences 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). Students may respond to the lesson by writing in their learning logs (view literacy strategy descriptions), a notebook, binder, or folder in which the students may record ideas, questions, reactions, and reflections or summarize newly learned content. Using a learning log encourages students to “put into words” what they know or do not know. These learning logs will be used throughout the year.

Activity 9: Story Elements Continued (GLEs: 40a, 40b; CCSS: RL.2.1, RL.2.7, RI.2.1, SL.2.4)

Materials List: beach ball, marker, and colored sticky notes, books at various reading levels

This activity can be used throughout the year to reinforce independent reading and to enable the students to practice finding the main elements of a story. Prepare a beach ball by writing different questions about story elements on each part of the ball: 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 the story end? What was your favorite part of the story? Select a book or passage for each student that is grade-level and have students read silently or in a whisper voice. Provide multi-colored sticky notes so that, as students read, they may note story elements, such as main characters, setting, or the point where the problem is introduced in the plot. Allow students time to read and reread the selection to become familiar with the main elements of the story. Toss the beach ball to a student and have him/her read the question closest to his/her right thumb. Give the student an opportunity to share his/her answer using this format: I read (book title, by author), and the (main characters) in my book were (names of characters). The student then tosses the ball to a classmate who answers his/her question in the same manner. Students may refer to their books if necessary. Monitor student responses and occasionally ask a student to prove his/her answer by having him/her read from the text. This activity can be used when all students have read the same passage from the basal or the same section from a chapter book. Using the beach ball provides an exciting quick review of story elements before a unit or weekly test.

Activity 10: Workshop and Conferencing (GLEs: 40a, 40b; CCSS: RL.2.10, RF.2.4a, RF2.4b, RF.2.4c)

Materials List: a collection of books at various grade appropriate reading levels

Setting personal goals for reading gives students ownership and pride in their progress. Conference with each student and help each one to set attainable fluency goals for this unit. (Acceptable range for this unit is 52-87 words correct per minute.) Provide

Grade 2 Unit 1Let’s Read 1-11 2012-13 Transitional Comprehensive Curriculum appropriately leveled reading passages for each student. In a quiet setting, time the student as he/she reads for a period of one minute. Count the words the student read correctly and record the number on the student’s personal reading chart. Then direct students to retell as much as they can about the story, including identifying facts and details about the setting and the characters and giving a simple outline of the plot in sequential order. Record the number of words retold. Go over any words that caused the student difficulty encouraging the student to use grade-level phonics and word analysis skills in decoding unfamiliar words (distinguish long and short vowels, use spelling- sound correspondences, employ rules for regularly spelled two-syllable words with long vowels, and decode words with common prefixes and suffixes). Next, time the student rereading the passage for one minute. Record the second score. Repeat the process to record a total of three scores for words correct in one minute, errors, and the number of words retold in one minute. Assist students in setting a goal to increase words correct per minute in small obtainable increments, keeping in mind the goal of 87 words correct per minute at the end of second grade. As students develop fluency, allow them to self-select books for oral reading and retelling. Provide sets of books at the students’ readability level and monitor individual students’ selections. To determine student level of comprehension, have students to respond to the following questions about their book selection process after each timed reading and retell session:  Why did you choose this book?  What did you like about the book?  Would you like to read other books by this author?  What words did you have problems with?  How did you figure them out?

Prepare reading passages and time sheets for students to use at home with their parents. Explain to parents the importance of reinforcing oral reading and fluency by repeated reading of a passage. Encourage parents and students to practice every night and return the record sheet every day. Including parents in building reading fluency gives them a clearer picture of their student’s progress.

Activity 11: Building Fluency through Reader’s Theater (GLEs: 12, 44; CCSS: RL.2.6, RF.2.4a, RF.2.4b, RF.2.4c, SL.2.4)

Materials List: simple plays or books that can be made into plays such as The Three Little Pigs, The Elves and the Shoemaker, or The Three Billy Goats Gruff, Reader’s Theater Rubric BLM

Preparing for a presentation of Reader’s Theater provides students with the opportunity to develop fluent reading through repeated practice of text. Carefully plan each small group of actors and assign an appropriate part to each student. Each student needs to realize the importance of his/her role. By using familiar plays, fairy tales, and folktales, the students will practice readable text without having to struggle with unknown words. The students

Grade 2 Unit 1Let’s Read 1-12 2012-13 Transitional Comprehensive Curriculum are not required to memorize the words. Have students practice reading at an appropriate rate and with expression, even using different voices for different characters. Monitor as students practice, and prompt them to use expression and an audible voice. Designate an area of the classroom as the “stage” for the presentations. Direct the students to rely on their actions and voice to relay the story to the audience during performances. Props and costumes are not necessary. Review the responsibilities of the audience prior to the presentations including good listening skills and appropriate behaviors, such as sitting quietly with eyes on speaker. Praise the performers. Follow each presentation with discussions, focusing on comparing/contrasting the content of each. Provide an opportunity for students to respond to the presentations in their learning logs (view literacy strategy descriptions). Direct students to write a simple summary of the presentation or develop specific focus questions to be answered in complete sentences.

Activity 12: Compare and Contrast (GLEs: 40b; CCSS: RL.2.2, RL.2.7, RI.2.2, RI.2.9, SL.2.4)

Materials List: Two versions of the same story, paper or chart paper, markers/pens/pencils, BLM Compare and Contrast

Instruct students to read two versions of the same story. Many fairy tales and folktales come in different versions (e.g., The Three Bears and Somebody and the Three Blairs; The Three Little Pigs and The True Story of the Three Little Pigs). Students can read with a partner, in a small group, or listen to a read-aloud. Students should determine the central message, lesson, or moral of the story read, including information gained from the illustrations and words in text to demonstrate an understanding of the characters, setting and plot. Guide students to compare and contrast the most important points presented by the two texts. Have students retell the stories to a partner or in a small group recounting experiences with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences in preparation for their role as professor know-it-all (view literacy strategy descriptions) for a class presentation. This is an effective way for students to review the material they have listened to or have read with a partner. First, have students participate in conversations with their partners to be sure they can recount and describe key ideas and details from the text. These discussions need to give sufficient time for partners to be comfortable with the facts and be prepared to answer questions their classmates may have. Next, students can dress up (perhaps with a tie or a special hat) and enjoy the role of “the professor.” Last, the “professors” stand before the class and retell a story they have read. Encourage classmates to ask questions for presenters to answer in order to add information, clarify comprehension, and deepen understanding of the text. Then direct students to work alone or with a collaborative group, to complete a graphic organizer (view literacy strategy descriptions) that visually displays comparison and contrast such as a Venn diagram. Provide the class with chart paper, markers, pens, and pencils and instruct them to place story elements, main ideas, and details in appropriate areas on the diagram. Have students use BLM Compare and Contrast to complete a personal copy of their class chart. Require students to use the Venn diagram as a study aid for recalling important ideas and supporting details from the stories read.

Variation: Students may read two different informational texts on the same topic and read, pair, square, and share with both a partner and then with a small group. The professor know-it-all strategy may be employed as “experts” report important points from the two texts. Small groups can collaborate to complete a graphic organizer, such as a Venn diagram to use as a study aid to recall important information from the stories read.

Activity 13: Break it Down (Ongoing) ( CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.4b, L.2.4c, L.2.4d)

Materials list: text or list of words with multiple syllables, small “Post-it” notes, paper, pencil, board or chart paper and marker.

This activity will be used throughout the year. Students will rely on prior knowledge of phonics rules including closed vowels, open vowels, silent “e” at the end of a word, and the schwa sound. They must also know that every syllable must have at least one vowel sound and at least one vowel letter. This activity will be modeled as a whole group activity and will then serve as an independent activity when students encounter unfamiliar “big” words in text. Model by writing a “big” word on the board or chart paper and do not pronounce the word for the students. “Think aloud” to allow students time to look at the word and locate the vowels. Direct students to note the number of vowels, whether the vowels are side-by-side or separated by other letters, and whether there is a silent “e” at the end of the word. Model underlining the vowels and then have the students write each vowel or vowel pair on a separate sticky note (excluding the silent “e” at the end of a word). Continue to “think aloud” to determine which consonants to add to each vowel to form a syllable. (Rules to consider that will help students in making these decisions are to break between two consonants that are the same and keep digraphs together.) This process will include sounding aloud and perhaps substituting a schwa sound in the place of the regular short closed sound or the long open sound. Instruct students to add the consonants to their appropriate sticky notes, read each syllable separately, then blend the syllables to read the word. Continue with the whole group, modeling the procedure until students are comfortable working independently and can incorporate this practice into daily reading. Example: incorporate Ask: How many vowels do you see? (5) Are they apart or together? (Apart) Is one of the vowels a silent “e”? (Yes) Direct: Show me how many syllables are in the word by setting out the correct number of sticky notes. Write each vowel on a separate note. Add consonants to form syllables. Encourage students to try to distribute consonants evenly and suggest trying to make the vowels “closed” if possible. Have individual students or the whole class read each syllable separately and then blend the syllables to read the word.

in cor por ate

Because there are no set rules for breaking words into syllables, this word could be done as shown or with the “r” added to the “ate” sticky note to show “po” and “rate.” As students learn prefixes and suffixes, instruct them to circle these added word parts to be counted as additional syllables. Ex. (un) for tu nate (ly)

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of a portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

 Utilize observations of student responses to read-aloud/think-aloud, student presentations of sorting books, student reading fluency, and student choices in reading independently to informally assess student progress.  Document student performance with anecdotal records. Carry a clipboard with a class list, and as the students work with partners or read independently, make anecdotal notes and comments on student reading behaviors and responses.  Generate a skills checklist, using the GLE/CCSSs, to document student knowledge and skills.  Assess completed graphic organizers, such as Venn diagrams, story maps, and flow charts.

Activity-Specific Assessments

 Activity 3: The student will write a weekend story, and the teacher will score writing using a rubric, at least once every grading period. (See Writing Rubric BLM)

 Activity 5: The student will compare fiction and non-fiction books, and complete a chart with the following information: title of each book and evidence of how they are the same and how they are different. (See Fiction or Nonfiction BLM)

 Activity 6: The student will read aloud while the teacher makes an oral reading assessment to check for errors, miscues, application of known sound/symbol correspondences, and/or self-corrections. (Running Record BLM)

 Activity 7: The student will complete the Split-Page Notes BLM and written retelling using split-page notetaking strategy.

 Activity 11: The teacher will use a rubric and scoring guide to assess performance. (See Reader’s Theater BLM for rubric and scoring guide.)

Additional Resources

Allard, Harry. Miss Nelson is Missing Barrett, Judi. Cloudy With a Chance of Meatballs Barrett, Judi. Pickles to Pittsburg Brinkloe, Julie. Fireflies Cannon, Janell. Verdi Curtis, Gavin. The Caboose Who Got Loose Dr. Seuss. Horton Hatches the Egg Heard, Georgia. Creatures of the Earth, Sea, and Sky Henkes, Kevin. Lily’s Purple Plastic Purse Hoffman, Mary. Amazing Grace Kellogg, Steven. Pecos Bill Kellogg, Steven. The Mysterious Tadpole Kimmel, Eric A. Anansi and the Moss-Covered Rock McDermott, Gerald. Arrow to the Sun Mosel, Arlene. Tikki Tikki Tembo Park, Frances. The Royal Bee Rylant, Cynthia. Miss Maggie Rylant, Cynthia. The Relatives Came

Grade 2 Unit 1Let’s Read 1-16