Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Wildly Important Goal (Power Standard):
TLW apply word structure elements, known words, and word patterns to
determine meanings (basic parts of speech).
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
Essential knowledge for that goal:
How will we know when each student has
Students will…
learned?
 Demonstrate an understanding of nouns, action
 Written practice, quizzes, tests, and
verbs, and adjectives (P)
activities with partners covering basic
parts of speech
 Identify and use regular past tense verbs (ed) (P)
 Taking advantage of teachable
 Identify and use irregular past tense verbs such as
moments
sit and sat, run and ran (P)
 Demonstrate an understanding of pronouns and
their use (M)
 Demonstrate an understanding of the verbs of
being such as am, is, are, was, were (M)
What types of activities will be used to help meet that goal?
 Direct instruction
 Written practice
 Oral activities with partners
 Quizzes and tests
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
 More individual turns
 Create sentences and/or stories with
 Computer games (Brain Pop Jr.)
basic parts of speech
 Ask higher order questions about basic
parts of speech throughout regular
daily activities
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Instructional Activities. How will we teach this goal?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Wildly Important Goal (Power Standard):
TLW apply word structure elements, known words, and work patterns to
determine meanings (compound words).
Essential knowledge for that goal:
Students will…
 Define what a compound word is (M)
 Recognize a compound word (M)
 Demonstrate taking apart a compound word (M)
 Demonstrate putting together two words to form
a compound word (M)
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
How will we know when each student has
learned?
What types of activities will be used to help meet that goal?
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Instructional Activities. How will we teach this goal?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Wildly Important Goal (Power Standard):
TLW apply word structure elements, known words, and word patterns to
determine meanings (contractions)
Essential knowledge for that goal:
Students will…
 Identify and define regular contractions (P)
 Demonstrate an understanding of breaking apart
contractions (P)
 Demonstrate an understanding of writing
contractions (P)
 Demonstrate an understanding of the irregular
contractions won’t and let’s (M)
 Demonstrate an understanding of regular
contractions with ‘s and ‘ve (M)
 Identify contractions had, would, has (I)
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
How will we know when each student has
learned?
 Written practice, quizzes, tests, and
activities with partners covering
contractions
 Taking advantage of teachable
moments
What types of activities will be used to help meet that goal?
 Direct instruction
 Written practice
 Oral activities with partners
 Quizzes and tests
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
 More individual turns
 Create sentences and/or stories with
 Computer games (Brain Pop Jr.)
contractions
 Ask higher order questions about
contractions throughout regular daily
activities
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Wildly Important Goal (Power Standard):
Instructional Activities. How will we teach this goal?
TLW apply word structure elements, known words, and word patterns to
determine meanings (plurals)
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
Essential knowledge for that goal:
Students will…
 Demonstrate an understanding of the use of the
terms “singular” and “plural” (P)
 Identify and define regular plurals (P)
 Demonstrate an understanding of singular and
plural words (P)
 Demonstrate an understanding of writing
irregular plurals such as “y” to “ies” (M)
 Demonstrate an understanding of irregular
plurals that change spelling such as man to men
(M)
 Demonstrate an understanding of changing an “f”
to a “v” to make a plural such as wolf to wolves(I)
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
How will we know when each student has
learned?
 Written practice, quizzes, tests, and
activities with partners covering
contractions
 Taking advantage of teachable
moments
What types of activities will be used to help meet that goal?
 Direct instruction
 Written practice
 Oral activities with partners
 Quizzes and tests
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
 More individual turns
 Create sentences and/or stories with
 Computer games (Brain Pop Jr.)
plurals
 Ask higher order questions about
plurals throughout regular daily
activities
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Wildly Important Goal (Power Standard):
Instructional Activities. How will we teach this goal?
TLW apply word structure elements, known words, and work patterns to
determine meanings (singular possessives).
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
Essential knowledge for that goal:
Students will…
 Define what a singular possessive word is (P)
 Recognize a singular possessive word (P)
 Recognize who owns something and what object
is owned (P)
 Write possessives using ‘s (I)
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
How will we know when each student has
learned?
What types of activities will be used to help meet that goal?
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Activities.
will we teach this goal?
WildlyInstructional
Important Goal
(Power How
Standard):
TLW apply word structure elements, known words, and word patterns to
determine meanings (syllables).
State Standards Met (include
DOK if on the Table of Specs):
3.1.5.a
Essential knowledge for that goal:
Students will…
 Read a word and recognize the number of
syllables in the word (M)
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
How will we know when each student has
learned?
What types of activities will be used to help meet that goal?
How will we respond to students who have difficulty?
How will we enrich and extend for proficient
students?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12
Instructional Activities. How will we teach this goal?
Course: Reading
Grade Level(s): 2
Date of last revision: 9/4/12