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