Grade 2
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Approx. Time Allotment:
Standards: 1.1.3 A-H, 1.2.3 A,C, 1.3.3 A-F
Benchmark/Skills
Assessment
READING
1. Student is acquiring additional word recognition
skills and strategies.
a) Demonstrate a knowledge of phonics (eg:
consonants, consonant blends and diagraphs, short
and long vowels, phonograms, dipthongs and variant
vowels)
b) Demonstrate an understanding of how words work
(eg: spelling patterns, root words and endings,
synonyms/antonyms/homonyms, plurals, compound
words, and contractions, possessives)
Demonstrate the use of decoding strategies
(blending, rhyming, syllabification, substitution,
known words/word parts)
c) Develop an awareness of nouns and verbs in reading
selections
d) Integrate use of the three cueing systems (meaning,
structure and visual cues)
e) Demonstrate an ability to use effective word attack
strategies, including predicting, context clues, use of
illustrations, confirming, monitoring, self-correcting,
re-reading and cross-checking
f) Continue to expand and develop sight vocabulary
See Grade 2 Assessment
Guide
Other:
 Phonics check out
sheet
 Practice book pages
 Word rings
 Performance
assessments
 Audio taped samples
Aligned Materials/
Resources/Technology
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MacMillan, McGraw-Hill,
Spotlight on Literacy, Levels 6 &
7, (1997)
D’Nealian Handwriting, Scott
Foresman
Writing to Learn, Great Source
Education Group, Houghton
Mifflin
Networked CD: My First Amazing
Dictionary, DK.
Online Sources: World Book
Encyclopedia, New Book of
Knowledge, Grolier; Grolier
Multimedia Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic
words, word building
manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Instructional Strategies
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











Activate Personal/Prior
Knowledge
Book Talks/Literature
Circles
Buddy Reading/Book
buddies
Choral Reading
Cloze Activities
Conferences-Peer and
Student/Teacher
Cooperative Groups
Dictation
Differentiated
Instruction
Discuss Prior
Knowledge
Drill & Practice
Flash Cards
Flexible Grouping
Group Discussions
Guided Reading &
Writing
Jigsaw
Journals
KWL
Language Experience
Stories/Books
Learning Centers
Mini-Lessons
Modeling
7/02
Grade 2


Listening centers
Children’s magazines and
periodicals (eg: Weekly Reader,
Scholastic News)
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







Organizational Charts
Prediction Strategies
Publishing Books
Read Aloud
Reader’s Theater
Reading Aloud
Reading Workshop
Story Mapping
Story Retelling
Tape Recorded
Readings
Think/Pair/Share
Word Sorting
Word Walls/Folders
Writing in Response to
Reading
7/02
Grade 2
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Approx. Time Allotment:
Standards: 1.1.3 A-H, 1.2.3 A,C, 1.3.3 A-F
Benchmark/Skills
READING
2. Students' ability to construct meaning is
growing.
a) Comprehend both fiction and nonfiction that is
grade-level appropriate
b) Use background knowledge to make
predictions and make connections
c) Demonstrate an ability to draw conclusions and
make predictions while reading, as well as
make comparisons to other readings
d) Read critically, demonstrating an ability to
evaluate and analyze what is read (eg:
fact/opinion, fantasy/reality, author’s purpose,
make inferences)
e) Participate in whole-class and small-group
discussions of what is read by asking
thoughtful and appropriate questions.
f) Use accurate terminology to recognize and
discuss the appropriate structures of the various
genres (setting, plot, character, main idea, point
of view, tone, mood, theme, style, and
beginning/middle/end)
g) Recognize the difference between narrative and
informational text, and apply appropriate
comprehension strategies
h) Discusses similarities in characters and events
across stories
i) Utilize self-monitoring strategies to determine
understanding, including rereading, adjusting
reading rate, and self-correcting
j) Use visualization to enhance comprehension
k) Demonstrate an ability to organize what is read
Assessment
See Grade 2
Assessment Guide
Other:
 Selection tests
 Unit tests
 Reading response
journals
 Performance
assessments
 Teacher
observation
 Class discussion
 Teacher interview
 Book reports
Aligned Materials/
Resources/Technology
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MacMillan, McGraw-Hill, Spotlight on
Literacy, Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing
Dictionary, DK.
Online Sources: World Book Encyclopedia,
New Book of Knowledge, Grolier; Grolier
Multimedia Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies





















Activate Personal/Prior
Knowledge
Book Talks/Literature
Circles
Buddy Reading/Book
buddies
Choral Reading
Cloze Activities
Conferences-Peer and
Student/Teacher
Cooperative Groups
Dictation
Differentiated
Instruction
Discuss Prior
Knowledge
Drill & Practice
Flash Cards
Flexible Grouping
Group Discussions
Guided Reading &
Writing
Jigsaw
Journals
KWL
Language Experience
Stories/Books
Learning Centers
Mini-Lessons
Modeling
7/02
Grade 2
(eg. main idea with supporting details,
cause/effect, problem/solution, categories,
sequence of events, steps in a process,
compare/contrast)
l) Recognize and effectively use the conventions
of both fiction and nonfiction (eg. chapter
titles, table of contents, illustrations, headings,
maps, captions, diagrams)
m) Identify literary devices and structures in
stories, poetry and drama (rhyme, rhythm,
personification, patterns, acts, scenes, dialogue)
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









Organizational Charts
Prediction Strategies
Publishing Books
Read Aloud
Reader’s Theater
Reading Aloud
Reading Workshop
Story Mapping
Story Retelling
Tape Recorded
Readings
Think/Pair/Share
Word Sorting
Word Walls/Folders
Writing in Response to
Reading
7/02
Grade 2
Essential Question, Concept or Theme: A. Students will expand on their
knowledge of reading through an integration of the elements of learning to
read independently, reading critically in all content areas, and reading,
analyzing, and interpreting literature.
Approx. Time Allotment:
Standards: 1.1.3 A-H, 1.2.3 A,C, 1.3.3 A-F
Benchmark/Skills
READING
3. Student continues to read orally
at an appropriate rate and rhythm
with increasing accuracy.
a) Read materials aloud fluently in
a way that makes meaning clear
to the listener (respond to the
cues of punctuation for flow and
pauses, use intonation and read
accurately)
Assessment
See Grade 2 Assessment
Guide
Other:
 Reading inventory
 Reader’s theater
 Read aloud
 Audio taped samples
 Paired reading
Aligned Materials/
Resources/Technology
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







MacMillan, McGraw-Hill, Spotlight on
Literacy, Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing
Dictionary, DK.
Online Sources: World Book Encyclopedia,
New Book of Knowledge, Grolier; Grolier
Multimedia Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies



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



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











Activate Personal/Prior
Knowledge
Book Talks/Literature Circles
Buddy Reading/Book buddies
Choral Reading
Cloze Activities
Conferences-Peer and
Student/Teacher
Cooperative Groups
Dictation
Differentiated Instruction
Discuss Prior Knowledge
Drill & Practice
Flash Cards
Flexible Grouping
Group Discussions
Guided Reading & Writing
Jigsaw
Journals
KWL
Language Experience
Stories/Books
Learning Centers
Mini-Lessons
Modeling
Organizational Charts
Prediction Strategies
Publishing Books
7/02
Grade 2
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

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





Read Aloud
Reader’s Theater
Reading Aloud
Reading Workshop
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Sorting
Word Walls/Folders
Writing in Response to
Reading
7/02
Grade 2
Essential Question, Concept or Theme: A. Students will expand on
their knowledge of reading through an integration of the elements of
learning to read independently, reading critically in all content areas,
and reading, analyzing, and interpreting literature.
Approx. Time Allotment:
Standards: 1.1.3 A-H, 1.2.3 A,C, 1.3.3 A-F
Benchmark/Skills
READING
4. Student continues to develop an
appreciation and enjoyment of text
independently.
b) Read voluntarily for interest,
enjoyment and own stated
purposes
c) Read materials in support of the
various content areas
d) Develop an awareness of
different types of reading
materials and their purposes and
characteristics, including: fiction,
nonfiction, periodicals, poetry,
plays, folk tales, fairy tales,
fables, multicultural literature,
journals, functional texts (eg:
signs, schedules, graphs,
advertisements), technology
e) Begin to identify words from
other languages that are
commonly used English words
f) Begin to identify variations in the
dialogues of literary characters
and relate them to differences in
occupation or geographical
location.
Assessment
See Grade 2
Assessment Guide
Other:
 Reading Log
 Teacher
Observation
 Reader Response
Journals
Aligned Materials/
Resources/Technology
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

MacMillan, McGraw-Hill, Spotlight on
Literacy, Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing Dictionary,
DK.
Online Sources: World Book Encyclopedia,
New Book of Knowledge, Grolier; Grolier
Multimedia Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies



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




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












Activate Personal/Prior
Knowledge
Book Talks/Literature Circles
Buddy Reading/Book buddies
Choral Reading
Cloze Activities
Conferences-Peer and
Student/Teacher
Cooperative Groups
Dictation
Differentiated Instruction
Discuss Prior Knowledge
Drill & Practice
Flash Cards
Flexible Grouping
Group Discussions
Guided Reading & Writing
Jigsaw
Journals
KWL
Language Experience
Stories/Books
Learning Centers
Mini-Lessons
Modeling
Organizational Charts
Prediction Strategies
Publishing Books
7/02
Grade 2











Read Aloud
Reader’s Theater
Reading Aloud
Reading Workshop
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Sorting
Word Walls/Folders
Writing in Response to Reading
7/02
Grade 2
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Approx. Time Allotment:
Standards: 1.1.3 A-H, 1.2.3 A,C, 1.3.3 A-F
Adaptations/Inclusion
Techniques
READING
 Additional Time and Practice
 Alternate Assessments
 Assignments and Directions Presented
in Smaller Chunks
 Audio Taped Books
 Flash Cards
 Hands on Activities
 Highlighting Markers
 Individualized Word Banks
 Key Words
 Leveled Reading
 Manipulatives
 Organizers
 Preferential Seating
 Reading Windows, to help students
focus on particular areas of a text
 Adult Tutors and Peer Tutors
 Reduced and Modified Assignments
 Tests or Quizzes Read Aloud
 Visual Cues
 Wait Time
 Word Rings
 Other Adaptations, as specified by
individual students’ IEPs
Enrichment
Strategies
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Tiered Assignments
Learning Centers
Leveled Reading
Independent Study
Contracts
Remediation
Strategies
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Peer Tutor
Volunteer Tutor
Differentiated instruction
Learning Centers
Paired Reading
Small group instruction
Repeated readings
Supplemental leveled reader
Word games
Software
HW packets
Multicultural/
Interdisciplinary Connection
SOCIAL STUDIES:
CONNECTIONS TO NATIVE AMERICAN
UNIT AND PIONEERS UNIT (if applicable):
Reading from both grade-level fiction and
nonfiction books
Producing culminating projects
Writing reports
Arts and crafts
Labeling and reading maps of North America
North American Habitats study
Pioneer Day
Powwow
SCIENCE AND MATH:
CONNECTIONS TO "SOLIDS AND
LIQUIDS," "BUTTERFLIES," AND
"PEBBLES, SAND AND SILT" UNITS:
Reading from both grade-level fiction and
nonfiction books
Journals (butterfly, geologist, math problemsolving)
Counting, measuring and comparing
(caterpillar growth, amounts of materials)
CONNECTIONS TO OCEAN UNIT:
Dioramas and models
Ocean animal research and reports
Venn Diagrams
Charts and Graphs
7/02
Grade 2
Essential Question, Concept or Theme: B. Students will produce quality writing in a
variety of forms, such as journals, stories, letters, poems, and reports, demonstrating
effective use of language skills.
Approx. Time Allotment:
Standards: 1.4.3 A-C, 1.5.3 A-G
Benchmark/Skills
WRITING
1. Uses steps of the writing process with
support
a) Show an awareness of the stylistic
aspects of composition (eg: descriptive
words, action verbs, sentences of
varying lengths)
b) Make reasonable judgments about what
to include in written products,
including adding information and
eliminating unrelated ideas
c) Generate their own ideas for writing
d) Choose and narrow topics for writing
e) Identify a purpose and audience for
their writing
f) Use different organizational techniques
(graphic organizers such as webs and
semantic maps) to support and develop
a central idea or sharp focus for a piece
of writing
g) With assistance, add use of
conferencing, revision, proofreading,
and editing processes to clarify and
refine writing
h) Given organizational help, write
informative, well-structured reports
i) Share writing with others and present
writing for publication
Assessment
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Portfolios (See Grade 2
Assessment Guide)
Graphic organizers for
prewrites
Story plans or maps
Rough drafts
Editing checklist
Self assessment - I Can
Do It sheets
Peer conferences anecdotal records
Teacher conferences
Published pieces
Author’s chair - sharing
Rubrics
Aligned Materials/
Resources/Technology
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
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


MacMillan, McGraw-Hill, Spotlight on
Literacy, Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing
Dictionary, DK.
Online Sources: World Book Encyclopedia,
New Book of Knowledge, Grolier; Grolier
Multimedia Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies
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Author’s Chair
Brainstorming
Dictation
Differentiated Instruction
Graphic Organizers
Guiding Reading and
Writing
Jigsaw
Journals
Learning Centers
Mini-Lessons
Modeling
Organizational Charts
Pen Pals
Publishing Books
Story Mapping
Think/Pair/Share
Writing Buddies
Writing to Learn
Writing in Response to
Reading
Writing Workshop
7/02
Grade 2
Essential Question, Concept or Theme: B. Students will produce quality
writing in a variety of forms, such as journals, stories, letters, poems, and
reports, demonstrating effective use of language skills.
Approx. Time Allotment:
Standards: 1.4.3 A-C, 1.5.3 A-G
Benchmark/Skills
WRITING
2. Student writes for a variety of
purposes
a) Produce a variety of types of
writing (eg: stories, reports,
correspondence, poetry,
folk/fairy tales,
autobiography/biography,
journals, description, summaries,
how-tos, persuasive writing,
response to literature, responses
to learning experiences, lists,
other content area-appropriate
writing)
b) Produce work in at least one
literary genre that follows the
conventions of the genre
c) Ability to write narrative pieces
one paragraph long. The
paragraph should contain at least
five related sentences.
Assessment
See Grade 2 Assessment
Guide
Other:
 Letters
 Poems
 Stories
 Reports
 Journals (math, science,
etc.)
 Portfolios
 Teacher observation
 Sharing
Aligned Materials/
Resources/Technology
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

















MacMillan, McGraw-Hill, Spotlight on Literacy,
Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing Dictionary,
DK.
Online Sources: World Book Encyclopedia, New
Book of Knowledge, Grolier; Grolier Multimedia
Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies



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















Author’s Chair
Brainstorming
Dictation
Differentiated Instruction
Graphic Organizers
Guiding Reading and
Writing
Jigsaw
Journals
Learning Centers
Mini-Lessons
Modeling
Organizational Charts
Pen Pals
Publishing Books
Story Mapping
Think/Pair/Share
Writing Buddies
Writing to Learn
Writing in Response to
Reading
Writing Workshop
7/02
Grade 2
Essential Question, Concept or Theme: B. Students will produce
quality writing in a variety of forms, such as journals, stories, letters,
poems, and reports, demonstrating effective use of language skills.
Standards: 1.4.3 A-C, 1.5.3 A-G
Benchmark/Skills
WRITING
3. Conventions: Student begins to
use proper mechanics and
conventions of writing
(Refer also to APPENDIX: Second
Grade Scope and Sequence for
Competency Skills)
a) Use the conventional patterns of
written language (eg: spelling
common words correctly, capital
letters, using correct end
punctuation and commas in a
series, using complete sentences)
b) Demonstrate proficiency in both
manuscript and cursive
handwriting (proper letter
formation, spacing, size, slant,
and alignment)
c) Attend to spelling, mechanics,
and presentation for final
products
Assessment
See Grade 2
Assessment Guide
Other:
 Handwriting
Samples
 Daily edit
 D’Nealian
workbooks
 Edited drafts
 Spelling tests
 Teacher
maintenance tests
 Journals
 Daily seatwork
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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












MacMillan, McGraw-Hill, Spotlight on Literacy,
Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman,
Writing to Learn, Great Source Education Group,
Houghton Mifflin
Networked CD: My First Amazing Dictionary, DK.
Online Sources: World Book Encyclopedia, New Book
of Knowledge, Grolier; Grolier Multimedia
Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word building
manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg: Weekly
Reader, Scholastic News)
Instructional Strategies
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Author’s Chair
Brainstorming
Dictation
Differentiated Instruction
Graphic Organizers
Guiding Reading and
Writing
Jigsaw
Journals
Learning Centers
Mini-Lessons
Modeling
Organizational Charts
Pen Pals
Publishing Books
Story Mapping
Think/Pair/Share
Writing Buddies
Writing to Learn
Writing in Response to
Reading
Writing Workshop
7/02
Grade 2
Essential Question, Concept or Theme: B. Students will produce quality writing in a
variety of forms, such as journals, stories, letters, poems, and reports, demonstrating
effective use of language skills.
Standards: 1.4.3 A-C, 1.5.3 A-G
Adaptations/Inclusion
Techniques
WRITING
 Additional Time and Practice
 Alternate Assessments
 Assignments and Directions
Presented in Smaller Chunks
 Audio Taped Books
 Flash Cards
 Hands on Activities
 Highlighting Markers
 Individualized Word Banks
 Key Words
 Leveled Reading
 Manipulatives
 Organizers
 Preferential Seating
 Reading Windows, to help
students focus on particular
areas of a text
 Adult Tutors and Peer Tutors
 Reduced and Modified
Assignments
 Tests or Quizzes Read Aloud
 Visual Cues
 Wait Time
 Word Rings
 Other Adaptations, as
specified by individual
students’ IEPs
Enrichment
Strategies
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



Tiered Assignments
Learning Centers
Leveled Reading
Independent Study
Contracts
Approx. Time Allotment:
Remediation
Strategies
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Peer Tutor
Small group instruction
Software
Modify Assignments
Graphic Organizers
Unlimited Time
Writing Centers
One-to-One instruction
Multicultural/
Interdisciplinary Connection
SOCIAL STUDIES:
CONNECTIONS TO NATIVE AMERICAN
UNIT AND PIONEERS UNIT (if applicable):
Reading from both grade-level fiction and
nonfiction books
Producing culminating projects
Writing reports
Arts and crafts
Labeling and reading maps of North America
North American Habitats study
Pioneer Day
Powwow
SCIENCE AND MATH:
CONNECTIONS TO "SOLIDS AND
LIQUIDS," "BUTTERFLIES," AND
"PEBBLES, SAND AND SILT" UNITS:
Reading from both grade-level fiction and
nonfiction books
Journals (butterfly, geologist, math problemsolving)
Counting, measuring and comparing (caterpillar
growth, amounts of materials)
CONNECTIONS TO OCEAN UNIT:
Dioramas and models
Ocean animal research and reports
Venn Diagrams
Charts and Graphs
7/02
Grade 2
Essential Question, Concept or Theme: C. Students will listen actively for a variety
of purposes, as well as speak and respond using effective communication skills to
promote understanding.
Approx. Time Allotment:
Standards: 1.6.3 A-F, 1.7.3 A-B
Benchmark/Skills
LISTENING AND SPEAKING
1. Listening: Students will
continue to develop ageappropriate listening skills.
a) Demonstrate Listening Skills
(focus attention, organize and
process information)
Respond to Speakers (ask
questions, think aloud, contribute
ideas, retell what is heard)
b) Listen for a specific purpose
(information, appreciation,
entertainment, directions,
persuasion)
Apply comprehension strategies
in listening activities
c) Begin to follow multi-step
directions in real-life situations in
correct sequence
d) Participate in listening activities
Assessment
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Teacher observation
Unit tests
Oral retelling
Interviews
Conferences
Performance assessments
Aligned Materials/
Resources/Technology
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MacMillan, McGraw-Hill, Spotlight on Literacy,
Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing Dictionary,
DK.
Online Sources: World Book Encyclopedia, New
Book of Knowledge, Grolier; Grolier Multimedia
Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies
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
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Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Dramatizations
Flexible Grouping
Games
Journal
Language Experience
Stories/Books
Modeling
Publishing books
Reading Aloud
Reading with children
Reading by children
Story Retelling
Tape Recorded Readings
Think/Pair/Share
7/02
Grade 2
Essential Question, Concept or Theme: C. Students will listen
actively for a variety of purposes, as well as speak and respond using
effective communication skills to promote understanding.
Approx. Time Allotment:
Standards: 1.6.3 A-F, 1.7.3 A-B
Benchmark/Skills
LISTENING AND SPEAKING
2. Speaking: Students will continue to
develop age-appropriate speaking skills.
a) Demonstrate speaking skills (volume,
intonation, enunciation, appropriate rate
and fluency)
b) Give oral presentations
c) Speak for a specific purpose (to inform,
entertain, express feelings or opinions,
retell stories, share ideas, stories and
information)
d) Carefully compose thoughts before
speaking, including making effective
word choices
e) Respond to questions appropriately
f) Use correct grammar (eg: noun-verb
agreement, correct use of pronouns, verb
tense and plurals)
g) Make eye contact with audience
h) Participate in speaking activities;
contribute to small and large group
discussions
Assessment
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Teacher
observation
Audio taped
samples
Interviews
Oral
presentations
Plays
Skits
Role playing
Discussion
Literature circle
Class
participation
Aligned Materials/
Resources/Technology
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
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




MacMillan, McGraw-Hill, Spotlight on Literacy,
Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing Dictionary,
DK.
Online Sources: World Book Encyclopedia, New
Book of Knowledge, Grolier; Grolier Multimedia
Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies


















Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Dramatizations
Flexible Grouping
Games
Journal
Language Experience
Stories/Books
Modeling
Publishing books
Reading Aloud
Reading with children
Reading by children
Story Retelling
Tape Recorded Readings
Think/Pair/Share
7/02
Grade 2
Essential Question, Concept or Theme: C. Students will listen actively for a variety of
purposes, as well as speak and respond using effective communication skills to promote
understanding.
Approx. Time Allotment:
Standards: 1.6.3 A-F, 1.7.3 A-B
Adaptations/Inclusion
Techniques
LISTENING AND SPEAKING
 Additional Time and Practice
 Alternate Assessments
 Assignments and Directions
Presented in Smaller Chunks
 Audio Taped Books
 Flash Cards
 Hands on Activities
 Highlighting Markers
 Individualized Word Banks
 Key Words
 Leveled Reading
 Manipulatives
 Organizers
 Preferential Seating
 Adult Tutors and Peer Tutors
 Reduced and Modified
Assignments
 Tests or Quizzes Read Aloud
 Visual Cues
 Wait Time
 Word Rings
 Other Adaptations, as
specified by individual
students’ IEPs
Enrichment
Strategies





Tiered Assignments
Learning Centers
Leveled Reading
Independent Study
Contracts
Remediation
Strategies




One-to-One Instruction
Additional Practice
Modify Assignments
Additional Time
Multicultural/
Interdisciplinary Connection
SOCIAL STUDIES:
CONNECTIONS TO NATIVE AMERICAN
UNIT AND PIONEERS UNIT (if applicable):
Reading from both grade-level fiction and
nonfiction books
Producing culminating projects
Writing reports
Arts and crafts
Labeling and reading maps of North America
North American Habitats study
Pioneer Day
Powwow
SCIENCE AND MATH:
CONNECTIONS TO "SOLIDS AND LIQUIDS,"
"BUTTERFLIES," AND "PEBBLES, SAND
AND SILT" UNITS:
Reading from both grade-level fiction and
nonfiction books
Journals (butterfly, geologist, math problemsolving)
Counting, measuring and comparing (caterpillar
growth, amounts of materials)
CONNECTIONS TO OCEAN UNIT:
Dioramas and models
Ocean animal research and reports
Venn Diagrams
Charts and Graphs
7/02
Grade 2
Essential Question, Concept or Theme: D. Students will conduct and document
inquiry-based research, using a variety of multimedia resources.
Approx. Time Allotment:
Standards: 1.8.3 A-C
Benchmark/Skills
RESEARCH
1. Students will begin to develop ageappropriate research skills.
a) Identify parts of a book (spine, title page,
copyright page, table of contents, index,
glossary, guide words)
b) Locate and retrieve a designated
nonfiction book and a biography within
the Library Media Center
c) Select an appropriate topic for research
d) Work in a group to formulate five
questions about a single topic.
e) Use a teacher-designated graphic
organizer to categorize the questions by
their key words.
f) Determine if their information source(s)
is (are) appropriate to answer their
question(s).
g) Find the answers to their questions and
record them on their group’s graphic
organizer.
h) Practice responsible and ethical use of all
resources according to copyright law.
i) Groups of students will share their
findings with their classmates.
j) Use the Online PAC (Public Access
Catalog) to perform subject, title, and
keyword searches.
k) Navigate age-appropriate multimedia
resources.
l) Write a simple citation (author and title)
to indicate their information source.
m) Use media for learning purposes (explain
Assessment
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
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



Graphic
organizers
Computer
products
Research
projects
Models
Mobiles
Charts/graphs/
tables
Advertisement
Unit tests
Weekly library
observation
Aligned Materials/
Resources/Technology





















MacMillan, McGraw-Hill, Spotlight on Literacy,
Levels 6 & 7, (1997)
D’Nealian Handwriting, Scott Foresman
Writing to Learn, Great Source Education
Group, Houghton Mifflin
Networked CD: My First Amazing Dictionary,
DK.
Online Sources: World Book Encyclopedia, New
Book of Knowledge, Grolier; Grolier Multimedia
Encyclopedia, Grolier
Classroom library
Interactive bulletin boards
District spelling list
Writing portfolios
Web sites
Listening centers
Games (teacher made, commercial)
Learning Centers
Multiple copy trade books
Manipulatives (eg: magnetic words, word
building manipulatives)
Dry erase boards and markers
Various formats of writing paper
Chart paper
Big Books
Listening centers
Children’s magazines and periodicals (eg:
Weekly Reader, Scholastic News)
Instructional Strategies







Modeling
Jigsaw
Organizational Charts
Research Protocol
Webbing Techniques
Writing to Learn
Flexible Grouping
7/02
Grade 2
the importance of various media sources,
such as television, radio or the Internet, in
the lives of people; explain how
advertising sells products; show or
explain what was learned from a media
source)
7/02
Grade 2
Essential Question, Concept or Theme: D. Students will conduct and document
inquiry-based research, using a variety of multimedia resources.
Standards: 1.8.3 A-C
Adaptations/Inclusion
Techniques
RESEARCH
 Additional Practice
 Alternate Assignments
 Audio-Taped Books
 Buddy System
 Flash Cards
 Hands-On Activities
 Highlighted Instruction
 Large Print Books
 Learning Centers
 Manipulatives
 Modify Assignments
 One-To-One Instruction
 Organizers
 Preferential Seating
 Unlimited Time
 Use of an EZC Reader
Bookmark
 Tutors
 Visual/Verbal Clues
 Wait Time
Enrichment
Strategies





Tiered Assignments
Learning Centers
Leveled Reading
Independent Study
Contracts
Approx. Time Allotment:
Remediation
Strategies




Centers
Modify Assignment
One-to-One instruction
Graphic organizer
Multicultural/
Interdisciplinary Connection
SOCIAL STUDIES:
CONNECTIONS TO NATIVE AMERICAN
UNIT AND PIONEERS UNIT (if applicable):
Reading from both grade-level fiction and
nonfiction books
Producing culminating projects
Writing reports
Arts and crafts
Labeling and reading maps of North America
North American Habitats study
Pioneer Day
Powwow
SCIENCE AND MATH:
CONNECTIONS TO "SOLIDS AND
LIQUIDS," "BUTTERFLIES," AND
"PEBBLES, SAND AND SILT" UNITS:
Reading from both grade-level fiction and
nonfiction books
Journals (butterfly, geologist, math problemsolving)
Counting, measuring and comparing
(caterpillar growth, amounts of materials)
CONNECTIONS TO OCEAN UNIT:
Dioramas and models
Ocean animal research and reports
Venn Diagrams
Charts and Graphs
7/02
Grade 2
7/02