ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation Evidence Outcome 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text a.Use Key Ideas and Details to: i. Demonstrate use of selfmonitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences C ii. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1) C iii. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2) C iv. Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3) C 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text b. Use Craft and Structure to: i. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4) C iv. Acknowledge differences in the points of view of characters, including by speaking in a different © Learning Keys, 800.927.0478, www.learningkeys.org GRADE: 2 TIMELINE: 3rd Quarter Student-Friendly Learning Objective Level of Thinking Resource Correlation We will use strategies to help understand what we read. (changes as needed) Appl Synth Substitute for each strategy. Context clues, predicting, questioning, clarifying, activating schema/background to construct meaning and draw inferences. Mrs. Fox Smart Board Activities Know We will ask and answer wh questions to understand what we read. We will identify the message, lesson or moral. Know Core Reading /Mrs. Fox Jr. Great Books Kagan HLT activities Reading Games Books Florida Research Center Activities Retell Story Grammar Marker We will describe how characters respond in the story to major events. Know Academic Vocabulary Self-monitoring Activating background knowledge Inferences Context clue Draw conclusions Predicting Self questioning Rereading Pacing Fables Folktales Fairy Tales Diverse cultures Moral Lesson message Events Main character Problem solution Cause and effect Plot Make believe Story Grammar Marker Jr. Great Books We will describe how alliteration supplies rhythm and meaning in a story, poem or song. Comp Substitute rhymes, repeated lines, imagery Word Families Core Alteration Rhymes Rhymithic pattern Repeated lines Rhythm Readers Theater We will change our voice when reading dialogue. Comp Dialogue Page 1 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation Evidence Outcome voice for each character when reading dialogue aloud. (CCSS: RL.2.6) C 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary v. Identify how word choice (sensory details, figurative language) enhances meaning in poetry C c. Use Integration of Knowledge and Ideas to: i. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot(CCSS: RL.2.7) C GRADE: 2 TIMELINE: 3rd Quarter Student-Friendly Learning Objective Level of Thinking We will explain how word choice enhances the meaning and affects the mood in a poem. Synth We will use illustrations to help us understand the characters, setting and plot of a story. Appl Core writing alive Bug box Venn Diagram Science Academic Vocabulary Sensory details Figurative language Simile Metaphor Illustrations Digital text Demonstrate Compare and contrast Analysis ii. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) C d. Use Range of Reading and Level of Text Complexity to: i.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. (CCSS: RL.2.10) C We will compare and contrast two versions of the same story. We will read and comprehend 2nd grade literature. Comp e. Compare formal and informal uses of English. (CCSS: L.2.3a) C We will compare formal and informal uses of language. Analysis © Learning Keys, 800.927.0478, www.learningkeys.org Resource Correlation Venn Diagram Writing Alive Library, AR, Core, leveled readers Contractions Slang Manners DOL Alteration Rhymes Rhymithic pattern Repeated lines Rhythm Dialogue Sensory details adjectives Figurative language Similes Metaphors Formal and informal language Page 2 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation text 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text Evidence Outcome a. Use Key Ideas and Details to: i. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1) C b. Use Craft and Structure to: ii. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5) C c. Use Integration of Knowledge and Ideas to: i. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (CCSS: RI.2.7) C iii. Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) C d. Use Range of Reading and Level of Text Complexity to: i. Adjust reading rate according to type of text and purpose for reading M ii. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band © Learning Keys, 800.927.0478, www.learningkeys.org GRADE: 2 TIMELINE: 3rd Quarter Student-Friendly Learning Objective Level of Thinking We will ask and answer wh show understanding of what we read. Synth We will use text features to locate key facts or information efficiently. App Resource Correlation Substitute captions, bold print subheadings, glossaries, indexes, electronic menus, icons etc. Academic Vocabulary captions, bold print, subheadings, glossaries, indexes, electronic menus, icons Quote Diagram Core Mrs. Flox We will explain how text features clarify the text. Comp We will compare and contrast the most important points of two similar stories. Analysis Venn Diagram Core Mrs. Fox AR, Science leveled readers, We will adjust our reading rate according to the genre we are reading. We will read and comprehend 2nd grade informational text. Comp Magazines Advertisements Labels Compare and contrast topic Non fiction Informational Technical text Pamphlet Brochure Manual Field guide Memorandum Newspaper Editorial Debate Page 3 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation Evidence Outcome GRADE: 2 Student-Friendly Learning Objective TIMELINE: 3rd Quarter Level of Thinking Resource Correlation proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10) C 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text 3. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology e. e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e) C a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3) i. Distinguish long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) M iii. Read multisyllabic words accurately and fluently C 3. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology vi. Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) M b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.2.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.2.4a) C ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b) C iii. Use context to confirm or selfcorrect word recognition and © Learning Keys, 800.927.0478, www.learningkeys.org Academic Vocabulary Conflict Bias We will use appropriate resource material to determine or clarify the meaning of words and phrases. Appl We will read and spell words. Analysis We will fluently read multisyllabic words accurately. Appl We will fluently read words that don’t follow the rules. Appl We will set a purpose for our reading. Syn We will fluently read 2nd grade text with prosody. Appl We will use context clues. Eval Class thesaurus, dictionaries etc. Glossaries Dictionaries Alphabetical Order Sorts, tiles, overhead, vowel power Word analysis Long and short vowel Multisyllabic words Open / closed Final stable le Magic e Sound-spelling correspondence Core Mrs. Fox Read Naturally Six Minute Fluency Accuracy Fluency Author’s Purpose Word analysis Long and short vowel Multisyllabic words Open / closed Final stable le Magic e Sound-spelling correspondence Page 4 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation Evidence Outcome GRADE: 2 Student-Friendly Learning Objective TIMELINE: 3rd Quarter Level of Thinking Resource Correlation understanding, rereading as necessary. (CCSS: RF.2.4c) C 3. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology 1. Exploring the writing process helps to plan and draft a variety of literary genres 2. Exploring the writing process helps to plan and draft a variety of simple informational texts e. 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). (CCSS: L.2.6) C a. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (CCSS: W.2.1) I a. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (CCSS: W.2.2) I c. Organize informational texts using main ideas and specific supporting details C 2. Exploring the writing process helps to plan and draft a variety of simple informational texts 2. Exploring the writing d. Organize ideas using a variety of process helps to plan pictures, graphic organizers or bulleted list C and draft a variety of simple informational texts 2. Exploring the writing e. Use relevant details when © Learning Keys, 800.927.0478, www.learningkeys.org Academic Vocabulary Self monitor Predict confirm We will speak in complete sentences using adjectives and adverbs to describe. Appl Counselors Lessons Conversations Responding to text Constructed response Adjectives Adverbs We will plan and write a paragraph. *opinion Syn Scholastic new Kid’s speak… point of view Opinion State an opinion Support We will plan and write a paragraph. *explanatory Eval We will plan and write a paragraph. *informational Syn Planners Step-up Edit info piece cut and paste main idea and details We will plan and write a paragraph. Syn Camera, informational planner, personal narrative planner We will write a constructed Appl Constructed response work, Transition sets Linking word: (because and also) In conclusion Informational paragraph Topic sentence Main Idea Details Conclusion Organize Planner Main ideas And specific Supporting details Graphic organizer Planner Constructed Page 5 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm GRADE: 2 Grade Level Expectation Evidence Outcome Student-Friendly Learning Objective process helps to plan and draft a variety of simple informational texts 2. Exploring the writing process helps to plan and draft a variety of simple informational texts 3. Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing responding in writing to questions about texts C response. f. State a focus when responding to a given question, and use details from text to support a given focus M We will respond to a question using a main idea and details. b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2) iv. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (CCSS: L.2.2d) M v. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.2.2e) C 3. Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing 1. Reference materials help us locate information and answer questions c. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (CCSS: W.2.5) C a. Identify a variety of resources and the information they might contain (dictionary, trade book, library databases, Internet web page) C © Learning Keys, 800.927.0478, www.learningkeys.org TIMELINE: 3rd Quarter Level of Thinking Resource Correlation Academic Vocabulary Code the text, note taking response Details Syn Mrs. Fox Sppl This will change each week with new spelling pattern. Appl DOL We will edit our writing with a friend. Eval Writing Alive Editing poster Exemplars rubrics We will identify types of resources. Know Library, research materials Supplemental materials We will read and spell words. We will use reference resources to spell correctly. We will correctly use conventions. Constructed response Details from the text Use question as part of the answer Capitalization Punctuation Spelling Grammar Comma Apostrophe Quotes Question mark Explanation point Rough draft Proofread Edit Revise Final copy Dictionary Thesaurus Rough draft Proofread Edit Revise Dictionary Thesaurus Resources Research dictionary, trade book, library databases, Internet Page 6 ROCKY FORD CURRICULUM GUIDE SUBJECT: Reading/Writing/Comm Grade Level Expectation Evidence Outcome GRADE: 2 Student-Friendly Learning Objective TIMELINE: 3rd Quarter Level of Thinking Resource Correlation 1. Reference materials help us locate information and answer questions c. Use text features to locate, interpret, and use information (table of contents, illustrations, diagrams, headings, bold type) C We will use text features to locate important information in text. Appl Substitute table of contents, illustrations, diagrams, headings, bold type etc. 1. Reference materials help us locate information and answer questions e. Recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.2.8) C We will use experiences or reference materials to answer questions. Appl Reference materials © Learning Keys, 800.927.0478, www.learningkeys.org Academic Vocabulary web page menu Text features Locate Interpret dictionary, trade book, library databases, Internet web page menu Personal narrative Page 7