_______
__________
Vocabulary
Topic:
Key Learning(s):
Concept:
Morphological
Awareness: Roots &
Affixes
Lesson Essential Questions:
1. How do parts of words help us
understand word meanings? (Ia,
ib, id)
Vocabulary:
•
•
•
How does understanding the
meanings of words help students
comprehend oral and written
language?
Root word
Prefix
Suffix
2
Optional
Inst ructional Tools
Unit Essential Question(s):
Understanding the meanings of
words helps students
comprehend oral and written
language.
Concept:
Grade:
-Authentic Children s
-Scott For
-FCRR
Concept:
Word Acquisition &
Vocabulary Usage
Determining
Meaning
Categorization &
Relationships
Lesson Essential Questions:
1. How does knowing
homophones and homographs
help me understand the meaning
of a word? (2c)
2. When responding to text, why
is it important to use descriptive
words from the text? (2d)
Lesson Essential Question
1. How do I use context clues to
understand the meaning of a word
or phrase? (Ic)
2. How do I use synonyms,
antonyms, and closely related
words to understand the meaning
of a word or phrase? (le, 2b)
3. How do I use reference material
to determine the meaning of a
word? (if)
Vocabulary:
Lesson Essential Questions:
1. How do the meanings of words help
me sort them into like groups? (2a)
Vocabulary:
•
•
•
Adjective
Homophone
Homograph
•
•
•
Synonym
Antonym
Context clues
Vocabulary:
•
•
•
Category
Attribute
Characteristic
Other Information:
1.
2.
Vocabulary instruction should be student centered and use authentic and interesting text in order to promote curiosity and motivation when reading
and
writing.
Students should be provided with meaningful word play activities to build background knowledge and make connections.
Shippensburg Area School District
2011-20 12
Comprehension
Topic:
Key Learning(s):
Unit Essential Question(s):
Reading is a meaningful and
active process.
Concept:
Monitoring (B-D-A)
Lesson Essential Questions:
1. What do I need to think about
before, during, and after I read to
understand the text? (la, lb, ic)
Shippensburg Area School District
How do I use comprehension
strategies to become an
independent reader?
Concept:
Comprehending
Literature
Concept:
Informational Text
Grade:
2t
0
Optional
Instructional Tools:
1
2.
Scott Foresman
Authentic Literature
cep:
Retelling, Summarizing,
Synthesizing
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
1. What do I need to include to
show understanding when I retell
a story? (2a, 2b, 2d, 2e)
2. How do literary devices help
construct meaning? (2c)
3. How do different cultures
interpret the same story? (2f)
4. What comprehension
strategies do good readers use
to understand a text? (2g)
5. How do unique identifying
characteristics help us determine
the genre? (2h)
6. How do I determine author’s
purpose? (2i)
1. How do key details help me
show understanding of an
informational text? (3a)
2. How does identifying the main
topic or purpose help me
understand what the author is
trying to explain or describe? (3b,
3f, 3h)
3. How does making connections
between related ideas help me
understand information from the
text? (3c)
4. Why is understanding
vocabulary important for
understanding informational text?
(3d)
5. How do text features and
diagrams help me efficiently locate
and understand information? (3e,
3g)
6. Why is it important to compare
and contrast multiple texts on the
same topic? (3i)
7. What comprehension strategies
do good readers use to understand
informational text? (3j)
1. How does using background
knowledge and information from the
text help me make inferences and draw
conclusions? (4a)
Definition of Inference: Start with
what the author does say along with
what you already know to figure out
what the author might mean.
2. Why is it important to identify
essential and nonessential information?
(4b)
3. What do I need to include when
summarizing? (4c)
2011-2012
___
_____________________
___________
___________
_______
Vocabulary:
Vocabulary:
Visualizing
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Vocabulary:
Alliteration
Onomatopoeia
Personification
Literary devices
Sequence
Setting
Plot
Problem/Solution
Character
Main Idea
Fact/Opinion
Cause/Effect
Genre
Entertain
Inform
Persuade
•
•
•
•
•
•
•
•
Captions
Bold print
Subheading
Glossaries
Indexes
Electronic menus
Icons
Diagrams
Vocabulary:
•
•
•
Essential
Non-essential
Drawing conclusions
Concept:
Making Connections
I I
I
Lesson Essential Questions
1. How does making connections
help to understand a story? (5a)
2. How does identifying theme
help to understand a story? (5b)
Vocabulary
•
Theme
Other Information:
1.
2.
Comprehension instruction should be a meaningful, active process in which students are held accountable for their understanding of text.
Make sure to include consistent use of think alouds, read-alouds, independent reading, and writing to support comprehension.
Shippensburg Area School District
2011-2012
Topic: Reading Fluency
Key Learning(s):
Grade:
Optional
li tructional Tools
Unit Essential Question(s):
-Multi-Dimensional Fluency Sca
Fluent reading requires practicing
necessary skills to become a
fluent reader.
Concept:
What skills do I need to practice to
become a fluent reader?
Concept:
Automaticity
Concept:
Prosody
Correct wpm
(Expression)
Lesson Essential Questions:
1. How does reading fluently help
me understand/comprehend what
Iread? (ib)
Vocabulary:
Lesson Essential Questions:
1. How does reading with
expression, appropriate volume,
and phrasing help me to be a
more fluent reader? (ic)
Vocabulary:
automaticity
•
•
•
•
expression(less)
volume
smoothness
enthusiasm
Lesson Essential Question
1. How do I increase the number
of words per minute I can read?
(1 a)
(Goal: 87+ correct wpm)
Vocabulary:
•
•
•
pace/rate
fluency
phrasing
-Timothy Rasinski
Echedl
-Fluency Development Lesson
(FDL)
Concep:
MAP (Model, Assisted
Reading, Practice)
Lesson Essential Questions:
1. What do I need to do to become a
more fluent reader? (1 e)
(Answer: listen to good readers
(model), read with/to others (assisted
reading), and re-read for practice.
Vocabulary:
•
Assisted Reading = choral
reading, echo reading, listening
center, partner reading
Refer to fluency rubric: Multi-Dimensional Fluency Scale.
Other Information:
1.
2 grade goal is 87+ wpm
@ 97% accuracy on grade level text.
2. Word Power: (think Fact Power)
3.
Use the Multi-Dimensional Fluency Scale to teach specific ways of getting better at reading with fluency. Have them rate you as a model. Talk about how to
go from a 2 on the scale to a 3 in each category, or from a 3 to a 4.
Shippensburg Area School District
201 1-2012
Writing
Topic:
Why is it important for students to
write every day?
Students will use written words to
share ideas, express thoughts
and demonstrate learning.
L
Lesson Essential Questions:
1. What are the characteristics of
narrative writing? (la)
2. What are the characteristics of
informative writing? (1 b)
3. What are the characteristics of
opinion pieces? (ic)
Vocabulary:
•
•
•
•
•
•
•
-Authentic Children’s Literature
porganizersi
-Domain Writing Rubr
-Scott Foresman
-Graphic
Concept:
Concept:
Focus
Types of Writing
I
Content
Lesson Essential Question
1. Why is it important that my
writing include details and
interesting information about my
topic? (3a)
2. How have I clearly explained
my topic to the reader? (3a)
Lesson Essential Questions:
1. How does precise writing
help my audience understand
my main idea or topic? (2a)
Vocabulary:
Vocabulary:
Organization
Lesson Essential Questions:
1. How does a graphic organizer
improve my writing? (4a)
**Use transitional words in writing.
Vocabulary:
•
•
•
•
•
Narrative
Informative
Opinion
Fiction
Nonfiction
Literary elements
Story elements
Beginning
Middle
End
Sequence
Characters
Other Information:
Writing should occur Every Day with the following purposes:
1.
2.
3.
4.
To summarize learning
For formative assessment
For authentic practice of skills
To develop writing in multiple genres
Shippensburg Area School District
2’
Optional
Ins tructional Tools:
Unit Essential Question(s):
Key Learning(s):
Concept:
Grade:
*
MODEL, MODEL, MODEL
*Writing is a process (teach 1 step at a time)
*Use domain rubric to guide mini-lessons
2011-2012
Concept:
Concept:
I
Style
Lesson Essential Questions
1. How does interesting
vocabulary improve a sentence?
(5a)
2. How does a variety of
sentence structures improve my
writing? (5a)
Vocabulary
I
Concent:
Lesson Essential Questions
Lesson Essential Questions
Conventions
Lesson Essential Questions
1. Why is it important to use
conventions of language in
writing? (6b)
2. Why is it important to edit my
writing? (6a)
Vocabulary
.
Shippensburg Area School District
Concept:
Vocabulary
Vocabulary
Conventions
2011-2012
Research
Topic:
Unit Essential Question(s):
Key Learning(s):
How do I find accurate and reliable
resources to present research?
It is important to find reliable
information about a topic and
present it accurately.
Concept:
Concept:
Organization &
Production of Final
Product
Locating Information
& Citing Sources
Concept:
Inquiry Based Process
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
1. What do I need to include
when explaining the results of my
research? (1 a)
1. How can I use media to
locate information and publish
writing about a topic? (2b, 2c,
2d)
1. How do I generate questions
and locate answers about a
specific topic to conduct research?
(2a, 3a, 3b)
Vocabulary:
•
•
•
•
Vocabulary:
Vocabulary:
Grade:
0
Optional
Instructional Tools:
1.
2.
Nonfiction book Checklist
Expert Project Checklist
and Graphic Organizer
cep:
Lesson Essential Questions:
Vocabulary:
Research
Resources
Media
Visual aids
Other Information:
1.
2.
See speaking and listening scope and sequence (2d)
Participate in research and writing projects individually or in small groups (ib)
Shippensburg Area School District
2
2011-2012
___
Topic:
Key Learning(s):
Concept:
Comprehension and
Collaboration
Lesson Essential Questions:
1. How do I appropriately
participate in conversations with
others? (la)
2. How does using my listening
skills help me recall details of
something I’ve heard? (1 b)
3. How can I ask and answer
questions to gather information or
clarify something I don’t
understand? (ic)
Vocabulary:
•
•
Conversation
Clarify
Speaking and Listening
Unit Essential Question(s):
It is important to present
knowledge and ideas, collaborate
in conversations, and be a
respectful listener.
How do I use my voice, body, and
eyes to communicate my
understanding of text and topics?
Concept:
Concept:
Presentation of
Knowledge and Ideas
Lesson Essential Questions:
1. How could making an audio
recording and adding drawings
help to clarify my ideas? (2b)
2. How do I tell a story with
enough information for others to
understand? (2a)
3. How can I use complete
sentences to ask and answer
questions? (2c)
Vocabulary:
__________
Knowledge of
Language
Lesson Essential Question
1. Why is it important to use
formal English and standard
conventions when writing,
speaking, reading, or listening?
(3a, 3b)
Vocabulary:
.
Grade:
2
0
Optional
Instructional Tools:
1.
2.
3.
4.
SASD Speaking and
Listening rubric
audacity.com
Tape Recorder
Echo Phone
cep:
Lesson Essential Questions:
Vocabulary:
Conventions
Other Information:
1.
Be sure to include an oral report on an assigned topic (2d)—(See Scope and Sequence Instructional Priority: Research Item la).
2. (2b) Options: You may decide if you want to do individual student recordings, small group recordings, have this as a center activity, or do this
activity as a whole group.
Shippensburg Area School District
2011-2012
ncy
Topic:
Key Learning(s):
Phonemic Awareness
1.
Essential Questions:
How do students’
awareness of units of
sound (individual speech
sounds) help them be
more fluent readers?
Vocabulary:
How does fluency impact
learning to read?
Concept:
Concept:
Concept:
]
2
Optional
Instructional Tools:
Unit Essential Question(s):
Fluency is essential for
automaticity of a skill.
I
Grade:
Vocabulary
Phonics
Essential Questions:
1. How do decoding and
encoding (mapping)
words help make
students fluent readers?
Vocabulary:
Closed
Vowel-Consonant-e
Open
Vowel Teams
Vowel-r
Consonantle
Other Information:
*lnclude 6 syllable types in phonics instruction.
1.
Essential Question
How does knowledge of
word and phrase meaning
increase reading fluency?
Vocabulary:
Comprehension
1.
Essential Questions:
How does a student’s
understanding of what he/she
reads affect fluency?
Vocabulary:
Concept:
Concept:
Concept:
I
Writing
Essential Questions
1. How does writing letters
to match sounds help with
reading and writing
fluently?
Vocabulary
Concept:
Essential Questions
Vocabulary
Essential Questions
Vocabulary
Essential Questions
Vocabulary
________
Topic: Phonics and Word Recognition
Key Learning(s):
Syllable Types
Lesson Essential Questions:
1. How do I identify and sort words
with closed, VCe/CVCe (Silent e),
and open syllables? (Review of
previously taught syllable
types). (la)
2. How do I identify and read
vowel team words? (la)
3. How do I identify and read
vowel-r (r-controlled) words? (la)
4. How do I identify and read
consonant-le words? (la)
5. When I look at a one syllable
word, how do I know if the vowel
sound is long or short? (ib)
Vocabulary:
•
•
•
•
•
•
Closed syllable
CVCe/VCe
Open syllable
Vowelteam
Vowel-r (r-controlled)
Consonant-le
Shippensburg Area School District
How does understanding parts of
words help us to decode them?
Concept:
Concept:
Phoneme-Grapheme
(phonics) Understanding
nd
Optional
Instructional Tools:
Unit Essential Question(s):
Understanding parts of words
and how to decode them.
Concept:
Grade:
Phoneme-Grapheme Mapping Book
Blueprint for Intervention: Phonics
Phonics Routine Cards
Multisyllable Routine Cards
Website
:::c:°:
Sight Words
Decoding & Word
Recognition
Lesson Essential Questions:
Lesson Essential Question
Lesson Essential Questions:
1. How do I read words with
predictable vowel teams? (ic)
**See Other Information below
2. How do I read words with
unpredictable vowel teams? (id)
**See Other Information below
3. How do I know when a c or a
g makes a hard or soft sound?
(1 e)
4. How do I read words with
silent consonants? (if)
5. How does understanding
trigraphs help me read words?
(1 g)
1. How does knowing (Fry) sight
words help me read fluently? (2a)
1. How will prefixes, suffixes, and base
words help me decode and understand
words as I read? (3a)
2. How does my understanding of
contractions, possessives, and
inflected endings help me read? (3b)
*(Remember to introduce change y
to i)
3. How do I read multisyllabic words?
(3c)*(Teach compound words
explicitly when reading multisyllable
words)
*2 Grade—identify prefix/suffix
rd
3
*
Grade—teach meaning of
prefix/suffix
Vocabulary:
Vocabulary:
•
•
•
•
Predictable
Unpredictable
Trigraph
Vowel team
Vocabulary:
•
•
Sight words
Fluent
•
•
•
•
•
•
Compound -Possessive
Prefix
-Inflected Endings
Suffix
-multisyllabic/
Syllable
multisyllable
Base word
contraction
2011-2012
Resources:
Resources:
Resources:
Resources:
-Phoneme-Grapheme Mapping
book Units 6—7.
-Phonics Routine Cards 17—19.
-Multisyllable Routine Cards 23—
25 (review), 26—28 (teach)
-Phoneme —Grapheme
Mapping pp. 65, 73, 109, 188
-Phonics Routine Cards 17, 18,
20, 21
-Blueprint Phonics: pp 96-1 07
-Fry Sight words 151--300
-Multisyllable Routine Cards
-Phoneme-Grapheme Mapping Book
p. 163 (prefix)
p. 166 (suffix)
Other Information:
Syllable Types—Teach vocabulary with gestures (multisyllable routine cards p. 5)
--Use mirrors when teaching how mouth should form letters.
--Students need to be fluent and automatic with a syllable type before moving to the next.
Siciht Words—Review Fry 1—150, teach 151—300.
Resources listed above are for direct, explicit instruction. Scott Foresman is for activities, practice, and stories.
Predictable Vowel Teams: ai, ay, ee, oa, oe, ie, ue, oy, ew, aw, au, ui, oi
Unpredictable Vowel Teams: ea, ei, ou, ey, ow, eu,
Shippensburg Area School District
00
201 1-2012
Topic:
Key Learning(s):
Unit Essential Question(s):
Students will use conventions of
Standard English in writing and
speaking.
Concept:
How do I use conventions of
Standard English to properly write
and speak?
Concept:
Parts of Speech
Lesson Essential Questions:
*1. Howdoluseanounina
sentence? (la)
**2 How do you make a noun
plural? (ib)
3. What is the difference between
a noun and a pronoun? (ic)
*reflexive pronouns—remember
to teach
4. Howdoluseaverbina
sentence? (id)
*Review verb tenses, teach
irregular verbs, and teach
verb/predicate.
5. What is an adjective? (le)
6. What is an adverb? (ie)
7. How do I use an adjective and
an adverb in a sentence? (le)
8. How do I use parts of speech
to make a better sentence? (if)
Vocabulary:
-irregular
-common
-proper
-collective
Conventions of Standard English
-adjective
-adverb
-expand
-rearrange
Shippensburg Area School District
nd
Optional
nstructional Tools
-Module 3 (Letrs)
-Phoneme/Grapheme
-Sitton Spelling
-Scott
Concept:
Capitalization and
Punctuation
Lesson Essential Questions:
1. When do you use capital
letters in words? (2a)
2. When do you use commas in
various situations? (2b)
3. What are the 4 types of
sentences and how are they
punctuated? (2c)
Vocabulary:
-commas
-statement
-question
Grade:
Spelling
Lesson Essential Question
1. How does knowing and
identifying spelling patterns make
us more accurate spellers? (2d,
2e, 2f)
**See Spelling Skills Scope &
Sequence
Vocabulary:
-exclamation
-command
-punctuation
Lesson Essential Questions:
Vocabulary:
-initial
-medial
-final
-apostrophe
2011-2012
Other Information:
*How do I use a noun in a sentence?
• Review common/proper
• Teach collective nouns
• Teach noun is subject of sentence
**How
•
•
•
•
do you make a noun plural?
Review adding —s
Teach —s/-es
Teach irregular plural
Introduce change y to i rule
Shippensburg Area School District
2011-20 12