2nd Grade ELA-Reading Curriculum

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BOARD APPOVED AUGUST, 20152nd Grade ELA-Reading CurriculumCourse Description:In 2nd grade, readers continue to focus on print with a heavier emphasis on meaning. Students relyon strategies to figure out words, understand author’s craft, and build ideas about the books theyread. Students learn from books through informational reading on familiar topics while continuingto build word solving strategies, vocabulary development, fluency, comprehension, and analyzeacross texts.Scope and Sequence:2nd Grade Reading UnitsQuarter Unit1Taking Charge of Reading2Shoring Up Foundational Skills3Getting to Know Characters and Their Stories4Series Reading and Cross-Genre Reading Clubs5Reading Information Books6Mystery Book Clubs12341

BOARD APPOVED AUGUST, 2015Unit 1: Taking Charge of ReadingSubject: ReadingGrade: 2ndName of Unit: Taking Charge of ReadingUnit 1: Taking Charge of ReadingLength of Unit: Approximately 3 weeksOverview of Unit:The main focus of this unit is students becoming strong, independent readers and payingattention to volume, stamina, and fluency. Along with the focus, you are building readingroutines, habits, and workflow of the classroom workshop.In Topic 1 (Bend 1) Students will set and monitor their reading goal while working onincreasing independent reading volume, fluency, and stamina.In Topic 2 (Bend 2) Students will comprehend and recall a text and begin to recommend booksto others.In Topic 3 (Bend 3) Students will draw on strategies to decode more difficult words, phrases,and information as they work to tackle more complex text.Getting Ready for the Unit: Determine gathering spot and workshop routines/procedures Put out a variety of high-interest fiction and informational books that span yourstudent’s current just-right levels based on pre-assessments, as well as a few levels higher Choose a read-aloud book at benchmark level, such as Chrysanthemum, to use forpre-assessment as well as to model volume, fluency, stamina, and decoding strategiesduring unit Chart paper for creating anchor charts Post-it notes Review running record levels from preceding grade teacher, table conferenceswith groups of children to help channel students towards books that will beapproximately right for them Reading Journals- students will set goals and record stamina Be aware that you will be starting the Poetry writing unit as well so use as muchpoetry in your mini-lessons as possible.Pre-assessment (given prior to starting the unit): Give students an informal reading inventory - how they feel about reading Give students a spelling inventory (e.g., Words Their Way elementary inventoryor F&P Benchmark Assessment Kit - see optional assessments) to inform phonics andspelling work across the unit and year.2

BOARD APPOVED AUGUST, 2015 Using a mentor text, like Chrysanthemum, read aloud and have students stopand-jot on a piece of notebook paper answers to following questions: What type of book is this? Who are the character(s) within the story? Using key details, describe the character(s). What is the setting of the story? Using key details, describe the major events within the story. Retell the story, including key details and give the central messageor lesson.After collecting student responses, sort and categorize them by levels of sophistication.Read Aloud Considerations: Chrysanthemum by Kevin Henkes Goldilocks and the Three Librarians by Jackie Mims Hopkins Grace for President by Kelly DiPucchioPriority Standards for unit: RF.2.3 Know and apply grade-level phonics and word analysis skills in decodingwords. RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RL.2.1 Ask and answer such questions as who, what, where, when, why, and howto demonstrate understanding of key details in a text. SL.2.1. Participate in collaborative conversations with diverse partners aboutgrade 2 topics and text. SL.2.2: Recount or describe key ideas or details from a text read aloud orinformation presented orally or through other media.Supporting Standards for unit: RL.2.2 Recount stories, including fables and folktales from diverse cultures, anddetermine their central message, lesson, or moral. RL.2.5 Describe the overall structure of a story, including describing how thebeginning introduces the story and the ending concludes the action. RL.2.6 Identify differences in the points of view of characters, including byspeaking in a different voice for each character when reading dialogue aloud. RI.2.1 Ask and answer such questions as who, what, where, when, why and howto demonstrate understanding of key details in a text. RI.2.6 Identify the main purpose of a text, including what the author wants toanswer, explain, or describe. SL.2.1.c Ask for clarification and further explanation as needed about the topicsand texts under discussion.3

BOARD APPOVED AUGUST, 2015 RF.2.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words. RF.2.3.b Know spelling-sound correspondences for additional common vowelteams. RF.2.3.c Decode regularly spelled two-syllable words with long vowels. RF.2.3.d Decode words with common prefixes and suffixes. RF.2.3.e Identify words with inconsistent but common spelling-soundcorrespondences. RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. RF.2.4.a Read grade-level text with purpose and understanding. RF.2.4.b Read grade-level text orally with accuracy, appropriate rate, andexpression on successive readings. RF.2.4.c Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary. SL.2.1.a: Follow agreed-upon rules for discussions (e.g., gaining the floor inrespectful ways, listening to others with care, speaking one at a time about the topics andtexts under discussion). SL.2.1.b: Build on others' talk in conversations by linking their comments to theremarks of others. SL.2.1.c: Ask for clarification and further explanation as needed about the topicsand texts under discussion. SL.2.3: Ask and answer questions about what a speaker says in order to clarifycomprehension, gather additional information, or deepen understanding of a topic orissue. SL.2.6: Produce complete sentences when appropriate to task and situation inorder to provide requested detail or clarification. L.2.3: Use knowledge of language and its conventions when writing, speaking,reading, or listening. L.2.3 a: Compare formal and informal uses of English L.2.4: Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on grade 2 reading and content, choosing flexibly from an array ofstrategies. L. 2.6: Use words and phrases acquired through conversations, reading and beingread to, and responding to texts, including adjectives and adverbs to describe (e.g. whenother kids are happy that makes me happy)4

BOARD APPOVED AUGUST, 2015Unwrapped Skills(Students need tobe able to do)Unwrapped Concepts(Students need to know)Standardgrade-level phonics and wordRF.2.3 analysis skills in decoding words.know and applywith sufficient accuracy and fluencyRF.2.4 to support comprehension.readquestions as who, what, where, when,RL.2.1why, and how to demonstrateunderstanding of key details in a text ask and answercollaborative conversations withdiverse partners about grade 2 topicsSL.2.1 and textparticipatekey ideas or details from a text readaloud or information presented orallySL. 2.2 or through other tand1remember1understand1apply2remember1Essential Questions:1. How can I become a strong, independent reader who sets and meets goals andwho recognizes and problem-solves when something in my reading doesn’t make sense?2. How can my partner and I work together to share and grow ideas, and to tackletrouble as we read?3. How can I get ready to share books I’m reading with my partner, retelling theimportant parts that stood out to me and talking about what I’ve learned?Enduring Understanding/Big Ideas:1. Setting specific goals and having tricks (strategies) to keep me in a book andpaying attention to how much, how long, and how well I read.2. Pausing during reading to ask questions about the text to clarify any confusion orthink more meaningfully about the text3. Preparing to retell and talk about my book with my partner as well as discuss howparts fit together.5

BOARD APPOVED AUGUST, 2015Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain l teamsTopic 1: Making Reading the Best It Can Be: Setting Goals forthe New YearEngaging Experience 1Teaching Point: Readers review what they know about the Workshop Structure from 1st gradeSuggested Length of Time: 1 mini-lessonStandards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is to create a t-chart with the different components of theworkshop model. Together fill out what the teacher is doing and what the students aredoing in each component.Bloom’s Levels: RememberWebb’s DOK: 1Engaging Experience 2Teaching Point: Readers learn to move to and from the gathering spot, their reading spots andreflection circle.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is teaching children to come and go quickly from the“gathering place” and settle down to work right away, don’t bother others, Also, create6

BOARD APPOVED AUGUST, 2015an anchor chart outlining what the workshop with look-like as well as sound-like (referto Brightspace Reading Unit 1 anchor chart examples) Another way to do this is creating a SLANT anchor chart (refer to BrightspaceReading Unit 1 anchor chart examples), modeling for children proper and impropersitting, listening, asking questions, nodding head, and tracking speaker behaviors.Bloom’s Levels: N/AWebb’s DOK: N/AEngaging Experience 3Teaching Point: Readers have supplies that help them be good readersSuggested Length of Time: 1 mini-lessonStandards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is to show the students their reading folder, book box/bag,how to find books, etc.Bloom’s Levels: N/AWebb’s DOK: N/AEngaging Experience 4Teaching Point: Readers choose just right books when readingSuggested Length of Time: 1 mini-lessonStandards AddressedPriority: RF. 2.4Supporting:Detailed Description/Instructions: One way to do this is using your read-aloud or other familiar book model pickingof just-right books. As you read, model looking the book over, noticing pictures oncover, reading a short section (few pages) to determine interest while using the fivefinger rule and decoding strategies (fluent versus nonfluent reading), sneak peek todetermine ‘how’ to read the book (fiction versus nonfiction) check for understanding, etc. Another way to do this is by creating an anchor chart focusing on I PICKstrategies. (refer to Brightspace Reading Unit 1 anchor chart examples).Bloom’s Levels: AnalyzeWebb’s DOK: 2Engaging Experience 5Teaching Point: Readers pick their own spots to read (procedure) and monitor their reading(stamina).Suggested Length of Time: 1 mini-lesson7

BOARD APPOVED AUGUST, 2015Standards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is role-playing students properly and improperly choosingtheir reading spot (children not settling down, finding a spot and frequently moving,bothering others) as well as reviewing characteristics of quality reading and what it lookslike, sounds like, and feels like (refer to Brightspace Reading Unit 1 anchor chartexamples created in engaging experience 1). Another way to do this is create an anchor chart asking students: Where is a spotthat I can do my important work as a reader? List qualities of a good spot (comfortable,no distractions, etc.) Then move to what monitoring your reading “looks like”. Havestudents practice monitoring their reading for a short time and then gather to discuss whatworked/didn’t work. Send out to practice some more.Bloom’s Levels: N/AWebb’s DOK: N/AEngaging Experience 6Teaching Point: Readers use reading logs to set goals and monitor their staminaSuggested Length of Time: 1 mini-lessonStandards AddressedPriority: RF.2.4Supporting: RF.2.4.a, RF.2.4.bDetailed Description/Instructions: One way to do this is using your read aloud or other text to model ways ofstaying focused (stamina) and create an anchor chart for strategies: take a quick stretchbreak, reread parts you may have missed, and stopping to make pictures in your mind ofwhat you are reading, play a personal guessing name and predict what will happen next inthe text. Also, introduce reading logs and teach procedures for logging/recording dailystamina. (Logs should include, but are not limited to, spaces for author, title, start and endpages, start and stop time, and/or sound of reading.) Have students ask themselves: Werethere times when they didn’t do much reading? What do they think caused those times?Bloom’s Levels: RememberWebb’s DOK: 1Engaging Experience 7Teaching Point: Readers set specific goals to become stronger and make plans to meet theirgoals, (# of books, amount of minutes at school/home, series, genre, etc.).Suggested Length of Time: 1 mini-lesson8

BOARD APPOVED AUGUST, 2015Standards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is explaining they have now become “big kids” therefore theyneed to push themselves to do a whole lot of reading. Then, using the PDSA model,think aloud how to ‘think’ about what they have already accomplished in their book andapplying that knowledge to plan what they want to accomplish today as they create theirdaily reading/thinking plan. Then say the plan aloud to their reading partner. At the endof today’s workshop (during share) study today’s reading/th

2nd Grade ELA-Reading Curriculum . Course Description: In 2. nd. grade, readers continue to focus on print with a heavier emphasis on meaning. Students rely on strategies to figure out words, understand author’s craft, and build ideas about the books they read. Students learn from books through informational reading on familiar topics while continuing to build word solving strategies .

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