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Intergrated Language Arts

Second Grade Integrated Reading, Spelling, Writing, Phonics, and Language
Week 1 Theme: Citizenship (Responsibility) First of Three Weeks
Reading
 
·         I can identify ideas from second grade texts.
·         I can identify agreed upon rules for discussion.
·         I can recognize how others listen, ask questions, and have conversations.
·         I can think of questions and comments for topics of discussions.
Book: Arthur’s Pet Business (Basal Friends)
Workbook pages 18-28
Additional Books for small group reading:
A Pet for Scat
Wendy’s Puppy
Clean Your Room, Harvey Moon-(Big Book)
Family Fleas
Phonics
 
Diagraphs: (wh) (th) (sh) (ch) (ck)
·         I can know grade-level phonics and word analysis skills in decoding words.
Writing
 
On-demand writing prompt over rules at home and school.
Students should draw a picture of something they did over the summer, keep for week four writing task)
Language
 
Common and Proper Nouns
·         I can identify a noun as person, place, or thing.
·         I can identify a common and proper noun.
Spelling
 
Page 175 Arthur’s Pet Business  
Workbook pages 25/26
Special Events
 
Grade Level Pet Day (Either real or stuffed animal)
Theatre
 
 
Assessment
 
Exit Slip—reading, language
Learner Check—spelling
 
 
Second Grade Integrated Reading, Spelling, Writing, Phonics, and Language
Week 2 Theme: Citizenship (Responsibility) Second of Three Weeks
Reading
 
·         I can decide if speaking and listening rules are being followed.
·         I can take part in conversations about second grade texts.
·         I can follow class rules for speaking and listening.
·         I can make connections between my comment and my group members’ comments.
Book: The Cats of Tiffany Street (Big Book)
Workbook pages 9-17
Additional Books for small group reading:
A Pet for Scat
Wendy’s Puppy
Clean Your Room, Harvey Moon-(Big Book)
Family Fleas
 
 
Phonics
 
Diagraphs: (wh) (th) (sh) (ch) (ck)
·         I can know grade-level phonics and word analysis skills in decoding words.
Writing
 
 
Language
 
 
Spelling
 
Page 175 (Friends WB) Cats of Tiffany Street
Workbook pages 15 /16
Special Events
 
 
Theatre
 
 
Assessment
 
Exit Slip—reading, language
Learner check—spelling
 
Second Grade Integrated Reading, Spelling, Writing, Phonics, and Language
Week 3 Theme: Citizenship (Responsibility) Third of Three Weeks
Reading
 
·         I can ask questions to better understand the text.
·         I can tell about details from a read aloud.
·         I can restate and describe details that someone tells me.
·         I can restate and describe details from different types of media. (listening to story on video, audio, online, etc.)
Book: The Day Jimmy’s Boa Ate the Wash (Big Book)
Workbook Treasure WB) pages 53-60
Additional Books for small group reading:
A Pet for Scat
Wendy’s Puppy
Clean Your Room, Harvey Moon-(Big Book)
Family Fleas
 
 
Phonics
 
Diagraphs: (wh) (th) (sh) (ch) (ck) (This story focuses on –s –es -ed and –ing)
·         I can know grade-level phonics and word analysis skills in decoding words.
Writing
 
On-demand writing prompt over rules at home and school. Should be finished and stored in pass-on portfolio.
 
Language
 
Common and Proper Nouns
·         I can identify a noun as person, place, or thing.
·         I can identify a common and proper noun.
 
Spelling
 
Page147 (Treasure WB) The Day Jimmy’s Boa Ate the Wash
Workbook pages 58/59
Special Events
 
 
Theatre
 
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading (Listening and speaking skills)
 
Second Grade Integrated Reading, Spelling, Writing, Phonics, and Language
Week 4 Theme: Community and Community Helpers First of Two Weeks
Reading
 
·         I can identify characters in a story.
·         I can identify traits of characters in a story.
·         I can identify the point of view of a character.
Book: My First American Friend (Big Book)
Workbook (Friends WB) pages 89-96
Additional Books for small group reading:
          This is My House
          Next Door Friend
          California Fire
          Harry and Friends in the Old West
Big Books:
 
Phonics
 
Vowel Pairs(ee, ea, ai, ay)
·         I can identify long and short sounds made by vowel teams.
Writing
 
Summer Writing Personal Narrative
·         I can write a narrative about a memory from summer vacation.
·         I can write a narrative that tells an event or sequence of events with supporting details, temporal words, and a closing.
Language
 
Possessive Nouns and Review of Nouns
·         I can identify a possessive noun.
·         I can use common, proper, and possessive nouns when writing and speaking.
Spelling
 
Page147 (Friends WB) My First American Friend
Workbook pages 94/95
Special Events
 
Invite a community helper in to speak to students. Students create questions and cover the following standards:
·         I can identify the speaker’s topic or issue.
·         I can figure out when I need to learn more about what a speaker says.
·         I can ask questions about what a speaker says in order to better understand their topic.
Theatre
 
A Visit to the Farm (Reader’s Theatre)
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling,
 

Week 5 Theme: Community and Community Helpers Second of Two Weeks
Reading
 
·         I can recognize dialogue in a story and tell who is speaking.
·         I can analyze a character to figure out what type of voice to use when speaking the part.
·         I can figure out differences in character’s points of view.
·         I can read dialogue in a story using different voices for characters.
·         I can define and identify characters in a story.
Book: The City Mouse and the Country Mouse (Basal Friends)
Workbook (Friends WB) pages--NONE
Additional Books for small group reading:
             This is My House
          Next Door Friend
          California Fire
          Harry and Friends in the Old West
 
Phonics
 
Vowel Pairs(ee, ea, ai, ay)
·         I can identify long and short sounds made by vowel teams.
Writing
 
Summer Writing Personal Narrative
·         I can write a narrative about a memory from summer vacation.
·         I can write a narrative that tells an event or sequence of events with supporting details, temporal words, and a closing.
Language
 
Possessive Nouns and Review of Nouns
·         I can identify a possessive noun.
·         I can use common, proper, and possessive nouns when writing and speaking.
Spelling
 
NONE
Special Events
 
Invite a community helper in to speak to students. Students create questions and cover the following standards:
·         I can identify the speaker’s topic or issue.
·         I can figure out when I need to learn more about what a speaker says.
·         I can ask questions about what a speaker says in order to better understand their topic.
Theatre
 
A Visit to the Farm (Reader’s Theatre)
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language (Common, proper, and possessive nouns)
 
 
Week 6 Theme: Animals and Animal Habitats First of Four Weeks
Reading
 
·         I can identify the setting of a story
·         I can explain the setting of a story, book, or digital text.
Book: Pinkie (Trade Book)
Workbook pages--NONE
Additional Books for small group reading:     
             Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors
          Various Informational Titles
Big Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard
            
Phonics
 
Suffixes (-ing, -ed, -er, -ly)
·         I can identify long and short sounds made by vowel teams.
Writing
 
Animal and Habitat Research and informational writing for presentation.
Language
 
Compound Words
·         I can understand that a compound word is formed from two words.
·         I can identify compound words.
·         I can combine two words to make a compound word.
·         I can use the meaning of individual words to predict the meaning of a compound word.
Spelling
 
NONE
Special Events
 
 
Theatre
 
Fly High Butterfly (Reader’s Theatre Animals)
There’s No Place Like Home (Reader’s Theatre Habitat)
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading (Characters and Setting)
Performance task: Language (Compound Words)
 

 
Week 7 Theme: Animals and Animal Habitats Second of Four Weeks
Reading
 
·         I can identify the main topic of a multi-paragraph informational (nonfiction) text.
·         I can identify the main topic of a paragraph in an informational text.
Book: What Lives in a Shell (Basal Friends)
Workbook pages-(Friends WB) 65-76
Additional Books for small group reading:     
             Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors
          Various Informational Titles
Big Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard
             
Phonics
 
Consonant-Vowel-Consonant-silent e words(home, bone, same, time, side)
·         I can know grade-level phonics and word analysis skills in decoding words.
·         I can understand the rules for short and long vowel sounds.
Writing
 
Animal and Habitat Research and informational writing for presentation.
Language
 
Verbs
·         I can identify a verb as an action word in a sentence.
·         I can identify a verb in a sentence.
Spelling
 
(Friends WB) 181
Extra pages74/75
Special Events
 
 
Theatre
 
Fly High Butterfly (Reader’s Theatre Animals)
There’s No Place Like Home (Reader’s Theatre Habitat)
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling
 
 
Week 8 Theme: Animals and Animal Habitats Third of Four Weeks
Reading
 
·         I can identify key details in an informational text.
·         I can describe key details using the questions who, what, when, where, why, and how.
·         I can figure out the answers to questions about informational text using who, what, when, where, why, and how.
Book: Animal Tracks (Big Book)
Workbook pages-(Friends WB) 43-52
Additional Books for small group reading:     
             Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors
          Various Informational Titles
Big Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard
            
Phonics
 
Short vowel sounds
·         I can know grade-level phonics and word analysis skills in decoding words.
·         I can understand the rules for short and long vowel sounds.
Writing
 
Animal and Habitat Research and informational writing for presentation.
Language
 
Verbs
·         I can identify a present tense verb.
·         I can identify a past tense verb.
·         I can identify a future tense verb.
·         I can use verbs to show the past, present, and future when writing and speaking.
Spelling
 
Animal Tracks (Friends WB) 179
(Friends WB) 50/51
Special Events
 
 
Theatre
 
Fly High Butterfly (Reader’s Theatre Animals)
There’s No Place Like Home (Reader’s Theatre Habitat)
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling
 
 
 
Week 9 Theme: Animals and Animal Habitats Fourth of Four Weeks
Reading
 
·         I can identify the words and phrases in an informational text about a specific subject area.
·         I can figure out the meaning of words and phrases in a text using context clues.
Book: An Octopus is Amazing (Basal Treasures)
Workbook pages-(Treasure WB) 75-85
Additional Books for small group reading:     
             Finding Animal Tracks; Raccoon and Lizard Take a Hike; Karen’s Island; The Great Outdoors
          Various Informational Titles
Big Books: I Took My Frog to the Library (Zach and Jess), Animals and their Babies, Howling Howard
            
Phonics
 
Vowel Sounds (aw, all)
·         I can know grade-level phonics and word analysis skills in decoding words.
·         I can understand the rules for short and long vowel sounds.
Writing
 
Animal and Habitat Research and informational writing for presentation.
Language
 
Verbs
·         I can identify a present tense verb.
·         I can identify a past tense verb.
·         I can identify a future tense verb.
·         I can use verbs to show the past, present, and future when writing and speaking.
Spelling
 
An Octopus is Amazing (Basal Treasures)
 (Treasure WB) 149
(Treasure WB) Extra Pages 83/84
Special Events
 
Display and rotate to view habitat displays. Students complete Learning Log.
Theatre
 
Fly High Butterfly (Reader’s Theatre Animals)
There’s No Place Like Home (Reader’s Theatre Habitat)
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading (Nonfiction—main topic), Language (Verbs)
Performance Task: Writing Learning Log
 
 
Week 10 Theme: Government, Symbols of USA, and Election First of Three Weeks
Reading
 
·         I can identify the plot of a story.
·         I can explain the plot of a story, book, or digital text.
Book: Backpack Tax (Reading A to Z booklet)
Workbook pages
Additional Books for small group reading:     
Big Books:         
            
Phonics
 
R controlled vowels
·         I can know grade-level phonics and word analysis skills in decoding words.
·         I can understand the rules for short and long vowel sounds.
Writing
 
 
Language
 
Singular and Plural Nouns
·         I can identify a singular noun.
·         I can identify a plural noun.
·         I can use plural and singular nouns with matching verbs in a sentence.
·         I can use plural and singular nouns with matching verbs when speaking and writing.
 
Spelling
 
NONE
Special Events
 
 
Theatre
 
          Sewing Stars and Stripes (Reader’s Theatre)
          The Very First Leader (Reader’s Theatre)
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading (Plot), Language (singular/plural nouns)
 

 
Week 11 Theme: Government, Symbols of USA, and Election Second of Three Weeks
Reading
 
·         I can identify various text features: captions, bold print, heading, subheading, glossaries, index, electronic menu, icons, table of contents, cover, title page, back cover, blurb [summary on back of book])
·         I can figure out how readers use different text features.
·         I can use various text features to locate key facts or information in a text.
·         I can identify images in an informational text.
Book: Various Nonfiction books as chosen by teachers
Workbook pages
Additional Books for small group reading:     
Big Books:        
            
Phonics
 
Silent Letters (e, w, h, g)
·         I can know grade-level phonics and word analysis skills in decoding words.
Writing
 
Research, note taking and writing reports or posters
·         I can recall information gather and recall information from experiences and multiple sources.
·         I can use sources and tools to research a single topic.
·         I can organize information to produce a report.
·         I can participate in shared research and writing projects. (Presidential Project)
 
Language
 
·         I can arrange words in ABC order by the first letter of a word.
·         I can arrange words in ABC order by the second letter of a word.
·         I can use ABC order to locate a word in a dictionary.
·         I can check use a dictionary to check the spelling of a word.
 
Spelling
 
NONE
Special Events
 
Research begins for Presidential Presentations.
Theatre
 
          Sewing Stars and Stripes (Reader’s Theatre)
          The Very First Leader (Reader’s Theatre)
Assessment
 
Exit Slip-reading,
Learner Check: Spelling
 
 
Week 12 Theme: Government, Symbols of USA, and Election Third of Three Weeks
Reading
 
·         I can identify key points and details in an informational text.
·         I can describe how details support the key points in an informational text.
·         I can identify the historical events that occurred in a text.
·         I can describe the connections that occur between historical events, scientific events, or steps from an experiment or recipe.
Book: Barack Obama (Reading A to Z booklet to be copied)
Workbook pages
Additional Books for small group reading:     
Big Books: (HALLOWEEN: Scaredy Cat)        
            
Phonics
 
Silent Letters (k)
·         I can know grade-level phonics and word analysis skills in decoding words.
Writing
 
Research, note taking and writing reports or posters
·         I can recall information gather and recall information from experiences and multiple sources.
·         I can use sources and tools to research a single topic.
·         I can organize information to produce a report.
·         I can participate in shared research and writing projects. (Presidential Project)
 
Language
 
·         I can arrange words in ABC order by the first letter of a word.
·         I can arrange words in ABC order by the second letter of a word.
·         I can use ABC order to locate a word in a dictionary.
·         I can check use a dictionary to check the spelling of a word.
Spelling
 
NONE
Special Events
 
·         I can answer questions about what a speaker has said to show what I’ve learned. (Presidential Series)
 
Theatre
 
          Sewing Stars and Stripes (Reader’s Theatre)
          The Very First Leader (Reader’s Theatre)
Assessment
 
Exit Slip-reading
Learner Check: Spelling, language ABC Order
Performance Assessment: Writing/Reading (Research)
 

Week 13 Theme: Magnets
Reading
 
·         I can identify the important points from two informational texts on the same topic.
·         I can compare and contrast the important points in two informational texts on the same topic.
 
Book: RaZ: Magnetism and The Power of Magnets
Workbook pages—see packet
Suggested Books:
See Zach for Unit book on Magnets, Ride a Floating Train
Big Books:        
            
Phonics
 
·         I can understand the rules for short and long vowel sounds. (ight) light, right
 
Writing
 
Lab Sheet on Magnet Experiment
Language
 
·         I can identify a personal pronoun.
·         I can identify a possessive pronoun.
·         I can identify an indefinite pronoun.
·         I can use personal, possessive, and indefinite pronouns when speaking and writing.
 
Spelling
 
None
Special Events
 
Magnet Experiments
Theatre
 
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language, Reading Nonfiction and Informational texts
 

 
Week 14 Theme: Communities of the Past and Folktales First of Two Weeks
Reading
 
·         I can remember details and events from two versions of a story by different authors. (fairy tales)
·         I can identify characters from two versions of a story by different authors.
·         I can compare and contrast two or more versions of the same story by different authors from different cultures.
Book: Teachers choose various fairy tales for their class
Workbook pages—See Zach for WB pages from “Buckle Down Workbook”
Suggested Books:
Cinderella Skeleton, Tacky Locks Sydneyrella, , Dusty Locks and the Three Bears, My Side of the Story Cinderella and Peter Pan, The Talking Eggs, Jack and the Wonder Beans, The Headless Horseman, Goldie Bear and the Three Locks, When the Sun Fell from the Sky, Princess and the Pea, Cinderella by Seth Jacobs, (From the Library “The Rough Face Girl”
Big Books: Tikki Tikki Tembo, The Quilt Story, Yes: Tales from Many Lands, Fairytale Treasure Chest (2 of them)         
            
Phonics
 
·         I can read two-syllable words with long vowel sounds.
Writing
 
 
Language
 
·         I can identify a reflexive pronoun (e.g. ourselves, myself, himself, herself).
·         I can use reflexive pronouns in my writing and speaking.
 
Spelling
 
NONE
Special Events
 
 
Theatre
 
On The Mayflower
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling
Performance Assessment—Language on Pronouns
 
 
 
Week 15 Theme: Communities of the Past and Folktales Second of Two Weeks
Reading
 
·         I can identify folktales from diverse cultures.
·         I can define diverse cultures.
·         I can remember details from folktales.
·         I can retell details of a folktale.
·         I can determine the message, lesson, or moral of a story.
Book: Legend of the Indian Paintbrush (Treasure)
Workbook pages—Treasure 111-123
Suggested Books:
The Ox Cart Man, Johnny Appleseed, The Girl Who Climbed to the Moon, Flossie and the Fox (encyclomedia)
Big Books: Tikki Tikki Tembo, The Quilt Story, Yes: Tales from Many Lands             
            
Phonics
 
·          
 
Writing
 
How To Make A Turkey
·         I can identify the steps in a experiment or recipe.
·         I can write a materials/ingredients list for my “how to” writing.
·         I can correctly use transitions words such as first, next, then, and finally.
·         I can write the sequential order.
·         I can correctly use bullets or numbers to list steps in writing
Language
 
·         I can identify an adjective as a word that describes a noun.
·         I can identify adjectives that tell “how many”.
·         I can identify adjectives that tell “what kind”.
·         I can identify adjectives that “compare”.
·         I can use adjectives to describe nouns when writing and speaking.
Spelling
 
Treasure WB p.151
WB pgs. 121/122
Special Events
 
Thanksgiving Feast the days before Thanksgiving. Discuss at PLC.
Theatre
 
Squanto Helps the Pilgrims       
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language
 
 
 
Week 16 Theme: Holidays/Culture First of Two Weeks
Reading
 
·         I can identify fables from diverse cultures.
·         I can remember details from fables.
·         I can retell details of a fable.
·         I can determine the moral of a story.
Book: Treasure—A Mother’s Love (Amore de Madre)
Workbook pages—n/a
Suggested Books: Basal Story—Two of Everything
Fables
Big Books: Yes: Tales from Many Lands, Yes: Celebrations, Enrico’s Project, Big Book Magazine: Hats            
Phonics
 
·         I can understand the rules for short and long vowel sounds. (oy, oi) Toy, coin, boy, oink
Writing
 
How To Make A Turkey
·         I can write a materials/ingredients list for my “how to” writing.
·         I can correctly use transitions words such as first, next, then, and finally.
·         I can write the sequential order.
I can correctly use bullets or numbers to list steps in writing
Language
 
·         I can identify declarative and imperative sentences as a telling sentence.
·         I can identify an interrogative sentence as an asking sentence.
·         I can identify an exclamatory sentence as a sentence with strong emotion.
 
Spelling
 
Using the List for the Story Two of Everything {Treasure p.151}
HW on Treasure WB p. 106/107
Special Events
 
 
Theatre
 
On The Mayflower
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading Folktales, Fairytales, Fables
 
Week 17 Theme: Holidays/Culture Second of Two Weeks
Reading
 
·         I can identify the structure of a story (sequence).
·         I can describe how the beginning introduces the story.
·         I can describe the action that takes place in the middle of the story.
·         I can describe how the ending concludes the action in the story.
 
Book: Treasure—Too Many Tamales
Workbook pages—Treasure 38-51
Suggested Books:
Big Books: Yes: Tales from Many Lands, Yes: Celebrations, Enrico’s Project, Big Book Magazine: Hats, If You Take a Mouse to the Movies
            
Phonics
 
·         I can understand the rules for short and long vowel sounds. (oy, oi) Toy, coin, boy, oink
Writing
 
Email to Santa
·         I can identify the parts of an email.
·         I can pre-write a friendly letter to convince Santa Claus of my good citizenship.
·         I can write and edit an email to Santa Claus.
·         I can conference and edit an email to Santa Claus.
·         I can I can publish an email to Santa Claus to convince him of my good citizenship.
 
Language
 
·         I can capitalize holidays.
·         I can capitalize product names.
·         I can capitalize geographic names.
·         I can use correct capital letters for holidays, product names, and geographic names in my writings.
Spelling
 
Treasure WB 145
HW Treasure WB pgs. 49/50
Special Events
 
Discuss in PLC
Theatre
 
Discuss in PLC      
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language on Sentence types and Capitalization
Performance Assessment: Story Sequence
 
 
 
Week 18: Theme: States of Matter
Reading
 
·         I can identify the key details in a story.
·         I can describe key details of a story using who, what, where, when, why, and how. (a week or more)
·         I can answer the following questions for a story: who, what, where, when, why, and how.
 
Book: Treasure—A Chair for My Mother
Workbook pages—Treasure 13-24
Suggested Books:             
Big Books:
Phonics
 
·         I can understand the rules for short and long vowel sounds. (ar) jar car (r controlled vowels)
Writing
 
·         I can write to learn through correct cursive handwriting practice.
·         I can pre-write about a memorable event or present from winter break.
·         I can write about a memorable event or present from winter break.
·         I can conference and edit my writing about an event or present from winter break.
·         I can publish a narrative about a memorable event or present from winter break.
 
Language
 
·         I can identify a collective noun as a word that refers to a group.
·         I can use collective nouns in my writing and speaking.
 
Spelling
 
Treasure WB 14
HW Treasure WB pgs. 22/23
Special Events
 
Discuss in PLC
Theatre
 
Discuss in PLC      
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling
 
 

Week 19: Theme: Water Cycle
Reading
 
·         I can identify the key details in a story.
·         I can describe key details of a story using who, what, where, when, why, and how. (a week or more)
·         I can answer the following questions for a story: who, what, where, when, why, and how.
 
Book: Friends—Ruby The Copy Cat
Workbook pages—Friends 122-132
Suggested Books:     
Big Books: Magic School Bus: Water Works
       
Phonics
 
·         I can understand the rules for short and long vowel sounds. (ar) jar car (r controlled vowels)
Writing
 
·         I can write to learn through correct cursive handwriting practice.
·         Create a poster for the Water Cycle
Language
 
·         I can understand that a possessive noun is a word that shows ownership.
·         I can use an apostrophe and the letter ‘s’ write possessive nouns.
·         I can identify a plural possessive noun.
·         I can use plural possessive nouns in my writing by adding the letter ‘s’ and an apostrophe.
 
Spelling
 
Friends WB 189
HW Friends WB pgs. 130/131
Special Events
 
Poster of the Water Cycle
Theatre
 
The Water Cycle
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading Key Details, Language on Collective and Plural Possessive nouns
 
 
 
Week 20: Theme: Weather First of Two Weeks
Reading
 
·         I can identify rhyming words.
·         I can identify alliteration in a poem..
·         I can recognize regular beat in a story, poem, or song.
·         I can recognize repeated lines in a story, poem, or song.
·         I can recognize rhythm in a story, poem, or song.
 
Book: To Be Decided in PLC
Workbook pages—
Suggested Books: RaZ—The Nor’Easter , Non-fiction weather related books in Second grade materials, additionally the “snow” themed books from before Christmas may be reused. Weather Words, The Wind Blew, The Hurricane Hero  
Big Books: Big Book of Poems, Yes: Weather, Science: A Closer Look What Do Clouds Tell Us/  
       
Phonics
 
·         I can identify long vowel and short sounds in one-syllable words.
·         I can know the rules for long vowels in two-syllable words.
 
Writing
 
·         I can pre-write a poem.
·         I can write a poem.
·         I can conference and edit a poem.
·         I can publish a poem.
Language
 
·         I can identify irregular plural nouns (e.g. feet, mice, men, and fish).
·         I can use irregular plural nouns in my writing and speaking.
Spelling
 
None—use language as a basis for spelling
Special Events
 
 
Theatre
 
 
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling
 
 

Week 21: Theme: Weather Second of Two Weeks
Reading
 
·         I can explain the characters in a story, book or digital text.
 
Book:—To be decided in PLC
Workbook pages—
Suggested Books: Suggested Books: RaZ—The Nor’Easter , Non-fiction weather related books in Second grade materials, additionally the “snow” themed books from before Christmas may be reused. Weather Words, The Wind Blew        
Big Books: Big Book of Poems, Yes: Weather, Science: A Closer Look What Do Clouds Tell Us/  
 
       
Phonics
 
·         I can identify long vowel and short sounds in one-syllable words.
·         I can know the rules for long vowels in two-syllable words.
 
Writing
 
·         I can pre-write a poem.
·         I can write a poem.
·         I can conference and edit a poem.
·         I can publish a poem.
Language
 
·         I can identify irregular verbs (e.g. sat, hid, told).
·         I can use irregular verbs in my writing and speaking.
Spelling
 
None
Special Events
 
Poetry Book?
Theatre
 
Recite a Poem , video
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading Poetry
Performance Assessment—Poetry Reading
 
 
 
Week 22: Theme: Famous African Americans
Reading
 
·         I can explain the characters in a story, book or digital text.
·          I can read dialogue in a story using different voices for characters.
·         I can define and identify characters in a story.
 
 
Book:—What Kind of Baby Sitter is This?
Workbook pages—Treasure WB 111-121
Suggested Books: Mother Hubbard’s Cupboard, Steal Away Night, Let’s Read About Martin Luther King, Jr.
Big Books: Mother Hubbard Cupboard
       
Phonics
 
Vowel Pairs oa, ow, ou
Writing
 
 
Language
 
·         I can identify an adverb as a word that describes a verb.
·         I can use an adverb when writing or speaking to describe a verb.
·         I can use an adjective to describe a noun, and an adverb to describe a verb.
 
Spelling
 
Treasure wb pg. 189
HW Treasure WB 119/120
Special Events
 
 
Theatre
 
Follow the North Star, He had a Dream, , Carver Saves the Day, Rosa Parks Rides the Bus
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language on Irregular nouns, verbs, and adverbs
 
 

 
Week 23: Theme: Famous Inventors
Reading
 
·         I can describe the connections that occur between historical events.
·         I can identify the main idea of an informational text.
 
Book:—RaZ—George Washington Carver, Garret Morgan, The Story of Jeans
Workbook pages—see packet
Suggested Books: Thomas Alva Edison, Sending a Message with Dots and Dashes, The Wish Broom
Big Books:
        
Phonics
 
·         review consonant final sounds r, t, n, g, p
Writing
 
·         I can pre-write and plan a timeline of my life.
·         I can illustrate and describe a timeline of my life.
·         I can publish a timeline of my life
·         I can present a timeline of my life.
 
Language
 
·         I can identify a contraction as a shorter form of two words.
·         I can combine two words to write a contraction.
·         I can separate a contraction to make two words.
·         I can use contractions in my writing and speaking.
Spelling
 
Treasure wb pg. 189
HW Treasure WB 119/120
Special Events
 
 
Theatre
 
Follow the North Star, He had a Dream, , Carver Saves the Day, Rosa Parks Rides the Bus
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling,
 
 
Week 24: Theme: American History
Reading
 
·         I can identify the author’s purpose in an informational text. (PIE: persuade, inform, or entertain).
·         I can identify what the author wants to answer, explain, or describe. (what is the author trying to persuade us to do? What is the author trying to inform us of? What is the entertainment value of the story?)
 
Book:—RaZ—Colonial Life and Martin Luther King Jr.
Workbook pages—see packet
Suggested Books: North American Explorers, There and Back, Let’s Read About Betsy Ross, The American Flag, Landmarks USA, Abe Lincoln the Boy Who Loved Books, Lewis and Clark, Lewis and Clark the Prarie Dog for the President, George Washington and the General’s Dog
Big Books: Story of Helen Keller, Westward to Oregon
Phonics
 
·         review clusters fl, fr, br, tr, pl, st
Writing
 
·         I can pre-write and plan a timeline of my life.
·         I can illustrate and describe a timeline of my life.
·         I can publish a timeline of my life
·         I can present a timeline of my life.
 
Language
 
·         I can identify and understand the meanings of synonyms.
·         I can identify and use synonyms as context clues.
 
Spelling
 
Treasure wb pg. 189
HW Treasure WB 119/120
Special Events
 
Share timeline
Theatre
 
 
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Reading Non-fiction and author’s purpose
 
 
 
Week 25: Theme: Health and Nutrition week One of Two.
Reading
 
·         I can define and identify the major events of a story.
 
Book: Friends—Watch Out Ronald Morgan
Workbook pages—Friends WB 97-108
Suggested Books: The Magic School Bus: Inside the Human Body, My Buddy, Dreams on Wheels, Every Sunday Morning, A Winning Team, The Ride Inside, Body Battles
Big Books: The Potluck Supper, Big Sciene: Bones and Muscles, Friends All Around
       
Phonics
 
·         I can identify a prefix in a word.
·         I can read common prefixes.
·         I can read words with common prefixes.
 
Writing
 
·         to be decided in PLC
Language
 
·         I can understand a prefix is a letter or letters added to the beginning of a word.
·         I can use a prefix to make a new word.
·         I can identify a root word.
·         I can use the meaning of a root word to find the meaning of a new word. (e.g. addition and additional)
 
Spelling
 
Friends wb pg. 187
HW Friends WB 106/107
 
Special Events
 
 
Theatre
 
A Monster Meal, Body beat, Too Smart for Germs, Something Tells Me, Clean and healthy Kids
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling, Language on Contractions, Synnonyms, and prefixes
 

 
Week 26: Theme: Health and Nutrition week Two of Two.
Reading
 
·         I can describe how characters respond to major events and challenges.
 
        Book: Treasures—Now One Foot, Now the Other
Workbook pages—Treasure WB 27-37
Suggested Books: The Magic School Bus: Inside the Human Body, Dreams on Wheels, Every Sunday Morning, A Winning Team, The Ride Inside, Body Battles
Big Books: The Potluck Supper, Big Sciene: Bones and Muscles, Friends All Around
 
 
Phonics
 
·         ee, ea
 
Writing
 
·         to be decided in PLC
Language
 
·         I can identify and understand the meaning of antonyms.
·         I can identify and use antonyms as context clues.
 
Spelling
 
Treasure wb pg. 145
HW Treasure WB 35/36
Special Events
 
 
Theatre
 
A Monster Meal, Body beat, Too Smart for Germs, Something Tells Me, Clean and healthy Kids
Assessment
 
Exit Slip-reading, language
Learner Check: Spelling,
Week 27: Theme: Mapping and Geography First of Two Weeks
Reading
 
·         By the end of the year, I can identify key ideas and details in a story.
 
Book: Friends—Where Does the Trail Lead?
Workbook pages—Friends WB 77-88
Suggested Books:
Big Books: The Leprechaun’s Treasure
       
Phonics
 
·         ending sound nd, ng, nk
 
Writing
 
·         to be decided in PLC
Language
 
·         I can expand a simple sentence.
·         I can identify a compound sentence.
·         I can produce a compound sentence.
·         I can expand a compound sentence.
·         I can work with peers t