Download Grade 2 - Harrison County Schools

First six weeks – yellow
Fourth six weeks – light blue
Second six weeks – pink
Fifth six weeks – red
Third six weeks – bright green
Sixth six weeks – violet
Harrison County Schools
Course/Subject Name: _Reading
Grade Level Targeted: P3/2nd grade
Kentucky
Student Outcomes
Key/Common Vocabulary
Core Content
Version 4.1
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RD. EP
Students will
Students understand
Fourth sixwill
weeks
– word
light blue• demonstrate an understanding
Fifth six weeks
Sixth
six are
weeks
– violet
Students
apply
of – red• knowing how
letters
linked
to sounds to form
recognition strategies
(e.g., phonetic principles,
context clues, structural
analysis) to determine
pronunciations or
meanings of words in
passages.
RD-EP-1.0.2
Students will apply
knowledge of synonyms,
antonyms, or compound
words for
comprehension. DOK 2
RD-EP-1.0.3
Students will know that
some words have multiple
meanings and identify the
correct meaning as the
word is used. DOK 2
RD- EP- 1.0.4
Students will apply the
meanings of common
concepts of print, phonological
awareness, and word
identification strategies by:
o distinguishing between printed
letters and words, following text (e.g.,
one-to-one match of spoken words to
print), finding key parts of books;
identifying purposes of capitalization,
punctuation, and text features (e.g.,
boldface type, italics, indentations) to
make meaning of the text
o recognizing, isolating, and
combining sounds to make words,
identifying syllables and parts of
words (prefixes, suffixes)
o reading high-frequency/gradeappropriate words with automaticity,
identifying and reading single and
multi-syllabic words using knowledge
of sounds, word structure, syllable
types, and word patterns
o producing rhyming words and
recognize pairs of rhyming words
o recognizing irregularly spelled
words and such spelling patterns as
diphthongs, special vowel spellings
and common word endings
o using onsets (in a word, the sound
of the letter or letters preceding the
first vowel – sit) and rimes (the first
vowel and remaining part of the word
– sit) to create new words that include
blends and digraphs
• apply context and self-correction
strategies while reading (e.g., using
pictures, syntax, predictive
language to predict upcoming words
and text, monitoring own reading,
self-correcting, confirming meaning,
adjusting pace of reading or
rereading to acquire meaning,
previewing text selections)
• read grade-appropriate material –
orally and silently - with accuracy and
fluency
• use a variety of reading strategies to
understand words, word meanings,
letter-sound correspondence and spelling
patterns can help determine unfamiliar words while
reading.
• fluency involves reading orally and silently with
speed, accuracy, proper phrasing and expression
while attending to text features (e.g., punctuation,
italics).
• developing breadth of vocabulary improves reading
comprehension and involves applying
knowledge of word meanings and word relationships.
The larger the reader’s vocabulary the
easier it is to make sense of text.
• many words have multiple meanings. Knowledge of
syntax/language structure,
semantics/meaning, context cues, and the use of
resources can help in identifying the intended
meaning of words and phrases as they are used in
text.
Explain
meaning
sequence
character actions
Describe
character
plot
setting
solution
problem
passage
Demonstrate
journals
whole text
antonyms
homonyms
compound words
text features
content clues
information
main ideas
details
Activities
and
Assessments **
Word attack strategies
Uses blends, diphthongs, digraphs
Uses y as a vowel
Uses hard and soft c and g
Uses long and short vowels
Uses vowel combinations
Identifies words that rhyme
Recognizes high frequency words
Identifies root words
Observes affixes and spelling
changes
Identifies compound words
Identifies contractions
Observes syllabification
1.1 Sight word bingo
1.1 Individual Reading
Inventory (to determine
the independent reading
level)
1.1 Making words using
sound and letter cards
Classify words by a given
sound or pattern
1.2 Write several
synonyms and antonyms
on word cards. Give each
child a word. They must
find their partner who will
either have an antonym or
synonym for the word.
(e.g. Hot/warm, in/out,
etc.)
1.2 Combine 2 small
words to create a
compound word.
1.2 Survey a given text
for synonyms, antonyms
and compound words.
1.3 Students are taught
how to use dictionaries to
Resources
First six weeks – yellow
Fourth six weeks – light blue
Second six weeks – pink
Fifth six weeks – red
Third six weeks – bright green
Sixth six weeks – violet
evidence from a passage
to classify it as
informative or persuasive.
3.9 Students will interpret
meaning from the author’s
word choice.
3.9 Students will analyze
organizational patterns
used by the author to
persuade the reader.
3.9 Students will read a
variety of persuasive text.
RD-EP-4.0.1
Students will connect
information from a passage
to students’ lives (text-toself), real world issues (textto-world) or other texts (textto-text – e.g., novel, short
story, song, film, website,
etc.). DOK 3
Students will
• use comprehension strategies (e.g.,
using prior knowledge, predicting,
generating clarifying and literal
questions, constructing sensory
images, locating and using text
features) while reading, listening to,
or viewing literary and informational
texts
• self-select texts based on personal
interests
• generate a personal response to
what is read, listened to or viewed:
o relate stories or texts to prior
knowledge, personal experiences,
other texts, or ideas
o provide text references/evidence to
support connections made between
text-to-self, text-to-text, or text-toworld
• read personal and other classmates
writing
• extend the story (e.g., through
discussion, role play, writing)
• voluntarily read aloud and to others,
signaling a sense of themselves as a
reader
• demonstrate participation in a
literate community by sharing and
responding to ideas and
connections through writing and
focused discussions about text
Students will understand that
• making connections involves thinking beyond the
text and applying the text to a variety of
situations. Connections may be expressed as
comparisons, analogies, inferences, or the
synthesis of ideas.
• references from texts provide evidence of applying
ideas and making text-to-self, text-to-text, and
text-to-world connections.
• reading a wide range of literature by different
authors, and from many time periods, cultures, and
genres, builds an understanding of the extent of
human experience.
4.1 Help students
understand how to make
connections with texts by
doing think alouds
modeling ways to make
connections.
4.1 Students will record
while reading any text to
self, text to text or text to
world connections.
First six weeks – yellow
Fourth six weeks – light blue
Second six weeks – pink
Fifth six weeks – red
Third six weeks – bright green
Sixth six weeks – violet