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Pender County Schools Second Grade Language Arts Curriculum Map
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1.01
Use phonics
knowledge and
structural
analysis (e.g.,
knowledge of
syllables, suffixes,
prefixes, root
words) to decode
regular multisyllable words
when reading
text.
3
How might the teacher teach the
4 objective?
1
2
I
O O M Phonics
*Magazine Search – Students cut out
pictures that begin with or end with the
sound(s) you select. Students glue
pictures on a piece of chart paper or large
sheet of construction paper.
*Heads or Tails – Choose a letter (N). In
pairs, students take turns flipping a coin.
If the coin lands on heads, student thinks
of a word that begins with that letter. If
tails comes up, student tells a word that
ends with that letter. Student pairs keep a
list of the words and share with the class
when done.
*Use a sharpie marker to write different
letters or blends on the inside bottom of
an egg carton. Put a button in carton.
Student shakes carton, opens up to see
where the button landed. Student must
think of a word that begins with the letter
or blend. Close the lid and repeat.
*Word Relay in a Bag– Make a set of
cards containing either all short vowel
words or all long vowel words. There
should be as many words as there are
students, and have an equal number of
words representing each of the 5 vowels.
How can students
demonstrate mastery?
*Using informal and
ongoing teacher
observations of reading
and writing along with
STAR Early Literacy,
STAR, DRA, DIBELS,
AR (Accelerated Reader),
Open Court Phonics, and
SFA, students can show
mastery by:
-Matching beginning,
middle, & ending sounds
to letters. This includes
single letters, blends (e.g.,
bl, cr, sk), consonant
digraphs (e.g. sh, ch),
ending consonant clusters
(e.g., -nk, -st), short and
long vowels, vowel
digraphs (e.g., oo, ow), -r
controlled vowels (e.g –ar,
-er)
-Recording beginning,
middle, & ending sounds
in words when given a list
of regularly patterned
words.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
*Learn NC http://www.learnnc.org/scos/20
04-ELA/0002/01/01
*STAR Early Literacy
*STAR
*DRA
*DIBELS / NC READ
*SFA (see Phonics section)
*SRA Open Court Phonics
*Scott Foresman (decodable
readers)
*Guided Reading (Pinnell &
Fountas)
*Phonics Lessons, Letters,
1
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
4 objective?
Place cards in a bag. Divide class into 5
teams. Have each team represent a
different vowel. Each student picks a
word, reads the word, & names the short
vowel represented. The team assigned
that vowel keeps the card. The first team
to collect all the words available wins.
You could also do this with r-controlled
vowels, blends, suffixes, or prefixes.
*What’s the Vowel? – Each student
writes each one of the 5 vowels on a
different card, can be short or long
vowels. Teacher says a word, & students
hold up card representing vowel heard.
*Vowel Collection – Students take a large
12 X 18 sheet of construction paper and
fold it into 3 column sections. Students
label sections; short vowels, long vowels,
and both. Students look through
magazines or newspapers and cut out
familiar words. Students glue words into
appropriate column. Students could then
share this list with the class.
*Short or Long? – Students stand up
behind their seats. Teacher calls out a
word. If word has a short vowel sound,
students squat down. If word has a long
vowel sound, students stand up tall and
raise their arms up.
How can students
demonstrate mastery?
-Listening to words and
dividing them into
syllables; particularly one,
two, three, and four
syllable words.
-Decoding and spelling
words, noticing their
syllable parts.
-Identifying the suffix,
prefix, and root word in
words.
-Decoding and spelling
words with suffixes or
prefixes.
-Reading compound words
and identifying the two
words that have been put
together
- Reading contractions and
identifying the two words
that have been put together
-Reading and writing
plural words with -s and –
es
(girl-girls, fox-foxes)
- Reading and writing
plural words made by
changing the “y” to “i” and
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
Words, and How They Work
(Pinnell & Fountas)
*Phonics and Word Study
(The Wright Group)
*Compound Words,
Contractions, & Plurals List
*Reading Center Activities http://www.fcrr.org/curriculum
/studentCenterActivities23.htm
2
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
4 objective?
How can students
demonstrate mastery?
Resources
adding -es (baby-babies)
Syllables
*Make a name graph that reports the
number of syllables in each student’s
name. First, each student claps out their
name (Jon – a- than, 3 claps or 3
syllables). Students write their name on
appropriate bar on class graph. Also, you
could make the same kind of “syllable
graph” using a set of words you selected.
*4 Corner Syllables – Give each child a
card with a word on it (umbrella). Label
each corner of the room with a 1, 2, 3, or
4. Student moves to a corner of the room
according to the number of syllables in
their word.
Suffixes, Prefixes, & Root Words
*Common prefixes are: un-, re-, in-, dis-,
pre-, tri-, bi-, sub-.
Common suffixes are: -y, -ly, -less,
-ness, -ment, -est, -able, -ful, -er, -ible, ed, -ing, -sion, -tion.
Give each student a word card (remix,
fearful). Student places their word under
the column showing the correct prefix or
suffix represented in their word. While
doing this, student also names the root
word.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
3
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
4 objective?
How can students
demonstrate mastery?
Resources
Compound Words
*Write several compound words
(doghouse, baseball, anybody, sunshine)
on board and ask students what they
notice about all of the words. Then, ask
students to tell you as many compound
words as they can while you list them on
index cards. Each student takes one
compound word card, cuts it in half to
separate the 2 words. Each student
introduces their word to the class, and
tells the 2 words it’s made up of.
*Make a “compound words” word wall.
*Students can hunt through stories,
magazines, or newspapers to find
compound words.
*Provide a list of 20 or more words that
can be combined to make compound
words. Students make and write down as
many compound words as they can in the
time allotted. *See list provided.
Contractions
*Write several contractions (can’t,
I’m, she’s, aren’t) on board and ask
students what they notice about all of the
words. Ask students to tell you as many
contractions as they can while you list
them on index cards. Each student takes
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
4
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
4 objective?
one contraction card, and writes the 2
words it’s made up of on the back of card.
Each student introduces their word to the
class, and tells the 2 words it’s made up
of.
*Make a “contractions” word wall.
*Students can hunt through their stories,
magazines, or newspapers to find
contractions.
*Provide a list of 20 or more words that
can be combined to make contractions.
Using this list, students make and write
down as many contractions as they can in
the time allotted. *See list provided.
How can students
demonstrate mastery?
Resources
Plurals
*Write several plural words (dogs, boxes,
trees, cakes, peaches) on board and ask
students what they notice about all of the
words. Then, ask students to tell you as
many plural words as they can while you
list them on board.
*Use list provided to give each student a
word that requires either an “s” or “es” to
make plural. (Add –es to all words
ending in –s, -sh, -ch, -x, -tch, or –zz)
Using chart paper make 2 columns; one
for adding –s and one for adding –es.
Students look at word and decide if it
needs an –s or –es to make it plural.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
5
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
How can students
demonstrate mastery?
4 objective?
Students write word under appropriate
column.
*Make a “plurals” word wall.
*Students can hunt through stories,
magazines, or newspapers to find plural
words.
*Write these word pairs on board; babybabies, family-families, city-cities, puppypuppies. Ask students “What do you
notice about the letter before the “y” in
each of the words?” They will notice the
letter before “y” is a consonant. (Rule Change “y” to an “i” and add –es to words
that end with a consonant plus “y” to
make plural.)
*Use list to give students 10 singular
words to write down and then write the
plural form of the word next to it. Share
with the class when done.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
6
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1.02 – Read most
high frequency
and many
irregularly
spelled words
accurately in text.
How might the teacher teach the
1 2 3 4 objective?
I O O M *Create a word wall that students interact
with regularly. Have students write these
words in their own spelling dictionaries to
use regularly.
*Play word wall games. Guess My
Word? – “I’m looking for a word that
starts with an “r” and rhymes with “said.”
What’s my word?” At the beginning of
the year, the teacher will facilitate the
game, but allow students to run game
after they become familiar with it.
*Regularly review words with flashcards.
Play “Around the World.” Teacher
flashes a word to two students, the student
who says the word the quickest moves to
next student. When a student moves all
the way around the classroom, s/he has
successfully gone around the world.
*Pair students up and give each pair 10-20
sight words to practice with each other.
*Reverse spelling bee. Teacher spells the
word and student has to say what the
word is.
*Use student-sized dry erase boards,
chalkboards, letter tiles, magnetic letters,
etc. . . to practice reading and writing
sight words.
*Sight Word BINGO – Use blank
bingo cards. Students choose sight words
from a selected list to write in the boxes
How can students
demonstrate mastery?
*Using informal and
ongoing teacher
observations of reading
and writing along with
STAR Early Literacy,
STAR, DRA, DIBELS,
AR (Accelerated Reader),
Open Court Phonics, and
SFA, students can show
mastery by:
Resources
*Learn NC http://www.learnnc.org/scos/20
04-ELA/0002/01/02
*Second Grade Word List
*Second Grade Supplemental
Word List
*BINGO grid
-Reading and writing sight
words listed on 2nd Grade
Word List quickly and
automatically
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
*Commercial Sight Word
Bingo games
*Sight Word Frequency Graph
*Guided Reading (Pinnell &
Fountas)
*Phonics Lessons, Letters,
Words, and How They Work
(Pinnell & Fountas)
*Reading Center Activities http://www.fcrr.org/curriculum
7
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
2
3
How might the teacher teach the
4 objective?
wherever they choose.
*Sight Word Puzzles – Create puzzles by
writing sight words on card stock, cut the
words apart, & put letters in an envelope.
Students put them back together again.
*Sight Word Frequency Graph – Create a
blank graph. Tell children sight words
you have selected for them to find in their
story and have them write the words on
the graph. Children color in a square
every time they find each of the words in
their story. After practice, let students
choose their own sight words to find.
*Cloze Cards – Make sets of sentences
and leave out necessary sight words that
will complete the sentence. Write several
choices at the bottom. Laminate.
Students can fill in the missing sight
words using overhead projector pens.
*Sight Word Concentration – Write each
sight word on an index card two times.
Place cards in rows face down. Take
turns turning over 2 cards each leaving
them in the space where they were
located. If 2 cards are a match, child says
word then s/he gets to keep the pair. If
s/he cannot say the word, then s/he does
not get the pair. Play until all matches
have been made. Students try to get the
most pairs.
How can students
demonstrate mastery?
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
/studentCenterActivities23.htm
8
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1.03 – Selfmonitor decoding
by using lettersound knowledge
of all consonants
and vowels.
How might the teacher teach the
1 2 3 4 objective?
I O O M *Continue strategies from 1.01 and model
strategies listed in 1.05 through teacher
read-alouds, shared reading, paired
reading, guided reading practices,
independent reading and mini-lessons.
*Use tools such as whisper phones to train
children to read quietly in their “heads.”
*Tape, Check, & Chart - Record students’
reading. Students listen to tape & circle
words they missed. Students try again
and then chart and tally words they
missed.
*Arrange students in pairs to read and
critique each others’ reading.
How can students
demonstrate mastery?
*Using informal and
ongoing teacher
observations of reading
and writing along with
STAR Early Literacy,
STAR, DRA, DIBELS,
AR (Accelerated Reader),
Open Court Phonics, and
SFA, students can show
mastery by:
-Reading new text fluently
at appropriate reading level
Resources
*Learn NC http://www.learnnc.org/scos/20
04-ELA/0002/01/03
*Guided Reading (Pinnell &
Fountas)
*Phonics Lessons, Letters,
Words, and How They Work
(Pinnell & Fountas)
*Reading Center Activities http://www.fcrr.org/curriculum
/studentCenterActivities23.htm
*Thinking Skills http://education.uncc.edu/eport
folio/documents/pdf_files/nort
h_carolina_thinking_skills.pdf
*Whisper Phone Information
*Guided Reading Leveled
Book Sets
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
9
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1.04 – Apply
knowledge of all
sources of
information
(meaning,
language,
graphophonics) to
read a new text
silently and
independently.
How might the teacher teach the
1 2 3 4 objective?
I O O M *Continue strategies from 1.01 and 1.03
and model strategies listed in 1.05 through
teacher read-alouds, shared reading,
paired reading, guided reading practices,
independent reading and mini-lessons.
Synonyms, Antonyms, & Homophones
*Write several synonym pairs (beginstart, little-small, fast-quick) on board and
ask students what they notice about the
word pairs. Give students a word and ask
them for a synonym of that word (big,
happy, sad). Pass out enough synonym
cards for each student to have 1 card.
Students move around the room to find
their “synonym” partner and stand next to
them. *See list.
*Make a “synonyms” word wall.
*Use list provided to make cards for
Synonym Concentration. Students play in
pairs.
*Write several antonym pairs (hard-soft,
new-old, cold-hot) on board and ask
students what they notice about the word
pairs. Give students a word and ask them
for an antonym of that word (big, happy,
sad). Pass out enough antonym cards for
each student to have 1 card. Students
move around the room to find their
“antonym” partner and stand next to them.
*See list.
How can students
demonstrate mastery?
*Using informal and
ongoing teacher
observations of reading
and writing along with
STAR Early Literacy,
STAR, DRA, DIBELS,
AR (Accelerated Reader),
Open Court Phonics, and
SFA, students can show
mastery by:
-Independently reading
new text fluently at
appropriate reading level
-Reading and identifying
words that mean the same
or almost the same thing
(Synonyms: kind-nice)
-Reading and identifying
words that mean the
opposite or almost the
opposite (Antonyms:
heavy-light)
-Reading and identifying
words that sound the same
but have different
meanings and spellings
(Homophones: blue-blew)
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
*Learn NC http://www.learnnc.org/scos/20
04-ELA/0002/01/04
*Guided Reading (Pinnell &
Fountas)
*Phonics Lessons, Letters,
Words, and How They Work
(Pinnell & Fountas)
*Synonyms, Antonyms, &
Homophones List
*Reading Center Activities http://www.fcrr.org/curriculum
/studentCenterActivities23.htm
*Thinking Skills http://education.uncc.edu/eport
folio/documents/pdf_files/nort
h_carolina_thinking_skills.pdf
*Guided Reading Leveled
Book Sets
10
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1.05 – Use a
variety of
strategies and
skills to read selfselected texts
independently for
20 minutes daily.
Self-selected texts
should be
consistent with
the student’s
3
How might the teacher teach the
How can students
demonstrate mastery?
4 objective?
*Make an “antonyms” word wall.
*Use list provided to make cards for
Antonym Concentration. Students play in
pairs.
*Write several homophone pairs (blewblue, no-know, see-sea) on board and ask
students what they notice about the word
pairs. Give students a word and ask them
for a word that sounds the same but has a
different meaning and spelling. Pass out
enough homophone cards for each student
to have 1 card. Students move around the
room to find their “homophone” partner
and stand next to them. *See list.
*Make a “homophones” word wall.
*Use list provided to make cards for
Homophone Concentration. Students play
in pairs.
1
2
I
O O M *Continue strategies from 1.01, 1.03, and
1.04 and model strategies listed below
through teacher read-alouds, shared
reading, paired reading, guided reading
practices, independent reading and minilessons.
Before Reading:
-Predict – What do you think the story
will be about? What will happen next?
-Take a picture walk through story before
*Using informal and
ongoing teacher
observations of reading
and writing along with
STAR Early Literacy,
STAR, DRA, DIBELS,
AR (Accelerated Reader),
Open Court Phonics, and
SFA, students can show
mastery by:
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
Resources
*Learn NC http://www.learnnc.org/scos/20
04-ELA/0002/01/05
*Guided Reading (Pinnell &
Fountas)
*Phonics Lessons, Letters,
Words, and How They
Work(Pinnell & Fountas)
11
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Objective and Time Frame
1
independent
reading level.
2
3
How might the teacher teach the
4 objective?
reading it.
-Access prior knowledge (K-W-L chart)
During Reading / What you do when you
don’t know a word?
-Look for pictures clues.
-Skip / Reread – Skip the word, come
back, & see what would make sense.
-Find little words in bigger words. (mein meet, -at in that, -end in spends)
-Think of a word that starts the same and
would make sense in the sentence.
-Sound out the word.
-Use your resources (on the walls, at your
desk, dictionaries, sight word lists, etc. . .)
How can students
demonstrate mastery?
-Independently reading
new text fluently at
appropriate reading level
Resources
*Thinking Skills http://education.uncc.edu/eport
folio/documents/pdf_files/nort
h_carolina_thinking_skills.pdf
*Guided Reading Leveled
Book Sets
After Reading:
-Discuss the story with someone.
-Write about what you read. What was
your favorite part? What didn’t you like
about the story? What surprised you?
Would you recommend the book to
someone else? Why?
-Read the story again.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
12
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
2.01 Read and
comprehend text
(fiction,
nonfiction, poetry
and drama)
appropriate for
grade two by:
*Determining the
purpose (reader’s
and author’s)
*Making
predictions
*Asking questions
*Locating
information for
specific reasons
/purposes
*Recognizing and
applying text
structure
*Comprehending
and examining
author’s decisions
1
I
2 3 4 How might the teacher teach the objective?
O O M *Model determining the author’s purpose (to
entertain, to inform, to persuade, to describe)
*Model determining the reader’s purpose (to be
entertained, to be informed, to be persuaded)
*Predict before, during, and after reading the
selection (predict the outcome) using clues from the
text and pictures. Connect the concept of ‘predicting’
to real life (e.g., weather predicting, groundhog’s
shadow, probability)
*Questioning students to monitor comprehension
*Teach students the strategy of self-questioning
(e.g., “Does this word make sense to me, does it
sound/look right, I am going to read to find out
why…”)
*Model asking questions (I wonder…/What will
happen if…)
*Model and encourage the students to question the
author’s intentions, plot direction and character
development.
*Conduct an author study to learn more about the
authors and their work
*Model/Teach students to reread for specific
information
*Use key words to locate information
*Students use text resources or on-line resources
(dictionary, glossary, etc.) to look up spelling and
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
* Learn NC ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/01
products, anecdotal
records, conferencing with *Comprehension
students along with STAR Information
Early Literacy, STAR,
DRA, DIBELS, AR
*Basal text, newspaper,
(Accelerated Reader),
dictionary, signs,
Open Court Phonics, and
labels, labels,
SFA.
telephone books
Students can show mastery
by:
*Weekly selection tests
*Unit Tests
*Empowering Writer’s
Manual
*Graphic Organizers http://www.eduplace.c
om/graphicorganizer
*Thinking Skills http://education.uncc.e
du/eportfolio/document
s/pdf_files/north_caroli
na_thinking_skills.pdf
13
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
and word choice
*Determining fact
and opinion
*Recognizing and
comprehending
figurative language
*Making
inferences and
drawing
conclusions.
2
3
4
How might the teacher teach the objective?
vocabulary words.
How can students
demonstrate mastery?
Resources
*Identify and familiarize students with use of text
structure (e.g., bold-faced print, italicized words,
captions, headings, subheadings, table of contents,
maps, index, glossary, text boxes, diagrams and
labels
*Determine how author’s word choice conveys
meaning (e.g., would the meaning of the story change
if the author used different words?)
*Students rewrite a section of a story using their own
words and ideas
*Conduct an author study to learn more about the
authors and their work
*Teach the difference between fact and opinion by
comparing how true statements differ from
someone’s personal thoughts or ideas. (Explain that a
fact is something real or true, an actual event, or
something that can be proven. An opinion is a belief,
judgment, personal attitude, or what someone thinks).
*Identify words that often signal opinions: think,
might, believe
*Identify facts written in a selection
*Identify opinions written in a selection
*Identify and explain figurative language
(simile/metaphor)
*Point out figurative language in a read-out-loud
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
14
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2
3
4
How might the teacher teach the objective?
selection
*Students create illustrations to depict figurative
language
*Identify words that often signal a simile: “like” or
“as”
How can students
demonstrate mastery?
Resources
*Underline clues from a text and record conclusions
in a reading response journal
*Draw conclusion based on evidence from text
*Allowing students to complete a chart consisting of
the book summary, the student’s prior knowledge,
and their conclusion (K-W-L chart)
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
15
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2.02 Use text for a
variety of
functions,
including literary,
informational,
and practical.
I
2 3 4 How might the teacher teach the objective?
O O M *Keep a reading log (fiction and nonfiction) noting
the genre, of each reading selection
*Record readers’ thoughts about the author’s purpose
in a reading response journal
*Place 5 books on the round table. Each student will
read a book for 5 minutes and determine if it is
historical fiction or realistic fiction
*Sort books as to whether they are informational or
non-informational
*Read text to recognize different types of genre
*After reading a common text, determine the
function of the text (e.g., to inform, to entertain, to
problem solve, to instruct)
* Recognize different types of genre (see genre link)
*Compare and contrast different types of nonfiction
(e.g., expository, biographies, autobiographies)
through: graphic organizers, class discussion,
response journals
*Compare and contrast other types of literature (e.g.,
poetry, drama, legend) using strategies noted above
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC –
ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/02
products, anecdotal
records, conferencing with *AR books / AR Log
students along with STAR
Early Literacy, STAR,
*Basal texts
DRA, DIBELS, AR
(Accelerated Reader),
*Genre Link
Open Court Phonics, and
SFA.
*Graphic Organizers http://www.eduplace.c
Students can show mastery om/graphicorganizer
by:
*Weekly selection tests
*Unit Tests
16
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
2.03 Read
expository
materials for
answers to
specific questions
1
I
2
0
3
0
4 How might the teacher teach the objective?
M *Analyze different types of nonfiction literature (e.g.,
trade books, encyclopedias, newspapers and
magazines) to answer questions on a specific topic
* Students generate a list of questions by examining
the cover and through a picture walk of the text.
During reading students may use post-it notes to
mark important sections of text. After reading they
will reread marked sections to assist in answering
their specific questions.
*Students use highlighters or underline important
sections of text or key words to refer back to while
answering questions.
*Students use Internet to complete WebQuests in
which students find specific information relating to a
given topic.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC –
ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/03
products, anecdotal
records, conferencing with *Basal text
students along with STAR,
AR (Accelerated Reader),
*Test Ready booklets
and SFA.
*Blast-Off
Students can show mastery
by:
*Read-Write-Think http://www.readwriteth
*Weekly selection tests
ink.org
*Unit Tests
*WEBQUEST
Information Link
*NC Wise Owl Link
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
17
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
2.04 Pose possible
how, why, and
what if questions
to understand
and/or interpret
text.
1
I
2 3 4 How might the teacher teach the objective?
O O M *Model asking questions as you read and discuss
how the questions aid readers in comprehension
*Brainstorm a list of possible question starters (see
link)
*Students create their own How? Why? and What if?
questions in order to better interpret text. Students
can exchange questions with a partner
*Find questions in a magazine or newspaper and put
them into categories of How? Why? and What if?
using a tree map or other graphic organizer.
*Students create a class questionnaire and interview
each other to practice the questioning technique and
share results
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC –
ongoing teacher
www.LearnNC.org/sco
observations of reading
s/2004and writing through written ELA/0002/02/04
products, anecdotal
records, conferencing with *Basal text
students along with DRA,
DIBELS, AR (Accelerated *AR books
Reader), and SFA.
*Question/
Students can show mastery Comprehension Cube
by: *Weekly selection tests Template
(Note: Scroll to page 4)
*Unit Tests
18
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2.05
Self-monitor own
difficulties in
comprehending
independently
using several
strategies
I
2
3
4
How might the teacher teach the objective?
O O M *Model retelling of a story through the use of thinka-louds, think-n-share, graphic organizers
*Use KWL charts
*Use story webs, to identify and record sequence of
events, characters, setting, problem, solution
*Use Venn diagram to compare and contrast with
other stories, or characters within the selection
*Discuss the author’s purpose
*Facilitate a Paideia Seminar (open-ended discussion
about the text)
*Self-correct for meaning (e.g., rereading, picture
and context clues, post-it notes)
*Analyze text using context clues
*Predict before and during reading and confirm
predictions after reading
*Summarize plot of the story (e.g., retelling, graphic
organizers, response journals)
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC –
ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/05
products, anecdotal
records, conferencing with
students along with STAR *Graphic Organizers http://www.eduplace.c
Early Literacy, STAR,
om/graphicorganizer
DRA, DIBELS, AR
(Accelerated Reader), and
SFA.
*DRA kit
Students can show mastery
by:
*Weekly selection tests
*Unit Tests
*Paideia Seminar
19
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2.06
Recall main idea,
facts, and details
from text
I
2
3
4
How might the teacher teach the objective?
O M M *Read a variety of passages with students. Discuss
the main idea in terms of “what the story is mostly
about.” Locate main idea, supporting facts and details
in text (may have students underline or circle)
*Give a writing prompt that includes a main idea.
Ask students to add three details or facts about the
main idea.
*Play “Guess who?” Students write three details
about themselves. Teacher reads them and class
guesses who the person is based on the details given.
*Use graphic organizers to elaborate on a concept or
to record main idea, facts and details (e.g., fish bone
diagram)
*Summarize the text.
*Create a web using Kidspiration program
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/06
products, anecdotal
records, conferencing with
*Graphic Organizers students along with DRA,
DIBELS, AR (Accelerated http://www.eduplace.c
om/graphicorganizer
Reader), and SFA.
Students can show mastery
by:
*Weekly selection tests
*Unit Tests
* 85% accuracy on AR
tests
*AR Program
*DRA
*Fishbone Diagram
20
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2.07
Discuss
similarities and
differences in
events,
characters, and
concepts within
and across texts
I
2
3
4
How might the teacher teach the objective?
O O M *Use a variety of graphic organizers to demonstrate
similarities and differences between concepts, events
or texts.
*Reading response activities including illustrations
*Compare and contrast multiple forms of media (e.g.,
text to text, text to video, characters to self)
*Compare and contrast genres (e.g., fiction/
nonfiction, poetry/short story)
*Integrate concepts from science, math and social
studies
*Introduce “H-Map” and use to compare and contrast
a book and a video independently or with a partner
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/07
products, anecdotal
records, conferencing with
*Graphic Organizers students along with DRA,
DIBELS, AR (Accelerated http://www.eduplace.c
om/graphicorganizer
Reader), and SFA.
Students can show mastery
by:
*Weekly selection tests
*Unit Tests
*Various genres
including different
types of poetry, short
stories, and novels
*Fiction and nonfiction
books and other
reading materials
*H-MAP Link
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
21
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Objective and Time Frame
1
2.08
Interpret
information from
diagrams, charts
and maps
I
2
3
4
How might the teacher teach the objective?
O O M *Read, discuss and compare a map key, legend,
table, or graph
*Create a class graph (e.g., Favorite Ice Cream). Ask
questions and guide students to interpret information
from the graph.
*Work with students to create a map of something
familiar to them, such as the school. Generate
questions about the location of places on the map.
*Students use maps to create specific written
directions for other students to follow
*Guide students to infer meaning from bold print and
text format in diagrams, charts and maps
*Convert information from one type of diagram or
chart to another.
*Students draw a diagram of something, such as the
parts of a plant
*Use a center activity designed for students to
practice creating and using diagrams, charts and
maps.
*Use Graph Club computer program to develop a
graph
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Using informal and
*Learn NC –
ongoing teacher
http://www.learnnc.org
observations of reading
/scos/2004and writing through written ELA/0002/02/08
products, anecdotal
records, conferencing with
*Graphic Organizers students along with DRA,
http://www.eduplace.c
AR (Accelerated Reader),
om/graphicorganizer
and SFA.
Students can show mastery
by:
*Weekly selection tests
*Unit Tests
*Math Quarterly
Assessments
*Student Graph Club
finished products.
*Graph Club
22
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3
4
How might the teacher teach the objective?
3.01 – Use personal I O O M *Exploring Environmental Print: Have students
practice reading and using text that is used in real life
experiences and
situations (e.g., street signs, labels, recipes, telephone
knowledge to
book, newspapers, advertisements, rules, directions,
interpret written
etc.). Students should also create their own examples
and oral messages.
of items listed above.
*Environmental Print Project: Students use Internet
activity to interpret and share meaning of street signs.
See Internet link.
*Sequencing Steps to a Task: Teacher writes out
steps involved in carrying out a task (e.g., baking
cookies, getting dressed) on separate strips of paper.
Students work in groups to organize steps into
appropriate order. Share results with class.
*Following Directions: Students will follow specific
directions given by teacher to complete a task (e.g.,
creating a craft, making an ornament, etc.)
*Labeling major objects and areas of the classroom
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Completing work from
Environmental Print project
-Correctly following directions
necessary to carry out tasks
given by teacher
-Utilizing labels during
classroom activities
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
01
*Street Sign
Activity:
http://interacti
ves.mped.org/
preview_mg.a
spx?id=584&t
itle=
23
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3.02 – Connect and
compare
information across
selections (fiction,
nonfiction, poetry
and drama) to
experience and
knowledge.
3
4
How might the teacher teach the objective?
I O O M *Read several of the same fairy tales from other
cultures (Cinderella), compare and contrast
characters and/or other story elements using Venn
Diagrams or other graphic organizers.
*Have students compare themselves to a book
character, using a Venn Diagram.
*Students compare and contrast their own lives with
those of famous people (Martin Luther King, Jr.). See
Internet link.
*Fact or Fiction? Have students differentiate fiction
from nonfiction books (Diary of a Worm with nonfiction worm books). Students will list nonfiction
elements and fiction elements.
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Completing projects (Venn
Diagrams, comparative lists,
written products)
-Participating in class
discussions
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
02
*Graphic
Organizers http://www.ed
uplace.com/gr
aphicorganize
r
*MLK
Comparison http://www.re
adwritethink.o
rg/lesson_ima
ges/lesson257/
mlk_journal.p
df
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
24
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3
4
How might the teacher teach the objective?
3.03 – Explain and I O O M *Introduce story elements and have students define
terms in their own words. Post student responses.
describe new
concepts and
*Have students point out story elements during
information in own
picture walks (previewing literature), during reading
words (e.g., plot,
and during retelling.
setting, major
*Students use story maps to recall and summarize
events, characters,
information from a text to share with a partner.
author’s message,
*Students choose their favorite or least favorite
connections, topic,
character from story to describe in detail using key
key vocabulary,
vocabulary, concepts and features from the text.
key concepts, text
features).
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Defining and describing story
elements in their own words
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
03
*Graphic
Organizers http://www.ed
uplace.com/gr
aphicorganize
r
25
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3.04 – Increase
oral and written
vocabulary by
listening,
discussing, and
composing texts
when responding
to literature that is
read and heard.
(e.g., read aloud by
teacher, literature
circles, interest
groups, book
clubs).
3
4
How might the teacher teach the objective?
I O O M *Poetry Lesson: Read several poems aloud to the
class. Have students discuss and make a list of
similarities between poems. Students will create a
poem on their own
*List new vocabulary on board and encourage
students to include words in their writing
*Add new vocabulary to word wall or special lists
*Reward students, through praise or other methods,
for using new vocabulary when speaking
*Create small-group literature circles where students
discuss and respond to stories read
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Using new vocabulary orally
and in written products
-Participating in literature circles
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
04
Poetry
Templates:
http://edsitem
ent.neh.gov/le
sson_images/l
esson301/all_t
ogether_now.
pdf
*Literature
Circle Link
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
26
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3.05 – Locate and
discuss examples
of author’s use of:
*Kinds of sentences
(declarative,
interrogative,
exclamatory).
*Capitalization
(titles, dates and
days, names of
countries)
*Punctuation
(exclamation marks,
commas in dates,
and to introduce
dialogue and
quotations).
3
4
How might the teacher teach the objective?
I O O M *Daily Oral Language (DOL) Sentences: Give
students two – three sentences with errors each day.
Students rewrite correctly.
*Given a copy of a given text or in one’s own
writing, students use different colored highlighters to
note different types of sentences.
*In writing students circle capital letters and periods,
marking the beginning and end of each sentence.
This will remind them to use capitalization /
punctuation. Gradually they will stop this practice as
they remember to do this on their own.
*Teacher models changing voice intonation when
quotation marks are present and character is
speaking.
*After discussing different genres, post a sign for
each. As students read texts have them write the title
on a post-it note and place it near the correct sign.
This can also be used as a review-type game when
many post-its are accumulated.
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Completing DOL weekly
quizzes
-Reading fluently on grade level
-Identifying different genres
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
05
*Refer to sitebased reading
adoption for
additional
materials
*Use of paragraphs
in texts and their
effects on the
reader.
*Genre(s) and
specific word
choices.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
27
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 3 The learner will make connections through the use of oral language, written language, and media technology
Objective and Time Frame
1 2
3.06 – Discuss the
effect of an
author’s choices
for nouns, verbs
and modifiers
which help the
reader
comprehend a
narrative or
expository text.
3
I O O
4
How might the teacher teach the objective?
*Teacher
M
selects paragraph from story class is
familiar
M with and changes author’s specific word
choices
M to more plain language. Teacher reads both
selections
M
to the class and students discuss how the
more
Mcommon word choices affect the piece.
*Teacher provides students with a short story filled
with very plain language. Students rewrite story
using more descriptive language and stronger word
choices.
*Students work with partners to revise their narrative
writing and enhance their word choices in order to
help the reader better comprehend their text
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students demonstrate
mastery?
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Identifying and discussing the
effects of authors’ word choices
-Reading and writing fluently
Resources
*Learn NC http://www.le
arnnc.org/scos
/2004ELA/0002/03/
06
28
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
4.01 Begin to use
formal language
and/or literary
language in place
of oral language
patterns, as
appropriate.
I
2
3
4
How might the teacher teach the objective?
O O M *Teachers will lead students in revising written
products to ensure formal language (standard
English) is being used
*Teacher will teach students to use literary language
in their writing (e.g., beginning hooks-Once upon a
time, In a land far, far away and figurative language;
simile-quiet as a mouse, metaphor-John is a bear in
the morning , idiom-a picture paints a thousand
words)
*Look for literary language examples in books.
Create a list to be displayed in classroom that
students can refer to for their own writing
*Utilize lessons in Empowering Writers manual
How can students
demonstrate mastery?
Resources
*Using informal and ongoing
*Learn NC teacher observations of reading http://www.lear
and writing students can show nnc.org/scos/20
04mastery by:
ELA/0002/04/0
-Identifying examples of
1
formal language and literary
language in text
-Incorporating examples of
*Write From
formal language and literary
the Beginning
language in their own writing
Manual
*Empowering
Writers manual
*Simile/Metaph
or Reference http://www.unc.
edu/student/orgs
/mano/documen
ts/Similes%20a
nd%20Metapho
rs.doc
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
29
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
4.02 Use
expanded
vocabulary to
generate
synonyms for
commonly over
used words to
increase clarity of
written and oral
communication
1
2
3
4
How might the teacher teach the objective?
I
O O M *See strategies listed in 1.04
*Teacher will lead students in creating lists of
synonyms to replace words that are used too often in
writing (e.g., said, nice, walked, good).
*Word Hunt-Teacher assigns each group of students
an overly used word (said). Students search books to
find different ways to say the same word (screamed,
whispered) Create lists to be displayed in classroom
that students can refer to for their own writing
*Teacher will model “finding a better word”.
Students will use this skill when revising their
writing pieces
*Utilize lessons in Empowering Writers manual
*Act out new vocabulary (stomp to the lunchroom)
How can students
demonstrate mastery?
Resources
*Using informal and ongoing
*Learn NC teacher observations of reading http://www.lear
and writing students can show nnc.org/scos/20
04mastery by:
ELA/0002/04/0
-Identifying examples of
2
expanded vocabulary in text
-Incorporating examples of
expanded vocabulary in their
*Write From
own writing
the Beginning
Manual
*Empowering
Writers manual
*Synonyms for
Overused
Words in
Writing
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
30
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
4.03 Read aloud
with fluency and
expression any
text appropriate
for early
independent
readers
I
2
3
4
How might the teacher teach the objective?
O M M *Teacher read aloud, echo reading (student repeats
lines read by teacher or another student), partner
reading, guided reading, independent reading
*Popcorn Reading: one student begins reading aloud.
When they want to stop, they say “popcorn” and call
out another student’s name who then begins reading.
*Teacher assigns groups (boys / girls, cooperative
groups). Student groups take turns reading parts of
the story.
*Reader’s Theater: Students work together reading
plays and poems
*Tape record students’ reading and let them listen
and critique themselves
How can students
demonstrate mastery?
*Using informal and ongoing
teacher observations of reading
(DRA) and writing students
can show mastery by:
-Reading fluently on grade
level
Resources
*Learn NC http://www.learn
nc.org/scos/2004ELA/0002/04/03
*Reader’s
Theater http://www.teac
hingheart.net/re
aderstheater.htm
*DRA
*Appropriate
text
4.04 Use oral
communication to
identify, organize,
and analyze
information
I
O O M *Students work in cooperative groups to discuss and
answer questions provided by teacher relating to a
recent story or class topic.
*Teacher will model paraphrasing messages and then
give students an opportunity to paraphrase messages.
*Teacher will use classroom or school rules to allow
students to express their opinion
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
*Using informal and ongoing
teacher observations of reading
and writing students can show
mastery by:
-Effectively communicating
information
*Learn NC http://www.lear
nnc.org/scos/20
04ELA/0002/04/0
4
31
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
4.05 Respond
appropriately
when
participating in
group discourse
by adapting
language and
communication
behaviors to the
situation to
accomplish a
specific purpose
I
4.06 Plan and
make judgments
about what to
include in written
products
(narratives of
personal
experiences,
creative stories,
skits based on
familiar stories
and/or
experiences)
I
2
3
4
How might the teacher teach the objective?
O O M *Students work in cooperative groups to find
information on a specific topic (frogs, rocks) and
share their findings with the class
O O M *Students use graphic organizers to organize
thoughts and plan ideas
*Students will brainstorm many ideas on a topic and
eliminate those that are unnecessary
*Utilize lessons in Write From the Beginning manual
and Empowering Writers
How can students
demonstrate mastery?
Resources
*Using informal and ongoing
*Learn NC teacher observations of reading http://www.lear
and writing students can show nnc.org/scos/20
04mastery by:
ELA/0002/04/0
-Effectively communicating
5
information in groups
*Using informal and ongoing
teacher observations of writing
(Write From the Beginning,
Empowering Writers) students
can show mastery by:
-Completing and utilizing
graphic organizers during the
planning stages of writing
*Learn NC http://www.learn
nc.org/scos/2004ELA/0002/04/06
* Write From the
Beginning
Manual
*Empowering
Writers manual
*The Writing
Process guide
*2nd Grade
Writing Topics
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
32
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
2
3
4
How might the teacher teach the objective?
(cont. from previous page)
How can students
demonstrate mastery?
(cont. from previous page)
Resources
*2nd Grade
Writing Log
*Graphic
Organizers http://www.edupl
ace.com/graphico
rganizer
4.07 Compose
first drafts using
an appropriate
writing process:
*Planning and
drafting
*Rereading for
meaning
*Revising to
clarify and refine
Writing with
guided discussion
I
O O M *Use various prewriting strategies – brainstorming,
graphic organizers
*Peer conferences
*Teacher / students conferences
*Author’s Circle: Students share writing with class or
small group. Classmates offer suggestions to
improve piece.
*Model use of editing marks when refining a paper
*Utilize Writer’s Workshop techniques in
implementing writing lessons. See sample.
*Utilize lessons in Write From the Beginning manual
and Empowering Writers
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
*Using informal and ongoing
teacher observations of writing
(Write From the Beginning,
Empowering Writers) students
can show mastery by:
-Planning, writing, revising,
editing, and sharing written
products
-Collecting students writing
samples in a portfolio
*Learn NC http://www.learn
nc.org/scos/2004ELA/0002/04/07
*Editing Marks –
www.reallygoods
tuff.com/pdfs/147
779.pdf
*Writing Flow
Map
*Write From the
Beginning
Manual
*Empowering
Writers manual
33
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
2
3
4
How might the teacher teach the objective?
(cont. from previous page)
How can students
demonstrate mastery?
(cont. from previous page)
Resources
*The Writing
Process guide
*Lesson Format
for Writer’s
Workshop
*2nd Grade
Checklist
*2nd Grade
Editing Marks
*Graphic
Organizers http://www.edupl
ace.com/graphico
rganizer
*Personal
Narrative Rubric
*Imaginative
Narrative Rubric
4.08 Write
structured
informative
presentations and
narratives when
given help with
organization
I
O O M *Students will work with teacher, peers, and family
members to complete report-like projects (research a
state or country, book report, research a favorite
animal). Provide students with a report-like format
to use as a guide when doing their research.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
*Using informal and ongoing
teacher observations of writing
students can show mastery by:
-Completing research project
and sharing findings with the
class
*Learn NC http://www.learn
nc.org/scos/2004ELA/0002/04/08
34
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Objective and Time Frame
1
2
3
4
How might the teacher teach the objective?
How can students
demonstrate mastery?
Resources
*Report Ideas http://www.abct
each.com/direct
ory/researchrep
orts/
*2nd Grade
Writing Topics
*See Resources
listed for 4.07
*Guide Questions
for Animal
Report
4.09 Use media
and technology to
enhance the
presentation of
information to an
audience for a
specific purpose
I
O O M *Work together as a class to make a Power Point
Presentation on a specific topic of interest
*Use Graph Club to present information on a specific
topic
*Students type their stories in Microsoft Word or
Works, add clipart and present to the class
*Using informal and ongoing
teacher observations of writing
students can show mastery by:
-Completing and sharing
technology enhanced
assignments
*Learn NC http://www.learn
nc.org/scos/2004ELA/0002/04/09
*Microsoft Power
Point, Word or
Works
*Graph Club
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
35
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
5.01-Spell
correctly using:
*Previously
studied words.
*Spelling patterns.
I
2
3
4
How might the teacher teach the objective?
O O M *Write a variety of literary, personal narrative, and
imaginative narrative texts using previously studied
words spelled correctly
*Create word wall games using previously studied
words
*Conduct spelling bees
*“Heads Down, Heads UP!”: spelling words are
written on the board. The students put their heads
down on their desks. One student erases a word and
says heads up. The student calls on a classmate to
say and spell the word that was erased.
*”SPARKLE”: Have the students form a large circle.
Say a spelling word. The first person will say the
word. The next student will say the first letter in the
word. Continue to go around the circle until the
word is spelled correctly. Once the last letter is given
the next student says “SPARKLE!”
The next person after them sits down. If a student
gives an incorrect letter, he/she must sit down.
*Create words using VC patterns (ib, ix, em, etc.) by
adding different onsets to the given rimes. Examples
of other patterns are CVC, CVVC, CVCe, etc.
*Make word family wheels to create rhyming words,
by adding onsets to such rimes as uck, eat, ight, etc.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
*Use informal and ongoing
teacher observations of
reading, writing and spelling
along with STAR Early
Literacy, DIBELS, and Write
From the Beginning, students
show mastery by:
-Consistently spelling
previously studied words
correctly
-Making new words
-Using phonemic awareness
skills to sound out and spell
words
Resources
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/01
*Phonics
Lessons,
Letters, Words,
and How They
Work (Pinnell
& Fountas)
*Phonics and
Word Study
(The Wright
Group)
*Site-based
Reading
Adoption
*Spelling Trial
Page
*Spelling
Breakdown
Sheet
36
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
*Analysis of
sounds to represent
all the sounds in a
word in one’s own
writing.
2
3
4
How might the teacher teach the objective?
*Use known words to spell new words
*Use Elkonin boxes to aid in segmenting and
blending when decoding and spelling words
*Use beginning, middle and ending sounds to spell
more difficult words
How can students
demonstrate mastery?
Resources
*Second Grade
Required Word
List
*Second Grade
Supplemental
Word List
*Spelling Cards
*http://www.dy
namicphonics.c
om/page16.html
*Elkonin boxes
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
37
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
5.02-Attend to
spelling,
mechanics, and
format for final
products in one’s
writing.
I
2
3
4
How might the teacher teach the objective?
O O M *Pair students with “Good Spellers” to check for
misspelled words.
*“Read it Backwards!”: Beginning with the last word
in a piece of writing students point to each word
while reading from right to left and bottom to top.
When a misspelled word is identified, a squiggly line
is put under the word.
*“Hello Friend!”: Teach students the parts of a
friendly letter (date, heading, greeting, body, closing,
name) and where each part is located. Have the class
create a model letter as guided practice. After
modeling with class several times, allow students to
compose a letter using the Kidspiration friendly letter
template.
*Read a written activity to a partner to listen for
errors.
*Using a rubric or checklist students check over their
writing making sure they have all the components
required in that particular writing format.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
*Use informal and ongoing
teacher observations of
reading, writing and spelling
along with STAR Early
Literacy and Write From the
Beginning, students show
mastery by:
-Identifying misspelled words
in a piece of writing
-Providing correct spelling for
misspelled words
-Using resources to verify
correct spelling (e.g., word
walls, dictionaries, word lists)
-Parts of letter in correct places
-Correct use of punctuation
-Completed checklist
Resources
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/02
*Sample Spelling
Contract
*NC READ
*Kidspiration
Software
*2nd Grade
Editing Marks
*Spelling Trial
Page
38
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
5.03-Use
capitalization,
punctuation, and
paragraphs in
own writing.
I
2
3
4
How might the teacher teach the objective?
O O M *Using a bubble map to list holidays with emphasis
on capital letters.
*During writing activity circle the first letter in
words that begin sentences with a colored pencil.
*Read sentences aloud and have students determine
what punctuation should be at the end of sentence.
*Given a specific topic, model writing a paragraph
with emphasis on capitalization and punctuation.
Ask students to circle capitals with a colored pencil
and circle punctuation with a different colored pencil.
*Create vertical acrostic poems using first name by
writing a sentence that begins with each letter in
name making sure each letter is capitalized and
sentence ends in correct punctuation.
*“Have a Seat”: Write one ending punctuation mark
(.,?,!) on three sheets of construction paper. Tape
sheet to the back of three chairs. Divide students into
two teams. Each team stands facing the chairs. A
sentence is read aloud to the first player on Team 1.
He/She decides which punctuation mark the sentence
will use and sits in the appropriate chair. Reward
Team 1 with a tally mark for a correct answer. Read
another sentence and repeat the activity with a
student from Team 2. Play continues until every
child has a turn.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
*Use informal and ongoing
teacher observations of
reading, writing and grammar
along with STAR Early
Literacy, and Write From the
Beginning, students show
mastery by:
-Completing bubble map
independently using correct
capitals
-Circling capitals and
punctuation correctly
-Class participation
Resources
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/03
*Graphic
Organizers http://www.edu
place.com/grap
hicorganizer
*2nd Grade
Editing Marks
The Mailbox
Superbook
Grade 2 ,
Teacher
Resource Book
39
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
5.04-Use the
following parts of
the sentence:
*Subject.
*Predicate.
*Modifier.
I
2
3
4
How might the teacher teach the objective?
O O M *Daily Oral Language Activity: Assign 3-5 sentences
to a pair of students. Instruct them to identify
naming parts by underlining it once, the verb twice
and the modifiers (adjectives) three times in each
sentence.
*Display five sentences on the overhead; ask students
to sort the subjects, predicates and modifiers in each
sentence onto a Triple Venn Diagram.
*“Be the Sentence”: Using different color index
cards list various categories of words: nouns, verbs,
adjectives, etc. On one side of the card write the
word beginning with a capital letter and on the other
side write the word with a lower case letter. Print
punctuation on different color cards. Have students
give each punctuation mark a sound. Such as “POP”
for the period. One student selects a noun card and
another chooses a verb card. The students make a
sentence with the two words. They arrange
themselves in any order (e.g., “Students dance” or
Dance students”). A third student chooses a
punctuation mark to end the sentence and makes the
sound of that punctuation mark as he/she stands at
the end of the sentence. The class indicates
agreement or disagreement with the sentence by
turning their thumbs up or down.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
*Use informal and ongoing
teacher observations of
reading, writing and grammar
along with STAR Early
Literacy, and Write From the
Beginning, students show
mastery by:
-Identifying naming parts,
predicates and modifiers
-Arranging words and
punctuation to create complete
sentences
Resources
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/04
*Daily Oral
Language,
Teacher
resource book
*Graphic
Organizers http://www.edu
place.com/grap
hicorganizer
40
Pender County Schools Second Grade Language Arts Curriculum Map
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively
Objective and Time Frame
1
5.05-Use editing
to check and
confirm correct
use of
conventions:
*Complete
sentences
*Correct word
order in sentences.
5.07-Use legible
manuscript
handwriting.
I
I
2
3
4
How might the teacher teach the objective?
O O M *“Weekend News”: Each Monday students write
about their weekend. Students self-assess their
writing by “whisper reading” their writing to
themselves to see if it sounds right and to check for
capital letters, spelling and punctuation.
*“Mumbling Together”: At the word “GO!” the
whole class reads their writing out loud, all at the
same time, pointing to each word with a pencil
eraser. Students make a quick check in the left
margin of the paper where they noticed a mistake and
keep reading. When finished students correct
mistakes. After a few minutes repeat the process
again.
*Read ten groups of words aloud. Have students
decide whether each group is a phrase or a sentence.
*In pairs students critique each others completed
writing activity by checking for complete sentences
and word order.
O O M *Have students trace over written text that has been
written with a highlighter.
*Practice writing on wipe off boards for legibility.
*Practice handwriting on second grade lined paper.
*Using legible handwriting, have students evaluate
two different writing samples (one legible and the
other illegible/very difficult to read). Let each
student rewrite the illegible sample and read it aloud.
Students will listen carefully as each student reads
aloud their interpretation of the illegible sample.
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
How can students
demonstrate mastery?
Resources
*Use informal and ongoing
teacher observations of
reading, writing and grammar
along with STAR Early
Literacy, and Write From the
Beginning, students show
mastery by:
-Identifying reasons to edit
-Identifying missing words and
subject-verb agreement
-Identifying sentences
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/05
*Use informal and ongoing
teacher observations of
manuscript writing, students
show mastery by:
-Writing legibly
*Learn NC http://www.learn
nc.org/scos/2004
-ELA/0002/05/07
*Editing Marks –
www.reallygoo
dstuff.com/pdfs
/147779.pdf
*2nd Grade
Editing Marks
*2nd Grade
Editing Marks
41
Pender County Schools Second Grade Language Arts Curriculum Map
Timeframe: I=Introductory level; O=Ongoing skills and review; M=Mastery of skill through independent tasks
Please consult your reading specialist for specific assessments for your school.
42