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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
-
Different strategies and skills are required to understand a variety
of materials.
-
People apply critical thinking skills when reading, writing,
speaking, listening, and viewing.
-
People access, read, evaluate, and use a variety of resources to get
information.
-
Throughout history, humans have used literature as a record of their
experiences.
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
-
What does it mean to "understand"? Why do we need
to understand what we read or hear? How do we use strategies and
skills to understand a variety of materials?
-
What is critical thinking? Why is critical
thinking important? How do we apply critical thinking skills?
-
Why do I need a variety of resources? How do I
access information and use it responsibly? How do I evaluate
resources?
-
How and why do humans use literature to record
their experiences? How has history influenced literature and vice
versa?
Standards
Must be Mastered by End of Year
 Must
be Introduced
 Other
Standards & E-skills
Colorado Basic Literacy Act Proficiencies
Phonemic Awareness:
A) Use knowledge of
blending, segmenting, and manipulating phonemes in one or more syllable
words.
B) Identify the presence of
word endings.
C) Recognize alliteration.
Phonics:
A) Recognize and use
knowledge of letter-sound relationships, including diphthongs, common vowel
patterns, and common word endings to decode unknown words.
B) Demonstrate a reading
vocabulary of 1,000 words, including sight words and multi-syllabic words.
Fluency:
A) Orally read grade level
materials attending to phrasing, intonation, and punctuation.
B) Adjust reading pace to
accommodate purpose, style, and difficulty of text.
Vocabulary:
A) Use sentence structure
and background knowledge to understand word meanings.
B) Understand and generate
vocabulary specific to content.
At the end of quarter four,
students will be able to read 390 (or all) of these sight words.
Other words will be learned
from phonics, spelling and vocabulary programs to total the expected 1000+
words.
Comprehension:
A) Activate
schema/background knowledge.
B) Determine importance of
information.
C) Ask questions.
D) Retell, summarize/and or
synthesize important information.
E) Create mental images of
characters, events and places.
F) Draw inferences.
G) Use a variety of
strategies to monitor and maintain comprehension.
H) Read, comprehend, and
listen to a range of genres: narrative texts and expository texts.
I) Retell narrative text
using characters, setting, and sequence of events.
J) Retell expository text
using main idea and some supporting details.
K) Generate a written or
oral response to what has been read.
L) Connect information and
events in texts to life experiences.
M) State the purpose for
reading.
N) Interpret information
from simple diagrams, charts, and graphs.
O) Read and follow
simple written directions.
2nd Grade Literacy Yearly Overview
This is the recommended pacing guide. We
highly recommend the pace of instruction throughout this guide because the
pace assures coverage of key standards. Teachers may make professional
decisions based on their students’ needs to adjust at various points in the
guide – while assuring coverage of the standards.
If
you use the Treasures series, here is
a helpful matrix for that series.
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Enduring
Understanding:
Different strategies and skills are required to understand a variety
of materials.
People
apply different strategies and skills when reading, writing,
speaking, listening, and viewing.
People
access, read, evaluate, and use a variety of resources to get
information. |
|
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
|
August Unit
September Unit
October Unit
|
October Unit
November Unit
December Unit
|
January Unit
February Unit
March Unit |
April-May Unit
|
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Essential
Questions
What
does it mean to "understand"?
Why do
we need to understand what we read or hear?
How do
we use strategies and skills to understand a variety of materials?
|
Essential
Questions
What is
critical thinking?
Why is
critical thinking important?
How do
we apply critical thinking skills?
|
Essential
Questions
Why do
I need a variety of resources?
How do
I access information and use it responsibly?
How do
I evaluate resources? |
Essential
Questions
How and
why do humans use literature to record their experiences?
How
has history influenced literature and vice versa?
|
|
Phonemic Awareness
Identify and make oral rhyming words
Use
knowledge of blending and segmenting
Manipulating one or two syllable words
|
Phonemic Awareness
This
component in place this quarter |
|
Phonics
Recognize and use letter-sound relationships including diphthongs,
common vowel patterns, and common word endings to decode new or
unknown words (vowel teams, syllabication, etc.)
ph
(phone), ck (black), er (her), ir (first, bird), ur (nurse, burn),
ear (early), ow (cow and snow), ou (ouch, four, you, and trouble),
ar (star, car), or (horn), oo (boot, foot, and floor), dge (j as in
dodge), aw (straw), au (August), tch (catch) eigh (eight), kn
(knife), ie (chief, pie), eu (Europe), ei (ceiling, vein, and
forfeit), ch ('k' as in school, 'sh' as in chef), ea (head, and
great), ew (few), ue (true), s (z as in is), ui (fruit, suit), ey
(they, key), gn (gnaw, sign), wr (write), sh (ch in chef, s in sure,
ci in delicious, si in pension, ti in motion, xi in anxious)
Past
tense ending -ed (suffixes: /ed/, /d/, /t/ )
Doubling the consonants rule (suffixes: -ing, -ed)
Multisyllabic words with blends |
|
Fluency
Read
100 of the
D11 Common Words
Read 44
words per minute (DIBELS) |
Fluency
Read
200 of the
D11 Common Words
|
Fluency
Read
300 of the
D11 Common Words
Read 68
words per minute (DIBELS) |
Fluency
Read
390 of the
D11 Common Words
Read 90
words per minute (DIBELS) |
|
Vocabulary
Use
sentence structure and background knowledge to understand word
meanings
Understand and generate vocabulary specific to content |
|
Comprehension
-
Retell expository text using main idea and some
supporting details
-
Draw inferences
-
Read, comprehend, and listen to a range of
genres: narrative texts and expository texts
-
Activate schema/background knowledge
-
Retell narrative text using characters, setting,
and sequence of events
-
Activate schema/background knowledge
-
Retell, summarize/and or synthesize important
information
-
Understand genre (narrative, poetry, expository)
-
Use a variety of strategies to make meaning of
texts: visualization, graphic organizers, text structure, mental
images, questioning
|
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Writes for a
Variety of Purposes
2nd Grade Writing Rubric
Understands site specific writing instruction/ rubric
Draws a
related picture
|
Writes for a
Variety of Purposes
2nd Grade Writing Rubric
Understands site specific writing instruction/ rubric
Applies
letter/sound relationship to spell
Uses
space between words
Writes a sentence
Beginning with capitals
Ending
with punctuation |
Writes for a
Variety of Purposes
2nd Grade Writing Rubric
Understands site specific writing instruction/ rubric
Includes details in sentences
Capitalizing names
Spells
sight words |
Writes for a
Variety of Purposes
2nd Grade Writing Rubric
Understands site specific writing instruction/ rubric
Writes
three or more sentences
Sentences arranged in a logical order
|
Grade 2 Essential
Vocabulary
|
adjective
antonym
apostrophe
brainstorm
comma
compare
(similarity) |
compound words
conclusion
contractions
contrast
(difference)
conversation
discussion |
folktale
glossary
index
infer
margin
message (lesson
learned) |
problem
predicate
prewriting
pronoun
publish
purpose
reread
solution
|
spelling pattern
story map
subject
synonym
table of contents
textbook
theatre |
Research confirms that students need at least 6
opportunities through varied activities to experience new vocabulary in
order to acquire a conceptual understanding.
The following activities are endorsed by the
Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy
for Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
-
Step 1: Teacher
provides a description, explanation, or example of the term
-
Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student
designs a visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students
review and discuss word meanings
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Step 6: Students
practice words with games
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Parents
You can encourage your child to read and increase his or her
fluency and comprehension by providing quality books such as those listed on
the sidebar. Other titles appropriate for third graders include;
Alexander and the Horrible, No Good, Very Bad Day, by Judith Viorst,
Amelia Bedelia, by Peggy Parish, any title from the Magic Tree
House Series, by Mary Pope Osborne, any title from the Nate the Great
Series, by Marjorie W. Sharmat, Corduroy, by Don Freeman, Flat
Stanley, by Jeff Brown, How Much is a Million? by David Kellogg,
If You Give a Mouse a Cookie, by Laura Joffe Numeroff, Millions of
Cats, by Wanda Gag, Miss Nelson is Missing, by James Allard,
Miss Rumphius, by Barbara Cooney, Stellaluna, by Janell Cannon,
Strega Nona, by Tomie DePaola, The Giving Tree, by Shel
Silverstein, and The Great Kapok Tree, by Lynne Cherry.
Consider keeping your daily reading ritual alive by continuing to read to
and with your child. It is good to vary the routine and have some of
the reading done by your child to you or a sibling. Fluency,
comprehension, and vocabulary will all develop as you help your child
interact with the text. Asking questions about the pictures, what might
happen next, and how a character is probably feeling helps your child make
sense of what they are reading. |
