Transcript
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FNWSU Literacy Curriculum Grade 2 Fall 2010 1
FNWSU Literacy Curriculum GRADE 2
Power Standard
#1 Literate
Community
Students
participate as
members of a
21st century
literate
community by
creating,comprehending,
and responding
purposefully to
a range of
media, images,
and texts.
(Aligns with Standards
1.4, 5.14)
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Reading Extensively
Reading Widely and
In-Depth
Literate Community
-Read one or two books, medium-long chapters, or the equivalent
every day
- Read at least three different genres/ kinds of text and a
variety of authors as in the following:
literary texts: poetry, plays, fairy tales, fantasy,realistic fiction, fables
informational: content trade books, childrensmagazines, beginning dictionaries, glossaries, childrens
newspapers
practical/functional texts: procedures, instructions,simple menus, labels, announcements, invitations, book
orders
- Self-select reading materials of personal interest and readingability
-Participate in discussions about text:
offer comments support evidence recommend books and other materials
Active Listening
-Ask clarifying questions
-Restate information
-Respond appropriately in a
variety of modes
-Be responsive, respectful to
the speaker
-Extend and apply
-Make connections
Speaking
-Share knowledge and
perspectives
-Show awareness of audience
by adapting language & style
-Respond effectively to
audience
-Use language expressively
-Speak clearly with
appropriate pacing and volume
-Assume roles in group
communication tasks
-Individual and
Class Reading
Logs?
-Teacher
Observations?
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FNWSU Literacy Curriculum Grade 2 Fall 2010 2
FNWSU Literacy Curriculum GRADE 2
Power Standard
#2 Reading
Strategies
Students
effectively
apply a
combination of
word
identification,
vocabulary,monitoring, &
broad
comprehension
strategies to
help them read.
(act of reading)
(Aligns with Standards
1.1, 1.13, 1.14, 1.18, 1.19, 2.1,
2.2, 2.6, 2.9, 3.2)
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Early Reading Skills &
Strategies
Phonological Awareness
Concepts of Print
Auditory recognition of
language
Phonological/Phonemic Awareness
-Blend and segment phonemes in more complex one-
syllable and multisyllabic words (blends, digraphs)
-Delete a sound from a one-syllable word to make a
new word
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (syllable types and
word patterns) and use
resources to identify
and understand
unfamiliar vocabularywords.
Word Study/Word
Identification/Phonics
Word identification -Read grade-appropriate high frequency words
including irregularly spelled words with automaticity
-Identify base words, prefixes and suffixes
Word ID/Vocabulary
Apply phonological
knowledge and decodingskills (syllable types and
word patterns) and use
resources to identify
and understand
unfamiliar vocabulary
words.
^ F & P
Grade 2
Word
Features
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FNWSU Literacy Curriculum Grade 2 Fall 2010 3
Analyzing word
structure
Sound-symbol
correspondence
Word patterns
Syllables
-Decode words using silent e, vowel teams and
diphthongs
-Read commonly spelled multi-syllabic words by using
word knowledge of sounds, syllable types or
word/spelling patterns
-Use the six-syllable types to help identify unknown
words
Vocabulary
Identifying meaning of
words
-Use strategies to help identify the meaning of
unfamiliar words
-Recognize base words, prefixes and suffixes
-Understand how prefixes and suffixes affect the
meaning of base words
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (syllable types and
word patterns) and use
resources to identify
and understand
unfamiliar vocabulary
words.
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FNWSU Literacy Curriculum Grade 2 Fall 2010 4
Relationship of words
(e.g. synonyms,
antonyms)
-Use context clues including illustrations and
diagrams to understand vocabulary
-Use prior knowledge to understand vocabulary
-Identify synonyms, homonyms and antonyms
-Categorize words using synonyms and antonyms
-Describe categories, functions and features of
words
Comprehension
Applying reading
strategies to
understand text
While reading and/or listening to text, students:
-Use prior knowledge
-Predict and make basic text-based inferences
-Ask literal and clarifying questions
-Construct sensory images (visualize)
-Make connections
-Locate and use text features
-Self-select and read a variety of texts at their
independent reading levels
-Use strategies in response to comprehension
questions or prompts
Broad Comprehension
Construct meaning of
varied texts by
activating prior
knowledge, predicting,
inferring, making
connections, visualizing,
asking questions,
determining importance,
and using text features
while reading.
^F & P Text
Level M
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FNWSU Literacy Curriculum Grade 2 Fall 2010 5
-Participate in group discussions about what is read
Monitoring
Context and Self-Correction Strategies
Monitoring and
Adjusting Strategies
-Self corrects
-Use multiple strategies to decode
-Use context clues and self-correction strategies
including: predicting, monitoring, adjusting and
confirming
-Sample text for readability and interest in order to
self-select independent level text
-Reread and adjust pace as needed
Monitoring
Monitor and adjustreading by self-
correcting using
sentence structure and
context clues
^F & P Text
Level M
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FNWSU Literacy Curriculum Grade 2 Fall 2010 6
FNWSU Literacy Curriculum GRADE 2
Power Standard#3 Reading
Accuracy
Students read
grade
appropriate
text with
accuracy and
fluency in a way
that makes
meaning clear
Aligns with Standard 1.2
Concepts Skills/Strategies
Power Indicators Common Local
Assessment
Accuracy & Fluency
Rate & Accuracy
Phrasing (e.g.
expression, punctuation)
-Read grade appropriate material with at least 90-
94% accuracy at the end of grade 2
- Read grade-appropriate text with oral fluency at arate of 80-100 correct words per minute.
- Read grade-appropriate text in a way that makes
meaning clear by:
^reading with correct phrasing
^using good expression
^paying attention to punctuation
Accuracy: Read
material appropriate for
the end of grade 2
within the instructionalrange of 90-94%
accuracy.
Fluency: Oral reading
of material appropriate
for end of grade 2
demonstrates phrasing,expression and
attention to text
features at rates of 80-
100 correct words per
minute (cwpm).
^F & P
Benchmark
Assessment
Text Level M
(Instructional
Level)
^Fluency
Measure
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FNWSU Literacy Curriculum GRADE 2
Power Standard
#4 Reading
Comprehension
Students read,
understand,
interpret and
analyze
informational
texts.
Aligns with Standards
1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Informational Text
-Gather information from text features such as
table of contents, glossary, charts, etc.
-Reread and find answers to literal questions in the
text
-Record information to show understanding when
given an organized format such as a t-chart or Venn
diagram
-Distinguish among a variety of texts (e.g.
dictionaries, glossaries, magazines, etc.) and their
purposes
- Identify new learning from a non-fiction text
-Use text features
(table of contents and
glossary) in order to
answer literal and
inferential questions
about text
-Use graphic organizers
to record informationobtained from text
-Identify main idea and
communicate learning
^F & P Text
Level M
(Instructional
Level)
^VT Item
Bank
ProgressAssessment 1
OR 2 OR 3
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Analysis &
Interpretation of
Informational
Text/Citing Evidence
-Connect information by comparing and combining
ideas within a text
-Infer main ideas from pictures and by identifying
key words
-Make inferences of causes and effects when signal
words are present (e.g. The sun came up. Then the
puddle dried up. Why did the puddle dry up?)
-Make basic inferences or draw basic conclusions
about the topic. (e.g. Based on this report, do
turtles make good pets?)
-Recognize the authors purpose in writing the text.
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FNWSU Literacy Curriculum GRADE 2
Power Standard#5 Reading
Comprehension
Students read,
understand,
interpret and
analyze literary
texts.
Aligns with Standards
1.3, 1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Literary Text
(Comprehension)
When reading text, students will be able to cite
evidence from the text to:
Identify characters, setting, problem, solution,or major events as appropriate to text
Retell the key elements of a story in orderDistinguish between genres (poetry, plays,realistic fiction, etc.)
Begin to identify literary devices /authorscraft (e.g. rhyme, repeated language, and
dialogue)
Reread, recall relevant details, and find answersto literal questions
Explain possiblecharacter motivation
Retell and sequenceall key elements of a
story
Make logicalpredications and
connections based on
evidence from text
Make inferencesabout
problem/solution
Identify literarydevices such as
dialogue
^F & P Text
Level M
(Instructional
Level)^VT Item
Bank
^ProgressAssessment 1
OR 2 OR 3
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FNWSU Literacy Curriculum Grade 2 Fall 2010 10
Analysis and
Interpretation of
Literary Text/ Citing
Evidence
When reading text, students will be able to cite
evidence from the text to:
Analyze characteristics of main characters (e.g.physical traits or personality traits) and possiblemotives
Make basic inferences of explicit stated causesand effects when signal words are present (e.g.
The sun came up. Then the puddle dried up. Why
did the puddle dry up?)
Make inferences about the problems and solutionsInfer authors message/lesson and purpose by
identifying key words
Make predictions based on story and tell why theywere made
Use text and schema (prior knowledge) to maketext-to-text and text-to-self connections
Generate a personal response to what is read bycomparing stories or other texts to related
personal experience, prior knowledge, or books
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FNWSU Literacy Curriculum Grade 2 Fall 2010 11
FNWSU Literacy Curriculum GRADE 2
Power Standard
#2 Writing
Dimensions/
Process
Students apply
the processes
of writing
including
drafting,
revising, editing,
and critiquing to
create a written
product for the
purpose of
communication,
discovery, or
expression.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Prewriting, Drafting,
Revising, Editing,
Publishing
In addition to previous:
Pre-write
- Brainstorm, plan, and organize thoughts and ideas
- Demonstrate purpose for writing
- Begin to use graphic organizers
Draft
- Construct a written text to convey an idea or story
- Stay on a topic throughout a piece of writing.
Revise
- Reread own writing to check for meaning
- Add relevant details that enhance the story
- Conference with teacher and use feedback to
revise
- Reflect on and improve writing using established
criteria with support
Edit
Prewriting
Generate and share
ideas on a given topic or
focus and organize them
using a visual organizer
Drafting and Revision
Develop a specific topic
or focus by giving
relevant details in a
logical sequence
Formative
PS #4
(response to
informationa
l text OR
report)
PS #5
(narrative)
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FNWSU Literacy Curriculum Grade 2 Fall 2010 12
-Edit with help from teacher
-Use resources to correct spelling of unknown words
-Check for punctuation and capital letters
Publish
-Create and share text with an audience in a variety
of forms (handwritten, electronic, or visual display)
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FNWSU Literacy Curriculum GRADE 2
Power Standard
#3
Writing
Conventions &
Structures
Students
demonstrate
command of the
structures of
English language
by writing with
appropriate
English grammar
and conventions.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Concepts of Print,
Grammar, Usage,
Mechanics, Spelling,
Handwriting
In addition to previous:
Concepts of Print
- Distinguish between letters, words, and sentences
Grammar/Usage/Mechanics (GUM)
- Use end punctuation (periods, question mark, and
exclamation marks) correctly
- Use commas for dates and salutations
- Use capital letters to begin sentences and for
names, months, and days of the week
- Identify and use nouns, verbs, and adjectives in
sentences
Spelling
- Use es to form plural words ending in s, -x, -ss, -
sh, and ch
- Add ed to words to show past tense
- Give a readable and accurate phonetic spelling for
words that have not been taught
Students willbuild
meaningwith
Using the past tense of
verbs, adding adjectives
to nouns, making
contractions
Students willedit for
clarity
Commas with dates,
letters and lists,
apostrophes in
contractions, and
common plurals
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FNWSU Literacy Curriculum Grade 2 Fall 2010 14
- Represent each sound heard in a word with a
feature of print
- Correctly spell phonetically regular words with
short vowels, consonant digraphs and blends, silent ewords
- Correctly spell grade-appropriate, high-frequency
words
Handwriting
- Form letters correctly
- Print legibly on standard lined paper using
appropriate margins and spacing.
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FNWSU Literacy Curriculum Grade 2 Fall 2010 15
FNWSU Literacy Curriculum GRADE 2
Power Standard
#4
Informational
Writing
Students will
write
informational
pieces with
purpose,
organization,
voice and
details in order
to show thinking
through
analysis,
synthesis and
evaluation.
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Purpose, Organization,
Voice, Detail
Response to Informational Text
-Use references to text to support a given focus and
prior knowledge
-Organize ideas by using a beginning, middle, and
concluding statement/ sentence, using a
template, frame, or graphic organizer
Report
-Organize ideas using a given template, frame, or
graphic organizer
-Restate a given focus/controlling idea on a topic
-Include details/information relevant to topic and/or
given focus
Procedures
-List steps in a logical order
-Provide a list of materials to be used, if appropriate
Purpose: Restate a
given focus/controlling
idea on a topic.
Voice: n/a
Organization: Given astructure, logically
organize ideas by using a
beginning, middle, and
concluding
statement/sentence.
Details (Elaboration):
Use prior knowledge
and/or reference to
text in order to provide
details to support a
given focus.
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FNWSU Literacy Curriculum GRADE 2
Power Standard
#5
Expressive
Writing
Students willwrite creatively
with purpose,
organization,
voice and
details in order
to express
identity, their
own thoughts,ideas and
feelings.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Expressive Writing:
Purpose, Organization,
Voice, Detail
Narratives
- Create a clear understandable story line, with a
beginning, middle, and end, when given a structure
- Develop details
- Describe character(s)
Poetry
-Establish a clear topic
-Begin to use descriptive language to create visual
imagery
- Write forms of poetry
Acrostic Free verse Rhyming Concrete poems
Purpose:
Create a clear
understandable story
line/topic.
Voice:
Begin to show evidence
of individual voice.
Organization:
Write with a clear
beginning, middle, and
end.
Details (Elaboration):
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FNWSU Literacy Curriculum Grade 2 Fall 2010 17
*Develop characters,
setting, plot.
*Use simple forms or
images to describe(poetry).
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