ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Second Grade Curriculum Overview English SOLs Benchmark Testing TEST Pre-Assessment Midyear Assessment Post-Assessment 1 st 6 weeks 2 nd 6 weeks 3 rd 6 weeks 4 th 6 weeks 5 th 6 weeks 6 th 6 weeks STAR Reading STAR Math Pre-test by End of 6 wks test End of 6 wks test End of 6 wks test End of 6 wks test End of 6 wks test TfHS/ROSworks Pre-test by Midyear Test by Post-test by PALS First Six Weeks Fourth Six Weeks Second Six Weeks Fifth Six Weeks Third Six Weeks Sixth Six Weeks Pacing 1 st 6 weeks 2 nd 6 weeks 3 rd 6 weeks 4 th 6 weeks 5 th 6 weeks 6 th 6 weeks Skills from Chapter 1-5 Skills from Chapter 6-10 Skills from Chapter 11-15 Skills from Chapter 16-20 Skills from Chapter 21-25 Skills from Chapter 26-30 SOL 2.1-2.13 SOL 2.1-2.13 SOL 2.1-2.13 SOL 2.1-2.13 SOL 2.1-2.13 SOL 2.1-2.13 First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 1
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ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Second Grade Curriculum Overview
First Six Weeks Curriculum Guide Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * a) Create oral stories to share with others* b) Create and participate in oral dramatic activities* c) Use correct verb tense in oral communication* d) Use increasingly complex sentence structure in oral communication*
Round Robin storytelling Listen to teacher model reading with expression, imitate it Readers’ Theater Do “plays” Model adding more words to simple sentences Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Use whisper phones
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Maintain and manipulate voice, such as pausing, tempo, and pitch, to convey mood
Applying
Add appropriate elaboration and detail while recounting or describing an event
Applying
Use present, past, and future tenses appropriately Applying Provide a referent for pronouns (e.g., Serena wanted to sing but she was afraid)
Subject: 2nd Grade English/Oral Language SOL: 2.2 Student will expand understanding and use of word meanings* a) Increase listening and speaking vocabularies * b) Use words that reflect a growing range of interests and knowledge * c) Clarify and explain words and ideas orally * d) Identify and use synonyms and antonyms * e) Use vocabulary from other content areas*
Listen to and discuss a variety of texts Understanding Descriptive language categorize Synonyms/ antonyms Science, Social Studies, and Math vocabulary
“Think-Pair-Share” activities Explain vocabulary and related activities Games: “I have, who has?” Antonym Matching Game Board (DOE) Identifying Synonyms (Hand
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use appropriate descriptive language to express ideas, opinions, and feelings
Understanding Applying
Use language to categorize objects, people, places, or events.
Applying
Explain the meanings of words within the context of how they are used
Understanding
Ask questions to clarify or gain further information Applying Analyzing
Resources
Recognize when two or more different words are being used orally to mean contrasting or opposite things.
Understanding
Recognize when different words are being used orally to mean the same or similar things.
Understanding
Use synonyms and antonyms in oral communication Applying Other
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Synonym Sam’s Lab Battleship Opposites Game
Same Meaning Magic Opposite Ocean
Subject: 2nd Grade English/Oral Language
SOL: 2.3 The student will use oral communication skills.*
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.* b) Share stories or information orally with an audience.* c) Participate as a contributor and leader in a group.* d) Retell information shared by others * e) Follow three- and four-step directions* f) Give three- and four-step directions*
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 4
SOL2.3 Participate in a range of collaborative discussions and conversations building on others’ ideas and clearly expressing their own
Understanding Collaborative discussions Rules for discussions Group roles Pitch/volume Logical order Nonverbal expressions Sequence
Game where students are given an assignment on a slip of paper and demonstrate it for the class Share stories with class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE) Repeat teacher directions: -Gossip game Listen to stories and retell Write plot summaries
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).
Applying Analyzing
Follow rules for discussions and assigned group roles. Understanding Use proper pitch and volume. Applying Speak clearly and distinctly Understanding Resources Share and retell an experience or story to an audience in a logical order, with appropriate facts, and descriptive details.
Understanding
Select vocabulary and nonverbal expressions appropriate to purpose and audience
Remembering
Express ideas clearly and in an organized manner Understanding Other
Contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.
Understanding Analyzing Creating
Confer with small-group members about how to present information to the class.
Understanding Applying Creating
Carry out a specific group role, such as leader, recorder, materials manager, or reporter.
Applying
Engage in taking turns in conversations by: -making certain all group members have an opportunity to contribute; -listening attentively by making eye contact while facing the speaker; and -eliciting information or opinions from others.
Applying Analyzing
Follow three-step and four-step directions. Remembering Give three-step and four-step directions. Creating Sequence three or four steps chronologically in oral directions.
Analyzing
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 5
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
iTalk
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 6
SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words..*
a) Count phonemes (sounds) within one-syllable words.* b) Blend sounds to make one-syllable words* c) Segment one-syllable words into individual speech sounds (phonemes)* d) Add or delete phonemes (sounds) to make words.* e) Blend and segment multisyllabic words at the syllable level.*
Count phonemes in one-syllable words. Remembering Phonemes syllables
Clap phonemes Manipulating Phonemes to Make Rhyming Words (DOE) (Internet search for rhyming folk songs) Sort words by beginning blends Puzzle strips-put words together and take apart Clap syllables
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Isolate and manipulate phonemes Applying Blend sounds to make one-syllable words Applying Segment words by saying each sound Analyzing
Add a phoneme from an orally presented word or rime to make a new word
Creating Resources
Delete a phoneme from an orally presented word to make a new word
Creating
Blend and segment multisyllabic words at the syllable level Analyzing Identify syllables in a word Remembering Other State the word created by blending given syllables together
Applying
Delete a syllable from a word and state what remains
Creating
Manipulate sounds in words to form new or nonsense words
Creating
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 7
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
SOL: 2.5 The student will use phonetic strategies when reading and spelling.*
a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words.*
Games: -Sparkle Spelling -Bingo Sorts Applying Phonetic Principles-Letter/Word pockets-DOE Cover word parts and sound out one syllable at a time
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words.
Applying
Distinguish long and short vowels when reading one-syllable regularly spelled words
Applying Analyzing
Apply knowledge of r-controlled vowel patterns to decode and spell words.
Applying Analyzing
Apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in) , CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind), to decode and spell words.
Applying Analyzing
Resources
Decode regular multisyllabic words.
Analyzing
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 8
SOL: 2.6 The student will use semantic clues and syntax to expand vocabulary when reading*
a) Use information in the story to read words. * b) Use knowledge of sentence structure * c) Use knowledge of story structure and sequence.* d) Reread and self-correct.
Discuss meanings of words and develop vocabulary (e.g., closely related adjectives)
Understanding Apostrophe Possessive words Contractions Predict Compound words
File Folder games Class discussion Read a variety of texts Science, Social Studies, and Math activities
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Demonstrate an understanding of what the apostrophe signifies in singular possessive words
Applying
Demonstrate an understanding of the meaning of contractions
Applying
Use knowledge of the meaning of individual words to predict the meaning of compound words
Applying
use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions)
SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.*
a) Make and confirm predictions.* c) Ask and answer questions about what is read.* e) Describe characters, setting, and important events in fiction and poetry.* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Set a purpose for reading Understanding Next Beginning/ middle/end Problem/ solution Predictions Character traits Characters Setting Plots Compare/ contrast Transition words First/next/soon Sequence Graphic
Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Make predictions, read story, confirm predictions Making Predictions (Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner Questioning (Reading Detectives-DOE) Main Idea or Theme-DOE Discuss stories “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Summarizing Story Events (Reader’s Report Chair-DOE) Story maps
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of story structure to predict what will happen next (e.g., beginning/middle/end, problem/solution).
Applying
Use information from the text to make predictions before, during and after reading
Applying
Use information from a selection to confirm predictions Applying Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Resources
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Describe how characters in a story or poem respond to key events.
Understanding
Describe the setting and important events of a story. Understanding Other
Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing
Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 12
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
organizers summarize
Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Journals Record students reading and let them listen Practice reading stories, trade books, etc. Comprehension of Fictional Texts One & Two-DOE
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading Applying Apply phonics, meaning clues, and language structure to decode words and increase fluency.
SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.*
a) Preview the selection using text features.* b) Make and confirm predictions about the main idea.* c) Use prior and background knowledge as context for new learning e) Ask and answer questions about what is read * f) Locate information to answer questions.*
Identify titles, headings, bold type, italics, underlining Previewing the Selection (Hide and Seek game-DOE) Comprehending Nonfiction (Previewing the Selection-DOE) Identify illustrations, diagrams, charts, graphs, maps Making Predictions with Nonfiction Texts (Prediction Window Search-DOE) KWL chart Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Discuss what is read, as a class and with small groups Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Use highlighters
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use print clues, such as bold type, italics, and underlining, to assist in reading
Applying
Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Understanding
Use prior knowledge to predict information. Applying Interpret illustrations, such as diagrams, charts, graphs, and maps, to make predictions about the text
Applying Creating
Resources
Use information from the text to make and revise predictions
Applying Creating
Use text features to make predictions, locate information, and answer questions
Applying Creating
Use information from a selection to confirm predictions Applying Creating
Other
Use knowledge of sequence to make predictions while reading functional text such as recipes and other sets of directions
Applying Creating
Use knowledge from their own experiences to make sense of and talk about a topic, recognizing similarities between: -personal experiences and the text; -the current text and other texts read; and -what is known about the topic and what is discovered in the new text.
Applying
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Write responses to what they read. Creating First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 14
Begin to skim text for information to answer specific questions.
Understanding Texts Text features Subheadings Table of contents Signal words
Locate specific answers Use recipes-cook in class Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups Nonfiction Text Structure (Sticky Notes-DOE)
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Applying Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding
Begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.
Applying Understanding
Organize information, using graphic organizers. Creating
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials Guide words Entry words Definitions Index (indices)
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Alphabetize words to the second and third letter Remembering Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Subject: 2nd Grade English/Writing SOL: 2.12 The student will write stories, letters, and simple explanations.* a) Generate ideas before writing.* b) Organize writing to include a beginning, middle, and end for narrative and expository writing.* c) Expand writing to include descriptive detail.* d) Revise writing for clarity.*
Brainstorming Prewriting, Using Pictures-DOE Lists/graphic organizers Summarizing Story Events (Reader’s Report Chair-DOE) Writing Process-Expository (DOE) Writing Process-Narrative (DOE) Create story map and write story. Practice writing (thank-you letters) Adding Descriptive Detail-DOE Write basic sentences and add specific descriptive parts of speech. Revision (Fix My Mess-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
-making lists of information Remembering -talking to classmates or teacher about what to write Understanding
Creating -using graphic organizers to plan their writing. Creating
include a beginning, middle, and end in narrative and expository writing
Creating Resources
participate in shared research and writing projects Applying write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement
Remembering Applying
write narratives describing events with details, sequence, and a closure
Applying Creating
Other
begin to compose paragraphs Creating write complete sentences Applying use adjectives to elaborate and expand simple sentences
Applying
describe events, ideas, and personal stories with descriptive details
Understanding
use time-order words, such as first, next, then, and last, to sequence and organize their writing
Remembering Applying Creating
produce, and expand complete simple and compound sentences (e.g., The girl listened to the music; The little girl listened to the loud music)
Applying
strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 18
Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed.
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central)
Corkulous Puppet Pals StoryKit Grammar Jammers
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. *
a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * d) Use singular and plural nouns and pronouns.* e) Use apostrophes in contractions and possessives.* f) Use contractions and singular possessives.* g) Use knowledge of simple abbreviations.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* i) Use commas in the salutation and closing of a letter.* j) Use verbs and adjectives correctly in sentences.*
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 19
Recognize and use complete sentences. Remembering Applying
Complete sentence Period/question mark/exclamation point Declarative, interrogative, and exclamatory sentences Capitalize Singular and plural nouns Pronouns Apostrophes Contractions Singular possessives Abbreviations commas
Practice writing sentences with spelling words Change one type of sentence to another Self-correct, as needed Draw pictures and label correctly Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game Practice letter-writing Rewrite sentences to include correct verb agreement and correct adjective usage
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Capitalize all proper nouns and words at the beginning of sentences.
Applying
Capitalize the word I. Applying Use singular and plural nouns and pronouns. Applying Resources Use frequently occurring irregular plural nouns (e.g., feet, children, teeth, fish).
Applying
Use apostrophes to form contractions and common singular possessives.
Applying
Use contractions and singular possessives when writing. Creating Other
Identify simple abbreviations, including those for titles (e.g., Mr., Mrs., Ms., and Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.).
Analyzing
Spell commonly used sight words, compound words, and regular plurals correctly.
Applying
Use commas in the salutation (e.g., Dear Tyrell, ) and closing (e.g., (Sincerely, ) of a letter.
Applying
Use verbs and adjectives correctly in sentences (e.g., The friendly girls talk loudly. The friendly girl talks loudly.)
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade Making Sentences games Abbreviations Grade 2: Proofreading Makes Perfect Power Proofreading Contraction practice
Grammar Jammers Phonics Tic Tac Toe Sight Words Word Bingo Rocket Speller Super Why Sentence Builder Teach Me Sentences
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 20
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
English SOL 2.14 Resources Text Links Apps
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
First Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 21
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Second Six Weeks Curriculum Guide
Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * b) Create and participate in oral dramatic activities*
Subject: 2nd Grade English/Oral Language SOL: 2.2 Student will expand understanding and use of word meanings* a) Increase listening and speaking vocabularies * b) Use words that reflect a growing range of interests and knowledge * c) Clarify and explain words and ideas orally * d) Identify and use synonyms and antonyms * e) Use vocabulary from other content areas*
Listen to and discuss a variety of texts Understanding Descriptive language categorize Synonyms/ antonyms Science, Social Studies, and Math vocabulary
“Think-Pair-Share” activities Explain vocabulary and related activities Games: “I have, who has?” Antonym Matching Game Board (DOE) Identifying Synonyms (Hand Puppets) DOE
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use appropriate descriptive language to express ideas, opinions, and feelings
Understanding Applying
Use language to categorize objects, people, places, or events.
Applying
Explain the meanings of words within the context of how they are used
Understanding
Ask questions to clarify or gain further information Applying Analyzing
Resources
Recognize when two or more different words are being used orally to mean contrasting or opposite things.
Understanding
Recognize when different words are being used orally to mean the same or similar things
Understanding
Use synonyms and antonyms in oral communication Applying Other Use specific content area vocabulary in discussions Understanding
Subject: 2nd Grade English/Oral Language SOL: 2.3 The student will use oral communication skills.* c) Participate as a contributor and leader in a group.* f) Give three- and four-step directions*
Contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.
Understanding Analyzing Creating
Collaborative discussions Rules for discussions Group roles Logical order Sequence
Game where students are given an assignment on a slip of paper and demonstrate it for the class Share stories with class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE) Write plot summaries
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Confer with small-group members about how to present information to the class.
Understanding Applying Creating
Carry out a specific group role, such as leader, recorder, materials manager, or reporter.
Applying
Give three-step and four-step directions. Creating Resources Sequence three or four steps chronologically in oral directions.
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 24
Subject: 2nd Grade English/Oral Language SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words..*
a) Count phonemes (sounds) within one-syllable words.* b) Blend sounds to make one-syllable words* d) Add or delete phonemes (sounds) to make words.* e) Blend and segment multisyllabic words at the syllable level.*
Count phonemes in one-syllable words. Remembering Phonemes syllables
Clap phonemes Manipulating Phonemes to Make Rhyming Words (DOE) (Internet search for rhyming folk songs) Sort words by beginning blends Puzzle strips-put words together and take apart Clap syllables
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Isolate and manipulate phonemes Applying Blend sounds to make one-syllable words Applying Add a phoneme from an orally presented word or rime to make a new word
Creating
Delete a phoneme from an orally presented word to make a new word
Creating Resources
Blend and segment multisyllabic words at the syllable level
Analyzing
Identify syllables in a word Remembering State the word created by blending given syllables together
Applying Other
Delete a syllable from a word and state what remains
Creating
Manipulate sounds in words to form new or nonsense words
Creating
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 25
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development Language Arts Skill Builders: 2nd grade
Subject: 2nd Grade English/Reading SOL: 2.7 The student will expand vocabulary when reading* a) Use knowledge of homophones.* b) Use knowledge of prefixes and suffixes.* c) Use knowledge of antonyms and synonyms.* d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas.*
Use knowledge of homophones Applying Homophones Prefix/suffix Root word Synonym Antonym adjectives Apostrophe
Antonym Matching Game Board (DOE) Identifying Synonyms (Hand Puppets) DOE Class discussion
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Identify and recognize meanings of common prefixes and suffixes (e.g., un- re-, mis-, dis-, -y, -ly, -er, -ed, -ing, -est, -ful, -less, -able)
Remembering Understanding
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., sign, signal).
Applying
Use common prefixes and suffixes to decode words Applying Determine the meaning of words when a known prefix is added to a known word (e.g., tie/untie, fold/unfold, write/rewrite, call/recall).
Analyzing
Supply synonyms and antonyms for a given word. Applying Use knowledge of antonyms when reading (e.g., hot/cold, fast/slow, first/last).
Applying
Use knowledge of synonyms when reading (e.g., small/little, happy/glad).
Applying
Discuss meanings of words and develop vocabulary (e.g., closely related adjectives)
Understanding
Demonstrate an understanding of what the apostrophe signifies in singular possessive words
Applying
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 28
Demonstrate an understanding of the meaning of contractions
Applying Possessive words Contractions Predict Compound words
Read a variety of texts Science, Social Studies, and Math activities
Use knowledge of the meaning of individual words to predict the meaning of compound words
Applying
Use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions)
Subject: 2nd Grade English/Reading SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.* c) Ask and answer questions about what is read.* e) Describe characters, setting, and important events in fiction and poetry.* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Use information from the text to make predictions before, during and after reading
Applying Next Beginning/ middle/end Problem/ solution Predictions Character traits Characters Setting Plots Compare/ contrast Transition words First/next/soon Sequence
Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Questioning (Reading Detectives-DOE) Make predictions, read story, confirm predictions Making Predictions (Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner Discuss stories “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Summarizing Story Events (Reader’s Report Chair-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use information from a selection to confirm predictions Applying Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Describe how characters in a story or poem respond to key events.
Understanding Resources
Describe the setting and important events of a story. Understanding Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing Other
Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 30
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding
Graphic organizers Summarize Commas periods
Story maps Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Comprehension of Fictional Texts One & Two-DOE Practice reading stories, trade books, etc.
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading Applying Apply phonics, meaning clues, and language structure to decode words and increase fluency.
SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.* a) Preview the selection using text features.* d) Set purpose for reading. e) Ask and answer questions about what is read * f) Locate information to answer questions.* g) Identify the main idea.* h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
Use titles and headings to generate ideas about the text. Applying Creating
Titles/headings Bold type/ italics/ underlining Predict Illustrations/ diagrams/charts/ graphs/maps Revise Sequence Recipes Similarities Text Text features
Identify titles, headings, bold type, italics, underlining Previewing the Selection (Hide and Seek game-DOE) Comprehending Nonfiction (Previewing the Selection-DOE) Identify illustrations, diagrams, charts, graphs, maps Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups Making Predictions with Nonfiction Texts (Prediction Window Search-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use print clues, such as bold type, italics, and underlining, to assist in reading
Applying
Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Understanding
Set a purpose for reading. Understanding Skim text for section headings, bold type, and picture captions to help set a purpose for reading.
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Write responses to what they read. Creating Resources Begin to skim text for information to answer specific questions.
Understanding
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Applying Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding Other
Begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.
Applying
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 32
Organize information, using graphic organizers. Creating Subheadings Table of contents Signal words
KWL chart Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Discuss what is read, as a class and with small groups Use highlighters Locate specific answers Use recipes-cook in class Nonfiction Text Structure (Sticky Notes-DOE)
Determine the main idea.
Analyzing
Reread as necessary to confirm and self-correct for word accuracy and comprehension.
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials Guide words Entry words Definitions Index (indices)
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Alphabetize words to the second and third letter Remembering Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Understanding Resources
Use online resources to gather information on a given topic (e.g., teacher identified Web sites and online reference materials)
Subject: 2nd Grade English/Writing SOL: 2.12 The student will write stories, letters, and simple explanations.* a) Generate ideas before writing.* b) Organize writing to include a beginning, middle, and end for narrative and expository writing.* c) Expand writing to include descriptive detail.* d) Revise writing for clarity.*
Brainstorming Prewriting, Using Pictures-DOE Lists/graphic organizers Summarizing Story Events (Reader’s Report Chair-DOE) Writing Process-Expository (DOE) Writing Process-Narrative (DOE) Create story map and write story. Practice writing (thank-you letters) Adding Descriptive Detail-DOE Write basic sentences and add specific descriptive parts of speech.
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
-making lists of information Remembering -talking to classmates or teacher about what to write Understanding
Creating -using graphic organizers to plan their writing. Creating
Include a beginning, middle, and end in narrative and expository writing
Creating Resources
Participate in shared research and writing projects Applying Write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement
Remembering Applying
Write narratives describing events with details, sequence, and a closure
Applying Creating
Other
Begin to compose paragraphs Creating Write complete sentences Applying Use adjectives to elaborate and expand simple sentences
Applying
Describe events, ideas, and personal stories with descriptive details
Understanding
Use time-order words, such as first, next, then, and last, to sequence and organize their writing
Remembering Applying Creating
Produce, and expand complete simple and compound sentences (e.g., The girl listened to the music; The little girl listened to the loud music)
Applying
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 36
Strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating
Revising
Revision (Fix My Mess-DOE) Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed.
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central)
Corkulous Puppet Pals StoryKit
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. * a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * d) Use singular and plural nouns and pronouns.* e) Use apostrophes in contractions and possessives.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* j) Use verbs and adjectives correctly in sentences.*
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 37
Recognize and use complete sentences. Remembering Applying
Complete sentence Period/question mark/exclamation point Declarative, interrogative, and exclamatory sentences Capitalize Singular and plural nouns Pronouns Apostrophes
Practice writing sentences with spelling words Change one type of sentence to another Self-correct, as needed Draw pictures and label correctly Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game Practice letter-writing Rewrite sentences to include correct verb agreement and correct adjective usage.
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
English SOL 2.14 Resources Text Links Apps
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
Second Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 39
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Third Six Weeks Curriculum Guide
Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * b) Create and participate in oral dramatic activities*
Subject: 2nd Grade English/Oral Language SOL: 2.2 Student will expand understanding and use of word meanings* a) Increase listening and speaking vocabularies * b) Use words that reflect a growing range of interests and knowledge * c) Clarify and explain words and ideas orally * e) Use vocabulary from other content areas*
Subject: 2nd Grade English/Oral Language SOL: 2.3 The student will use oral communication skills.* c) Participate as a contributor and leader in a group.* f) Give three- and four-step directions*
Contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.
Understanding Analyzing Creating
Collaborative discussions Rules for discussions Group roles Logical order Nonverbal expressions Sequence
Game where students are given an assignment on a slip of paper and demonstrate it for the class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE) Repeat teacher directions: -Gossip game
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Confer with small-group members about how to present information to the class.
Understanding Applying Creating
Carry out a specific group role, such as leader, recorder, materials manager, or reporter.
Applying
Give three-step and four-step directions. Creating Sequence three or four steps chronologically in oral directions.
Subject: 2nd Grade English/Oral Language SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.*
a) Count phonemes (sounds) within one-syllable words.* b) Blend sounds to make one-syllable words* d) Add or delete phonemes (sounds) to make words.* e) Blend and segment multisyllabic words at the syllable level.*
Count phonemes in one-syllable words. Remembering Phonemes syllables
Clap phonemes Manipulating Phonemes to Make Rhyming Words (DOE) (Internet search for rhyming folk songs) Sort words by beginning blends Puzzle strips-put words together and take apart Clap syllables
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Isolate and manipulate phonemes Applying Blend sounds to make one-syllable words Applying Add a phoneme from an orally presented word or rime to make a new word
Creating
Delete a phoneme from an orally presented word to make a new word
Creating Resources
Blend and segment multisyllabic words at the syllable level
Analyzing
Identify syllables in a word Remembering State the word created by blending given syllables together
Applying Other
Delete a syllable from a word and state what remains
Creating
Manipulate sounds in words to form new or nonsense words
Creating
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 43
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Language Arts Skill Builders: 2nd grade
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade
Sentence Builder
Teach Me Sentences
Subject: 2nd Grade English/Reading
SOL: 2.7 The student will expand vocabulary when reading*
a) Use knowledge of homophones.* b) Use knowledge of prefixes and suffixes.* c) Use knowledge of antonyms and synonyms.* d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas.*
Use knowledge of homophones Applying Homophones Prefix/suffix Root word Synonym Antonym Adjectives
Identifying Synonyms (Hand Puppets) DOE Antonym Matching Game Board (DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Identify and recognize meanings of common prefixes and suffixes (e.g., un- re-, mis-, dis-, -y, -ly, -er, -ed, -ing, -est, -ful, -less, -able).
Remembering Understanding
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., sign, signal).
Applying
Use common prefixes and suffixes to decode words Applying Determine the meaning of words when a known prefix is added to a known word (e.g., tie/untie, fold/unfold, Write/rewrite, call/recall).
Analyzing
Supply synonyms and antonyms for a given word. Applying Use knowledge of antonyms when reading (e.g., hot/cold, fast/slow, first/last).
Applying
Use knowledge of synonyms when reading (e.g., small/little, happy/glad).
Applying
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 46
Discuss meanings of words and develop vocabulary (e.g., closely related adjectives)
Understanding Apostrophe Possessive words Contractions Predict Compound words
Class discussion Read a variety of texts Science, Social Studies, and Math activities
Demonstrate an understanding of what the apostrophe signifies in singular possessive words
Applying
Demonstrate an understanding of the meaning of contractions
Applying
Use knowledge of the meaning of individual words to predict the meaning of compound words
Applying
use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions)
SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.*
c) Ask and answer questions about what is read.* e) Describe characters, setting, and important events in fiction and poetry.* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Use information from the text to make predictions before, during and after reading
Applying Next Beginning/ middle/end Problem/ solution Predictions Character traits Characters Setting Plots Compare/ contrast Transition words First/next/soon Sequence Graphic
Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Make predictions, read story, confirm predictions Making Predictions (Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner Questioning (Reading Detectives-DOE) Main Idea or Theme-DOE Discuss stories “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Summarizing Story Events (Reader’s Report Chair-DOE) Story maps
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use information from a selection to confirm predictions Applying Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Describe how characters in a story or poem respond to key events.
Understanding Resources
Describe the setting and important events of a story. Understanding Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing Other
Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 48
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding organizers Summarize
Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Practice reading stories, trade books, etc. Comprehension of Fictional Texts One & Two-DOE
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading Applying Apply phonics, meaning clues, and language structure to decode words and increase fluency.
SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.*
a) Preview the selection using text features.* d) Set purpose for reading. e) Ask and answer questions about what is read * f) Locate information to answer questions.* g) Identify the main idea.* h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
Use titles and headings to generate ideas about the text. Applying Creating
Titles/headings Bold type/ italics/ underlining Predict Illustrations/ diagrams/charts/ graphs/maps Revise Sequence Recipes Similarities Text Text features
Identify titles, headings, bold type, italics, underlining Previewing the Selection (Hide and Seek game-DOE) Comprehending Nonfiction (Previewing the Selection-DOE) Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Identify illustrations, diagrams, charts, graphs, maps Making Predictions with Nonfiction Texts (Prediction Window Search-DOE) KWL chart Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use print clues, such as bold type, italics, and underlining, to assist in reading
Applying
Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Understanding
Set a purpose for reading. Skim text for section headings, bold type, and picture captions to help set a purpose for reading.
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Write responses to what they read. Creating Resources Begin to skim text for information to answer specific questions.
Understanding
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Applying Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding Other
Begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.
Applying
Organize information, using graphic organizers. Creating Determine the main idea. Analyzing
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 50
Reread as necessary to confirm and self-correct for word accuracy and comprehension.
Evaluating Subheadings Table of contents Signal words
Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Discuss what is read, as a class and with small groups Use highlighters Locate specific answers Use recipes-cook in class Nonfiction Text Structure (Sticky Notes-DOE)
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials Guide words Entry words Definitions Index (indices) online
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Alphabetize words to the second and third letter Remembering Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Understanding Resources
use online resources to gather information on a given topic (e.g., teacher identified Web sites and online reference materials)
Subject: 2nd Grade English/Writing SOL: 2.12 The student will write stories, letters, and simple explanations.* a) Generate ideas before writing.* b) Organize writing to include a beginning, middle, and end for narrative and expository writing.* c) Expand writing to include descriptive detail.* d) Revise writing for clarity.*
Brainstorming Prewriting, Using Pictures-DOE Lists/graphic organizers Summarizing Story Events (Reader’s Report Chair-DOE) Writing Process-Expository (DOE) Writing Process-Narrative (DOE) Create story map and write story. Practice writing (thank-you letters) Adding Descriptive Detail-DOE Write basic sentences and add specific descriptive parts of speech.
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
-making lists of information Remembering -talking to classmates or teacher about what to write Understanding
Creating -using graphic organizers to plan their writing. Creating
Include a beginning, middle, and end in narrative and expository writing
Creating Resources
Participate in shared research and writing projects Applying Write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement
Remembering Applying
Write narratives describing events with details, sequence, and a closure
Applying Creating
Other
Begin to compose paragraphs Creating Write complete sentences Applying Use adjectives to elaborate and expand simple sentences
Applying
Describe events, ideas, and personal stories with descriptive details
Understanding
Use time-order words, such as first, next, then, and last, to sequence and organize their writing
Remembering Applying Creating
Produce, and expand complete simple and compound sentences (e.g., The girl listened to the music; The little girl listened to the loud music)
Applying
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 54
Strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating
Revising
Revision (Fix My Mess-DOE) Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed.
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. *
a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * d) Use singular and plural nouns and pronouns.* e) Use apostrophes in contractions and possessives.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* j) Use verbs and adjectives correctly in sentences.*
Recognize and use complete sentences. Remembering Applying
Complete sentence Period/question mark/exclamation point Declarative, interrogative, and exclamatory sentences Capitalize Singular and plural nouns Pronouns Apostrophes
Practice writing sentences with spelling words Change one type of sentence to another Self-correct, as needed Draw pictures and label correctly Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game Practice letter-writing Rewrite sentences to include correct verb agreement and correct adjective usage
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Capitalize all proper nouns and words at the beginning of sentences.
Applying
Capitalize the word I. Applying Use singular and plural nouns and pronouns. Applying Resources Use frequently occurring irregular plural nouns (e.g., feet, children, teeth, fish).
Applying
Use apostrophes to form contractions and common singular possessives.
Applying
Spell commonly used sight words, compound words, and regular plurals correctly.
Applying Other
Use verbs and adjectives correctly in sentences (e.g., The friendly girls talk loudly. The friendly girl talks loudly.)
Applying
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 56
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
.
English SOL 2.14 Resources Text Links Apps
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
Third Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 57
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Fourth Six Weeks Curriculum Guide
Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * b) Create and participate in oral dramatic activities*
SOL: 2.2 Student will expand understanding and use of word meanings* a) Increase listening and speaking vocabularies * b) Use words that reflect a growing range of interests and knowledge * c) Clarify and explain words and ideas orally * d) Identify and use synonyms and antonyms* e) Use vocabulary from other content areas*
Listen to and discuss a variety of texts Understanding Descriptive language categorize synonyms antonyms Science, Social Studies, and Math vocabulary
“Think-Pair-Share” activities Explain vocabulary and related activities Games: “I have, who has?” Antonym Matching Game Board (DOE) Identifying Synonyms (Hand Puppets) DOE
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use appropriate descriptive language to express ideas, opinions, and feelings
Understanding Applying
Use language to categorize objects, people, places, or events.
Applying
Explain the meanings of words within the context of how they are used
Understanding
Ask questions to clarify or gain further information Applying Analyzing
Resources
Recognize when two or more different words are being used orally to mean contrasting or opposite things.
Understanding
Recognize when different words are being used orally to mean the same or similar things
Understanding
Use synonyms and antonyms in oral communication Applying Use specific content area vocabulary in discussions Understanding
Applying Other
English SOL 2.2 Resources
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 59
Subject: 2nd Grade English/Oral Language SOL: 2.3 The student will use oral communication skills.* a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.*
Participate in a range of collaborative discussions and conversations building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led)
Understanding
Collaborative discussions Rules for discussions Group roles Pitch/volume Speak clearly distinctly
Game where students are given an assignment on a slip of paper and demonstrate it for the class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).
Applying Analyzing
Follow rules for discussions and assigned group roles Understanding Use proper pitch and volume. Applying Speak clearly and distinctly Understanding Resources
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 60
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities
Subject: 2nd Grade English/Oral Language SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.*
b) Blend sounds to make one-syllable words* e) Blend and segment multisyllabic words at the syllable level.*
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Language Arts Skill Builders: 2nd grade
SOL: 2.5 The student will use phonetic strategies when reading and spelling.* b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words.*
Distinguish long and short vowels when reading one-syllable regularly spelled words
Applying Analyzing
Long vowels Short vowels R-controlled vowel patterns Consonant-vowel patterns Self-correct Comprehension Prefix/suffix
Games: -Sparkle Spelling -Bingo Sorts Cover word parts and sound out one syllable at a time Applying Phonetic Principles-Letter/Word pockets-DOE
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of r-controlled vowel patterns to decode and spell words.
Applying Analyzing
Apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in) , CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind), to decode and spell words.
Applying Analyzing
Decode regular multisyllabic words. Analyzing Use phonetic strategies and context to self-correct for comprehension.
Applying
Decode words with common prefixes and suffixes. Analyzing Resources
Other
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 62
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade Story sequencing strategies
Sentence Builder Teach Me Sentences
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 64
SOL: 2.7 The student will expand vocabulary when reading*
b) Use knowledge of prefixes and suffixes* c) Use knowledge of antonyms and synonyms.* d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas.*
Identify and recognize meanings of common prefixes and suffixes (e.g., un- re-, mis-, dis-, -y, -ly, -er, -ed, -ing, -est, -ful, -less, -able).
Remembering Understanding
Prefix/suffix Root word Synonym Antonym Adjectives Apostrophe Possessive words Contractions Predict Compound words
File Folder Games Antonym Matching Game Board (DOE) Identifying Synonyms (Hand Puppets) DOE Class discussion Read a variety of texts Science, Social Studies, and Math activities
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., sign, signal).
Applying
Use common prefixes and suffixes to decode words Applying Determine the meaning of words when a known prefix is added to a known word (e.g., tie/untie, fold/unfold, Write/rewrite, call/recall).
Analyzing
Supply synonyms and antonyms for a given word. Applying Resources Use knowledge of antonyms when reading (e.g., hot/cold,
fast/slow, first/last). Applying
Use knowledge of synonyms when reading (e.g., small/little, happy/glad).
Applying
Discuss meanings of words and develop vocabulary (e.g., closely related adjectives)
Understanding
Demonstrate an understanding of what the apostrophe signifies in singular possessive words
Applying Other
Demonstrate an understanding of the meaning of contractions
Applying
Use knowledge of the meaning of individual words to predict the meaning of compound words
Applying
Use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions)
Creating
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 65
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade
Grammar Jammers Same Meaning Magic Opposite Ocean Adj & Opposites
Subject: 2nd Grade English/Reading SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.* a) Make and confirm predictions.* b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read.* e) Describe characters, setting, and important events in fiction and poetry.* f) Identify the problem and solution.* g) Identify the main idea,* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Set a purpose for reading Understanding Set a purpose Next Beginning/ middle/end Problem/ solution Who/what/when/where/why/how Predictions Character traits Characters
Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Prior Knowledge: Prewriting Make predictions, read story, confirm predictions Making Predictions (Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of story structure to predict what will happen next (e.g., beginning/middle/end, problem/solution).
Applying
Use prior knowledge to predict information, and to interpret pictures and diagrams
Applying
Use titles and headings to generate ideas about the text. Applying Use information from the text to make predictions before, during and after reading
Applying
Use information from a selection to confirm predictions Applying Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 66
Describe how characters in a story or poem respond to key events.
Understanding Setting Important Events Plots Compare/ contrast Transition words First/next/soon Sequence Graphic organizers Summarize
Questioning (Reading Detectives-DOE) “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Main Idea or Theme-DOE Discuss stories Summarizing Story Events (Reader’s Report Chair-DOE) Story maps Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Comprehension of Fictional Texts One & Two-DOE Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Journals Record students reading and let them listen Practice reading stories, trade books, etc.
Resources
Describe the setting and important events of a story. Understanding Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing Other
Identify the problems and solutions in stories. Remembering Determine the main idea or theme of paragraphs or stories.
Analyzing
Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading Applying Apply phonics, meaning clues, and language structure to decode words and increase fluency.
Applying
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 67
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Discovery Education video clips: Discovering Language Arts: Reading (K-2)
Aesop’s Quest Phonics Tic Tac Toe Corkulous Basic Cloze Practice How Zebras Got Their Stripes A Seed Grows Red Riding Hood iStorybooks
Subject: 2nd Grade English/Writing SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.* a) Preview the selection using text features.* d) Set purpose for reading. e) Ask and answer questions about what is read * f) Locate information to answer questions.* h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
Identify titles, headings, bold type, italics, underlining Comprehending Nonfiction (Previewing the Selection-DOE) Nonfiction Text Structure (Sticky Notes-DOE) Making Predictions with Nonfiction Texts (Prediction Window Search-DOE) KWL chart Writing to a Specific Topic
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use print clues, such as bold type, italics, and underlining, to assist in reading
Applying
Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Understanding
Set a purpose for reading. Skim text for section headings, bold type, and picture captions to help set a purpose for reading.
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 68
Write responses to what they read. Creating Sequence Recipes Text Text features Subheadings Table of contents Signal words
(Leader Prompt-Writer Response-DOE) Identify illustrations, diagrams, charts, graphs, maps Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups Discuss what is read, as a class and with small groups Use highlighters Locate specific answers Use recipes-cook in class
Begin to skim text for information to answer specific questions.
Understanding
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Applying Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding
Resources
Begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.
Applying
Organize information, using graphic organizers. Creating Other Reread as necessary to confirm and self-correct for word
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials Guide words Entry words Definitions Index (indices)
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Alphabetize words to the second and third letter Remembering Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Write legibly Applying Space words Space sentences strokes Cursive
Practice writing: spelling words, journals
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Space words in sentences Applying
Space sentences in writing Applying Resources Learn basic strokes for cursive. Applying
English SOL 2.11 Resources
Text Links Apps WiDA 2012 Grade 2-Standard 1-Writing VDOE English Sample Lesson Plans
TeachMe 2nd Grade
Subject: 2nd Grade English/Writing SOL: 2.12 The student will write stories, letters, and simple explanations.* a) Generate ideas before writing.* b) Organize writing to include a beginning, middle, and end for narrative and expository writing.* c) Expand writing to include descriptive detail.* d) Revise writing for clarity.*
-talking to classmates or teacher about what to write Understanding Creating
Lists Graphic organizers Facts/opinions Adjectives Descriptive details Time-order words Revising
DOE Lists/graphic organizers Summarizing Story Events (Reader’s Report Chair-DOE) Writing Process-Expository (DOE) Writing Process-Narrative (DOE) Create story map and write story. Practice writing (thank-you letters) Adding Descriptive Detail-DOE Write basic sentences and add specific descriptive parts of speech. Revision (Fix My Mess-DOE) Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed.
Unit tests Lessons Spelling tests AR tests
-using graphic organizers to plan their writing. Creating
Include a beginning, middle, and end in narrative and expository writing
Creating Resources
Participate in shared research and writing projects Applying Write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement
Remembering Applying
Write narratives describing events with details, sequence, and a closure
Applying Creating
Other
Begin to compose paragraphs Creating Write complete sentences Applying Use adjectives to elaborate and expand simple sentences
Applying
Describe events, ideas, and personal stories with descriptive details
Understanding
Use time-order words, such as first, next, then, and last, to sequence and organize their writing
Remembering Applying Creating
Produce, and expand complete simple and compound sentences (e.g., The girl listened to the music; The little girl listened to the loud music)
Applying
Strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 72
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central)
Corkulous Puppet Pals StoryKit
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. * a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * e) Use apostrophes in contractions and possessives.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* j) Use verbs and adjectives correctly in sentences.*
Recognize and use complete sentences. Remembering Applying
Complete sentence Period/question mark/exclamation point Declarative, interrogative, and exclamatory sentences Capitalize Pronouns Apostrophes Compound words
Practice writing sentences with spelling words Change one type of sentence to another Self-correct, as needed Draw pictures and label correctly Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 74
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
Fourth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 75
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Fifth Six Weeks Curriculum Guide
Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * a) Create oral stories to share with others* c) Use correct verb tense in oral communication* d) Use increasingly complex sentence structure in oral communication*
Round Robin storytelling Listen to teacher model reading with expression, imitate it Model adding more words to simple sentences Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Use whisper phones
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Maintain and manipulate voice, such as pausing, tempo, and pitch, to convey mood
Applying
Add appropriate elaboration and detail while recounting or describing an event
Applying
Use present, past, and future tenses appropriately Applying Provide a referent for pronouns (e.g., Serena wanted to sing but she was afraid)
Subject: 2nd Grade English/Oral Language SOL: 2.2 Student will expand understanding and use of word meanings* a) Increase listening and speaking vocabularies * b) Use words that reflect a growing range of interests and knowledge * c) Clarify and explain words and ideas orally * d) Identify and use synonyms and antonyms * e) Use vocabulary from other content areas*
SOL: 2.3 The student will use oral communication skills.*
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.* b) Share stories or information orally with an audience.* c) Participate as a contributor and leader in a group.* f) Give three- and four-step directions*
Participate in a range of collaborative discussions and conversations building on others’ ideas and clearly expressing their own
Understanding Collaborative discussions Rules for discussions Group roles Pitch/volume Logical order Nonverbal expressions Sequence
Game where students are given an assignment on a slip of paper and demonstrate it for the class Share stories with class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE) Repeat teacher directions: -Gossip game Write plot summaries Use whisper phones
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).
Applying Analyzing
Follow rules for discussions and assigned group roles. Understanding Use proper pitch and volume. Applying Speak clearly and distinctly Understanding Resources Share and retell an experience or story to an audience in a logical order, with appropriate facts, and descriptive details.
Understanding
Select vocabulary and nonverbal expressions appropriate to purpose and audience
Remembering
Express ideas clearly and in an organized manner Understanding Other
Contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.
Understanding Analyzing Creating
Confer with small-group members about how to present information to the class.
Understanding Applying Creating
Carry out a specific group role, such as leader, recorder, materials manager, or reporter.
Applying
Give three-step and four-step directions. Creating Sequence three or four steps chronologically in oral directions.
Analyzing
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 79
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
iTalk
Subject: 2nd Grade English/Oral Language
SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.*
b) Blend sounds to make one-syllable words* e) Blend and segment multisyllabic words at the syllable level.*
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
Distinguish long and short vowels when reading one-syllable regularly spelled words
Applying Analyzing
Long vowels Short vowels r-controlled vowel patterns consonant-vowel patterns Self-correct Comprehension Prefix/suffix
Games: -Sparkle Spelling -Bingo Sorts Cover word parts and sound out one syllable at a time Applying Phonetic Principles-Letter/Word pockets-DOE
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of r-controlled vowel patterns to decode and spell words.
Applying Analyzing
Apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in) , CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind), to decode and spell words.
Applying Analyzing
Decode regular multisyllabic words. Analyzing
Use phonetic strategies and context to self-correct for comprehension.
Applying Resources Decode words with common prefixes and suffixes. Analyzing Other
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 81
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Story Scramble Story sequencing strategies Wall of Words
Sentence Builder Teach Me Sentences
Subject: 2nd Grade English/Reading SOL: 2.7 The student will expand vocabulary when reading* c) Use knowledge of antonyms and synonyms.* d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas.*
Supply synonyms and antonyms for a given word. Applying Synonyms Antonyms Apostrophe Possessive words Contractions Predict Compound words
Identifying Synonyms (Hand Puppets) DOE Antonym Matching Game Board (DOE) File Folder games Class discussion Read a variety of texts Science, Social Studies, and Math activities
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use knowledge of antonyms when reading (e.g., hot/cold, fast/slow, first/last).
Applying
Use knowledge of synonyms when reading Applying Discuss meanings of words and develop vocabulary (e.g., closely related adjectives)
Understanding
Demonstrate an understanding of what the apostrophe signifies in singular possessive words
Applying
Demonstrate an understanding of the meaning of contractions
Applying
Use knowledge of the meaning of individual words to predict the meaning of compound words
Applying
use specific vocabulary from content area study to express interests and knowledge (e.g., in discussions, by summarizing, through generating and answering questions)
Creating Resources Other:
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 83
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade
Same Meaning Magic Opposite Ocean Grammar Jammers
Subject: 2nd Grade English/Reading
SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.*
a) Make and confirm predictions.* c) Ask and answer questions about what is read.* d) Locate information to answer questions.* e) Describe characters, setting, and important events in fiction and poetry.* g) Identify the main idea.* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Set a purpose for reading Understanding Set a purpose Next Beginning/ middle/end Problem/ solution Who/what/when/ where/why/how Predictions
Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Make predictions, read story, confirm predictions Making Predictions (Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Apply knowledge of story structure to predict what will happen next (e.g., beginning/middle/end, problem/solution).
Applying
Use information from the text to make predictions before, during and after reading
Applying
Use information from a selection to confirm predictions Applying Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Resources
Find evidence to support predictions (e.g., return to text to locate information, support predictions, and answer questions)
Understanding
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 84
Begin to skim for information to answer questions. Understanding skim text illustrations images Character traits Characters Setting Important events Plots Compare/ contrast Main idea Transition words First/next/soon Sequence Graphic organizers Summarize Story map Summarize prosody Commas/ periods
Questioning (Reading Detectives-DOE) Main Idea or Theme-DOE Discuss stories “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Summarizing Story Events (Reader’s Report Chair-DOE) Story maps Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Journals Record students reading and let them listen Practice reading stories, trade books, etc. Comprehension of Fictional Texts One & Two-DOE
Explain how illustrations and images contribute to and clarify text.
Understanding
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Describe how characters in a story or poem respond to key events.
Understanding
Describe the setting and important events of a story. Understanding Other
Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing
Determine the main idea or theme of paragraphs or stories.
Applying
Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading
Applying
Apply phonics, meaning clues, and language structure to decode words and increase fluency.
Applying
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 85
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Discovery Education video clips: Discovering Language Arts: Reading (K-2)
Aesop’s Quest Basic Cloze Practice How Zebras Got Their Stripes A Seed Grows Red Riding Hood iStorybooks iTalk
Subject: 2nd Grade English/Reading
SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.* a) Preview the selection using text features.* b) Make and confirm predictions about the main idea.* d) Set purpose for reading. e) Ask and answer questions about what is read * f) Locate information to answer questions.* g) Identify the main idea.*
Use information from a selection to confirm predictions Applying Creating
Subheading Bold/italic Sequence Recipes Section headings Similarities Text skim Texts Subheadings Table of contents Signal words
Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Discuss what is read, as a class and with small groups Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Use highlighters Locate specific answers Use recipes-cook in class Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups Nonfiction Text Structure (Sticky Notes-DOE)
Other
Use knowledge of sequence to make predictions while reading functional text such as recipes and other sets of directions
Applying Creating
Set a purpose for reading. Understanding Skim text for section headings, bold type, and picture captions to help set a purpose for reading.
Understanding
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Write responses to what they read. Creating Begin to skim text for information to answer specific questions.
Understanding
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding
Begin to use knowledge of transition words (signal words) (e.g., first, next, and soon), to understand how information is organized.
Applying
Organize information, using graphic organizers. Creating Determine the main idea Analyzing
SOL: 2.10 The student will demonstrate comprehension of information in reference materials.*
a) Use table of contents.* b) Use pictures, captions, and charts.* c) Use dictionaries, glossaries, and indices.*
Days (29)
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional
Activities
Add. Info.
21 instruct 5 test (3 weather)
Locate titles and page numbers, using a table of contents Understanding Titles Table of contents
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use a table of contents to locate information in content-area books
Understanding Applying
Interpret pictures, captions, diagrams, and tables Applying Pictures/diagrams/ captions/tables
Interpret information presented in bar graphs, charts, and pictographs.
Applying Bar graphs/charts/ pictographs
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials alphabetize Guide words Entry words Definitions Index (indices)
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Alphabetize words to the second and third letter Remembering Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating Revising Capital letters Punctuation Stays on topic details
Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed. Revision (Fix My Mess-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests Resources Other
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. * a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * e) Use apostrophes in contractions and possessives.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* j) Use verbs and adjectives correctly in sentences.*
Recognize and use complete sentences. Remembering Applying
Complete sentence Period/question mark/exclamation point Declarative, interrogative, and exclamatory sentences Capitalize Proper noun Apostrophes Contractions Common singular possessives Sight words Compound words Plurals Verbs/adjectives
Practice writing sentences with spelling words Change one type of sentence to another Self-correct, as needed Draw pictures and label correctly Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game Practice letter-writing Rewrite sentences to include correct verb agreement and correct adjective usage
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade Making Sentences games Abbreviations Grade 2: Proofreading Makes Perfect Power Proofreading Contraction practice Fly-by Contractions Contractions Concentration 2 Noun Dunk (common-proper nouns) Grammar Blast: Capitalization & Punctuation Compound Words drag and drop
Grammar Jammers Phonics Tic Tac Toe Sight Words Word Bingo Rocket Speller Super Why Sentence Builder Teach Me Sentences
Subject: 2nd Grade English/Writing SOL: 2.14 The student will use available technology for reading and writing.
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 92
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
Fifth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 93
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Sixth Six Weeks Curriculum Guide
Subject: 2nd Grade English/Oral Language SOL: 2.1 Student will demonstrate an understanding of oral language structure * a) Create oral stories to share with others* b) Create and participate in oral dramatic activities* d) Use increasingly complex sentence structure in oral communication*
Days (32)
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional
Activities
Add. Info.
23 instruct 5 test (4 weather)
Use the story structure of beginning, middle, and end to tell a story of an experience.
Remembering Understanding
Story structure Beginning/middle/ end pausing Mood describing Pronouns Subject-verb agreement Complete sentences Conjunctions Self-correct Present/past/ future tense Sentence structure
Round Robin storytelling Listen to teacher model reading with expression, imitate it Model adding more words to simple sentences Readers’ Theater Do “plays” Model adding more words to simple sentences Story Re-telling Using Creative Dramatics (Creative Storytelling Rubric -DOE) Use whisper phones
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Maintain and manipulate voice, such as pausing, tempo, and pitch, to convey mood
Applying
Add appropriate elaboration and detail while recounting or describing an event
Applying
Use present, past, and future tenses appropriately Applying Provide a referent for pronouns (e.g., Serena wanted to sing but she was afraid)
Applying Resources
Demonstrate subject-verb agreement Creating Use more complex sentence structure with conjunctions, such as while, when, if, because, so, and but, when describing events and giving explanations
Evaluating
Speak in complete sentences when appropriate to task and situation to provide details and clarification
Applying Other
Begin to self-correct errors made when communicating orally
Understanding Evaluating
Dramatize familiar stories Applying Use more complex sentence structure with conjunctions, such as while, when, if, because, so, and but, when describing events and giving explanations
Remembering Understanding Applying
DATES TO REMEMBER Mid six weeks: May 4, 2016 SOLs: May Memorial Day: May 30, 2016 End of six weeks:
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 94
Subject: 2nd Grade English/Oral Language SOL: 2.2 Student will expand understanding and use of word meanings.* a) Increase listening and speaking vocabularies. * b) Use words that reflect a growing range of interests and knowledge. * c) Clarify and explain words and ideas orally. * d) Identify and use synonyms and antonyms. * e) Use vocabulary from other content areas.*
SOL: 2.3 The student will use oral communication skills.*
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.* b) Share stories or information orally with an audience.* c) Participate as a contributor and leader in a group.*
Participate in a range of collaborative discussions and conversations building on others’ ideas and clearly expressing their own
Understanding Collaborative discussions Group roles Pitch/volume Clearly Logical order Appropriate facts Descriptive details Organized retell
Game where students are given an assignment on a slip of paper and demonstrate it for the class Share stories with class Book Club meetings with rotating roles Summarizing Story Events (Reader’s Report Chair-DOE) Repeat teacher directions: -Gossip game Write plot summaries
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).
Applying Analyzing
Follow rules for discussions and assigned group roles. Understanding Use proper pitch and volume. Applying Speak clearly and distinctly Understanding Resources Share and retell an experience or story to an audience in a logical order, with appropriate facts, and descriptive details.
Understanding
Select vocabulary and nonverbal expressions appropriate to purpose and audience
Remembering
Express ideas clearly and in an organized manner Understanding Other
Contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting.
Understanding Analyzing Creating
Confer with small-group members about how to present information to the class.
Understanding Applying Creating
Carry out a specific group role, such as leader, recorder, materials manager, or reporter.
Applying
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 97
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Storytelling tips for oral language development
iTalk
Subject: 2nd Grade English/Oral Language SOL: 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.* b) Blend sounds to make one-syllable words* c) Segment one-syllable words into individual speech sounds (phonemes).* d) Add or delete phonemes (sounds) to make words.* e) Blend and segment multisyllabic words at the syllable level.*
Blend sounds to make one-syllable words Applying Blend One-syllable Segment Rime phoneme Multisyllabic syllables
Clap syllables Manipulating Phonemes to Make Rhyming Words (DOE) (Internet search for rhyming folk songs) Sort words by beginning blends Clap syllables Puzzle strips-put words together and take apart
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Segment words by saying each sound Analyzing Add a phoneme from an orally presented word or rime to make a new word
Creating
Delete a phoneme from an orally presented word to make a new word
Creating
Blend and segment multisyllabic words at the syllable level
Analyzing
Identify syllables in a word Remembering Resources State the word created by blending given syllables together
Applying
Delete a syllable from a word and state what remains Creating Other Manipulate sounds in words to form new or nonsense words
Creating
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 98
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Oral Language Activities Language Arts Skill Builders: 2nd grade
Subject: 2nd Grade English/Reading SOL: 2.6 The student will use semantic clues and syntax to expand vocabulary when reading* c) Use knowledge of story structure and sequence.* d) Reread and self-correct.
VDOE English Sample Lesson Plans Starfall HMH Publishing-Journeys online (Think Central) Story Scramble Story sequencing strategies Wall of Words
Sentence Builder Teach Me Sentences
Subject: 2nd Grade English/Reading SOL: 2.7 The student will expand vocabulary when reading* c) Use knowledge of antonyms and synonyms.* d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.* e) Use vocabulary from other content areas.*
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade
Same Meaning Magic Opposite Ocean Grammar Jammers
Subject: 2nd Grade English/Reading SOL: 2.8 The student will read and demonstrate comprehension of fictional texts.* a) Make and confirm predictions.* c) Ask and answer questions about what is read.* e) Describe characters, setting, and important events in fiction and poetry.* f) Identify the problem and solution.* h) Summarize stories and events with beginning, middle, and end in the correct sequence.* i) Draw conclusions based on the text.* j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Use information from a selection to confirm predictions
Problem/ solution Who/what/when/ where/why/how Main details Character traits Setting Important events illustrations Characters Plots Compare/ contrast Main idea Transition words First/next/soon Sequence Graphic organizers Introduce/ conclude Story map Summarize prosody Commas/ periods
(Sequencing cards-DOE) Ask questions; have students make up questions and ask a partner Questioning (Reading Detectives-DOE) Main Idea or Theme-DOE Discuss stories “Poetry in My Pocket” Day (April): bring a poem to school and read to class, explain its meaning Summarizing Story Events (Reader’s Report Chair-DOE) Story maps Sequence stories Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Drawing Conclusions (Fiction Addition graphics-DOE) Response logs-write story with a new ending Journals Record students reading and let them listen Practice reading stories, trade
Ask and answer simple who, what, when, where, why, and how questions to demonstrate understanding of main details and events in text.
Applying Analyzing
Describe a character’s traits, feelings, and actions as presented in a story or poem.
Understanding
Describe how characters in a story or poem respond to key events.
Understanding
Describe the setting and important events of a story. Understanding Use information from illustrations and words to demonstrate comprehension of characters, settings, and plots.
Applying
Compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories).
Analyzing
Identify the problems and solutions in stories. Remembering Begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence.
Applying Other
Organize information, using graphic organizers (e.g., story map, sequence of events).
Creating
Use the framework of beginning, middle, and end to summarize and retell story events
Understanding Applying Creating
Describe the structure of a story (e.g., beginning introduces the story, ending concludes the action)
Understanding
Write responses to what they read (e.g., response logs, write the story with a new ending)
Creating
Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency, and prosody.
Applying
Pause at commas and periods during oral reading
Applying
Apply phonics, meaning clues, and language structure to Applying
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 103
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Discovery Education video clips: Discovering Language Arts: Reading (K-2)
Aesop’s Quest Basic Cloze Practice How Zebras Got Their Stripes A Seed Grows Red Riding Hood iStorybooks
Subject: 2nd Grade English/Reading
SOL: 2.9 The student will read and demonstrate comprehension of nonfiction texts.*
a) Preview the selection using text features.* b) Make and confirm predictions about the main idea.* d) Set purpose for reading. e) Ask and answer questions about what is read * f) Locate information to answer questions.* g) Identify the main idea.* h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 104
Use titles and headings to generate ideas about the text. Applying Creating
Titles/headings Bold type/ italics/ underlining Predict Illustrations/ images/ diagrams/ charts/graphs/ maps Locate information Captions Subheading Section headings Similarities Text skim Texts Table of contents Transition words Signal words First/next/soon Graphic organizers Main idea
Identify titles, headings, bold type, italics, underlining Previewing the Selection (Hide and Seek game-DOE) Comprehending Nonfiction (Previewing the Selection-DOE) Identify illustrations, diagrams, charts, graphs, maps Making Predictions with Nonfiction Texts (Prediction Window Search-DOE) KWL chart Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Discuss what is read, as a class and with small groups Use Question Cubes to ask and answer questions. Make up questions to ask a partner. Use highlighters Locate specific answers Use recipes-cook in class Locating Information to Answer
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Use print clues, such as bold type, italics, and underlining, to assist in reading
Applying
Explain how illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify text.
Understanding
Use prior knowledge to predict information Applying Interpret illustrations, such as diagrams, charts, graphs, and maps, to make predictions about the text
Applying Creating
Resources
Use information from the text to make and revise predictions
Applying Creating
Use text features to make predictions, locate information, and answer questions
Applying Creating
Use information from a selection to confirm predictions Applying Creating
Other
Use knowledge of sequence to make predictions while reading functional text such as recipes and other sets of directions
Applying Creating
Set a purpose for reading. Understanding Skim text for section headings, bold type, and picture captions to help set a purpose for reading.
Understanding
Ask and answer questions about what is read to demonstrate understanding
Applying Analyzing
Write responses to what they read. Creating Begin to skim text for information to answer specific questions.
Understanding
Identify the sequence of steps in functional text such as recipes or other sets of directions.
Analyzing
Follow the steps in a set of written directions Applying Locate information in texts to answer questions (e.g., use text features to locate and answer questions - headings, subheadings, bold print, charts, tables of contents)
Understanding
Begin to use knowledge of transition words (signal words) Applying Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test.
(e.g., first, next, and soon), to understand how information is organized.
Questions-nonfiction (Answer Search-DOE) Locating Information to Answer Questions-small groups Nonfiction Text Structure (Sticky Notes-DOE)
Organize information, using graphic organizers. Creating Determine the main idea Analyzing Reread as necessary to confirm and self-correct for word accuracy and comprehension.
SOL: 2.10 The student will demonstrate comprehension of information in reference materials.*
c) Use dictionaries, glossaries, and indices.*
Days (32)
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional
Activities
Add. Info.
23 instruct 5 test (4 weather)
Use dictionaries, glossaries, and indices to locate key facts or information
Understanding Applying
Dictionary Glossary Reference materials alphabetize Guide words Entry words Definitions Index (indices)
Using Simple Reference Materials (Picture Dictionary-DOE) Comprehension of Information in Reference Materials (Scavenger Hunt-DOE) Locating Information to Answer Questions-nonfiction (Answer Search-DOE) Dictionary game Practice finding words Find spelling words in the dictionary
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
Consult reference materials as needed to spell, check spelling, and understand grade-appropriate words
Understanding Applying
Resources
Alphabetize words to the second and third letter Remembering Other Locate words in reference materials, using first, second, and third letter
Understanding
Locate guide words, entry words, and definitions in dictionaries and indices
Subject: 2nd Grade English/Writing SOL: 2.12 The student will write stories, letters, and simple explanations.* a) Generate ideas before writing.* b) Organize writing to include a beginning, middle, and end for narrative and expository writing.* d) Revise writing for clarity.*
Days (32)
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional
Activities
Add. Info.
23 instruct 5 test (4 weather)
Generate ideas and organize information before writing by: -participating in brainstorming activities
Creating Brainstorming Lists Graphic organizers Beginning/middle/ end research informative Facts/opinions Narrative closure complete sentences Revising Punctuation Stays on topic Details
Brainstorming Prewriting, Using Pictures-DOE Lists/graphic organizers Summarizing Story Events (Reader’s Report Chair-DOE) Writing Process-Expository (DOE) Writing Process-Narrative (DOE) Create story map and write story. Practice writing (thank-you letters) Writing to a Specific Topic (Leader Prompt-Writer Response-DOE) Read writing aloud to a partner; partner tells you what they don’t understand. Rewrite as needed. Revision (Fix My Mess-DOE)
Assessments Observation Weekly tests Unit tests Lessons Spelling tests AR tests
-making lists of information Remembering - talking to classmates or teacher about what to write Understanding
Creating - using graphic organizers to plan their writing Creating Include a beginning, middle, and end in narrative and expository writing
Creating
Participate in shared research and writing projects Applying Write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement
Remembering Applying
Write narratives describing events with details, sequence, and a closure
Applying Creating
Begin to compose paragraphs Creating Write complete sentences Applying Strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).
Creating Resources Other
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 109
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central)
Grammar Jammers Corkulous Puppet Pals StoryKit
Subject: 2nd Grade English/Writing SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. * a) Recognize and use complete sentences. * b) Use and punctuate declarative, interrogative, and exclamatory sentences.* c) Capitalize all proper nouns and the word I. * e) Use apostrophes in contractions and possessives.* f) Use contractions and singular possessives.* h) Use correct spelling for commonly used sight words, including compound words and regular plurals.* j) Use verbs and adjectives correctly in sentences.*
Use verbs and adjectives correctly in sentences (e.g., The friendly girls talk loudly. The friendly girl talks loudly.)
Applying Apostrophes Contractions Common singular possessives Sight words Compound words Plurals Verbs/adjectives
Rewrite sentences to include correct verb agreement and correct adjective usage Combine 2 words to make contractions Write stories Match games Spelling Bee Spelling game Practice letter-writing
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Language Arts Skill Builders: 2nd grade Making Sentences games Grade 2: Proofreading Makes Perfect Power Proofreading Contraction practice Fly-by Contractions Contractions Concentration 2 Noun Dunk (common-proper nouns) Grammar Blast: Capitalization & Punctuation Compound Words drag and drop
Grammar Jammers Phonics Tic Tac Toe Sight Words Word Bingo Rocket Speller Super Why Sentence Builder Teach Me Sentences Sight Words
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 111
Use available technology and media for reading and writing, including in collaboration with peers.
Applying Media Collaboration Formats
Use available technology such as computers, Smartboards, document cameras, iPads, iPod Touch sets, Kindles, clickers, etc. to read, write, record (audio/video), and collaborate between students, teachers, and classrooms
Assessments
Use available technology to produce writing Applying Use available media for reading and writing. Applying Resources
Ask and respond to questions about material presented through various media formats
Analyzing Other
English SOL 2.14 Resources Text Links Apps
VDOE English Sample Lesson Plans HMH Publishing-Journeys online (Think Central) Standards of Learning for Computer Technology K-2 English SOL Online Writing Resources [see online resource links throughout Curriculum Guide)
See App suggestions throughout Curriculum Guide
Sixth Six Weeks Virginia SOL Scope & Sequence Lesson Plans * Bold items are assessed on the SOL test. 112