The American International School of Freetown Curriculum ...

The American International School of Freetown

Curriculum Guide

Grade 1 & 2

2018/2019 School Year

(revised from 2017/2018)

2

All curriculum is rooted in the Mission and Beliefs of our school

Mission Statement AISF develops students' love of learning in an internationally recognized, safe, student-centered and interactive learning environment. Students develop a global perspective that fosters empathy and prepares them for success in an ever-changing world.

Beliefs We believe that:

Respect for everyone’s progress, and care for their safety and wellbeing, are essential for a successful and interactive learning environment.

The diversity of our community enriches our learning experience, and develops global perspectives.

Each member of our community is both a teacher and a learner, participating in an ongoing process of self-realization.

Collaboration and teamwork are vital for progress in an ever-changing, interconnected world.

3

Preface from the Director

Teaching and learning at the American School of Freetown build up from what we want students to know and be able to do. The label for that desired result is an intended learning outcome (ILO). The cornerstone of our curriculum design is simple but powerful:

AT AISF we know our students, not just as a group, but every individual learner.

We start our building with a clear vision of our goal for student learning. In sum, the key is to know our students and to plan backwards from our intended learning outcomes. All of the curriculum in this Guide has been designed and written by AISF teachers. They know our students and it is tailored exactly to them. All curriculum in this Guide fulfills the requirements of our good standing in the United States as a fully accredited US international school. The sources for creating curriculum at AISF are US Standards. The intended learning outcomes for all subjects at all grade levels state simply that each child will meet that standard, sometimes with assistance, and others times will exceed the standard. As the US Embassy sponsored school in Sierra Leone, AISF must be certain that every learner can transfer smoothly either to a quality US public school or to a quality international school. Current standards in use at AISF are US Common Core for English/Language Arts and for Mathematics, Next Generation Science, and McRel Standards. All the curriculum templates you read in the Guide will list the US Standards to be met. US Standards are used in American schools all over the world. All the curriculum you read will also explain the ways that the teacher has planned to reach the Intended learning outcomes. The Curriculum Guide is organized by grade levels and by subjects within each grade level. By design, AISF has blended classrooms with two grade levels in each class. Curriculum is presented for each blended classroom: PreK/KG, Grade 1&2, Grade 3&4, Grade 5&6, and Grade7&8. This 2017/2018 school year AISF is running a Grade 9 Pilot which is described in a separate publication. Our aim in this Guide to publish our entire academic curriculum for AISF families. We want all of you to be well informed about the intended learning outcomes for your children’s experience at AISFreetown.

4

Scope and Sequence Overview AISF’s multi-grade classes follow curriculums based on standards and benchmarks which correspond to each grade level. Differentiation is integral to the learning in each class from Pre-Kindergarten to Grade 8. For more details about unit progression, and which standards are covered when please refer to the published curriculum documents. Math Pre-Kindergarten follow an Early Years program of play-based activities to develop early math skills. This includes exploring patterns, solving puzzles, playing games, counting and sequencing songs and rhymes, Numberjacks, and Numberblocks, using a range of materials and manipulatives. Students in Kindergarten through Grade 6 follow the program of the Everyday Math Common Core Edition. Grades 7 and 8 use Holt McDougal textbooks as a resource to teach Common Core Math standards. AISF uses the Common Core Math standards and benchmarks to inform all math instruction. English Language Arts Pre-Kindergarten are taught phonics and early writing through the Jolly Phonics and Letterland schema, and through a wide variety of play-based activities. The curriculum in Kindergarten to Grade 8 English Language Arts is tied to the Common Core English Language Arts standards and benchmarks. Kindergarten learn reading through Collins Big Cat leveled readers and guided reading. Kindergarten to Grade 2 are taught Letterland phonics and use Collins Big Cat leveled readers. Grades 3 through 8 learn reading through novel studies, supplemented with informational texts. Students all follow the 6+1 traits of writing model and assessment rubrics for writing. Science Pre-Kindergarten and Kindergarten develop their knowledge and understanding of the world through topic-based learning through play, enhanced by FOSS and Discovery kit resources. Kindergarten through Grade 8 follow Next Generation Science Standards. Grades 1 to 4 follow the TCI science program, and Grades 5 to 8 use FOSS. Social Studies McREL standards and benchmarks are used to inform instruction for Kindergarten through Grade 8. Pre-Kindergarten and Kindergarten follow a bespoke child-led curriculum created by our in-house Early Years specialist teachers. Topics include the history of toys/transport; important people and people who help us in our community, ourselves, our families, our environment and celebrations. These topics flow smoothly into the TCI program, which delves deeper into the topics of family and community. Social Studies from Grade 1 through 8 follow the full TCI program.

5

Grade 1&2

Subject: English Language Arts

Trimester 1 Grade Level: 1 & 2 Unit Topics and Key Texts: Roald Dahl based on a range of Dahl’s stories including The Twits (the book

and the play). 6 weeks Robots based on The Iron Man by Ted Hughes, other poetry, and a range of non-fiction books on robots and robotics. 6 weeks

Common Core Domains - Whole Year (Letter and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A

Grade 2 Students will:- Reading: Foundational Skills

Know and apply grade-level phonics and word

analysis skills in decoding words. RF.2.3

Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A

6

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2 Describe characters, settings, and major events in a story, using key details. RL.1.3

Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10

7

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7 Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g.,

Reading: Information texts (where they differ from above) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing

Write opinion pieces in which they introduce the

topic or book they are writing about, state an

opinion, supply reasons that support the opinion, use

linking words (e.g., because, and, also) to connect

opinion and reasons, and provide a concluding

statement or section. W.2.1

Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or

section. W.2.2

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety

8

listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2 Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D

of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8 Speaking and Listening

Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups. SL.2.1

Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion). SL.2.1.A

Build on others' talk in conversations by linking their

comments to the remarks of others. SL.2.1.B

Ask for clarification and further explanation as

needed about the topics and texts under discussion.

SL.2.1.C

Recount or describe key ideas or details from a text

read aloud or information presented orally or

through other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C

9

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.6

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4. Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A

10

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6

Stage 2 – Assessment Evidence

Grade 1 Assessment Tasks

Write simple sentences using nouns, adjectives, connectives, and correct punctuation.

Use labels, captions, headings and other note forms in writing

Reading skills rely on decoding; gain knowledge of long vowel sounds, alternative spellings, grammar (past and present verb tenses) and punctuation learned (, . ‘ ? ! ).

Writing reflects growing reading skills

Grade 2 Assessment Tasks

Written and spoken expanded sentences using noun phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation; organizing texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Demonstrate an understanding, and use of, rhyming and exception words, similes and alliteration.

Create and perform own plays and poems.

Learning Plan

Grade 1 Learning Activities:

Understand learning objectives for each lesson

Study the cover design, the blurb and make predictions about stories and characters in a range of Roald Dahl books, Ted Hughes poem, and fiction and non-fiction books on robots.

Read, discuss and analyze the story/poem, setting and characters

Create labelled diagrams, captioned illustrations.

Compare and contrast different stories/poems by the same author – in terms of settings, characters and plots.

Create story/poem plans, illustrations and oral presentations/dramas, and completed written stories and poems; present performance poetry.

Understand the difference between fiction and non-fiction texts.

Describe some of the features of a non-fiction text: table of contents, index, etc.

Begin to learn how to review your work critically and constructively.

Grade 2 Learning Activities:

Understand learning objectives for each lesson

Develop a deeper awareness of Roald Dahl, his work and his style; develop understanding of organizing texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Develop understanding of words with irregular spellings, correct use of pronouns, possessive apostrophes, construct new words using prefixes, using time and cause words – in particular adverbs for describing movement.

Research the author/s of the stories/poems and be aware of other stories/poems by them; read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and characters.

Develop non-fiction work through books/internet research on robots and robotics.

Develop dictionary use; review structuring text and using inverted commas.

11

Create story/poem plans, illustrations and oral presentations/dramas, and completed written stories and poems; present performance poetry.

Continue to learn how to review your work critically and constructively.

Resources The Enormous Crocodile by Roald Dahl George’s Marvellous Medicine by Roald Dahl The Twits (book and play) by Roald Dahl Revolting Rhymes by Roald Dahl The Iron Man by Ted Hughes Non-fiction books on robots and robotics A selection of children’s poetry books

Trimester 2 Subject: English Language Arts Grade Level: 1 & 2 Unit Topics and Key Texts: Kings, Queens and Castles based on non-fictional accounts and information

texts, and fiction (including fantasy) stories. 6 weeks Aliens based on a range of fun, fiction books including Beegu by Alexis Deacon, The Way Back Home by Oliver Jefferies, Cloudland by John Burningham, Colin McNaughton stories and a range of others. 6 weeks

Common Core Domains - Whole Year (Letters and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D

Grade 2 Students will:- Reading: Foundational Skills

Know and apply grade-level phonics and word

analysis skills in decoding words. RF.2.3

Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy,

12

Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2 Describe characters, settings, and major events in a story, using key details. RL.1.3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7 Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above)

appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10 Reading: Information texts (where they differ from above) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,

13

Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3

electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing

Write opinion pieces in which they introduce the

topic or book they are writing about, state an

opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to

connect opinion and reasons, and provide a

concluding statement or section. W.2.1

Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to

develop points, and provide a concluding

statement or section. W.2.2

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8

14

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2 Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple

Speaking and Listening

Participate in collaborative conversations with

diverse partners about grade 2 topics and

texts with peers and adults in small and larger

groups. SL.2.1

Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion). SL.2.1.A

Build on others' talk in conversations by linking

their comments to the remarks of others. SL.2.1.B

Ask for clarification and further explanation as

needed about the topics and texts under

discussion. SL.2.1.C

Recount or describe key ideas or details from a text

read aloud or information presented orally or

through other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched

15

relationships (e.g., because). L.1.6

the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4. Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and

16

responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6

Assessment Evidence

Grade 1 Assessment Tasks

Plan and write a narrative based on a book. Write expanded sentences using noun

phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation.

Plan and create a fully labelled and captioned map of a Castle & Forest, Planet & Spaceship settings.

Reading skills will rely less on decoding and show more confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing will reflect a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Grade 2 Assessment Tasks

Can produce written work that has been proofread and corrected.

Can understand the convention of direct speech

Can use verbs, adverbs, conjunctions, prepositions, time and cause words in writing.

Can read a range of information sources (books and internet) to gather and produce written evidence of how inhabitants lived in castles.

Demonstrate understanding and use of homophones, coordinating and some subordinating clauses.

Show an understanding of the conventions of a play script and a knowledge of a variety of different poetry types.

Learning Plan

Grade 1 Learning Activities

Understand learning objectives for each lesson

Research the author/s of the story and be aware of other stories by them.

Study the cover design, the blurb and make predictions about the story and characters.

Read, discuss and analyze the story, setting and characters

Use the language learned from the story to build a class vocabulary bank of nouns, adjectives and verbs, and use repeatedly in speaking and writing.

Create plans, drawings and maps, as well as written work.

Summarize the story and identify conflict in the story.

Discuss and use in own writing the structure of the narrative – beginning, middle, end, ‘denouement’.

Grade 2 Learning Activities

Understand learning objectives for each lesson

Ongoing focus on adverbs, conjunctions and prepositions

Introduction of the perfect form of verbs, using this to mark relationships of time and cause.

Learning the skills of proofreading and corrections using correct grammatical terminology.

Compose dialogues, instructions, diary entries, plays and poems – written and performed.

Learn about determiners; continue to use noun phrases and homophones, clauses and the perfect form in increasingly complex sentences.

Work on a widening range of word endings and suffixes.

Resources Warwick Castle & Windsor Castle virtual online tours

17

A range of non-fiction books about castles and their inhabitants Novels and Traditional Tales involving fantasy castles Information on European Kings and Queens and major Chieftaincies of Sierra Leone Beegu by Alexis Deacon The Way Back Home by Olivers Jeffers Cloudland by John Burningham King of the Cloud Forests by Michael Morpurgo The Aliens are Coming & We’re Off to Look for Aliens by Colin McNaughton Aliens Love Underpants by Claire Freedman and Ben Cort Aliens Stole My Underpants by Brian Moses

Subject: English Language Arts

Trimester 3 Grade Level: 1 & 2 Unit Topics and Key Texts: Chocolate based on the Roald Dahl novel Charlie and the Chocolate Factory

and a wide range of non-fiction books on chocolate. 6 weeks Superheroes based on books, comics, models and images of superheroes +

age-appropriate versions of Greek Myths. Internet news articles (Newzilla) on everyday heroes. 6 weeks

Common Core Domains - Whole Year (Letters and numbers denote Common Core Standards references)

Grade 1 Students will:- Reading: Foundational Skills Demonstrate understanding of the organization & basic features of print. RF.1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.1.A Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2 Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.A Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.B Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.C Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words RF.1.3. Know the spelling-sound correspondences for common consonant digraphs. RF.1.3.A Decode regularly spelled one-syllable words. RF.1.3.B

Grade 2 Students will:- Reading: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.3 Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3.A Know spelling-sound correspondences for additional common vowel teams. RF.2.3.B Decode regularly spelled two-syllable words with long vowels. RF.2.3.C Decode words with common prefixes and suffixes. RF.2.3.D Identify words with inconsistent but common spelling-sound correspondences. RF.2.3.E Recognize and read grade-appropriate irregularly spelled words. RF.2.3.F Read with sufficient accuracy and fluency to support comprehension. RF.2.4 Read grade-level text with purpose and understanding. RF.2.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.2.4.C

18

Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.C Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. .RF.1.3.D Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3.E Read words with inflectional endings. RF.1.3.F Recognize and read grade-appropriate irregularly spelled words. RF.1.3.G Read with sufficient accuracy and fluency to support comprehension. RF.1.4 Read grade-level text with purpose and understanding. RF.1.4.A Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF1.4.B Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.1.4.C Reading: Literature texts Ask and answer questions about key details in a text. RL.1.1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2 Describe characters, settings, and major events in a story, using key details. RL.1.3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5 Identify who is telling the story at various points in a text. RL.1.6 Use pictures & details in a story to describe its characters, setting, or events. RL.1.7 Compare and contrast the adventures and experiences of characters in stories. RL.1.9 Reading: Information texts (where they differ from above) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.5

Reading: Literature texts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.2 Describe how characters in a story respond to major events and challenges. RL.2.3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.5 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.6 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.7 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.2.9 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.10 Reading: Information texts (where they differ from above) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.3 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.5 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6

19

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.1.9 With prompting and support, read informational texts appropriately complex for Grade 1. RI.1.10 Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide a sense of closure. W.1.2 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). W.1.7 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 Speaking and Listening Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.A Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.B Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.1.C Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5 Produce complete sentences when appropriate to task and situation. SL.1.6

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.7 Describe how reasons support specific points the author makes in a text. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RI.2.9 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2.10 Writing Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.1 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.2 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.3 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.7 Recall information from experiences or gather information from provided sources to answer a question. W.2.8

20

Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1 Print all upper- and lowercase letters. L.1.1.A Use common, proper, and possessive nouns. L.1.1.B Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.C Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.E Use frequently occurring adjectives. L.1.1.F Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.G Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.1.J Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2 Use end punctuation for sentences. L.1.2.B Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.D Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.A Define words by category & by one or more key attributes (eg. a duck is a bird that swims; a tiger is a large cat with stripes) L.1.5.B Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.5.D Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.6

Speaking and Listening

Participate in collaborative conversations with

diverse partners about grade 2 topics and

texts with peers and adults in small and larger

groups. SL.2.1

Follow agreed-upon rules for discussions (e.g.

gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion). SL.2.1.A

Build on others' talk in conversations by linking

their comments to the remarks of others. SL.2.1.B

Ask for clarification and further explanation as

needed about the topics and texts under

discussion. SL.2.1.C

Recount or describe key ideas or details from a text

read aloud or information presented orally or

through other media. SL.2.2

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL.2.3 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.4 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.2.6 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1 Use collective nouns (e.g., group). L.2.1.A Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1.B Use reflexive pronouns (e.g., myself, ourselves). L.2.1.C Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1.D Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1.E Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched

21

the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.1.F Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2 Capitalize holidays, product names, and geographic names. L.2.2.A Use commas in greetings and closings of letters. L.2.2.B Use an apostrophe to form contractions and frequently occurring possessives. L.2.2.C Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.2.D Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.2.E Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3 Compare formal and informal uses of English L.2.3.A Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4.A Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4.B Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). L.2.4.C Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.D Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.4. Demonstrate understanding of word relationships & nuances in word meanings. L.2.5 Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.5.A Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.5.B Use words and phrases acquired through conversations, reading and being read to, and

22

responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). L.2.6

Assessment Evidence

Grade 1 Assessment Tasks

Written narrative, then performed as a drama, based on other stories read

Written and spoken expanded sentences using noun phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation.

Reading skills rely less on decoding and show more confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing reflects a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Grade 2 Assessment Tasks

Well-researched and well-presented information, demonstrating the skills of effective speaking and reading.

Demonstrate an understanding of texts’ contents and meanings.

Produce high-quality written pieces. Recognize themes in R Dahl’s work and use

inference skills. Accurately use inverted commas to record

direct speech. Be aware of and explain the use of

advertising. Explain the features of a myth and a

recount. Understand a character can be described by

what they say/do. Use rhyme, homophones and compound

words in written work.

Learning Plan

Learning Activities Understand learning objectives for each

lesson Research the author/s of the stories/poems

and be aware of other stories by them. Read, discuss, analyze and recite/perform

drama sketches based on poem/story, setting and characters

Use the language learned from the story to build a class vocabulary bank of nouns, adjectives and verbs, and use repeatedly in speaking and writing.

Create story/poem plans, illustrations and oral presentations/dramas, as well as written work.

Summarize the story and identify conflict in

the story; discuss and use in own writing

the structure of the narrative – beginning,

middle, end, ‘denouement’.

Lessons will involve aspects of art, design

and ICT in creating new chocolate wrappers

and video advertisements and comic strips.

Grade 2 Learning Activities

To research and present information with effective speaking and reading.

Explore and understand texts’ contents and meanings.

Learn more about inference in Dahl’s and other’s work.

Focus on spelling and dictionary skills, including words of Greek origin.

Read and replicate different text-types. Revise direct speech, the perfect form,

possessive apostrophes, and time and cause words.

To develop and improve their ability to compose and present stories and information orally.

Bringing together history and geography into Literacy in understanding the origins and manufacture of chocolate, Ancient Greece.

Lessons will involve aspects of art, design and ICT in creating new chocolate wrappers and video advertisements and comic strips.

Resources

23

Charlie and the Chocolate Factory by Roald Dahl A wide range of non-fiction books and online videos & websites on chocolate – types, history,

production, etc. A wide variety of books, comics, models and images of superheroes. Age-appropriate versions of Greek Myths. Internet news articles (Newzilla) on everyday heroes A range of children’s poetry.

Trimester 1 Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1: Units 1-4 Grade 2: Units 1-4 Unit Lengths: Approx. 4 weeks / unit

Common Core Domains Stage 1 – Learning Outcomes (numbers reference Common Core Standards)

Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems, by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2 Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6 Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4 Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A

24

Number and Operations in Base Ten 1.NBT Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2 Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2 Partition circles, rectangles or squares into equal portions and use relevant

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1 2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and

25

vocabulary, describing the whole as two halves or four quarters. Understand this decomposition creates smaller equal shares. 1.G.3

equations with a symbol for the unknown number to represent the problem. 2.MD.B.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3

Stage 2 – Assessment Evidence

Assessment Tasks End of Unit Assessments – Units

1, 2, 3, & 4 End of Unit Math Projects Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Assessment Tasks End of Unit Assessments – Units 1, 2, 3, & 4 End of Unit Math Projects Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Stage 3 – Learning Plan

Learning Activities Learning Activities

26

To practice counting on a number line and comparing pairs of numbers

To learn how to represent data using tally counts

To explore various uses of numbers

To introduce the analog clock To practice finding the values of

various combinations of pennies and nickels

To introduce number models for change-to-more and change-to-less situations

To explore numeric, visual and concrete patterns and to introduce frames and arrows

To find the values of collections of dimes, nickels and pennies

To measure and compare lengths using and non-standard and standard units

To introduce and practice addition facts

To review telling time on the hour, half hour and quarter hour

To review number patterns, number sequences, number grids, and number lines.

To review months, weeks, and days, and telling the time.

To practice addition facts. To compare numbers using the symbols <, >, and = To make up, represent, and solve addition and

subtraction number stories. To review and apply alternative strategies for addition

and subtraction. To practice addition To practice addition and subtraction facts for sums

and differences up to and including 10. To review place value in 2-digit and 3-digit numbers. To review coin values and exchanges among coins. To tell time and to write time in digital-clock notation. To gather data by counting and to analyze data. To read and show temperatures. To develop different strategies for adding 2- and 3-

digit numbers.

Resources Everyday Math Resource boxes, Grade 1 & 2 Workbooks, Masters, Assessment and Lesson

Guides Additional resources for measuring weight and length, time and temperature; counters, dice and

money; base-10 blocks; pattern templates

Trimester 2 Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1:- Units 5-8 Grade 2:– Units 5-7 Unit Lengths: Approx. 4 weeks / unit

Common Core Domains Stage 1 – Learning Outcomes (numbers reference Common Core Standards)

Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems, by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by

27

Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6 Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8 Number and Operations in Base Ten 1.NBT Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2

using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4 Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or

28

Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2 Partition circles, rectangles or squares into equal portions and use relevant vocabulary, describing the whole as two halves or four quarters. Understand this decomposition creates smaller equal shares. 1.G.3

subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1

2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9

29

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3

Stage 2 – Assessment Evidence

Assessment Tasks Unit Assessments – Units 5, 6 & 7 End of Unit Math Projects Mid-Year Assessment Test Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Assessment Tasks End of Unit Assessments – Units 5, 6 ,7 & 8 End of Unit Math Projects Mid-Year Assessment Test Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Stage 3 – Learning Plan

Learning Activities To investigate place-value concepts

for tens and ones To explore addition of two-digit

numbers To make up and solve a variety of

number stories To introduce the “What’s My Rule?”

routine To introduce fact-finding strategies To review coin values, measurements

and time To develop procedures for

addition/subtraction problems To introduce My Reference Book To sort attribute blocks by attribute

rules To extend their familiarity with

polygons

Learning Activities To develop the concepts of point and line

segment. To identify, name, and classify polygons. To observe similarities and differences among

3D shapes. To explore symmetry. To introduce and practice array models. To review strategies for solving addition and

subtraction problems. To develop procedures for

multiplication/division problems. To describe patterns that result from skip

counting by 2s, 5s, and 10s. To build mental arithmetic skills for adding 1-

digit and multi-digit numbers. To make frequency tables, line plots, and bar

graphs from real-life data.

30

To identify 3-D shapes To explore symmetrical shapes

To review basic fraction concepts, use fractions to name parts of the whole and of a collection, find pairs of equivalent fractions, and solve number stories involving fractions.

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time (calendars and clocks) and

temperature (thermometers); counters, dice, money; base-10 blocks, pattern templates.

Trimester 3

Subject: Mathematics Grade Level: 1 & 2 Unit Topics: Everyday Math Grade 1: Units 8-10 Grade 2: Units 9-12 Unit Lengths: Approx. 4 weeks / unit

Common Core Domains Stage 1 – Learning Outcomes (numbers reference Common Core Standards)

Grade 1 Operations and Algebraic Thinking 1.0A Represent and solve problems involving addition and subtraction Use up to three whole numbers totaling no more than 20, to solve word problems, by using objects, drawings and equations with a symbol. 1.OA.1, 1.OA.2 Understand and apply properties of operations and the relationship between addition and subtraction: Understand the commutative property of addition e.g. 4 + 5 = 5 + 4, and subtraction is an unknown-addend problem, e.g. subtract 10 – 8 by finding the difference (2) or knowing all the number bonds to ten 9+1, 8+2 etc. 1.OA.3, 1.OA.4 Add and Subtract within 20 Use strategies including counting forward and backwards, decomposing numbers to create easier, equivalent sums, e.g. 8+6 = 8+2+4 = 10+4 = 14; understanding the commutative properties of addition and subtraction e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4. 1.OA.5, 1.OA.6 Work with addition and subtraction Understand the meaning of the +, - and = symbols and if equations are true of false. Determine ‘missing’ numbers in an equation, e.g. 8 + ? = 11. 1.OA.7, 1.OA.8 Number and Operations in Base Ten 1.NBT

Grade 2 Operations and Algebraic Thinking 2.0A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12.OA.A.1 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.B.2 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.OA.C.4 Number and Operations in Base Ten 2.NBT Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A.1 Understand the following as special cases:

31

Extend the counting sequence Count, read and write to 120. 1.NBT.1 Understand place value Tens and units; compare two digit numbers using >, = and < symbols 1.NBT.2, 1.NBT 3 Use place value understanding and properties of operations to add and subtract: add within 100 (adding a two digit and one digit number, or a two digit and a multiple of 10 e.g. 24+7 or 24+20). Understand one adds tens and tens and ones and ones, sometimes being necessary to compose a ten. Mentally know ten more or ten less. Subtract multiples of ten from multiples of ten e.g. 90-30 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Measurement and Data 1.MD Measure lengths indirectly and by iterating length units: measure and compare lengths of objects using whole numbers, understand and express length measurement using correct vocabulary and standard and non-standards units of measure, e.g. ruler, hand width, piece of paper. Introduction to simple non-standard measurement of mass and volume. 1.MD.1, 1.MD.2 Tell and write the time on analogue and digital faces, to the hour and half hour. 1.MD.3 Represent and interpret data: organize, represent and interpret data for up to three categories, and ask and answer questions based on their data presentations. 1.MD.4 Geometry 1.G Reason with shapes and their attributes: recognize and distinguish defining attributes of two and three dimensional shapes. 1.G.1 Compose 2D and 3D shapes to create a composite image and compose new ones from the composite shape. 1.G.2 Partition circles, rectangles or squares into equal portions and use relevant vocabulary, describing the whole as two halves or four quarters. Understand this

100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.1.B Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.3 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.4 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.7 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.8 Explain why addition and subtraction strategies work, using place value and the properties of operations.1 2.NBT.B.9 Measurement and Data 2.MD Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.2 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.3 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.A.4 Relate addition and subtraction to length.

32

decomposition creates smaller equal shares. 1.G.3

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.5 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.B.6 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.7 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.C.8 Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.9 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph. 2.MD.D.10 Geometry 2.G Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.2 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.G.A.3

Stage 2 – Assessment Evidence

Assessment Tasks End of Unit Assessments – Units 8,

9, 10 End of Unit Math Projects End of Year Assessment

Assessment Tasks End of Unit Assessments – Units 9, 10, 11 & 12 End of Unit Math Projects End of Year Assessment Test Oral questioning in daily classes

33

Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

Daily lesson marking IXL weekly Analytics

Stage 3 – Learning Plan

Learning Activities To extend work with money to

include dollars To extend place-value concepts to

hundreds To continue to develop an

understanding of fractional parts of the whole

To reinforce counting. Adding and subtracting with 10s and 1s

To extend fraction concepts to fractions other than unit fractions

To use region models to compare fractions

To introduce the concept of equivalent fractions

To analyze height data collected To measure progress through daily

reviews, reminders and assessment activities

To send home summer vacation Math activities to families

Learning Activities To review measuring with yards and meters. To measure longer distances. To develop the concepts of perimeter and area. To know units of weight. To review notation and equivalencies for money

amounts. To provide experience with comparing prices,

estimating costs, and making change. To develop and extend place-value concepts. To review addition and subtraction algorithms using

sums of money. To introduce and practice the trade-first subtraction

algorithm. To solve multiplication and division number stories. To practice multiplication and division facts using a

products table and fact families. To review time equivalencies and calendar facts; to

read times in different ways and show time on a clock face.

To show events on a timeline. To review and extend shortcuts and strategies for

learning multiplication and division. To collect and analyze data related to

measurement, using line plots, frequency tables, and bar graphs; to identify the range, median and mode.

Resources Everyday Math Resource boxes, Workbooks, Masters, Assessment and Lesson Guides Additional resources for measuring weight and length, time (calendars and clocks) and

temperature (thermometers); counters, dice, money; base-10 blocks, pattern templates.

Subject: Science Trimester 1

Unit Topics and lengths: Plant and Animal Survival 8 lessons + assessment

Stage 1 – Common Core Domains

Grade 1 (Grade 2 curriculum being taught, but these standards may be referenced):

Grade 2 2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Plan and conduct an investigation to determine if plants need sunlight and water to grow.

34

1-LS1-2 From Molecules to Organisms: Structures and Processes

Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3-1 Heredity: Inheritance and Variation of Traits

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1 Biological Evolution: Unity and Diversity

Make observations of plants and animals to compare the diversity of life in different habitats.

Essential Questions What kind of living things are there? What do animals and plants need to survive? How do plants and animals depend on each other? Why do some plants and animals live in some places and not others? How do plants and animals survive in a rainforest? How do plants and animals survive in a desert? How do plants and animals survive in a pond? How do plants and animals survive in an ocean?

Stage 2 – Assessment Evidence

Assessment Tasks TCI assessment activities within each lesson and at end of unit.

Stage 3 – Learning Plan

Learning Activities Use TCI interactive learning tools and science kit resources for every lesson in unit, including:

Conduct experiments Record observations and data Interpret and discuss findings. Draw conclusions

Resources www.teachtci.com – teacher led TCI presentations Bringing Science Alive! Exploring Science Practices, TCI (2015) Bringing Science Alive! Exploring Science Practices

Interactive Student Notebook, TCI (2015) TCI Science kit resources, clipboards, magnifying glasses, soil, measuring sticks Selected other resources from the internet, classroom and school libraries as needed

Subject: Science

Trimester 2 Grade Level: 1 & 2 Unit Topic and lengths: Materials and their Uses 6 lessons + assessment

Stage 1 – Common Core Domains

35

Grade 1

(Grade 2 curriculum being taught, but these standards may be referenced):

K-2-ETS1-1 Engineering Design

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 Engineering Design

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Engineering Design

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 2

2-PS1-1 Matter and Its Interactions

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS1-2 Matter and Its Interactions

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*

2-PS1-3 Matter and Its Interactions

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

2-PS1-4 Matter and Its Interactions

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Essential Questions What is everything made of? How are liquids and solids different? How are liquids and solids used for different purposes? How can some materials be reused? What happens when materials are mixed? What happens when materials are heated or cooled?

Stage 2 – Assessment Evidence

Assessment Tasks Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and

activities. Review during lessons to gauge students’ understanding. Vocabulary Cards: students check their understanding of the key vocabulary terms with digital

flip cards. Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.

Stage 3 – Learning Plan

Learning Activities TCI interactive learning tools and science kit resources for every lesson in unit, including:

Conduct experiments Record observations and data Interpret and discuss findings.

36

Draw conclusions

Resources www.teachtci.com – teacher led TCI presentations Bringing Science Alive! Exploring Science Practices, TCI (2015) Bringing Science Alive! Exploring Science Practices

Interactive Student Notebook, TCI (2015) TCI Science kit resources Selected other resources from the internet, classroom and school libraries as needed

Subject: Science

Trimester 3 Grade Level: 1 & 2 Unit Topic and length: Earth’s Surface 7 lessons + assessment

Stage 1 – Common Core Domains

Grade 1

Grade 2 curriculum being taught, but these standards may be referenced):

1-ESS1-1 Earth's Place in the Universe

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-ESS1-2 Earth's Place in the Universe

Make observations at different times of year to relate the amount of daylight to the time of year.

Grade 2

2-ESS1-1 Earth's Place in the Universe

Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 2-ESS2-1 Earth's Systems Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

2-ESS2-2 Earth's Systems

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3 Earth's Systems

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Essential Questions What’s on Earth’s surface? What kinds of land and water are found on Earth? How do maps show land and water? How does Earth’s surface change? How do earthquakes and volcanoes change the land? How do wind and water change the land? How can problems caused by wind and water be solved?

Stage 2 – Assessment Evidence

Assessment Tasks TCI assessment activities within each lesson and at end of unit.

Stage 3 – Learning Plan

Learning Activities TCI interactive learning tools and science kit resources for every lesson in unit, including:

37

conduct experiments record observations and data interpret and discuss findings. Draw conclusions

Resources www.teachtci.com – teacher led TCI presentations Bringing Science Alive! Exploring Science Practices, TCI (2015) Bringing Science Alive! Exploring Science Practices

Interactive Student Notebook, TCI (2015) TCI Science kit resources Selected other resources from the internet, classroom and school libraries as needed

Subject: SOCIAL STUDIES

TRIMESTER 1 Unit Topic: My School and Family

Stage 1 – Desired Results

MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)

Grade 1 C.1.1.2 Discuss roles of people who hold positions of authority C.2.1.3 Demonstrate ways of being a good citizen in multiple settings C.3.1.1 Explain why rules, laws, and consequences are needed C.3.1.2 Describe ways people improve communities C.3.1.3 Describe ways classrooms and schools work to accomplish common tasks and establish responsibilities

Grade 2 C.1.2.2 Describe roles and responsibilities of people in authority in local communities C.2.2.3 Describe roles and responsibilities of individuals in a democracy C.3.2.1 Interpret rules and laws as they relate to students C.3.2.2 Examine successful and unsuccessful attempts to improve communities C.3.2.3 Describe ways communities work to accomplish common tasks and establish responsibilities

Essential Questions How do we get along in school? Why is it important to learn from each other? Why do schools have rules? Who works at our school? How are we good helpers at school?

Stage 2 – Assessment Evidence

Assessment Tasks

Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and

activities. Review during lessons to gauge students’ understanding.

38

Vocabulary Cards: students check their understanding of the key vocabulary terms with digital flip cards.

Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.

Stage 3 – Learning Plan

Work together to draw a picture and discover the value of cooperating to complete a task. Illustrate another example of how we can get along in school, especially when conflicts arise. Complete questionnaires that reveal your own interests and special talents. Practice appropriate

ways to talk and listen. Color gift boxes to express in code our classmates unique personalities. Play a game without rules to discover why rules are needed. Read about four reasons for such

rules. Illustrate one class rule and the consequences of breaking it. Act out the roles of school staff based on photos and recordings of each person describing

his/her job and skills. Create a class book about the people who work in our school. Explore four citizenship situations at school and discuss three options for each case before

choosing the best way to be a good helper. Create awards for people who have been good helpers at our school.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Art and craft materials Recording equipment (phone/camera/webcam)

Subject: SOCIAL STUDIES

TRIMESTER 2 Grade Level: 1 & 2 Unit Topic: My School and Family (continued)

Stage 1 – Desired Results

MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)

Grade 1 G.8.1.1 Use map keys, legends, symbols, compass rose, and directional words to show a relationship between places G.8.1.2 Use maps, globes, and photographs to describe the physical and human characteristics of a familiar place G.8.1.3 Construct and label maps of familiar places

Grade 2 G.8.2.1 Use map keys, legends, symbols, intermediate directions, scale, and compass rose to derive information from maps G.8.1.2 Use geographic representations to describe the physical and human characteristics of a community G.8.2.3 Construct and label maps of familiar and unfamiliar places

39

G.9.1.2 Discuss how cultural characteristics create diversity in a community, place, or region H.12.1.1 Explain ways family and school have changed using chronological terms (e.g., yesterday/past, today/present, tomorrow/future) H.12.1.3 Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g. daily life tasks, food, clothing, transportation, communication, recreation)

H.12.2.1 Create historical narratives using chronological sequences of related events in the community or region (e.g., founding of the town, construction of an important building) H.12.2.2 Create timelines to understand the development of the local community (e.g., founding, growth) H.12.2.3 Compare life in your community past and present using maps, photographs, news stories, artifacts, or interviews (e.g. transportation, communication, recreation, jobs, housing) H.12.2.4 Investigate ways individuals, groups, and events have shaped one’s community

Essential Questions What is a map? What was school like long ago? What groups do we belong to? How are families special? What do families need and want?

Stage 2 – Assessment Evidence

Assessment Tasks Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and

activities. Review during lessons to gauge students’ understanding. Vocabulary Cards: students check their understanding of the key vocabulary terms with digital

flip cards. Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.

Stage 3 – Learning Plan

In a Social Studies Skill Builder, students practice reading a classroom map, its key, and a compass rose.

In a Response Group activity, students view and read about school-related artifacts from the past, discussing their use.

In a Social Studies Skill Builder, students examine pictures and categorize them into groups as school, family, or community. They then read about and recognize the different type of groups to which they belong.

In a Writing for Understanding activity, students read about different family members, types of homes, and family activities. They then create a book to share how their own families are special.

In a Problem-Solving group work activity, students create triaramas (three-dimensional scenes) that depict what families would need and want on a camping trip, and then explain why selected items are needs or wants.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Wall maps and a globe of the world showing countries and continents Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Triarama materials.

40

Subject: SOCIAL STUDIES

TRIMESTER 3 Grade Level: 1 & 2 Unit Topic: My School and Family (continued)

Stage 1 – Desired Results

MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)

Grade 1 and label maps of familiar places G.9.1.2 Discuss how cultural characteristics create diversity in a community, place, or region H.12.1.1 Explain ways family and school have changed using chronological terms (e.g., yesterday/past, today/present, tomorrow/future) H.12.1.3 Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g. daily life tasks, food, clothing, transportation, communication, recreation)

Grade 2 H.12.2.1 Create historical narratives using chronological sequences of related events in the community or region (e.g., founding of the town, construction of an important building) H.12.2.2 Create timelines to understand the development of the local community (e.g., founding, growth) H.12.2.3 Compare life in your community past and present using maps, photographs, news stories, artifacts, or interviews (e.g. transportation, communication, recreation, jobs, housing) H.12.2.4 Investigate ways individuals, groups, and events have shaped one’s community

Essential Questions How do family members care for each other? How do families change over time? Where do families live? What are family traditions? What do good neighbors do? Have we been good citizens throughout the year?

Stage 2 – Assessment Evidence

Assessment Tasks Lesson Games: students test their understanding of key concepts with educational games. Interactive Student Workbooks: students record their understanding of both the readings and

activities. Review during lessons to gauge students’ understanding. Vocabulary Cards: students check their understanding of the key vocabulary terms with digital

flip cards. Class Participation: opportunities embedded in lessons to check students’ understanding. TCI assessment tool for every lesson.

Stage 3 – Learning Plan

In a Response Group activity, students sort family pictures into three categories of caring for each other—helping each other, sharing knowledge, and spending time together.

In a Visual Discovery activity, students explore what happens when people grow older. They also learn some reasons why families change in size.

In a Writing for Understanding activity, students will compare and contrast where they live to the places in four videos.

41

In an Experiential Exercise, students explore the term tradition and then experience family traditions for birthdays and holidays from two different cultures.

In a Problem-Solving group work activity, groups of four illustrate and assemble puzzles that show examples of actions good neighbors take.

Students learn about how they can be a good citizen throughout the year. Students use the Lesson Game and Vocabulary Cards in this lesson to study for the whole course summative assessment.

Resources www.teachtci.com – teacher led TCI presentations My School and Family, TCI (2016) My School and Family Interactive Notebook, TCI (2016) First Atlas for Sierra Leone Schools, MacMillan (1993) Wall maps and a globe of the world showing countries and continents Social Studies and the Environment, Conservation Society of Sierra Leone Selected other resources from the internet, classroom and school libraries as needed Puzzles Pictures/photos of their families + other families