Reading Workshop & Writing Workshop

2011-2012_ELA_2nd_At-a-Glance

Reading Workshop & Writing Workshop
Grade
Level / 1st
9 weeks / 2nd
8 weeks / 3rd
10 weeks / 4th
10 weeks
2
Rdg / Establish Reading & Writing Workshop routines & beginning of year; testing (1-5)
3 weeks / Reading – Fiction; Writing – Literary Text/Personal Experience
3 weeks / 3
Expository
Research / 2
Procedural Text / 3
Literary Nonfiction;
Research / 3
Fiction;
Sensory Language / 2
Drama / 3
Poetry;
Sensory Language / 3
Theme & Genre;
Sensory Language / 3
Media Literacy;
Research / 3
Culture & History;
Research / 3
Expository;
Research / 2
- Poetry & Drama / Last Week
2
Wrtg / 3
Writing Process; Expository & Procedural / 2
Writing Process; Expository & Procedural / 3
Writing Process; Expository & Procedural;
Open-choice / 3
Writing Process;
Literary Texts / 2
Writing Process; Open Choice / 3
Writing Process;
Literary Texts / 3
Writing Process;
Literary Texts / 3
Writing Process; Persuasive Texts; Expository / 3
Writing Process; Open choice / 3
Writing Process; Expository & Procedural; Persuasive / 2
Writing Process;
Open Choice / Last Week
9 weeks / 8 weeks / 10 weeks / 10 weeks
Note: The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially. However, it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed as appropriate so that students master their grade level TEKS, KSSs, and SEs. Although specific genres are posted, students should read from a variety of genres throughout the entire school year. Students are required to have daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills, as authored by TEA. In places where SEs are crossed out, this indicates that the crossed out portion of the SE is not emphasized during that particular period of time. In places where sections of SEs are underlined, this indicates that particular portion is emphasized. Also note that Figure 19 appears recursively throughout these documents. According to the state, Figure 19 is to be emphasized and the SEs serve to support the teaching of Figure 19.
2nd Grade Reading & Writing - 1st 9 Weeks
Reading / Writing
1st Nine Weeks, Unit 1 – Establish Reading Routines – 3 weeks
Daily: Figure 19
(A) establish purposes for reading selected texts based upon content to enhance comprehension
(B) ask literal questions of text
(E) retell important events in stories in logical order
Independent Reading
2.12(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning
Fluency
2.4(A)read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Reading Strategies
2.3(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
2.3(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)
Unit: Fiction
Knowledge and Skill Statement (KSS) 2.9 - understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support understanding
2.9(A) describe similarities and differences in the plots and settings of several works by the same author
2.9(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
Listening
2.28 (A) listen attentively to speakers and ask relevant questions to clarify information
Print Awareness
2.1(A) distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks)
Spanish:
2.1(A) distinguish features of a sentence (e.g., capitalization of first word, beginning and ending punctuation, commas, quotation marks, and em dash to indicate dialogue)s
Phonics
2.2(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including (i) single letters (consonants and vowels)
2.2(C) decode words by applying knowledge of common spelling patterns (e.g.,
-ight, -ant)
2.2(G) identify and read at least 300 high frequency words from a commonly used list
2.2(H) monitor accuracy of decoding
Spanish:
2.2(A) decode words in context and in isolation by applying the knowledge of letter-sound relationships in different syllabic structures including: (i) open syllable (CV) (e.g., la/lata; to-ma,) (ii) closed syllable (CVC) (e.g., mes, sol) (v) consonant blends (e.g., bra/bra-zo; glo/glo-bo) (vi) consonant digraphs (e.g, ch/chi-le; ll/lla-ve; rr/pe-rro)
2.2(B) use orthographic rules to segment and combine syllables including vowel dipthongs (e.g., pue-de, sien-te, va-ca)
2.2(C) decode words with silent “h” with increasing accuracy / 1st Nine Weeks, Unit 1 – Establish Writing Routines – 3 weeks
Daily: Writing Process
2.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)
2.17(B) develop drafts by sequencing ideas through writing sentences
2.17(E) publish and share writing with others
Unit: Literary Texts
Knowledge & Skill Statement (KSS) 2.18 - write literary texts to express their ideas and feelings about real or imagined people, events, and ideas
2.18(A) write brief stories that include a beginning, middle, and end
RRISD write about important personal experiences
Speaking
2.29 (A) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language
Oral and Written Conventions
2.21(A) understand and use the following parts of speech in the context of reading, writing, and speaking (i) verbs (past, present, and future) (ii) nouns (vi) pronouns (e.g., he, him)
2.21(B) use complete sentences with correct subject-verb agreement
2.22(A) write legibly leaving appropriate margins for readability
2.23(A) use phonological knowledge to match sounds to letters to construct unknown words
2.23 (C) spell high-frequency words from a commonly used list
Spanish:
2.21(A) understand and use the following parts of speech in the context of reading, writing, and speaking (i) regular and irregular verbs (past, present, and future in the indicative mode) (ii) nouns (singular/plural, common/ proper)
2.23(A) become familiar with words using orthographic patterns including: (i) words that use syllables with hard /r/ spelled as “r” or “rr”, as in ratón and carro (iii) words that use syllables with silent “h,” as in hora and hoy (v) words that have the same sound represented by different letters (e.g., “r” and “rr”, as in ratón and perro; “ll” and “y,” as in llave and yate; “g” and “j,” as in gigante and jirafa; “c,” “k,” and “q,” as in casa, kilo, and quince; “c,” “s,” and “z,” as in cereal, semilla, and zapato; “j” and “x,” as in cojín and México; “i” and “y,” as in imán and doy; “b” and “v,” as in burro and vela) (vi) words using “n” before “v” (e.g., invitación), “m” before “b” (e.g., cambiar), and “m” before “p” (e.g., comprar)
1st Nine Weeks, Unit 2 – Fiction – 3 weeks
Daily: Figure 19
(A) establish purposes for reading selected texts based upon content to enhance comprehension
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
(E) retell important events in stories in logical order
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
Independent & Guided Reading
2.12(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning
Fluency
2.4(A) read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Reading Strategies
2.3(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions
2.3(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
2.3(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g.,
identifying clues, using background knowledge, generating questions, re-reading a portion aloud)
Unit: Fiction
Fig. 19 (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
Knowledge and Skill Statement (KSS) - Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.
2.9(A) describe similarities and differences in the plots and settings of several works by the same author
Fig. 19 (B) ask literal questions of text
(C) monitor and adjust comprehension (e.g., using background
knowledge, creating sensory images, rereading a portion aloud, generating questions)
2.9(B) describe main characters in works of fiction, including their traits, motivations, and feelings
Listening
2.28 (B) follow, restate, and give oral instructions that involve a short related sequence of actions
Phonics
2.2(B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-nic, monster) (ii) open syllable (CV) (e.g., ti-ger) (iv) vowel-consonant silent “e” words (VCe) (e.g., in-vite, cape)
2.2(C) decode words by applying knowledge of common spelling patterns (e.g., -ight,-ant)
2.2(H) monitor accuracy of decoding
Spanish:
2.2(A) decode words in context and in isolation by applying the knowledge of letter-sound relationships in different syllabic structures including: (iii) diphthongs (e.g., viernes, pie, fui) (iv) hiatus (e.g., fideo, poeta) / 1st Nine Weeks, Unit 2 – Writing Literary Texts/ Personal Experience – 3 weeks
Daily:
Writing Process
2.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)
2.17(B) develop drafts by sequencing ideas through writing sentences
2.17(C) revise drafts by adding or deleting words, phrases, or sentences
2.17(E) publish and share writing with others
Speaking
2.29 (A) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language
Unit: Literary Texts
Knowledge & Skill Statement - Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
2.18(A) write brief stories that include a beginning, middle, and end
2.18(B) write short poems that convey sensory details
RRISD write about important personal experiences
Oral and Written Conventions
2.21(A) understand and use the following parts of speech in the context of reading, writing, and speaking (i) verbs (past, present, and future) (ii) nouns (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the) (singular/plural, common/proper) (v) prepositions and prepositional phrases (vi) pronouns (e.g., he, him) (vii) time-order transition words
2.22(C) recognize and use punctuation marks, including (i)ending punctuation in sentences
2.23(A) use phonological knowledge to match sounds to letters to construct unknown words
2.23(B) spell words with common orthographic patterns and rules (iii) long vowels (e.g., VCe – hope) (iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy)
2.23(F) use resources to find correct spellings
Spanish:
2.21(A) understand and use the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g., descriptive: viejo, maravilloso) (iv) articles (e.g., un, una, la, el)
2.22(D) recognize and use punctuation marks, including beginning and ending punctuation in sentences
2.23(A) become familiar with words using orthographic patterns including: (ii) words that use syllables with soft /r/ spelled as “r” and always between two vowels, as in loro and cara
2.23(J) use resources to find correct spellings
1st Nine Weeks, Unit 3 – Expository; Research – 3 weeks
Daily:
Figure 19 (A-F)
Independent & Guided Reading
2.12(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning
Teamwork [when discussing texts/stories read]
2.30(A) follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions
Reading Strategies
2.3(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions
2.3(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
2.3(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g.,
identifying clues, using background knowledge, generating questions, re-reading a portion aloud)
Fluency
2.4(A) read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Vocabulary Development
Knowledge and Skill Statement (KSS) - Students understand new vocabulary and use it when reading and writing.
2.5(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words (introduce and continue)
Unit: Expository
Fig. 19 (A) establish purposes for reading selected texts based upon content to
enhance comprehension
(B) ask literal questions of text
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
2.14(A) identify the main idea in a text and distinguish it from the topic
2.14(B) locate the facts that are clearly stated in a text
Fig. 19 (A) establish purposes for reading selected texts based upon content to enhance comprehension
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
2.14(C) describe the order of events or ideas in a text
Fig. 19 (E) retell important events in stories in logical order
2.14(D) use text features (e.g., table of contents, index, headings) to locate specific information in text
Speaking [during the research process]
2.29 (A) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language
Unit: Research
Fig. 19 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
2.24(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics
2.24(B) decide what sources of information might be relevant to answer these questions
Fig. 19 (A) establish purposes for reading selected texts based upon content to enhance comprehension
(D) make inferences about text using textual evidence to support understanding