SECOND GRADE LANGUAGE ARTS CURRICULUM MAP

2005-06

1st Nine Weeks / Weeks 1-4 Date______/ Weeks 5-8 Date ______/ Week 9
ONGOING
ALL
YEAR / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
READING
WORKSHOP / Recognize when reading is not making sense, sounding right or looking right when reading text orally and silently
Read for understanding and reread as needed for clarification, self-correction and further comprehension / Predict story events and draw conclusions based on title, illustrations and background knowledge
Retell stories including setting, characters and events using information from the text
Discriminate between real and fantasy content (I) / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
WRITING
WORKSHOP / Alphabetize to 2nd letter
Prewrite to generate ideas for writing from self-selected topics
Write a minimum of 5 sentences related to a topic
Edit for:
·  Space between words and sentences
·  Capitalize the pronoun “I”, beginning letters of sentences, titles, names and proper nouns
Revise writing to improve fluency and topic
Shares writing with others (I)
Genre: Personal Narrative
/ Edit for:
·  Spelling “No Excuse” words
·  Space between words and sentences
·  Capitalize the pronoun “I”, beginning letters of sentences, titles, names and proper nouns
·  Periods, question marks and exclamation points appropriately to punctuate sentences
Distinguish among declarative, interrogative, imperative and exclamatory sentences
Use singular and plural nouns and pronouns
Phonics, Lessons, Words, and How They Work
·  WS 9 pp.335-338
·  WS 19 pp. 375-378
·  WS 23-WS 25 pp. 391-402
Divide words into syllables orally
Phonics, Lessons, Words, and How They Work
·  WS 4 pp. 315-318
·  WS 7- WS 8 pp. 327-334
·  WS 26 – WS 28 pp.403-414
WORD
STUDY / Unit 1 Core Words: we, there, can, an, your
Test Ready: Visual Skills
Unit 1, Concept 1
Short vowel sounds are usually spelled with one vowel.
Pronounce short sounds for, and write appropriate letters for sounds a, e, i, o, and u
Phonics, Lessons, Words, and How They Work
·  LS 2 pp. 75-78
Unit 1, concept 4
When h follows c, s, t, or, w, the combination stands for a new sound (ch,sh,th,wh)
PLH LS 13 pp. 119-122
Unit 2 Core Words: which, their, said, if, do
Test Ready: Short vowels
Unit 2, Concept 1
Revisit ch, sh, th, and wh
Unit 2, Concept 2
Revisit short vowel sounds spelled with one vowel.
Unit 2, Concept 3
Some sounds are spelled more than one way (homophones)
PLW WM4 – WM5 pp. 285-292
Unit 3 Core Words: will, each, about, how, up
Test Ready: ou/ow spelling patterns
Unit 3, Concept 1
Short vowels
Unit 3, Concept 2
Long vowel sounds are usually spelled with two vowels
Unit 3, Concept 3
Some sounds are spelled more than one way: ou, ow
PLW LS 21 pp. 151-154 / Unit 4 Core Words: out, them, then, she, many
Test Ready: digraphs ch, th, sh, wh
Unit 4, Concept 2
When h follows c, s, t, or, w, the combination stands for a new sound
Unit 4, Concept 3 (3b and 3c)
Some sounds are spelled more than one way (ou, ow, e as y)
PLW LS 8 pp. 99-102
Unit 5 Core Words: some, so, these would, other
Test Ready: silent letters
Unit 5, Concept 1
Some words have silent letters
Unit 5, Concept 2
Some sounds are spelled more than one way (long o).
Unit 5, Concept 3
New words can be made by putting two or more words together and replacing a letter or letters with an apostrophe (contractions…’d)
PLW WS 10- WS 12 pp. 339-350
**Proofreading “No excuse” words begins
Unit 6 Core Words: into, has, more, her, two
Test Ready: Homophones
Unit 6, Concept 1 (1b)
Some sounds are spelled more than one way…to, two, too
PLW WSA 15 pp. 474
Unit 6, Concept 2
A vowel followed by r stands for a new sound…ar, er, or
PLW LS 7 pp. 95-98
Unit 6, Concept 3
New words can be made by putting two or more words together (compound)
PLW WS 1 – WS 2 pp. 303-310
Unit 7 Core Words: like, him, see, time, could
Test Ready: suffixes…s, ing
Unit 7, Concept 1
Long vowel sounds are usually spelled with two vowels.
PLW LS 3 – LS 4 pp. 79-85
Unit 7, Concept 2
New words can be made by changing the vowel or consonant in known words.
Divide words in syllables or word parts (not in Sitton) / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
2ND Nine Weeks / Weeks 1-4 Date ______/ Weeks 5-8 Date ______/ Week 9
ONGOING
ALL
YEAR / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
READING
WORKSHOP / Use title page, table of contents, index
Identify author, illustrator, publisher and publication date of a work
Integrate language structure, meaning clues, phonetic strategies and sight vocabulary when reading text orally and silently
Determine meaning of unknown word based on context
Retell stories including setting, characters and events using information from the text
Identify words in reading using phonics generalizations to identify words, including CVC, double vowel (PWHW SP 9 SP 10 pp.197- 204), VC+e (PWHW SP 4 – SP 6 pp. 177- 188) and final single vowel
Use page numbers to locate parts of a book / Identify beginning, middle and end of stories
Identify explicit information and infer implicit information in literary and informational text using (CONTINUES THROUGHOUT YEAR)
·  Details
·  Sequence of events
·  Cause and effect relationships
·  Problem and solution in stories
Identifies main characters in different genres, for example: plays, poems, stories
Identifies characters’ actions, motives, emotions, traits and feelings
Compare and contrast content within and between stories
Identify author’s purpose (C) / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
WRITING
WORKSHOP / Edit for:
·  Spelling “No Excuse” words
·  Space between words and sentences
·  Capitalize the pronoun “I”, beginning letters of sentences, titles, names and proper nouns
·  Periods, question marks and exclamation points appropriately to punctuate sentences
Revise:
·  Verbs (action and linking, regular and irregular, past and present tenset) to match purposes
LSW WS 13 pp. 355-358
WS 16 – WS 18 pp. 363-374
Identify and use commas to punctuate pauses, items in a series, a friendly letter greeting, and a letter closing
Use glossary and appendix to locate information in books and reference works
Writing genre: friendly letters
Address envelopes (C) / Write stories with a setting, characters and a beginning, middle and end
Edit for:
·  Spelling “No Excuse” words
·  Space between words and sentences
·  Capitalize the pronoun “I”, beginning letters of sentences, titles, names and proper nouns
·  Periods, question marks and exclamation points appropriately to punctuate sentences
Revise:
·  to improve word choice, style (include describing words or adjectives), and sentence stucture
Use conjunctions to create varied sentence patterns and combine sentences
Introduce how dictionary is set up (ABC order and meanings)
Write a persuasive piece that states and supports an opinion
Identify quotation marks (I)
Identify simple subject and predicates (I)
WORD
STUDY / Unit 8 Core Words: no, make, than, first, been
Test Ready: vowel-r
Unit 8, Concept 1
Long vowel sounds are usually spelled with two vowels…ay, ai, VCe
LSW:
LS 17 pp. 135-138
LS 22 pp. 155-158
Unit 8, Concept 2
New words can be made by adding suffixes
LSW:
WS 18 pp. 371-374
Unit 8, Concept 3
Short vowel sounds are usually spelled with one vowel.
Unit 8, Concept 4
A vowel followed by r stands for a new sound.
Unit 9 Core Words: its, who, now, people, my
Test Ready: suffixes
Unit 9 Concept 1
Some sounds are spelled more than one way…(long i, y, igh)
LSW:
SP 12 pp. 209-212
Unit 9, Concept 2
Homophones are words that sound the same but have different spellings and meanings.
Unit 9, Concept 4
New words can be made by adding suffixes.
Unit 10 Core Words: made, over, did, down, only
Test Ready: visual skills (proofreading)
Unit 10, Concept 2
A long e or long i sound at the end of a word is usually spelled y.
Unit 10, Concept 3
Contractions / Unit 11 Core Words: way, find, use, may, water
Test Ready: long a
Unit 11, Concept 1
Long vowel sounds are usually spelled with two vowels.
Unit 11, Concept 2 (2c)
Antonyms
LSW:
WM 2 pp. 277-280
Unit 11, Concept 3
New words can be made by adding suffixes.
Unit 12 Core Words: long, little, very, after, word(s)
Test Ready: Suffixes
Unit 12, Concept 1
A vowel followed by r stands for a new sound (irregular spelling, example: very)
Unit 12, Concept 3
Suffixes…er, est
LSW:
WS 22 pp. 387-390
Unit 13 Core Words: called, just, where, most, know
Test Ready: silent letters
Unit 13, Concept 1
Some words have silent letters…k/kn, l/all
Unit 13, Concept 1C
Synonyms
LSW:
WM 3 pp. 281-284
Unit 13, Concept 3
Suffixes…words ending in y
Unit 14 Core Words: get, through, back, much, go
Test Ready: /k/ - ending words
LSW:
LS 19 pp. 143-146
SP 2 pp. 169-172
Unit 14, Concept 2
Some sounds are spelled more than one way…/k/
Unit 14, Concept 3
Compound words
LSW:
WS 1 – WS 2 pp. 303-306
Pronounce appropriate sounds for, and write appropriate sounds of scr, spr, str, thr, spl (I)
3RD NINE WEEKS / Weeks 1-5 Date______/ Weeks 5-9 Date ______/ Week 9
ONGOING
ALL
YEAR / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / Read orally with appropriate fluency and phrasing
Listen to, read, comprehend and identify a variety of literary and informational texts including poetry, fables, and folk tales
Speak in a logical and organized sequence, using a variety of language patterns and sentence structures
Use word walls, books, environmental print and human resources to identify standard spellings
Write legibly using upper and lower case D’Nealian manuscript
Listen attentively to ask and respond to questions and to follow three-step directions
Read various types of self-selected literature daily
Read grade level material with fluency and comprehension / COMMON
ASSESSMENT
REVIEW
AND
PREVIEW
READING
WORKSHOP / Identify main idea and supporting details in reading selections (explicit)
Identify main idea and supporting details in reading selections (implicit)
Read for a variety of purposes including to answer questions or to stimulate ideas
Demonstrates comprehension when reading informational text / Demonstrates comprehension when reading “how to” information
Follow multi-step written directions
Integrate language structure, meaning, phonetic strategies, and sight vocabulary when reading orally and silently (nouns, verbs, adjectives, simple and compound subject/predicate)
Interpret information from illustrations diagrams, charts, graphs and graphic organizers
WRITING
WORKSHOP / Writing genre…non-fiction
Edit for:
·  Spelling “No Excuse” words
·  Capitalize the pronoun “I”, beginning letters of sentences, titles, names and proper nouns
·  Periods, question marks and exclamation points appropriately to punctuate sentences
Revise:
·  to improve fluency, topic, word choice, style, sentence structure and organization
Use dictionary and glossary to identify guide words
Compound subjects and predicates
Write to report answers to research questions (C)
Use available technology as sources of information and pleasure: World Wide Web, database / Use transition words (first, next, then, finally)