2014 Quarter One Grade 02 ELA/Writing

Yearly Standards: N/A

Week / Pacing / Standards/Pacing / ELP Standards / Resources / ELD Methodologies
07/21/14 / 1 Days / G2.R.AD.01 Additional Standards
2.R.RL.10 By the end of 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.
2.R.RI.10. 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. / II-R-3:HI-1
reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
II-R-4:HI-1
identifying the differences between fiction and nonfiction.
II-R-4:HI- 7
summarizing the main idea and details from text, using complete sentences. / Stage II ELP Standards
Stage II ELP/Common Core Crosswalk
5 Days / Site Routines/Procedures
1 Days / G2.W.AD.01 Additional State Standards2.W.08Recall information from experiences or gather information from provided sources to answer a question. / II-W-1:HI-4
creating expository text (e.g., labels, lists observations, and journals) using simple sentences based on research, observation, and/or experience.
II-W-5:HI-1
formulating and writing questions about a topic or event in order to gather research for a report.
II-W-5:HI-2
gathering information to answer questions about a topic or event for a report.
II-W-5:HI-3
writing a three paragraph report including a title and three facts based on collected data about objects, people or events.
07/28/14 / 5 Days / 2.R.RF.03abcI can distinguish between a long and short vowel sound. / II-R-2:HI-9
reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. / 2.R.RF.3abc BT Unwrapped
10/10 Days / 2.L.01a-e I can use parts of speech correctly in simple sentences.A. Use collective nouns (e.g. groups)
B. Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish)
C. Use reflexive pronouns (e.g. myself, ourselves)
D. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told)
E. Use adjectives and adverbs, and choose between them depending on what is to be modified. / II-L-1:HI(sc)-1
selecting a subject (singular or plural) to complete a given sentence.
All standards under ELP Language, standard 1 matches / 2.L.01a-e BT Unwrapped
10/10 Days / 2.L.02aI can use capital letters for pronouns, proper nouns and beginnings of a sentence.A. Capitalize holidays, product names and geographic names. / 2.L.02a BT Unwrapped
10/10
Days / 2.L.05aI can identify real-life connections between words and their use.a. Identify real-life connections between words and their use (e.g. describe foods that are spicyor juicy). / 2.L.05a BT Unwrapped
10/10
Days / 2.L.05bI can distinguish shades of meaning among closely related verbs and adjectives.b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) / 2.L.05b BT Unwrapped
08/04/14 / 5 Days / 2.R.RF.03efI can use letter sounds and patterns to make a word. / II-R-2:HI-11
reading multi-syllabic words, using syllabication rules. / 2.R.RF.03ef BT Unwrapped
1 Days / G2.R.AD.01 Additional Standards
2.R.RL.10 By the end of 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.
2.R.RI.10. 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. / II-R-3:HI-1
reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
II-R-4:HI-1
identifying the differences between fiction and nonfiction.
II-R-4:HI- 7
summarizing the main idea and details from text, using complete sentences.
5/10
Days / 2.L.01a-e I can use parts of speech correctly in simple sentences.A. Use collective nouns (e.g. groups)
B. Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish)
C. Use reflexive pronouns (e.g. myself, ourselves)
D. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told)
E. Use adjectives and adverbs, and choose between them depending on what is to be modified. / II-L-1:HI(sc)-1
selecting a subject (singular or plural) to complete a given sentence.
All standards under ELP Language, standard 1 matches / 2.L.01a-e BT Unwrapped
5/10
Days / 2.L.02aI can use capital letters for pronouns, proper nouns and beginnings of a sentence.A. Capitalize holidays, product names and geographic names / 2.L.02a BT Unwrapped
5/10 Days / 2.L.05aI can identify real-life connections between words and their use.a. Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy). / 2.L.05a BT Unwrapped
5/10 Days / 2.L.05bI can distinguish shades of meaning among closely related verbs and adjectives.b. Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) / 2.L.05b BT Unwrapped
08/11/14 / 1 Days / G2.R.AD.01 Additional Standards
2.R.RL.10 By the end of 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.
2.R.RI.10. 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. / II-R-3:HI-1
reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
II-R-4:HI-1
identifying the differences between fiction and nonfiction.
II-R-4:HI- 7
summarizing the main idea and details from text, using complete sentences.
5 Days / 2.R.RI.06/08 I can identify the authors main purpose and how he or she supports specific points in the text. / II-R-2:HI-4
identifying the author’s purpose for writing a book. / 2.R.RI.06/08 BT Unwrapped
5 Days / 2.L.02dI can use spelling patterns to help me write words correctly.D. Generalize learned spelling patterns when writing words (e.g. cage-> badge; boy ->boil). / 2.L.02d BT Unwrapped
08/18/14 / 10/10 Days / 2.R.RL.07I can tell about the characters, setting, and plot of a story by using print, digital text, and illustrations. / II-R-4:HI-8
extracting and interpreting specific information from external text features of text.
II-R-4:HI-11
describing characters from a literary selection.
II-R-4:HI-12
describing the setting from a literary selection.
II-R-4:HI-13
summarizing the key events from a literary selection.
II-R-4:HI-14
identifying and describing the plot in a literary selection. / 2.R.RL.07 Bt Unwrapped
5 days / AZ.2.L.01 I can organize multiple sentences in order that support a main idea or story. / II-L-1:HI(sc)-2
producing sentences using a subject and a verb, with subject-verb agreement. / AZ.2.L.01 BT Unwrapped
08/25/14 / 5/10 Days / 2.R.RL.07 I can tell about the characters, setting, and plot of a story by using print, digital text, and illustrations. / II-R-4:HI-8
extracting and interpreting specific information from external text features of text.
II-R-4:HI-11
describing characters from a literary selection.
II-R-4:HI-12
describing the setting from a literary selection.
II-R-4:HI-13
summarizing the key events from a literary selection.
II-R-4:HI-14
identifying and describing the plot in a literary selection. / 2.R.RL.07 Bt Unwrapped
5 Days / 2.W.03I can write a narrative that includes main ideas, characters, details, and sequence of events. / II-W-1:HI-1
writing a narrative or short story that includes a main idea, character, setting and a
sequence of events.
II-W-1:HI-7
writing a response to a literary selection that identifies the characters, setting, and sequence of events, main idea, problem and solution.
II-W-4:HI-1
writing student generated text that expresses a main idea
II-W-4:HI-2
writing relevant details that support the main idea in a student generated text
II-W-4:HI-3
organizing student generated text to include a clear beginning, middle, and end.
II-W-4:HI-4
organizing a student generated text using transitional words to indicate a beginning, middle, and end. / 2.W.03 BT Unwrapped
09/01/14 / 185 Days / 2.R.Y Yearly StandardsNone
09/08/14 / 1 Days / G2.R.AD.03 Additional Standards2.R.RL.10 By the end of 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.
2.R.RI.10. 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.
/ II-R-3:HI-1
reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
II-R-4:HI-1
identifying the differences between fiction and nonfiction.
II-R-4:HI- 7
summarizing the main idea and details from text, using complete sentences.
5 Days / BENCHMARK #1
1 Day / G2.W.AD.03 Additional State Standards2.W.08. Recall information from experiences or gather information from provided sources to answer a question.
09/15/14 / 5 Days / 2.R.RL.03I can describe how characters in a story respond to major events and challenges. / II-R-4:HI-7
summarizing the main idea and details from text, using complete sentences / 2.R.RL.03 BT Unwrapped
5 Days / 2.L.02c I can use apostrophes to correctly punctuate contractions and possessive words. / 2.L.02c BT Unwrapped

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Chinle Unified School District, No. 24

July 2014