English Language Arts and Reading, Grade 2

Plans for Monday, February 23, 2015
By: Timothy Orcutt

Special Activities

AI 7:30-8 and 8-8:30

Specials: 8:35

Lunch 11:15

Recess: 11:45

Switch 12:30

Pride Time Dyslexia Group 2:40-3:10

English Language Arts and Reading, Grade 2

Learning Standards:

[Integrated] identify the main idea in a text and distinguish it from the topic.[14A]

[Integrated] locate the facts that are clearly stated in a text.[14B]

[Integrated] use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D]

[Integrated] plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).[17A]

[Integrated] develop drafts by sequencing ideas through writing sentences.[17B]

[Integrated] revise drafts by adding or deleting words, phrases, or sentences.[17C]

[Integrated] edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.[17D]

[Integrated] understand and use the following parts of speech in the context of reading, writing, and speaking nouns (singular/plural, common/proper).[21Aii]

[Integrated] understand and use the following parts of speech in the context of reading, writing, and speaking verbs (past, present, and future).[21Ai]

[Integrated] use capitalization for proper nouns.[22Bi]

[Integrated] recognize and use punctuation marks, including ending punctuation in sentences.[22Ci]

[Integrated] spell words with common orthographic patterns and rules vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy).[23Biv]

Social Studies, Grade 2

Learning Standards:

[Integrated] identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation.[4A]

Combined with reading today.

Homework

Read for 30 minutes.

Choice board.

Spelling test Friday.

Plans for Tuesday, February 24, 2015
By: Timothy Orcutt

Special Activities

AI 7:30-8 and 8-8:30

Specials 8:35

Lunch 11:15

Recess: 11:45

Switch 12:30

Pride Time Dyslexia 2:40-3:10

Tutoring 3:15-4:30

English Language Arts and Reading, Grade 2

Learning Standards:

[Integrated] identify the main idea in a text and distinguish it from the topic.[14A]

[Integrated] locate the facts that are clearly stated in a text.[14B]

[Integrated] describe the order of events or ideas in a text.[14C]

[Integrated] use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D]

[Integrated] follow written multi-step directions.[15A]

[Integrated] use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).[15B]

[Integrated] Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.[19]

[Integrated] write brief compositions about topics of interest to the student.[19A]

Enduring Understanding/Big Questions
Big question: How does understanding various types of text help the reader to understand the author’s message and the writer to organize text? Enduring understanding: Analyzing the structure of a text helps us to better understand the author’s intended message.
Essential Question
What is the difference between literary and informational text structures?
What are the differences in the various text structures?
How does a writer decide which structure to use?
Content and Language Objectives
Students will identify contributions of historical figures who have influenced the community, state, and nation. Students will write a how to paper explaining how to honor past heroes. Students will find the main idea and details in expository text. Students will review 7 continents. Students will measure distances on the map.
Vocabulary
See Monday.
Differentiation Strategies
See-Monday.
Resources/Tools/Technology
Unit 5 Social Studies Book, Envision, starboard, pencil, readers notebook, writers notebook, writing tools, computer, Handwriting Book, Brainpop Jr. sequencing
Lesson Procedures
Reading Workshop
Students will read pp. 247 about Louis Pasteur and Golda Meir. Students will add facts about in their reader’s notebook. Students will work and complete this with a partner.
Brainpop: Pasteurization-review facts about Louis Pasteur and Golda Meir. Questionto consider:
1. Why do we in the U.S. consider people from other countries heroes?
Writer's Workshop
Writing-Finish letters from last week if needed Monday. Start on How Tos Tuesday.
Lesson 3
Resource: Writing How-to Books -Units of Study: Nonfiction Writing Procedures and Reports pg 1-5
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books. Ex. Recipes, directions, books from your classroom or library.
Mini-Lesson:
· Link to Pomp and Circumstance, http://www.netrover.com/~kingskid/cardsulead/adventure1.html
· Tell students that they are ready to graduate to a new level of writing. They will be teachers as well as writers; specifically, they will write to teach others how to do something.
· Remind students that when a writer tackles a new kind of writing, he or she studies examples and gets ready for the new kind of writing.
· Remind students of when they looked at the difference between fiction and nonfiction. Revisit this study. (Reader’s Workshop, week three)
· Discuss and use the term “Author’s Purpose.” (to entertain, inform, express, or to persuade.)
· How to pieces are written to explain/inform.
· Walk children through the steps you took to write a How-to book. Chart the steps. Go outside to teach them how to shoot a basketball. Have them notice what you did. Discuss and debrief. Students pick topic today.
1.List the possible things I could teach people to do and then choose one.
2.I get a piece of How-to paper.
3.Then, plan the steps on the paper.
4.Maybe sketch the steps.
5.Then write it.
6.Write a first page that tells what you need.
7.After that tell the steps in order.
· Have students generate a list of things that they know how to do well.
· Allow students time to turn to a partner and tell them exactly how you would write a How-to book. Then have the other partner share.
· Remind students that these are the same steps that they will follow when they go off to write.
Things to include in a How-to Checklist, For and example of a Procedural Text Paper, see SF Guide on the Side, pg. 292.
Writer’s Secrets. / When you use the trait of Ideas, your writing will have a strong main idea and interesting details.
Evaluation
Informal.
2 stations today.

Social Studies, Grade 2

Learning Standards:

[Integrated] identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness.[4B]

Combined with reading.

Homework

Read for 30 minutes.

Choice board.

Spelling Test Friday.

Plans for Wednesday, February 25, 2015
By: Timothy Orcutt

Special Activities

AI 7:30-8 and 8-8:30

Specials 9:30

Library Orcutt 10:15

Lunch 11:15

Recess: 11:45

Switch 12:30

Library Postma 12:40

Pride Time Dyslexia 2:40-3:10

English Language Arts and Reading, Grade 2

Learning Standards:

[Integrated] identify the main idea in a text and distinguish it from the topic.[14A]

[Integrated] locate the facts that are clearly stated in a text.[14B]

[Integrated] describe the order of events or ideas in a text.[14C]

[Integrated] use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D]

[Integrated] write brief compositions about topics of interest to the student.[19A]

Enduring Understanding/Big Questions
Big question: How does understanding various types of text help the reader to understand the author’s message and the writer to organize text? Enduring understanding: Analyzing the structure of a text helps us to better understand the author’s intended message.
Essential Question
What is the difference between literary and informational text structures?
What are the differences in the various text structures?
How does a writer decide which structure to use?
Content and Language Objectives
Students will identify contributions of historical figures who have influenced the community, state, and nation. Students will write a how to paper explaining how to honor past heroes. Students will find the main idea and details in expository text. Students will review 7 continents. Students will measure distances on the map.
Vocabulary
Monument, memorial, hero
Differentiation Strategies
See-Monday-Tuesday.
Resources/Tools/Technology
Unit 5 Social Studies Book, Envision, starboard, pencil, readers notebook, writers notebook, writing tools, computer, Handwriting Book, Brainpop Jr. sequencing
Lesson Procedures
Reading Workshop
Students will read pp. 248 about Martin Luther King Jr and Nobel Prize Winners. Students will add facts about in their reader’s notebook. Students will work and complete this with a partner.
Brainpop: Pasteurization-review facts about Louis Pasteur and Golda Meir. Questionto consider:
1. Why were these people honored? What is the main idea of this section? How did you figure it out? Turn and talk.
Stations if time due to library.
Writing Workshop-Power Write
Lesson 4
Resource: Writing How-to Books -Units of Study: Nonfiction Writing Procedures and Reports pg 5-7
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books, writing from the previous day.
Mini-Lesson:
· Share several student’s writing from the day before. Have students decide if they are clear and exact in their writing. Does his or her story teach someone how to do something?
· Have students read their piece to a partner and decide if they are on track or need to revise.
· Remind students of when we wrote our small moment stories, we thought of how the story would go, and we touched each page? Before we write our How-To books, we can touch each box as we say the words we’ll write.
· Help them to understand that what they say can easily be written down. Dictate their words back to them and encourage them to write them down.
· Continue with previous piece or begin a new How-to.
Evaluation: Informal

Social Studies, Grade 2

Learning Standards:

[Integrated] identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation.[4A]

[Integrated] identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness.[4B]

[Integrated] identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.[13A]

[Integrated] interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.[18E]

Combined with reader's workshop.

Homework

Read for 30 minutes.

Reading quiz tomorrow.

Spelling Test Friday.

Choice board due Friday.

Plans for Thursday, February 26, 2015
By: Timothy Orcutt

Special Activities

AI 7:30-8 and 8-8:30

Specials 8:35

Lunch 11:15

Recess: 11:45

Switch 12:30

Pride Time Dyslexia 2:40-3:10

English Language Arts and Reading, Grade 2

Learning Standards:

[Integrated] identify the main idea in a text and distinguish it from the topic.[14A]

[Integrated] locate the facts that are clearly stated in a text.[14B]

[Integrated] identify the topic and explain the author's purpose in writing the text.[13A]

[Integrated] use text features (e.g., table of contents, index, headings) to locate specific information in text.[14D]

[Integrated] follow written multi-step directions.[15A]

[Integrated] write brief compositions about topics of interest to the student.[19A]

Enduring Understanding/Big Questions
Big question: How does understanding various types of text help the reader to understand the author’s message and the writer to organize text? Enduring understanding: Analyzing the structure of a text helps us to better understand the author’s intended message.
Essential Question
What is the difference between literary and informational text structures?
What are the differences in the various text structures?
How does a writer decide which structure to use?
Content and Language Objectives
Students will identify main idea, author's purpose, and details of nonfiction text through a quiz on Mia Hamm.
Students will write their How To and conference with teacher on clarity of steps.
Vocabulary
Annoy, complain, mumbles, P.M., shrugs, signature
Differentiation Strategies
See Mondays Plans
Resources/Tools/Technology
Envision, starboard, pencil, readers notebook, writers notebook, writing tools, computer, Handwriting Book, The Brainpop Jr
Lesson Procedures
Reading Workshop
Students will take reading quiz on Mia Hamm identifying author's purpose, main idea, and supporting details.
Stations if Time
Writing Workshop
Lesson 5
Resource: Checking for Clarity –Units of Study: Nonfiction Writing Procedures and Reports pg. 11-21
Materials: Students writing, list of time order words
Mini-Lesson
· Report on the topics that students have chosen to write about.
· Tell students that there is one more step in How-to writing: writers read the directions to a learner and watch the learner attempt to follow the directions. This will help to check whether their directions will work.
· The best way to check whether the directions work is to read them to a friend who tries to follow them.
· Use a child to help you demonstrate what it means to check your directions with a partner.
· Ask children to think with their partners about ways to revise the original instructions.
· Collect their suggestions, and then try following the revised instructions.
Evaluation
Mia Hamm-minor reading and social studies; How To Major Reading and Language-presentations next week.

Social Studies, Grade 2