Q2 2nd Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Domain 2: Early Asian Civilizations

This domain will introduce students to the continent of Asia and its two most populous countries, India and China. Students will learn about the early civilizations in India and China and how they were both able to form because of mighty rivers. Students will once again hear about the important features of early civilizations, to which they were introduced in the Grade 1 Early World Civilizations domain. Students will first learn about early India and will be introduced to the basics of Hinduism and Buddhism—two major religions from this area—as major forces shaping early Indian civilization. They will also hear two works of fiction originally from India: “The Tiger, the Brahman, and the Jackal” and “The Blind Men and the Elephant.” Then, students will learn about early Chinese civilization and the many contributions made by the early Chinese, including paper, silk, and the Great Wall of China. The content in this domain is reinforced through the informational/ explanatory writing genre. This domain will lay the foundation for further study of Asia in later grades and will help students better understand world history in later years.

 

Review the vocabulary for this domain (pg. 6 of the Domain 2 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

 

Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

 

Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 9-11 of your Domain 2 Teacher's Guide. Websites that align to the domain can be found on pg. 11 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

 

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

 

Domain 3: The Ancient Greek Civilization

This domain will introduce students to an ancient civilization whose contributions can be seen in many areas of our lives today. Students will learn about the gods and goddesses of the ancient Greeks, the city-states of Sparta and Athens, and the philosophers Socrates, Plato, and Aristotle. They will learn about the first Olympic Games held in honor of Zeus, the significance of the battles of Marathon and Thermopylae, and the conquests of Alexander the Great. Students will also learn about the Greek contribution of democracy and how those ideas are used today in many governments, including our own. The content in this domain is reinforced through the fictional narrative writing genre.

 

Review the vocabulary for this domain (pg. 5 of the Domain 3 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

 

Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

 

Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 8-9 of your Domain 3 Teacher's Guide. Websites that align to the domain can be found on pg. 9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

 

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

Listening & Learning

  • Week 1: November 7

    Domain

    2

    Lesson

    8 (2 days)

    Notes:

    Weekly Overview:

    This week students will begin to study early Chinese civilization.

     

    Lesson 8:

    You will need to use image cards and a globe/world map to familiarize students when recalling domain content. In addition to locating the country China on the world map, label it for students to refer to throughout the course of the domain. This world map should be posted on the class' domain board. Remember that the extension activities can also remain on the domain board, the information presented within them are reoccurring throughout the domain.

  • Week 2: November 14

    Domain

    2

    Lesson

    9 (2 days)

    10 (2 days)

    Notes:

    Weekly Overview:

    This week students will learn about calligraphy, then dissect an ancient Chinese folktale for meaning.

     

    Lesson 9: When introducing the lesson, invite students to recall what they learned about writing in early India. In addition to having students talk about the word in the word work activity, also invite them to do some written responses. This can happen independently or with a partner. Push students that are ready to make their own books during the extension activity to make books independently, students also can work in one-to-one partnerships. This will allow you time to work with groups of students, instead of having to direct the whole-glass and/or large groups of students.

     

    Lesson 10: Before reading today's text, review with students story elements and themes that are evident in folktales. Due to the similarities that are most likely to appear in the drawing the read-aloud images, have students sequence their pictures in small groups (ie. table groups).

  • Week 3: November 21

    Domain

    2

    Lesson

    11 (2 days)

    Notes:

    Weekly Overview:

    This week students will continue to learn about ancient Chinese contributions that are still used today.

     

    Lesson 11:

    After using the image cards in the lesson's review activity, add them to the class' domain board. In addition to asking students the questions listed on p. 134, probe them in regards to how the images are still applicable, evident in everyday life. The extension activity can be completed in student partnerships or independently, especially since it just requires recall. When choosing a book to "free" read, choose domain stories that students may have forgotten or need to have a refresher on.

  • Week 4: November 28

    Domain

    2

    Lesson

    12 (2 days)
    13 (2 days)

    Notes:

    Weekly Overview:

    Students have learned about countless Chinese contributions that are still used today. However, some of these contributions are not used anymore and are just sights of wonder and tourism. This is what students will discover this week.

     

    Lesson 12:

    In addition to sharing image cards with students, bring in actual artifacts to display and for students to interact with, ie. silk scarves, calligraphy on parchment paper, etc. Today's lesson is also a great one to bring in Google Earth (China's Great Wall).

     

    Lesson 13:

    Although this lesson entails a comparison piece between Confucius and Siddhartha Gautama, Confucianism is not a religion, but a philosophical system for the management of society. Students need to keep this in mind when preparing to complete the Venn diagram in the extension activity.

  • Week 5: December 5

    Domain

    2

    Lesson

    14 (2 days)

    DR (1 day)

    DA (1 day)

    CA (1 day)

    Assessment

    DR: Domain Review

    DA: Domain Assessment

    CA: Culminating Activities

    Notes:

    Weekly Overview:

    This week students will prepare for, then complete the domain's final assessment.

     

    Lesson 14:

    In preparation for teaching about Chinese New Year, bring in New Year's Eve images and artifacts. Also, have students recall what they've done in the past to celebrate a new year. Students should refer to the domain board when completing the Celebrations Venn Diagram. This activity can also serve as an informal assessment.

     

    Domain Review:

    The review activities can happen in small groups, with the teacher rotating between stations. Similar to workstations, students should rotate between them to make sure that they cover them all. Add a writing accountability piece to the image card review and sequencing stations. Instead of making a class book, students should independently complete this activity or work with a partner.

     

    Domain Assessment:

    Feel free to complete the assessment throughout the course of a given day.  Part I (vocabulary assessment) is divided into two sections: the  first assesses domain-related vocabulary, and the second assesses academic vocabulary. Parts II and III of the assessment address the core content targeted in Early Asian Civilizations.

     

    Culminating Activities:

    Choose activities based on students' performance in the Domain Assessment. Throughout the classroom you can have a variety of tasks going on dependent upon the needs of students. This day is a great time to plan a trip to Chinatown, students can eat lunch there, go to the museum, walk the square, view silk and calligraphy, etc.

  • Week 6: December 12

    Domain

    3

    Lesson

    1 (2 days)
    2 (2 days)

    Notes:

    Weekly Overview:

    This week students will begin learning about the Ancient Greek Civilization including the Olympian gods.

     

    Lesson 1:

    Reacquaint students with the ancient civilizations they've previously learned about. This can be done via image cards or having student refer to past domain boards. You will need a world map to identify then label the country Greece. This will remain posted in the classroom throughout the domain. In preparation for the word work activity review prefixes with students (anchor chart). Laminate the Instructional Master 1B-1 anchor chart after copying it onto chart paper. This template can be reused in the future.

     

    Lesson 2:

    When introducing the read aloud, choose the recall questions that students will have to answer during the Domain Assessment. All of the questions on p. 25 don't need to be asked. Also, draw the Olympian Greek gods family tree on chart paper to display on the class' domain board. Be sure to thoroughly flush out how the gods are interconnected and related.

  • Week 7: December 19

    Domain

    3

    Lesson

    3 (2 days)

    4 (2 days)

    Notes:

    Weekly Overview:

    This week students will learn about unique Greek civilization contributions that are still currently being used.

     

    Lesson 3:

    When students are making predictions during the read aloud introduction, be sure to ask them the why behind their expectations. Also, you can add a writing component to the word work activity, having students develop/write about a mission. Remember, you can make these activities your own, instead of retelling you can incorporate a puppet show or story writing.

     

    Lesson 4:

    When introducing the read aloud, be sure to reiterate that religion and jobs were not only important to the Greek civilization, they were also a shaping force in the formation of other civilizations as well. This lesson is a good place to bring in student knowledge about the Olympics, most were hopefully able to watch events from Olympics 2016 in Rio.

  • Week 8: January 9

    Domain

    3

    Lesson

    5 (2 days)

    6 (2 days)

    Notes:

    Weekly Overview:

    This week students will examine city-states; how they came about, their citizens, trades, etc.

     

    Lesson 5:

    When introducing the read aloud, review with students how the high Greek mountains split Greece into lots of little valleys, and how a city in each valley became its own little nation, which we refer to today as a city-state. Explain that because the Greeks were divided geographically, they did a lot of things independently of one another. Remind them that each city-state had its own government and rules, but that the Greek city-states shared the same language (Image card 1A-4).

     

    Lesson 6:

    In the lesson introduction be sure to show students both Sparta and Athens upon a map. Students need to get an idea of how close the city-states are to one another, both of these should already be labeled on the class map. In the extension activity be sure to review with students why the gods/goddesses are considered to be part of a religion. You also can use Google Earth to show students real world images of the Parthenon and Lincoln Memorial, even comparing them against the images evident in the image card. Students should also be able to recall/be knowledgeable about all of the information on the Civilization Chart.

  • Week 9: January 16

    Domain

    3

    Lesson

    7 (2 days)

    PP (2 days)

    Assessment

    Pausing Point

    Notes:

    Weekly Overview:

    This week students will learn about the city-state of Athens and about a very important contribution that it gave to the world, democracy, a type of government that we still have today.

     

    Lesson 7:

    During the word work activity be sure to make sure that everyone knows the meaning of democracy, this can be done though everybody writes, turn/talks, etc. The extension activity calls for students to select the form of government they would govern by. Use various media sources to expose students to various government types.

     

    Pausing Point:

    Begin with the Student Performance Task Assessment, following it, select any additional activities that you deem necessary for student success. Activities can be conducted in either whole group or small group settings.

  • Week 10: January 23

    Domain

    3

    Lesson

    8 (2 days)

    9 (2 days)

    Notes:

    Weekly Overview:

    This week students will learn about the Persians going to various battles, one where they were successful,

    and one where they weren't.

     

    Lesson 8:

    When introducing the read aloud, incorporate TPS when having students recall past information that's been taught

     and learned. Students can also write about receiving tributes during the word work activity.

     

    Lesson 9:

    Today's activity within the extension, Horizontal Word Wall, can transfer across subjects. Also, push students to add additional words to the wall, synonyms of words or those that they've found in dictionaries.

  • Week 11: January 30

    Domain

    3

    Lesson

    10 (2 days)

    11 (2 days)

    Notes:

    Weekly Overview:

    This week's lessons require students to produce narrative writing, taking what they've learned from a text

     and applying it in a different context.

     

    Lesson 10:

    When introducing the read aloud, ensure that students have a solid foundation of philosophy and the work of

    philosophers. During the word work activity, encourage students to develop their own marvelous or not stems to quiz a partner

    on. Be sure to share the rubric and/or student checklist with students in preparation for the fictional narrative.

     

    Lesson 11:

    When introducing the read aloud, be sure to include the why/how do you know, when asking the prediction

    questions listed on p. 142.

Skills

  • Notes to Teacher

    Notes to Teacher:

    Whenever the lesson suggests that the teacher display materials (such as modeling a worksheet), or whenever we refer to the blackboard, please choose the most convenient and effective method of reproducing and displaying the material for all to see. This may include making a transparency of the material and using an overhead projector, scanning the page and projecting it on a Smart Board, or writing the material on chart paper or a white board.

  • Week 1: November 7

    Unit

    2

    Lesson

    13 (1 day)

    14 (1 day)

    Notes:

    Lesson 13:

    In preparation for this lesson, select a student’s draft book report. Copy the student’s draft, including any misspellings or other errors onto chart paper, skipping every other line to leave room for editing. Also, the chart on p.118 needs to be copied onto chart paper. When preparing students for editing, refer to various conventions by developing or reviewing an anchor chart. An anchor chart should also be made when introducing antonyms.

     

    Lesson 14:

    Before this lesson pull your Vowel Code Flip Book and Individual Code Chart (p.7). Prepare and provide students with a checklist when editing and drafting the final copy of their writing piece.

  • Week 2: November 14

    Unit

    2

    Lesson

    15 (1 day)

    16 (1 day)

    PP (1 day)

    Assessment

    15: Spelling Assessment

    16: Unit Assessment

    Pausing Point

    Notes:

    Lesson 15:

    Before the lesson copy the chart on p.126 onto chart paper. Also, although you have students check their answers during the assessment, be sure to also analyze their work using p.131.

     

    Lesson 16:

    This lesson begins the Unit 2 Student Performance Task Assessment. The first assessment is a dictation identification exercise targeting each of the letter-sound correspondences reviewed in Unit 2. The next assessment measures students’ ability to read a story independently and answer comprehension questions. Once students have  finished reading the story, you will begin administering the third assessment, a Words Correct Per Minute (WCPM) Assessment. You will work one-on-one with students to complete the WCPM Assessment. You will most likely need more than one day to test each student; you may plan on using time during the Pausing Point to finish the WCPM Assessment. If time is an issue, you may choose to assess only students who have struggled throughout the unit. You may refer to your anecdotal notes to guide you in choosing which students to assess using the WCPM.

     

    Pausing Point:

    You can use the PP to finish the WCPM Assessment. Also, take this time to review material presented in Unit 2. Different students need added practice with different objectives, have students focus on what they need via small groups. Be sure to pull from Pausing Point Activities, and the Assessment/Remediation Guide.

  • Week 3: November 21

    Unit

    3

    Lesson

    1 (1 day)

    2 (1 day)

    Notes:

    Lesson 1:

    In preparation for this lesson you will need to create two Spelling Tree wall displays (p. 8). Feel free to laminate the trees and leaves to reuse in later units. When choosing words for the Baseball Game activity, pick the tricky words that students are having trouble memorizing (p.9).  Also, plan heterogeneous teams in preparation for the game. Point out to students the spelling alternatives for the /ae/ sound, this will aide students when decoding (p. 13). Create then use anchor charts when highlighting the differences between fiction and non-fiction texts. This will give students a tool to refer back to in the future.

     

    Lesson 2:

    When prepping the leaves for the spelling tree, remember that you shouldn't write the syllable division as seen in the teacher's guide.  In today's focus spelling, don't skip any activities, instead only do a few items from each "spelling example" if you find yourself running out of time.

  • Week 4: November 28

    Unit

    3

    Lesson

    3 (1 day)

    4 (1 day)

    5 (1 day)

    6 (1 day)

    Assessment

    5: Spelling Assessment

     

    Notes:

    Lesson 3:

    Today you will begin teaching students how to decode two syllable words with open syllables. When only one consonant stands between two vowels, first divide the word in front of the consonant and sound it out as an open syllable. You may wish to refer to the Appendix: “Using Chunking to Decode Multi-syllable Words” for additional information about these types of syllables. Today's focus activity calls for the use of green markers, you can use any sort of writing material with students to outline the appropriate card and spelling chart. To support the reading of a non-fiction text, make an anchor chart with students highlighting various non-fiction text features ie. captions, bold words, headings, labels, etc.

     

    Lesson 4:

    When writing the words on leaves, don't bold or underline the spellings. Students will manipulate the words on their own. When introducing this lesson's story, go over the role of a narrator and develop an anchor chart with students detailing this. When preparing for the close read, develop your own text-dependent questions with anticipated responses to infuse with the ones provided in the teacher's guide.

     

    Lesson 5:

    Although students correct their work during the Student Spelling Assessment, you can still consider the task as an assessment that should receive a grade. Feel free to send the Spelling Bee words home with students before this lesson. You should have also mentioned today's activity in this week's newsletter, this is a great time to get parents involved with what's happening in class! Take time when selecting your Spelling Bee teams they should be heterogeneous.

     

    Lesson 6:

    You will continue to add to your class' Spelling Tree collection during this lesson.  Be sure to refer back to past trees to remind students of spellings that have been taught, especially when they're reading and/or writing independently. When completing the board sort, do not list words in the odd ducks column unless students happen to suggest them.

  • Week 5: December 5

    Unit

    3

    Lesson

    7 (1 day)

    8 (1 day)

    9 (1 day)

    10 (1 day)

    Assessment

    10: Spelling Assessment

     

    Notes:

    Lesson 7:

    When writing out the leaves for the Spelling Tree, you should bold or underline the spellings for the sound as seen on p. 54. The multi-syllable words for the Spelling Tree should be written on the leaves without the syllable division provided in the teacher's guide. Syllable division is provided for your information as you assist students who are experiencing difficulty.

     

    Lesson 8:

    Be sure to review all sort words with students before having them independently sort. They should also be identifying the letters that are making the /oe/ sound. When introducing the story, use media to show students various types of water sports.

     

    Lesson 9:

    In preparation for this lesson's small group component, remind all students to pay close attention to the captions and use of quotations throughout the story. You will spend today and tomorrow listening to students read in small groups. Remember to use the Anecdotal Reading Record to record students' reading progress.

     

    Lesson 10:

    Use the template provided to analyze the data from the Student Spelling Assessment (pp.78-79). This will help you to understand any new or persistent patterns among individual students. Student needs can be grouped and then addressed during small groups.

  • Week 6: December 12

    Unit

    3

    Lesson

    11 (1 day)

    12 (1 day)

    13 (1 day)

    14 (1 day)

    Notes:

    Lesson 11:

    When sending spelling words home with students, inform families that they will be tested on Friday. Also, provide parents with ways that they can practice words at home, this can be reinforced via nightly homework. Also, if students are not finishing worksheets in class they can be sent home as additional practice/homework.

     

    Lesson 12:

    Turn Today's Focus Spellings activity in a game, teams can compete against each other to find the correct spelling, read the i/ie spellings, etc. This will increase student engagement and time-on task. When introducing the grammar activity, make an anchor chart with students highlighting the differences between common and proper nouns.

     

    Lesson 13:

    See the Pausing Point for students needing additional support with tricky spelling "i." This is also the place where you can pull work to support students in small groups.  Additional practice may also be found in Unit 3 of the Assessment and Remediation Guide.

     

    Lesson 14:

    Be sure to refer back to past anchor charts when reviewing content that's already been addressed within skills ie. common and proper nouns.

  • Week 7: December 19

    Unit

    3

    Lesson

    15 (1 day)

    16 (1 day)

    17 (1 day)

     

    Assessment

    15: Spelling Assessment

    Midpoint Assessment

    Notes:

    Lesson 15:

    Although in the teacher's guide the Midpoint Decoding Assessment is administered whole group, do feel free to complete the task in small groups while others are working on Pausing Point Activities. Use pp. 109-112 when analyzing student data from the assessment, this data will determine small groups and any content that needs to be retaught.

     

    Lesson 16:

    Create an anchor chart when introducing the concept of synonyms to students. Also ensure that they know the differences between antonyms and synonyms. While completing the board sort, students may occasionally supply a word that contains a /ue/ spelling that will not be taught in this unit. For example, students may provide the word nephew or few. Record words with spellings that will not be taught in Unit 3 under a column labeled “odd ducks.”

     

    Lesson 17:

    Find the time to use the supplemental materials not only in small group but also in whole group lessons. Students need more exposure to the "skills" they've learned this unit. Remember that you can incorporate both supplemental and Pausing Point activities into literacy workstations while guided reading is occurring.

  • Week 8: January 9

    Unit

    3

    Lesson

    18 (1 day)

    19 (1 day)

    20 (1 day)

    21 (1 day)

    Notes:

    Lesson 18:

    Review partner reading expectations with students. If at all possible tie an accountability piece to this time so that you're able to ensure that students really are doing what it is that you've outlined for them to do.

     

    Lesson 19:

    When introducing the story, set-up students to independently complete the Venn diagram, comparing and contrasting Parts I and II of “The Soccer Twins” with “Jump!” . Those who are in need of extra support can work with a partner or be pulled into a teacher led small group. If students finish partner reading early, they may illustrate one of the words or phrases from the Supplemental Materials section. Write several of these words or phrases on the board or chart paper prior to starting small group time.

     

    Lesson 20:

    For this lesson, it might be too confusing for students to go back and repeat the words at the end of the assessment. You will need to be the judge of whether or not to repeat the prompts.

     

    Lesson 21:

    There are no spelling words for this lesson as it is an assessment week to conclude Unit 3. In addition to anchor charts, it may help to use an anchor text to introduce students to personal narrative writing.

    Assessment

    20: Spelling Assessment

  • Week 9: January 16

    Unit

    3

    Lesson

    22 (1 day)

    23 (1 day)

    24 (1 day)

    Notes:

    Lesson 22:

    For this lesson, you will need to display Worksheet 22.2. You will also need to choose an event all or most students participated in recently, e.g., a  field trip, a classroom visit, a celebration, a performance, etc. You will help students plan a narrative describing the event. While students are working, be sure to take anecdotal notes on students' personal teaching points. This will help you when conferring.

     

    Lesson 23:

    Make sure students have the notes on topics they compiled as part of their homework (Worksheet 22.3). Throughout this lesson students will be at different steps in the writing process, because of this the needs of students will vary. Pull small groups to address the needs of students with the same needs and/or teaching points.

     

    Lesson 24:

    In preparation for this lesson, make sure students have the drafts (Worksheet 23.2 and draft) they created yesterday. Think about partners who can work together to edit each other’s work. Depending on how you have set up partners, you might want to talk about working as a partner in this writing assignment. It is not the same as being a partner when reading aloud. Also, be sure to review the editing checklist, and provide hard copies for students to work from.

  • Week 10: January 23

    Unit

    3

    4

    Lesson

    25 (1 day)

    PP (1 day)

    1 (1 day)

     

    Notes:

    Lesson 25:

    Encourage students who finish quickly to check over their papers. When they are finished checking their papers,

    they may reread stories from Kids Excel. If necessary, review with students how to go back and check their work, let them

    know what they should be searching for.

     

    Pausing Point:

    You might pause if several students are having trouble reading words containing the spelling alternatives taught;

    however, there is no need to pause if they do not reliably use the correct spelling alternative when writing. Writing correct

    spelling alternatives will come gradually, with time and lots of exposure to printed materials. Also, take this time to review

    material presented in Unit 3. Different students need added practice with different objectives, have students focus on what

     they need via small groups. Be sure to pull from Pausing Point Activities, and the Assessment/Remediation Guide.

     

    Lesson 1:

    If you don't have enough time to play with all the words provided for the Tricky Word baseball game, only choose those

    that the majority of students are struggling with. The syllable divisions provided in the board sort are for your quick reference

    if students experience difficulty in decoding the syllables. If you are in need of additional support refer to the Appendix -Using

    Chunking to Decode Multi-syllable Words in the Teacher's Guide.

    Assessment

    25: Student Dictation

    Performance Assessment

    Comprehension Assessment

    Grammar Assessment

    Pausing Point

  • Week 11: January 30

    Unit

    4

    Lesson

    2 (1 day)

    3 (1 day)

    4 (1 day)

     

    Notes:

    Lesson 2:

    When introducing this unit's reader, feel free to point out the state of New York and the city of Brooklyn on a map. You can also use media to highlight subways, underground tunnels, elevated platforms, boroughs, etc.

     

    Lesson 3:

    The story comprehension pages can be included with homework. Also, provide questioning stems that parents can use at home when working with students.

     

    Lesson 4:

    Remember to seek the Pausing Point for additional instructional resources for the /ie/ sound and its spellings.