Q4 2nd Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Listening & Learning

  • Teacher Notes

    Notes:

    **Grade 2 Teachers: Please note that there no L&L lesson on Fridays (this started in Q3). We have added a new Domain for the 2016-17 school year and in order to fit in all of the lessons, we will need to complete 30 minutes of L&L instruction on Fridays during Q3 and Q4.  The remaining 90 minutes of your literacy block can be used for Skills instruction, small groups, remediation and enrichment, like it has been previously.**

     

    Domain 6:  Cycles in Nature

    This domain will introduce your students to the many natural cycles that make life on Earth possible. Your students will increase their knowledge of cycles in nature by learning more about seasonal cycles, and by beginning their study of flowering plants and trees, animal life cycles, and the importance of the water cycle. Students will also learn about the effect seasonal changes have on plants and animals. In addition, throughout this domain, students will gain exposure to poems by renowned authors Emily Dickinson and Robert Louis Stevenson. As students learn that all organisms experience the developmental stages of the life cycle, they will also learn how their growth and development relates to Earth’s seasonal cycles and begin to understand how all organisms depend on Earth’s limited water supply.

     

    Review the vocabulary for this domain, (pg. 5 of the Domain 6 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 can be taught either whole group or small group.

     

    Trade Books recommended for read alouds throughout the domain can be found on pp. 7-9 of your Domain 6 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 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share and discussion at the end of each read aloud.

     

    Domain 10: The Human Body: Building Blocks and Nutrition

    This domain covers a number of topics regarding the human body. This domain first covers concepts regarding cells and how cells form the building blocks of life on Earth. Students are then taught how collections of cells form tissues, and tissues form organs, and finally how organs work within the various body systems. In addition, students are taught about Anton van Leeuwenhoek and his work with the microscope and his discovery of the tiny one-celled bacteria. Students will then hear about the digestive and excretory systems. They will learn the fundamental parts and functions of these two body systems. The narrator of these read-alouds is a nutritionist named Nick Nutri, who reinforces basic facts that students will be learning.

    The remainder of this domain focuses on the importance of good nutrition and how to make good choices in order to eat a well- balanced diet. Students will be taught five keys to good health— eat well, exercise, sleep, keep clean, and have regular checkups.

     

    Review the vocabulary for this domain, (pg. 5 of the Domain 10 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 can be taught either whole group or small group.

     

    Trade Books recommended for read alouds throughout the domain can be found on pp. 8-10 of your Domain 10 Teacher's Guide. Websites that align to the domain can be found on pp. 10 & 11 of the teacher's guide. These lists can also be found in the teacher resources 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 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share and discussion at the end of each read aloud.

  • Week 1: April 16

    Domain

    6

    Lesson

    6-Part A

    6-Part B

    7-Part A

    7-Part B

    Notes:

    Weekly Overview: This week students will continue their learning of life cycles.

     

    Lesson 6: Before beginning this lesson remind students about what happens within life cycles. They have already learned that the stages in the life cycles of flowering plants and trees are both from seed to seed. In this lesson, you can use a fresh egg as a visual to illustrate the chicken's life cycle. You can do this on the carpet while sitting with students. Use a clear dish to crack open an egg  and let them see the different parts as you talk about them.

    *This would be a great time to begin hatching fertilized chick eggs within your classroom with the help of an incubator.*

     

    Lesson 7: This lesson's extension activity calls for students to write an exploratory/informative paragraph. To prepare students for this, you may wish to model the planning step of the writing process.

  • Week 2: April 23

    Domain

    6

    Lesson

    8-Part A

    8-Part B

    9-Part A

    9-Part B

    DR

    Notes:

    Weekly Overview: This week students will be introduced to the water cycle. They also will have an opportunity to observe it.

     

    Lesson 8: Before beginning this lesson discuss with students how the seasonal cycle affects the life cycles of living things: most new life occurs in the spring, when there is more sunlight and temperatures are warmer.

     

    Lesson 9: In this lesson, you will set up a miniature, indoor water cycle for students to observe. Plan ahead to determine where you will set this up and during what time of the day students will make their observations. You also will need to have a phases of matter conversation with students; describing the differences between solids, liquids, and gases.

     

    Domain Review: You should spend this day reviewing and reinforcing the material from this domain. You may have students do any combination of the activities provided in either whole-group or small-group settings. If the review activities are happening in small groups, the teacher should rotate between stations while students are rotating between centers to make sure they cover them all. Add a writing accountability piece to the image card review station.

  • Week 3: April 30

    Domain

    6

    10

    Lesson

    DA

    CA

    1-Part A

    1-Part B

    2-Part A

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week students will take Domain 6's final assessment. Students will be assessed on content from Lessons 1-9. They also will begin Domain 10.

     

    Domain Assessment: Feel free to pace out the assessment or conduct it in small groups while the remaining students are still reviewing. Part I is the vocabulary assessment, and Parts II and III of the assessment address the core content targeted in the Cycles in Nature domain.

     

    Culminating Activities: Choose activities based upon the domain assessment data. Students who didn't fair well should complete remediation tasks while others can partake in enrichment ones. Group students by their needs, and facilitate instruction by way of small groups attached to accountability.

     

    Lesson 1: Students who participated in the Core Knowledge Language Arts program in Kindergarten and Grade 1 may recall discussing the five senses from The Five Senses domain in Kindergarten, and the  five major body systems (skeletal, muscular, digestive, circulatory, and nervous) from The Human Body domain in Grade 1. This lesson's extension activity calls for you to read a domain related trade book with students, feel free to check-out these books from your local library, and put them at literacy workstations for student usage.

     

    Lesson 2: When introducing the read aloud use a map/globe to identify Holland, the country that Anton van Leeuwenhoek is from. This lesson's extension activity encourages students to act as scientists. Promote this by referring to students as scientists, and using scientific language as often as possible.

  • Week 4: May 7

    Domain

    10

    Lesson

    2-Part B

    3- Part A

    3-Part B

    4-Part A

    4-Part B

    Notes:

    Weekly Overview: This week students will begin to explore the body's building blocks; cells, and learn about the body's cell progression.

     

    Lesson 3: For this lesson's extension activity, label the tissue names (connective, muscle, nervous, and epithelial) upon the table where students will work to make their cells into tissue.

     

    Lesson 4: For this lesson's extension activity, provide students with a color key so that they know which tissue group is represented by what color.

  • Week 5: May 14

    Domain

    10

    Lesson

    PP

    5-Part A

    5-Part B

    6-Part A

    6-Part B

    Assessment

    Pausing Point

    Notes:

    Weekly Overview: This week students will take Domain 10's Pausing Point. Students will be assessed on content from Lessons 1-4.

     

    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.

     

    Lesson 5: In addition to having students complete the Digestive System Matchup extension activity, have students to write about the roles of the various organs in the digestive system.

     

    Lesson 6: In addition to having students complete the Model of the Excretory System extension activity, have students to write about the purpose of the various organs in the excretory system. This lesson's extension activity calls for you to read a domain related trade book with students, feel free to check-out these books from your local library, and put them at literacy workstations for student usage.

  • Week 6: May 21

    Domain

    10

    Lesson

    7-Part A

    7-Part B

    8-Part A

    8-Part B

    9-Part A

    Notes:

    Weekly Overview: This week students will spend time learning about the six nutrients needed by the human body; water, carbohydrates, proteins, fats, minerals, and vitamins.

     

    Lesson 7: While introducing the read aloud with students, correct them if they call certain foods nutrients. Different nutrients are actually contained in various foods.

     

    Lesson 8: In addition to having students share out orally during the Planning a Daily Balanced Diet extension activity, have student groupings write about the food choices they made and why they made those selections.

     

    Lesson 9: This final domain lesson encourages students to get and stay healthy! It would be great to take time during this day to participate in healthy activities with students, ie. organized game play during recess, washing hands before and after lunch, having a healthy snack in the afternoon, etc.

  • Week 7: May 28

    Domain

    10

    Lesson

    9-Part B

    DR

    DA

    CA

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week students will prepare for Domain 10's final assessment. Students will be assessed on content from Lessons 1-9.

     

    Domain Review: You should spend this day reviewing and reinforcing the material from this domain. You may have students do any combination of the activities provided in either whole-group or small-group settings. If the review activities are happening in small groups, the teacher should rotate between stations while students are rotating between centers to make sure they cover them all. Add a writing accountability piece to the image card review station.

     

    Domain Assessment: Feel free to pace out the assessment or conduct it in small groups while the remaining students are still reviewing. Part I is the vocabulary assessment, and Parts II, III, and IV of the assessment address the core content targeted in The Human Body: Building Blocks and Nutrition.

     

    Culminating Activities: Choose activities based upon the domain assessment data. Students who didn't fair well should complete remediation tasks while others can partake in enrichment ones. Group students by their needs, and facilitate instruction by way of small groups attached to accountability.

  • Week 8-9: June 4, 11

    Notes:

    Use this time to go back in various domains and complete the enrichment within the culminating activities. For example, consider dividing the class into groups and assigning each group a different domain i.e. Fairy Tales and Tall Tales, Early Asian Civilizations, Ancient Greek Civilizations. Have students complete the enrichment activities for the domains you choose to focus on. For example, in Fairy Tales and Tall Tales (Domain 1), have a group of students plan and then act out any one of the tall tales covered in the tall tales portion of this domain. They may choose “ Paul Bunyan,” “ Pecos Bill,” “ John Henry,” or “Casey Jones.” Encourage students to use domain-related vocabulary in their dialogue.

Skills

  • Teacher Notes

    Notes:

    **Grade 2 Teachers: Please note that there will be an additional Sills lesson on Fridays beginning in Q4. The End of Year Skills Assessments must be completed and in order to fit in all of the lessons we will need to complete 60 minutes of Skills instruction on some Fridays. The remaining minutes of your literacy block can be used for small groups, remediation and enrichment, like it has been previously.**

     

    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 Smartboard, or writing the material on chart paper or a whiteboard.

  • Week 1: April 16

    Unit

    5

    Lesson

    13

    15

    16

    17

    Assessment

    15-Spelling Assessment

    Notes:

    Lesson 13: Before beginning this lesson new branches and leaves need to be prepared for the the /ə/ or /ə/ + /l/ Spelling Tree. Remember to refer to the Appendix: Using Chunking to Decode Multi-Syllable Words, if students are having trouble during the Syllable Chunking activity. Also, see the unit's Pausing Point for additional instructional materials with the /ə/ + /l/ sound combination. When previewing spellings during the Whole Group: “The Letter” activity, you may want to point out that llama is one of the few words with ‘ll’ at the beginning.

     

    Lesson 14: Omit

     

    Lesson 15: Advanced Spelling Tree preparation is required for this lesson, please see p.107 of your guide. While completing The /sh/ + /ə/ + /n/ Sound Combination and Its Spelling activity, you may note that ‘tion’ is not in the Code Flip Books or Individual Code Chart.

     

    Lesson 16: You will practice alphabetizing words today. Many of the spelling words for this week, however, begin with the same letters, and thus far you have taught students how to alphabetize words based on just the first letter. (Later in Grade 2, students will learn how to alphabetize to the second letter). For this reason, you will only write some of the spelling words on index cards for today. Write the following words on index cards: yelled, myth, symbol, cry, frying, lying, edge. See the Pausing Point for additional materials and resources for the ‘tion’ spelling to use during The /sh/ + /ə/ + /n/ Sound and Its Spellings activity.

     

    Lesson 17: Before this lesson, create four heterogeneous student groupings to be used during the Verb Review activity. Remember that you can pull groups of students (small groups) when students are completing workbook pages, ie. 17.1, 17.2, 17.3.

  • Week 2: April 23

    Unit

    5

    Lesson

    18

    19

    20

    21

    22

    Assessment

    20-Spelling Assessment

    Notes:

    Lesson 18: Before this lesson choose several Wiggle Cards with a clear action verb for the warm-up activity.

     

    Lesson 19: If students have trouble locating the verbs in today's warm-up activity, scaffold by writing the sentences on the board. It may be easier for some students to locate the verb when they see the sentence, instead of just hearing the words orally.

     

    Lesson 20: During this lesson's Remediation and Enrichment Small Group activity, work with students on pieces of the code that they need. This should directly align to your data, and the scope and sequence or path of action that you determined.

     

    Lesson 21: Before beginning this lesson, write the spelling words for the week on index cards. Today students will work on decoding the tricky spelling ‘a’. This spelling poses a problem for readers because it can be pronounced /a/ as in hat, /ae/ as in paper, /ə/ as in about, or /o/ as in water. See the Pausing Point for additional materials and resources for the tricky spelling ‘a’  to use if students have difficulties during the Sound Search activity.

     

    Lesson 22: You will practice alphabetizing words today. Write the following words on individual pieces of paper (the text should be large enough that students can read the words from their desks): young, southern, apple, China, fossil, mental, eagle, tunnel, portion, reaction, needle. Today students will work on decoding the tricky spelling ‘e’. This spelling poses a challenge for readers because it is regularly pronounced three different ways: /e/ as in pet, /ee/ as in me, and /ə/ as in debate. Please see the Pausing Point for additional materials and resources for the tricky spelling ‘e’ to use if students have trouble during the Which Sounds Do You Hear? activity.

  • Week 3: April 30

    Unit

    5

    Lesson

    23

    24

    25

    26

    27

    Assessment

    25-Spelling Assessment

    26 & 27-Unit Assessment

    Notes:

    Lesson 23: Before beginning the lesson draw the chart on p.149 of the teacher's guide on chart paper for the warm up activity. Today students will work on decoding the tricky spelling ‘o’. This spelling poses a challenge for readers because it is regularly pronounced three different ways. At this point, the students have been introduced to all three of the most common pronunciations, /o/ as in hop, /oe/ as in open, and /u/ as in son. Please see the Pausing Point for additional materials addressing the tricky spelling ‘o’ to use if students have difficulties during the Sound Search activity.

     

    Lesson 24: Prior to today’s lesson, photocopy the sentences on p.157 of the teacher's guide, and cut into strips for the warm-up activity. Today students will work on decoding the tricky spelling ‘o_e’. This spelling poses a problem for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /oe/ and /u/. Please see the Pausing Point for additional materials for the tricky spelling ‘o_e’ if students have trouble during the Sound Sort activity.

     

    Lesson 25: Today students will work on decoding the tricky spelling ‘ou’. This spelling poses a challenge for readers because it can be pronounced several different ways. At this point, students have been introduced to the two most common pronunciations, /ou/ and /u/.

     

    Lesson 26: Before beginning the lesson write the words on p.167 of your teacher's guide on index cards for the warm up activity. Students should complete the Reading Comprehension Assessment: “Marching Orders” and the Grammar Assessment independently, only seeking you support for clarification purposes.

     

    Lesson 27: Before beginning this lesson you may want to tab the pages in your teacher's guide with spelling word lists, ie. Lessons 1, 6, 11, 16, and 21. These words can be used in this lesson's spelling bee. When completing the Decoding Assessment with students you should only be repeating the words two times. The Alphabetizing Assessment should be completed independently.

  • Week 4: May 7

    Unit

    5

    6

    Lesson

    28

    29

    30

    PP

    1

    Notes:

    Lessons 28-30: For the next three days, lessons will include a combination of assessment and review activities. The assessments provided are not required of every student. They should be administered to those students who are struggling as a way to provide targeted remediation. You will select pages from the Pausing Point for groups and/or individual students to complete while you are administering individual assessments. Students who scored less than 15 correct on the Worksheet 27.1 (Decoding Assessment) should be given the Individual Decoding Assessment. Students who scored less than 7 out of 11 correct on the Comprehension Assessment when administered one on one with the teacher should be given the Individual High Frequency Word assessment.

     

    Pausing Point: Take this time to review material presented in Unit 5. 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: Prior to this lesson, write the spelling words from p.14 of the teacher's guide on index cards, and have paper clips handy for folding over the cards to display partial words. You will also need to write the alphabet vertically on the board as a reference for students, as needed; most students should have internalized the alphabet sequence so that they are able to alphabetize words on their own. You will not be “matching” words to the alphabet as you did in the early lessons of Unit 5. Additionally, words cards need to be prepared for teaching the ‘ph’ > /of/, the word list can be found on p.14 of the teacher's guide. In this lesson, you will teach a spelling alternative for the /f/ sound: ‘ph’ as in phone. Students should already know the basic code spelling ‘f’ as in fit and the spelling alternative ‘ff’ as in stuff. The Tricky Words; paragraph, elephant, alphabet, and humph can now be seen as part of a larger spelling pattern. They should be removed from the Tricky Word wall after today's lesson.

    Assessment

    28-30: Individual Assessments

  • Week 5: May 14

    Unit

    6

    Lesson

    2

    3

    4

    5

    6

    Notes:

    Lesson 2: In this lesson, you will introduce students to various genres and formats of nonfiction. You will need to have a copy of The Cat Bandit as well as a nonfiction trade book about cats. Additionally, you will need to collect examples of the following genres and formats of nonfiction: history, biography, science, atlas, newspaper, magazine, and (if feasible) a website. Try to pick examples that you think may be of interest to students. Create displays around the room, grouping and numbering similar genres together. For example, a group of history books might be numbered “1,” a group of science books might be numbered “2,” and so on. Be sure to include a copy of the Unit 6 Reader The War of 1812 in the group of history books. Students will need to access these materials as they do the scavenger hunt activity in the lesson. This would be a good time to arrange a presentation by a school librarian who can show students how to find books, including nonfiction books, in your school library. Gather the spelling word index cards and the ‘ph’ word cards that you prepared for the previous lesson (lesson 1). Additionally, you will need to prepare the words listed on p.23 of the teacher's guide for a Baseball Game.

     

    Lesson 3: The Unit 6 Skills components include a set of 20 Timeline Cards depicting events in early American history that you will use to create a visual timeline to help students contextualize the time period during which the War of 1812 takes place. Prior to the lesson, survey the wall space in your classroom to determine an appropriate place to create a timeline. It is important that the timeline be readily accessible to students. If possible, we recommend placing the timeline on one or more classroom walls at students’ eye level. You may want to cut out a strip of bulletin board paper long enough to eventually accommodate all 20 of the Timeline Cards, and tape it to the classroom wall(s). You may also want to identify the start of the timeline by writing the date 1492 at the top or bottom of the timeline (this is where Card 1-Christopher Columbus will be placed during the lesson). At the end of the timeline, you may want to write the date 1865 at the top or bottom (this is where Card 20-Lee surrenders to Grant will be placed). It is fine if the timeline wraps around a corner and continues on a second wall. Additionally, you will need to prepare a new branch for the /e/ Spelling Tree (from Unit 4) and the following new leaves for the Spelling Tree: head, bread, dead, dread, thread, spread, tread, sweater, breath, and health. Today you will teach a spelling alternative for the /e/ sound: ‘ea’ as in head. Students should already know the basic code spelling ‘e’ as in pet. The ‘ea’ spelling is likely to be unfamiliar to many students, although some may have learned to decode this spelling during independent reading. Today's reading time is especially long, feel free to take a break using the Wiggle Cards when you find it necessary to do so.

     

    Lesson 4: The words listed on p.40 of the teacher's guide need to be prepared for a Baseball Game. Please feel free to bring in Listening & Learning's  Domain 5: The War of 1812 to provide students with some background knowledge on the topic. You may also want to use the Flip Book for The War of 1812 domain to show the images to students.

     

    Lesson 5: Students should be familiar with the tricky words, Britain and Europe, from previous stories and spelling words. You may also have them try sounding out the other tricky words by using their decoding skills during today's reading time. Also, note to students that U.S. is an abbreviation for United States. They will see this abbreviation throughout their reader.

     

    Lesson 6: Prior to this lesson, write the spelling words listed on p.56 of your teacher's guide on index cards, and have paper clips handy for folding the cards. Also, the additional chart of words on p.56 of your teacher's guide need to be written out for board sorting.

    Assessment

    5-Spelling Assessment

  • Week 6: May 21

    Unit

    6

    Lesson

    7

    8

    9

    10

    11

    Notes:

    Lesson 7: Today you may want to use the Flip Book for The War of 1812 domain to show the images to students as you present the read-aloud.

     

    Lesson 8: Before beginning today's lesson, the words listed on p.66 of the teacher's guide need to be written on leaves for a Spelling Tree. Additional branches need to be prepared as well. The tricky word wizard can now be seen as part of a larger spelling pattern. It should be removed from your Tricky Word Wall following today's lesson.

     

    Lesson 9: Feel free to fill code knowledge gaps during today's small group time. If students experience difficulties with identifying the verbs and adverbs during the Adverb Review activity, write the sentences out for students to view. This written representation may assist some students with identifying the correct adverb and/or verb.

     

    Lesson 10: While working with students in small groups, please remember to choose activities that  support students’ needs based upon data and their sequence of learning (Small Group Scope & Sequence).

     

    Lesson 11: Before today's lesson prepare the spelling words listed on p.84 of your teacher's guide on cards, and have paper clips handy for folding the cards. In this lesson you will teach a spelling alternative for the /k/ sound: ‘ch’ as in school. Students should already know the basic code spelling ‘c’ as in cat and the spelling alternatives ‘k’ as in kid, ‘ck’ as in black, and ‘cc’ as in hiccup. The spelling ‘ch’ is likely to be unfamiliar to many students, although some may have learned to decode this spelling during independent reading. During Today's Focus Spelling activity remind students that they have previously learned ‘ch’ for /ch/: chunk, church, munch, crunch, and chilly.

    Assessment

    10-Spelling Assessment

  • Week 7: May 28

    Unit

    6

    Lesson

    12

    13

    14

    15

    Notes:

    Lesson 12: If students experience difficulties with identifying the adjectives and adverbs during the Oral Review of Adjectives and Adverbs activity, write the sentences out for students to view. This written representation may assist some students with identifying the correct adverbs and/or adjectives.

     

    Lesson 13: Prior to this lesson leaves need to be created for the /ee/ Spelling Tree, see p.101 of the teacher's guide for more details. Students already know the basic code spelling ‘ee’ as in bee, as well as the spelling alternatives ‘ea’ as in beach, ‘ie’ as in cookie, ‘e_e’ as in Pete, ‘e’ as in me, ‘y’ as in funny, and ‘ey’ as in key. Today they will learn ‘i’ as in ski. During Today's Focus Spelling activity you may wish to remind students that ‘i’ is also a tricky spelling as students have previously learned ‘i’ as /i/ and as /ie/.

     

    Lesson 14:  Prior to this lesson, leaves need to be created for the /ee/ Spelling Tree, see p.110 of the teacher's guide for more details.

     

    Lesson 15: Preview specific vocabulary immediately before students are asked to read the page(s) on which they first appear. The page number where the words first appears in “The Attack on Washington, D.C.” is listed in bold print after the definition. A word in parentheses after the definition is another form of the vocabulary word that appears in the chapter.

    Assessment

    15-Spelling Assessment

  • Week 8: June 4

    Unit

    6

    Notes:

    Lesson 16: Before today's lesson prepare the words from p.123 of your teacher's guide on cards. This week the spelling words are all domain-specific words instead of words with a particular spelling feature.

     

    Lesson 17: In preparation for today's lesson, using the board or chart paper, write three columns labeled: “Who?”, “Where?”, and “Why?”. Alternately you could you use three separate sheets of chart paper, labeling each one. During reading time, note for students the two words Capitol and capital. Tell students that the word Capitol, with a capital letter ‘C’ and the letters ‘tol’ refers to the Capitol building, where Congress meets or where a state government meets. The word capital with a lowercase ‘c’ and the letters ‘tal’ refers to the capital city, which is where the main government offices are located.

     

    Lesson 18: As in the previous lesson, prepare the board or chart paper with the headings: “What?”, “Where?”, “How?”, and “Why?”.

     

    Lesson 19: Before today's lesson prepare the words from p.139 of your teacher's guide on index cards.

     

    Lesson 20: During partner reading, don't forget to work with small groups of students fill code knowledge gaps based upon students' current code knowledge deficits. This should be based upon assessment data and/or your current scope and sequence.

    Lesson

    16

    17

    18

    19

    20

    Assessment

    20-Spelling Assessment

  • Week 9: June 11

    Unit

    6

    Lesson

    33

    34

    35

    36

    Assessment

    33-End-of-Year Assessment: Silent Reading Comprehension Assessment, Section 1

     

    34-End-of-Year Assessment: Fluency Assessment, Section 2

     

    35-End-of-Year Assessment: Word Reading in Isolation Assessment, Section 3

     

    36-End-Of-Year Fluency Assessment, Section 2; Word Reading in Isolation Assessment, Section 3

    Notes:

    Lesson 21-32: Omit

     

    **During assessment days finish reading aloud the reader to students so that they know how the war ends! You also can encourage students to finish the reader with a partner, or even at home for homework.**

     

    Lessons 33-6: Don't complete the writing component of the assessments, students haven't finished the War of 1812 readings. The assessments should take you about 2/3 days to complete.

     

    Lesson 33: The Silent Reading Comprehension Assessment, Section 1 should be given to the whole class in one sitting. Ask students to tear out Worksheets 33.1 and 33.2. Allow students 20 minutes to silently read the story on Worksheet 33.1 and to answer the multiple-choice comprehension questions on Worksheet 33.2. Students should be allowed (and encouraged) to look back at the story as they answer the questions. Collect the worksheets after 20 minutes. (Ability to read the story and answer the questions in a fixed length of time is part of the assessment.)

     

    Lesson 34: The Fluency Assessment, Section 2 provides a more focused, one- on-one assessment for students who incorrectly answered two or more of the eight questions in Section 1. To administer this section of the assessment, you will pull students aside individually and ask each to read aloud to you the same story they read silently. You should keep a running record during this reading, and calculate a Words Correct Per Minute (W.C.P.M.) score using the guidelines below. This will provide an indication of fluency.

     

    Lesson 35: The Word Reading in Isolation Assessment, Section 3 is designed to assess a student’s ability to read words containing the spellings that were taught and reviewed in Grade 2. The emphasis in Section 3 is solely on decoding accuracy.

    • Students who complete Section 2 of the assessment should also complete Section 3. As stated earlier, it would be ideal to assess all students in this section, but if there is a time restriction, assess only students who scored less than 80 W.C.P.M.
    • The assessment sheet with words for students to read is at the end of this lesson. Ask students to tear out Worksheet 35.1 for you to use as a running record and scoring sheet.
    • Keep in mind that a single word will target multiple letter-sound correspondences. For example, the word phone assesses the ‘ph’ spelling for /f/ and the ‘o_e’ spelling for /oe/ and the ‘n’ spelling for /n/.

     

    Lesson 36: Students who have completed the needed portions of the End-of-Year Assessment should complete assigned Pausing Point Worksheets, or reread chapters in The War of 1812.