2nd Grade ELAR Unit 2

Big Idea:

Reading and writing poems

Student Expectations:

Priority TEKS

• 2.2Ai Produce a series of rhyming words.
• 2.6D Create mental images to deepen understanding

Focus TEKS

Reading

2.10 F Identify and explain the use of repetition

2.9(B) explain visual patterns and structures in a variety of poems;

Phonics

2B(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

Writing

2.12(A) compose literary texts, including poetry;

2.11D(iv) adjectives, including articles;

Ongoing TEKS

2.1(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions;

2.1(C) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and

2.1(E) develop social communication such as distinguishing between asking and telling.

2.2B(vii) identifying and reading high-frequency words from a research-based list;

Phonics:

2.2C(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

2.2C(ii) spelling words with silent letters such as knife and gnat;

2.2C(iii) spelling compound words, contractions, and common abbreviations;

2.2C(iv) spelling multisyllabic words with multiple sound-spelling patterns;

2.2C(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

2.2C(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

2.(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

2.(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.6 monitor comprehension and make adjustments such as re-reading, using background knowledge,

checking for visual cues, and asking questions when understanding breaks down.

2.7(E) interact with sources in meaningful ways such as illustrating or writing; and

2.7(F) respond using newly acquired vocabulary as appropriate.

Student Learning Targets:

• I will create visual images (mind movies) to help us understand the poem.
• I will identify rhyming words in poetry.
• I will create a list of rhyming words.
• I will create poems.
• I will recognize and identify the structures of poetry.
• I will use the writing process to create personal narratives.

Essential Questions:

• What makes this text a poem?
• What are poetic devices?
• How do images and sounds help us understand the meaning of the poem?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center