2nd Grade ELAR Unit 8

Big Idea:

Determining the Author’s Purpose(multiple works of an author)

Student Expectations:

Priority TEKS

2.10(A) discuss the author's purpose for writing text;

2.10(B) discuss how the use of text structure contributes to the author's purpose;

Focus TEKS

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming;

2.11(Bi) develop drafts into a focused piece of writing by: organizing with structure; and

2.11(Bii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details;

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

2.11(E) publish and share writing

2.12(C) compose correspondence such as thank you notes or letters.

2.2(Bvi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

2.10(C) discuss the author's use of print and graphic features to achieve specific purposes

2.10(D) discuss the use of descriptive, literal, and figurative language

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.

2.6I 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.

2.8(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

2.8(D) describe the importance of the setting.

Cursive:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when

Student Learning Targets:

Essential Questions:

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center