Focus for instruction in Quarter 1:

September 8- November 10

READING AND WRITING:

COMMUNICATION AND MULTI-MODAL LITERACY

ELA.2.1 The student will use oral communication skills in a variety of settings.

ELA.2.1.1 Communicate effectively in a variety of settings.

ELA.2.1.1a Listen actively and speak using appropriate discussion rules.

ELA.2.1.1b Use oral language for different purposes: to inform, persuade, entertain, clarify and respond.

• Participate in a range of collaborative discussions by building on others’ ideas and clearly expressing thoughts and opinions.

ELA.2.1.1c Speak audibly with appropriate voice level, phrasing and intonation.

• Use proper pitch and volume.

• Speak clearly and distinctly.

ELA.2.1.1d Share information orally with appropriate facts and relevant details.

• Share and retell an experience or story to an audience in a logical order, with appropriate facts and descriptive details.

ELA.2.1.1h Ask and answer questions to seek help, get information or clarify understanding of information presented.

• Speak in complete sentences when appropriate to the task and situation to provide details and clarification.

ELA.2.1.1i Retell information shared by others.

ELA.2.2 The student will demonstrate an understanding of oral early literacy skills.

ELA.2.2.1 Demonstrate an understanding of oral early literacy skills.

ELA.2.2.1b Create and participate in oral language activities, including dramatic activities, choral speaking and recitation.

• Maintain and manipulate voice, such as pausing, tempo and pitch, to convey mood.

READING

ELA.2.4 The student will expand vocabulary and use of word meanings.

ELA.2.4.1 Use knowledge of homophones.

• Use the context of a sentence to apply knowledge of homophones (e.g., such as pair and pear).

ELA.2.4.4 Use context clues to determine the meaning of unknown words.

ELA.2.4.4a Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.

• Use knowledge of the meaning of individual words to predict the meaning of compound words.

ELA.2.4.5 Use word-reference materials including dictionaries, glossaries and indices.

*ELA.2.4.6 Use vocabulary from other content areas.

ELA.2.5 The student will read and demonstrate comprehension of fictional texts. (SOL 2.7)

ELA.2.5.1 Make, revise and confirm predictions.

• Preview text and set a purpose for reading.

  • Use titles, illustrations and/or blurbs to generate ideas about the text.

• Use details from the text to confirm and revise predictions made before, during and after reading.

ELA.2.5.2 Make connections before, during and after reading text.

• Make connections between texts, such as identifying a similar plot or character.

*ELA.2.5.3 Visualize information in text.

ELA.2.5.4 Ask and answer questions about what is read before, during and after reading.

• Generate questions to guide reading of text.

• Search for answers to specific questions.

ELA.2.5.5 Describe characters, setting and important plot events using details from the text.

• Identify changes in setting within a story.

ELA.2.5.6 Identify the conflict and resolution.

• Identify the main conflict and resolution.

ELA.2.5.8 Summarize stories and events with beginning, middle and end in the correct sequence.

• Use knowledge of transition words (e.g., first, next and soon) to understand how information is organized in sequence.

• Identify events in sequence.

ELA.2.6 The student will read and demonstrate comprehension of nonfiction texts. (SOL 2.8)

ELA.2.6.1 Preview and use text features including table of contents, headings, pictures, captions and maps while reading.

• Understand text features serve a purpose.

• Skim text for section headings, bold type, pictures and captions to help set a purpose for reading.

• Use print clues, such as bold type, italics and underlining, to assist in reading.

ELA.2.6.2 Make, confirm and revise predictions.

• Use text features to make, confirm and revise predictions.

*ELA.2.6.3 Set a purpose for reading.

ELA.2.6.4 Ask and answer questions using the text as support, before, during and after reading.

• Use who, what, when, where, why and how questions to guide reading of text.

• Locate information using text and text features to answer questions.

WRITING

ELA.2.7 The student will write in a variety of forms to include narrative, descriptive, opinion and expository. (SOL 2.10)

ELA.2.7.1 Write in a variety of forms to include narrative, descriptive, opinion and expository and in response to what is read/learned.

ELA.2.7.1a Understand writing as a process.

ELA.2.7.1b Identify audience and purpose.

• Identify the intended audience and purpose for writing (e.g., letters, stories, emails, journals, directions).

ELA.2.7.1c Use prewriting strategies to generate and organize ideas before writing.

ELA.2.7.1d Use strategies for organization according to the type of writing.

• Develop writing by focusing on one topic.

• Begin to compose, organize and format paragraph(s).

• Use time-order words, such as first, next, then and last, to sequence and organize writing.

• Demonstrate comprehension by writing about what is read.

ELA.2.7.1e Organize writing to include a beginning, middle and end in narrative writing.

• Write narratives describing events with details, sequence including beginning, middle, end and a closure.

ELA.2.7.1f Write facts about a subject to support a main idea in informative/explanatory writing.

• Write informative/explanatory pieces that introduce the topic, use facts or opinions and provide a concluding statement.

ELA.2.8 The student will edit writing for capitalization, punctuation, spelling and Standard English. (SOL 2.9, 2.11)

ELA.2.8.1 Edit writing for capitalization, punctuation, spelling and Standard English.

ELA.2.8.1a Recognize and use complete sentences.

ELA.2.8.1b Correctly punctuate declarative, interrogative and exclamatory sentences.

ELA.2.8.1c Capitalize all proper nouns, the word “I” and words at the beginning of sentences.

ELA.2.8.1g Use correct spelling for commonly used sight words, including compound words and regular plurals.

• Consult reference materials to check and correct spelling.

*ELA.2.8.2 Maintain legible printing and begin to make the transition to cursive.

ELA.2.8.2a Write legibly.

• Space words in sentences.

• Space sentences in writing.

RESEARCH

ELA.2.9 The student will conduct research by using available resources to gather information and answer questions to complete a research product.

ELA.2.9.1 Conduct research by using available resources to gather information and answer questions to complete a research product.

ELA.2.9.1a Generate topics of interest and questions to gather information on a specific topic.

• Generate ideas for topics based on interest or content areas.

• Generate questions to gather information.

• Work collaboratively to generate questions to gather information.

ELA.2.9.1b Find information from provided sources.

• Identify pictures, various texts, people or media that can be used as sources of information.

• Use provided sources to gather information, answer questions or solve problems.

SMALL GROUP OBJECTIVES

ELA.2.5 The student will read and demonstrate comprehension of fictional text.

*ELA.2.5.10 Read and reread familiar stories and poems with fluency, accuracy and meaningful expression.

• Practice reading and rereading text that is on their independent reading level to develop accuracy, fluency and meaningful expression.

ELA.2.6 The student will read and demonstrate comprehension of nonfiction texts.

*ELA.2.6.7 Read and reread familiar texts with fluency, accuracy and meaningful expression.

ELA.2.10 The student will use phonetic strategies when reading and spelling.

ELA.2.10.1 Use knowledge of consonants, consonant blends and consonant digraphs to decode and spell words.

• Apply knowledge of consonants and consonant blends to decode and spell words.

• Apply knowledge of consonant digraphs (e.g., sh, wh, ch, th) to decode and spell words.

ELA.2.10.2 Use knowledge of short, long and r-controlled vowel patterns to decode and spell words.

• Distinguish long and short vowels when reading one-syllable regularly spelled words.

• Apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in), CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., find), to decode and spell words.

ELA.2.10.3 Decode regular multisyllabic words.

• Use decoding strategies while reading to confirm or correct pronunciation and use of words.

• Read regularly spelled one and two-syllable words automatically.

  • Use open (e.g., robot) and closed (e.g., sister) syllable patterns to decode.

  • Use VCe (e.g., replace) syllable patterns to decode.

ELA.2.11 The student will orally identify, produce and manipulate various phonemes within words to develop phonemic awareness.

ELA.2.11.1 Count phonemes within one-syllable words.

• Count phonemes in one-syllable words (e.g., man has three phonemes /m/-/a/-/n/, chop has three phonemes /ch/-/o/-/p/ and drop has four phonemes /d/-/r/-/o/-/p/).

ELA.2.11.2 Blend sounds to make one-syllable words.

• Blend sounds to make one-syllable words (e.g., /p/-/a/-/n/ → pan,

/d/-/r/-/i/-/p/ → drip).

ELA.2.11.3 Segment one-syllable words into phonemes.

• Segment words by saying each sound (e.g., pan → /p/-/a/-/n/,

drip → /d/-/r/-/i/-/p/).

ELA.2.11.4 Add or delete phonemes to make words.

• Add a phoneme from an orally presented word or rhyme to make a new word (e.g., pie/pipe, four/fork, cab/crab, ot/lot, ap/map).

• Delete a phoneme from an orally presented word to make a new word

(e.g., rice/ice, beach/bee, weight/weigh, couch/cow).

• Manipulate sounds in words to form new or nonsense words.

ELA.2.11.5 Blend and segment multisyllabic words at the syllable level.

• Identify syllables in a word (e.g., students tap snowball → /snow/- /ball/, clap out the word hamburger → /ham/- /bur/-/ger/).

• Blend and segment multisyllabic words at the syllable level.

• Delete a syllable from a word and state what remains (e.g., say celebrate without brate [cele]).

*ELA.2.12 The student will use semantic clues and syntax to expand vocabulary when reading.

*ELA.2.12.1 Use information and context clues in the story to read words.

• Use meaning clues to support decoding.

*ELA.2.12.2 Use knowledge of sentence structure to determine the meaning of unknown

words.

• Use surrounding words in a sentence to determine the meaning of a word.