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Reading Literature:

-Key Ideas and Details

-CCSS.ELA-LITERACY.RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

-The students will read a story and then record the story elements using a graphic organizer.  http://www.fcrr.org/studentactivities/c_006b.pdf

-CCSS.ELA-LITERACY.RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

-Students will retell a story answering questions related to story elements.http://www.fcrr.org/studentactivities/c_008b.pdf

-Craft and Structure

-CCSS.ELA-LITERACY.RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

-Students will evaluate use of reading strategies by filling out a self-assessment chart about their thoughts of meaning in the story. http://www.fcrr.org/studentactivities/c_044c.pdf

-Integration of Knowledge and Ideas

-CCSS.ELA-LITERACY.RL.2.9

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

-Students will identify similarities and differences of story details by using a graphic organizer. http://www.fcrr.org/studentactivities/c_010b.pdf

-Range of Reading and Level of Text Complexity

-CCSS.ELA-LITERACY.RL.2.10

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-Students will restate a story using a graphic organizer.http://www.fcrr.org/studentactivities/c_011c.pdf

-Students identify inferences by reading clues. http://www.fcrr.org/studentactivities/c_022b.pdf

Reading Informational Text:

-Key Ideas and Details

-CCSS.ELA-LITERACY.RI.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

-Students will summarize the text using a graphic organizer.http://www.fcrr.org/studentactivities/c_031b.pdf

-CCSS.ELA-LITERACY.RI.2.2

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

-Students locate and record details in expository text by completing a graphic organizer. http://www.fcrr.org/studentactivities/c_015c.pdf

-Craft and Structure

-CCSS.ELA-LITERACY.RI.2.5

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

-Students will identify parts of a book by completing an activity sheet.  http://www.fcrr.org/studentactivities/c_011b.pdf

-Integration of Knowledge and Ideas

-CCSS.ELA-LITERACY.RI.2.7

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

-Students locate text features and answer related questions. http://www.fcrr.org/studentactivities/c_014c.pdf

-Range of Reading and Level of Text Complexity

-CCSS.ELA-LITERACY.RI.2.10

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-Students determine main ideas and supporting details by discussing text. http://www.fcrr.org/studentactivities/c_017c.pdf

Reading Foundational Skills

-Phonics and Word Recognition

-CCSS.ELA-LITERACY.RF.2.3.B

Know spelling-sound correspondences for additional common vowel teams.
-Students will match diphthong patterns (i.e., ou, ow, oi, oy) by playing a board game. http://www.fcrr.org/studentactivities/P_025b.pdf
- CCSS.ELA-LITERACY.RF.2.3.C

Decode regularly spelled two-syllable words with long vowels.

-Students will segment and sort words by the number of syllables. http://www.fcrr.org/studentactivities/P_030b.pdf

-CCSS.ELA-LITERACY.RF.2.3.D

Decode words with common prefixes and suffixes.

-Students will segment words into base words and affixes. http://www.fcrr.org/studentactivities/P_041b.pdf

-CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.       - Students quickly read words in a timed activity.http://www.fcrr.org/studentactivities/F_008c.pdf

-Fluency

-CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

-Students read fluently by echo reading paragraphs. http://www.fcrr.org/studentactivities/F_027b.pdf

Writing

-Text Types and Purposes

-CCSS.ELA-LITERACY.W.2.1

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

- Students will write a paragraph about their opinion on a topic from the slide show http://betterlesson.com/lesson/599658/what-s-your-opinion-which-dessert-is-the-best

-CCSS.ELA-LITERACY.W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

- Students will look through the Waldo glasses at examples from school and use the 'writing process' to create a project about the types of writing. http://betterlesson.com/lesson/476833/waldo-says-where-s-writing

-Production and Distribution of Writing

-CCSS.ELA-LITERACY.W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

-Students will use critical thinking skills to detect faulty logic in arguments. Non-examples help students learn, too. http://betterlesson.com/lesson/537352/faulty-logic-overgeneralization

-Research to Build and Present Knowledge

-CCSS.ELA-LITERACY.W.2.8

Recall information from experiences or gather information from provided sources to answer a question.

- Students will communicate their experiences and share their knowledge http://betterlesson.com/lesson/530155/researching-our-class-culture-culmination-of-countries

-Range of Writing

-Begins in grade 4

Speaking and Listening

-Comprehension and Collaboration

-CCSS.ELA-LITERACY.SL.2.1.A

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

-Students will be identifying and applying text features to find key information is complex and needs to be taught in a series of lessons so students can grasp this concept. http://betterlesson.com/lesson/517464/introduction-of-text-features

-CCSS.ELA-LITERACY.SL.2.1.B

Build on others' talk in conversations by linking their comments to the remarks of others.
- Students will get practice asking comprehension-deepening questions about the key details. http://betterlesson.com/lesson/586601/charlotte-s-web-how-does-it-all-begin

-CCSS.ELA-LITERACY.SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

-The students will watch a 2-minute video which shows the formation of the Himalayan Mountains.  Then a discussion follows about how and why scientists use models. http://betterlesson.com/lesson/635808/how-are-mountains-made

-Presentation of Knowledge and Ideas

-CCSS.ELA-LITERACY.SL.2.4

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

-The class will take a mini field trip on the school grounds to find evidence of erosion.  As they find evidence, the students will stop, observe and report.  We then discuss the types of erosion damage they have seen in their own neighborhood. http://betterlesson.com/lesson/640745/finding-erosion-at-our-school

-CCSS.ELA-LITERACY.SL.2.5

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

- Students will use the figurative language they have learned to write their own story. Then record themselves reading their poem. http://betterlesson.com/lesson/509450/go-figure-with-figurative-language-it-helps-with-predicting

Language

-Conventions of Standard English

-CCSS.ELA-LITERACY.L.2.1.B

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

-Students will be given a word (goose) and have to write the plural word. http://betterlesson.com/common_core/browse/1094/ccss-ela-literacy-l-2-1b-form-and-use-frequently-occurring-irregular-plural-nouns-e-g-feet-children-teeth-mice-fish?from=domain_core_container

-CCSS.ELA-LITERACY.L.2.2.D

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

-Students write words with r-controlled vowel sounds using the correct spelling pattern. http://www.fcrr.org/studentactivities/AP_005.pdf

-Knowledge of Language

-CCSS.ELA-LITERACY.L.2.3.A

Compare formal and informal uses of English

-Students will compare pieces of formal and informal uses of English and tell which is correct and which is incorrect. http://betterlesson.com/lesson/537633/contractions-with-am-not-and-will

-Vocabulary Acquisition and Use

-CCSS.ELA-LITERACY.L.2.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.

- Students will describe a target word using a graphic organizer. http://www.fcrr.org/studentactivities/v_017b.pdf

-CCSS.ELA-LITERACY.L.2.4.B

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

-Students identify the meaning of affixes and base words by playing a matching game. http://www.fcrr.org/studentactivities/v_013b.pdf