Comprehensive Course of Study Template
Washington Township Public Schools
COURSE OF STUDY – CURRICULUM GUIDE
|Course: |Fundations/ Word Study – Grade 2 |
|Written By: |Maryann Schaper |
| |
|Under the Direction of: |Gretchen Gerber |
| |
|Description: |Fundations provides children of varying learning abilities with a foundation for reading and spelling. Students will be instructed using a structured, sequential, and cumulative phonics/spelling program using multisensory |
| |teaching techniques. |
| |Curriculum Highlights: |
| |Segment syllables into sounds (phonemes) – up to 6 sounds; Identify word structures such as vowels, consonants, blends, digraphs, digraph blends; |
| |Identify parts of words (syllables, basewords, suffixes); Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel ; digraph/diphthong, consonant-le; Read and spell words with: short vowels, |
| |long vowels in vowel-consonant-e and open syllables, |
| |r-controlled vowels (ar, er, ir, or, ur); vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw); |
| |Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive); |
| |Read and spell words with s, es, ed, ing, est, ish, able, ive, y, ful, ment, less, ness, ly, ty suffixes; |
| |Read and spell phonetically regular one-, two- and three-syllable words; Read and spell targeted high-frequency,non-phonetic words; |
| |Divide multisyllabic words; Write clear, legible manuscript at an appropriate rate |
| |Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary |
| |Apply correct punctuation (period, question mark, exclamation point); Apply capitalization rules for beginning of sentences and names of people; |
| |Read controlled stories with fluency, expression and understanding; Read approximately 90 words per minute with fluency and understanding; |
| |Construct sentences using vocabulary words; Use synonyms, know some multiple meaning words, and apply dictionary skills; |
| |Retell facts from expository text; Locate facts and details in narrative and expository writing; |
| |Skim for information; Make judgments, predictions from given facts |
|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |
|Barbara E. Marciano: |Director of Elementary Education |
|Jack McGee: |Director of Secondary Education |
|Written: |Spring 2012 |
|Revised: | |
|BOE Approval: |Spring 2012 |
MAJOR UNITS OF STUDY
|Course Title: |Fundations Level 2 |
I. Unit 1: Diagraphs and Blends
II. Unit 2: Bonus Letter and Welded Sounds (Glued Sounds)
III. Unit 3: Closed Syllable Exception
IV. Unit 4: Suffixes
V. Unit 5: Multisyllabic Words
VI. Unit 6: Vowel-Consonant-E Syllable
VII. Unit 7: Open Syllable
VIII. Unit 8: R-Controlled (-ar and –or)
IX. Unit 9: R-Controlled (-er, -ir, -ur)
X. Unit 10: Double Vowel Syllable (-ai and –ay) (Vowel Diagraph)
XI. Unit 11: Double Vowel Syllable (-ee, -ea, and –ey) (Vowel Diagraph)
XII. Unit 12: Double Vowel Syllable (-oi and –oy) ( Vowel Diphthong)
XIII. Unit 13: Double Vowel Syllable (-oa, -oe, and –ow) (Vowel Diagraph)
XIV. Unit 14: Double Vowel Syllable (-ou, -and -ow) (Vowel Diphthong)
XV. Unit 15: Double Vowel Syllable (-oo,-ou,-ue and –ew) (Vowel Diphthong)
XVI. Unit 16: Double Vowel Syllable (-au, and –aw) (Vowel Diphthong)
XVII. Unit 17: Consonant –le Syllable
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 1 |Unit Title: |Diagraphs and Blends |
| | |
|Unit Description and Objectives: |
| |
|Unit 1 reviews some of the concepts, sounds, and spelling rules taught in Fundations Level 1, including digraphs sh, th, ch, ck, and wh. You will also review the definition of a digraph and the difference between a digraph and a blend. Students will review |
|the concept of digraph blends such as in the word bunch. The spelling of the /k/ sound will be taught and how to determine when to use each spelling option. Lastly, you will review the Closed Syllable type. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2- Grade 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 1- Diagraphs and Blends | |RF 2.3.a |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 2 |Unit Title: |Bonus Letter and Welded Sounds (Glued Sounds) |
| | |
|Unit Description and Objectives: |
| In this Unit, you will review the ff, ll, ss bonus letter rule. You will also reteach the “glued” or welded sounds: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk. You will begin to introducing the keywords-sounds of selected vowel teams using the |
|Vowel Teams Poster. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 2 Bonus Letter and Welded Sounds (Glued Sounds) | |RF 2.3.a |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 3 |Unit Title: |Closed Syllable Exception |
| | |
|Unit Description and Objectives: |
| |
|In Unit 3, you will teach the exception to the closed syllable type. These exceptions are taught as “glued” or Welded Sounds. The exception are:ild, ind, old, olt, and ost. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 3 Closed Syllable Exceptions | |RF 2.3.a |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 4 OVERVIEW |Unit Title: |Suffixes |
| | |
|Unit Description and Objectives: |
|Unit 4 reviews the suffixes –s, -es, -ed, and –ing learned in Fundations Level 1. You will introduce the suffixes-est and –er, as well as two additional sounds of –ed, /d/, and /t/. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 4 Suffixes | |RF.2.3.d |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 5 OVERVIEW |Unit Title: |Multisyllablic Words |
| | |
|Unit Description and Objectives: |
|The focus of Unit 5 changes from sounds to syllables. Review how to read and spell multisyllabic words. In this unit, you will review the procedures for segmenting or dividing words into syllables. When dividing between closed syllables, students will |
|learn to keep the first syllable closed by keeping the consonant after the first vowel with the first syllable. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 5 Multisyllabic Words | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundation Level 2 |
| | |
|Unit #: |UNIT 6 OVERVIEW |Unit Title: |Vowel-Consonant-e |
| | |
|Unit Description and Objectives: |
|In Unit 6, students will review Vowel-Consonant-e that they were taught in Fundations Level 1. Review the two long u sounds as in mule and tube. Also, you can teach that s can say /z/ when it is between two vowels as in the word nose. Students will learn |
|an exception to the vowel-consonant-e syllable. This exception, |
|-ive can also be a suffix. It is pronounced with a short I sound, instead of the expected long sound. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 6 Vowel-Consonant-e Syllable | |RF.2.3.a |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 7 OVERVIEW |Unit Title: |Open Syllable |
| | |
|Unit Description and Objectives: |
|In Unit 7, you will introduce for the first time Open Syllables. Students will learn to combine an open syllable with closed and vowel-consonant- syllables.. Studenst will also learn that y often works as a vowel in open syllables saying the long I sound at|
|the end of a one syllable word and the long e sound at the end of a two syllable word. You will also explain that y can be a vowel suffix and that it say \s the long e sound. They will learn –ly and –ty suffixes. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 7 Open Syllable | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 8 OVERVIEW |Unit Title: |R-Controlled Syllable (ar and or) |
| | |
|Unit Description and Objectives: |
|In this Unit, you will introduce the R-Controlled Syllable. This syllable contains a single vowel followed by an r. The vowel is neither long nor short; it is controlled by the r. It can be combined with other syllable types to make a multisyllabic word. |
|In Unit 8, students will focus on the –ar and –or sounds. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 8 R-Controlled Syllable (ar and or) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 9 OVERVIEW |Unit Title: |R-Controlled (er, ir, ur) |
| | |
|Unit Description and Objectives: |
|In this Unit, you will introduce the R-Controlled Syllable. This syllable contains a single vowel followed by an r. The vowel is neither long nor short; it is controlled by the r. It can be combined with other syllable types to make a multisyllabic word. |
|In Unit 8, students will focus on the er, ir, and ur sounds. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 9 R-Controlled (er, ur, ir) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 10 OVERVIEW |Unit Title: |Double Vowel Syllable (-ai and –ay) (Vowel Diagraph) |
| | |
|Unit Description and Objectives: |
|Throughout the year thus far, students have practiced vowel diagraphs and diphthongs on the Vowel Teams Poster. Unit 10 introduces a new syllable type, double vowel syllable. This syllable contains vowel diagraph or diphthong. It is not necessary that the |
|students know the difference between vowel diagraph or diphthong. Refer to the syllable as Double Vowel or “D” syllable. In this unit, you will instruct students to read and spell words with ai and ay, using the spelling option procedure to spell words with|
|the long a sound. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 10 Double Vowel Syllable (-ai and –ay) (Vowel Diagraph) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 11 OVERVIEW |Unit Title: |Double Vowel Syllable (-ee, -ea, and –ey) (Vowel Diagraph) |
| | |
|Unit Description and Objectives: |
|Throughout the year thus far, students have practiced vowel diagraphs and diphthongs on the Vowel Teams Poster. This syllable contains vowel diagraph or diphthong. It is not necessary that the students know the difference between vowel diagraph or |
|diphthong. Refer to the syllable as Double Vowel or “D” syllable. In this unit, you will instruct students to read and spell words with ee, ea, and ey, using the spelling option procedure to spell words with the long a sound. |
| |
| |
| |
| |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 11 Double Vowel Syllable (-ee, -ea, and –ey) (Vowel Diagraph) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 12 OVERVIEW |Unit Title: |Double Vowel Syllable (-oi and –oy) ( Vowel Diphthong) |
| | |
|Unit Description and Objectives: |
|Throughout the year thus far, students have practiced vowel diagraphs and diphthongs on the Vowel Teams Poster. This syllable contains vowel diagraph or diphthong. It is not necessary that the students know the difference between vowel diagraph or |
|diphthong. Refer to the syllable as Double Vowel or “D” syllable. In this unit, you will instruct students to read and spell words with oi, and oy, using the spelling option procedure to spell words with the long a sound. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 12 Double Vowel Syllable (-oi and –oy) ( Vowel Diphthong) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 13 OVERVIEW |Unit Title: |Unit 13: Double Vowel Syllable (-oa, -oe, and –ow) (Vowel Diagraph) |
| | |
|Unit Description and Objectives: |
|Throughout the year thus far, students have practiced vowel diagraphs and diphthongs on the Vowel Teams Poster. This syllable contains vowel diagraph or diphthong. It is not necessary that the students know the difference between vowel diagraph or |
|diphthong. Refer to the syllable as Double Vowel or “D” syllable. In this unit, you will instruct students to read and spell words with oa, -oe, and –ow, using the spelling option procedure to spell words with the long a sound. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 13: Double Vowel Syllable (-oa, -oe, and –ow) (Vowel Diagraph) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 14 OVERVIEW |Unit Title: | |
| | | |Unit 14: Double Vowel Syllable (-ou, -and -ow) (Vowel Diphthong) |
| | |
|Unit Description and Objectives: |
| In Unit 14, you will teach students how to read and spell words with the vowel teams ou and oa that say /ou/. You will explain that some double vowels have more than one pronunciation. You will instruct students to try both pronunciations when |
|determining how to read a word and choose the one that makes a real word. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 14: Double Vowel Syllable (-ou, -and -ow) (Vowel Diphthong) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 15 OVERVIEW |Unit Title: |Unit 15: Double Vowel Syllable (-oo,-ou,-ue and –ew) (Vowel Diphthong) |
| | |
|Unit Description and Objectives: |
|In the Unit, you will teach students h0ow to read and spell words with the four spellings of /u/; oo, ou, ue, and ew. When learning the /u/ sound of ou, students will try both /u/ and /ou/ sounds when decoding unfamiliar words. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
|3. What do good readers do? |3. Fluent readers accurately process print with expression at an appropriate rate. |3.1 How does fluency affect my comprehension? |
| | | |
|4. Why does fluency matter? | | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 15: Double Vowel Syllable (-oo,-ou,-ue and –ew) (Vowel Diphthong)| |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 16 OVERVIEW |Unit Title: |Unit 16: Double Vowel Syllable (-au, and –aw) (Vowel Diphthong) |
| | |
|Unit Description and Objectives: |
| |
|In Unit 16, you will introduce two new double vowel combinations, au and aw. These make the /o/ sound as in the words August and saw. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 16: Double Vowel Syllable (-au, and –aw) (Vowel Diphthong) | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
UNIT OVERVIEW
|Course Title: |Fundations Level 2 |
| | |
|Unit #: |UNIT 17 OVERVIEW |Unit Title: |Unit 17: Consonant –le Syllable |
| | |
|Unit Description and Objectives: |
|In this Unit, you will teach the last of the six syllable types, the consonant –le syllable. This syllable has only three letters: a consonant, an l, and an e. The e is silent. It is the vowel. The consonant and the l are sounded like a blend. This |
|syllable must be the last syllable in a multisyllabic word. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1.How do sounds and letters create words? |1. Word analysis and decoding skills are foundational for success as a reader. |1.1 How are sounds represented by letters? |
| | | |
| |2. Letter and letter combinations represent sounds. | |
|2.When a word doesn’t make sense, what can I do? |1. Fluent readers’ group words together quickly to help them gain meaning from what |2.1 How do I figure out a word I do not know? |
| |they read. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Fundations Level 2 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 17: Consonant –le Syllable | |RF.2.3.b |
| |Refer to Additional Activities in Teachers Manual- |Double Dose Model for 3 days (see appendix) |Double Dose Model for 5 days (see appendix) |
|Double Dose Model for 3 days (see appendix) |*Make It Fun | | |
| |*Story Time |Intervention Placement Inventory |Fluency Kit |
|Fluency Kit |*Word of the Day | | |
| |* Word Talk |Fluency Kit |Decodable Stories |
|Intervention Placement Inventory | | | |
| | | |Intervention Placement Inventory |
| | | | |
CROSS-CONTENT STANDARDS ANALYSIS
|Course Title: |Fundations Level 2 |Grade: |2 |
|Unit Title: |Visual and Performing Arts |
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |*All core content areas may not be applicable in a particular course.
Washington Township Public Schools
Department of Student Personnel Services
CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.
The intent is three-fold:
• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;
• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;
• To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.
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