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Unit I:Topic: CCSS:Goals: The Standards that are to be mastered by the end of this unit.Projected # of days Journeys Unit 4 “Heroes and Helpers”RL.2.1Answer questions such as who, what, where, when, and how about key details in a text.35RL.2.7Write a description of characters, setting, or plot using information from illustrations and key words from the text (print or digital).W.2.3; L.2.1.d; L.2.2.dApply the writing process to develop a narrative using learned spelling patterns to write words including temporal and frequently occurring past tense irregular verbs, and a closing sentence.L.2.1.bForm and use frequently occurring irregular plural nouns (e.g., feet, children)L.2.4.bPredict the meaning of compound words based on grade two reading and content using the meaning of individual words (e.g., birdhouse).L.2.2.aCapitalize holidays, product names, and geographic names.RI.2.2Identify the main topic of a multiparagraph text.RI.2.4; L.2.4.aMake connections with other key words in a text to determine the meaning of words and phrases using sentence level context.Essential Questions: *When might a character need help solving a problem? *What words show the order of events in a story? *What makes a character interesting? *What can you learn from signs in your community? *How can stories be alike and different?Enduring Understandings:Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.Assessments:Formative: Journeys Day 3 Skill Checks, Journeys Guided Reading Skill Checks, Anecdotal Records, Running Records; Teacher-made assessments; Narrative Piece Rough Draft Summative: Model Curriculum Unit 1 Assessment; Journeys Weekly Assessment; Journeys Unit 4 Assessment; Narrative Piece Final Draft; Open-Ended Response to LiteratureAuthentic: (Portfolio Requirement): Narrative Piece; Open-Ended Response to LiteratureInterdisciplinary Connections: Science /Social Studies – Use the textbook to have students identify the main idea of various paragraphs/pages for the topic that is being studiedTechnology Integration: (main idea video) (main idea practice), (spelling practice/compound words) (Journeys resources), (for struggling readers), (irregular plural nouns millionaire game)Key Vocabulary: Journeys Unit 4 Vocabulary and main idea, details, characters, setting, plot, compound word, narrative Useful Sites: (compound words game) (past tense irregular words smart board lessons) (story map for narrative) (sample friendly letter)Primary Documents: (This section to be completed for RI only)Text Crosswalk: Reading – Journeys p. T68 “Read to Connect”; Writing – Journeys p. T69 “Extend Through Research”; Listening and Language – Journeys p. T69 “Listening and Speaking” Unit 2:Topic: CCSS:Goals: The standards that are to be mastered by the end of the unit.Projected # of days Journeys Unit 3“Tell Me About It”RL.2.3Describe how characters in a story respond to major events and challenges. 36RL.2.7Examine the illustrations, individual word choices or phrases within a story (print or digital) to describe character traits, setting or plot.RI.2.1Ask and answer questions pertaining to who, what, when, and where using key details or facts from the text.RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.4; RI.2.5Identify and use various text features (e.g., captions), to locate key facts or information and to determine the meaning of words and phrases relevant to a grade two topic.RI.2.7Describe an image (e.g., picture, graphic) from a text and explain how the image contributes and clarifies the text. RF.2.3.aRead regularly spelled one-syllable words correctly by distinguishing long and short vowels.L.2.2.bCompose a friendly letter in which commas are used correctly in a greeting and closing. Essential Questions: *What helps you make a decision about a character? *How do you find important story characters? *Why do authors write different kinds of texts? *How do you know when story ideas are important? *What might cause a story character to change?Enduring Understandings: Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.Assessments:Formative: Journeys Day 3 Skill Checks, Journeys Guided Reading Skill Checks, Anecdotal Records, Running Records; Teacher-made assessments; Informative Piece Rough Draft Summative: Model Curriculum Unit 2 Assessment; Journeys Weekly Assessment; Journeys Unit 4 Assessment; Informative Piece Final Draft; Open-Ended Response to Informational TextAuthentic: (Portfolio Requirements) Informative/Explanatory PieceOpen-Ended Response to Informational TextInterdisciplinary Connections: Science (Foss) Connection; Text Feature Scavenger Hunt - Use textbook to have students do a text feature hunt.Technology Integration: (text feature practice), (spelling practice) (Journeys resources), (for struggling readers)Key Vocabulary: Journeys Unit Vocabulary and character trait, fact, text feature, photograph, caption, heading, sub-heading, bold print, glossary, indexUseful Sites: (list of character trait words) (text feature graphic organizer for scavenger hunt) (informational texts for teaching text features and main idea)Primary Documents: (This section to be completed for RI only)Text Crosswalk: Journeys p. T66 “Read to Connect”; Writing – Journeys p. T67 “Extend Through Research”; Listening and Language – Journeys p. T67 “Listening and Speaking”Unit 3:Topic: CCSS:Goals: The standards that are to be mastered by the end of the unit.Projected # of days Journeys Unit 5: “Changes, Changes Everywhere”RL.2.1Describe key details of a read text by asking questions such as who, what, where, when, why, and how.36RL.2.2Recall and describe the central message, lesson, or moral of a story including fables and folktales from diverse cultures.RL.2.3Describe how characters respond to major story events and challenges.RL.2.4Describe the feeling and tone words and phrases (e.g., regular beats, alliterations, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.5Describe the structure of a story including a description of the introduction and closing action.W.2.3; L.2.1.b,dApply the writing process to develop a narrative paragraph that includes an event or series of events, including details describing actions, thoughts and feelings and a concluding statement. Use time order words, irregular plural nouns, and past tense irregular verbs.L.2.2.aCapitalize holidays, product names, and geographic names.L.2.2.cUse an apostrophe to form contractions and common possessives.Essential Questions: *How do you know which facts are important?* *What can you learn from a character’s words and actions * * What helps you make a decision about a character?* * How can one event in a story cause another to happen?* Enduring Understandings:Fluent readers group words quickly to help them gain meaning from what they read.Rules, conventions of language, help readers understand what is being communicated.Questioning and contributing help speakers convey their message, explore issues and clarify their thinking.A speaker’s choice of words and style set a tone and define the message.Assessments:Formative: Journeys Reading Practice Book Day 3 Skill Checks; Journeys Guided Reading Skill Checks, Anecdotal Records, Running Records; Teacher-made assessments; Opinion Piece Rough DraftSummative: Model Curriculum Unit 3 Assessment, Journeys Weekly Assessments; Journeys Unit AssessmentAuthentic: Opinion Writing Piece,Narrative,Open-Ended Response to Informational Text,Informational Paragraph (T265)Write to Inform (T169)Interdisciplinary Connections: Science: Penguin Fact Hunt (T42), Super Soil (T444) How to Make a Kite (T238) Social Studies: Text To World (T157); Basket Weaving (T252)Technology Integration: (story structure practice), (spelling practice) (Journeys resources)Key Vocabulary: Journeys Unit Vocabulary and moral, lesson, message, fable, main idea, detailsUseful Sites: (free audio books for struggling readers) (additional stories) (poetry website for kids) (interactive writing)Primary Documents: (This section to be completed for RI only)Text Crosswalk: Connect to Poetry: “Animal Poems” Journeys (T60) Traditional Tales: “The Lion & The Mouse” Journeys (T300-302)Unit 4:Topic: CCSS:Goals: The standards that are to be mastered by the end of the unit.Projected # of days Journeys Unit 2: “Nature Watch”RL.2.5Describe the structure of a story, including a description of the introduction and closing action.34RL.2.7Use print or digital text and illustrations to develop understanding of a story’s characters, setting, or plot.RL.2.9Describe the similarities and differences between two or more versions of the same story written from the perspective of two different cultures or authors.RI.2.1Show comprehension of an event found in an informational text by asking and answering questions about key details such as who, what, where, when, why, and how.RI.2.3Using informational texts, describe connections between scientific ideas or concepts.RI.2.4; RI.2.5Know and use text features (e.g., glossary) to locate key facts or information in a text and to determine the meaning of words and phrases relevant to a grade two topic or subject.RI.2.8Describe how reasons support specific points the author makes in a text.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.RF.2.3.dDecode words with common prefixes (e.g., un-, dis-, re-, pre-, mis-) and suffixes (e.g., -ful, -less, -er)W.2.2Apply the writing process to develop an informative/explanatory composition that introduces the topic, provides researched facts and definitions to develop specific points, and includes a closing sentence.Essential Questions: *How can chapter headings help you?* *”What helps you make decisions about a character?”* *How do you know what a story is mostly about?”* * What can you learn from the way a character acts?”* *How do you know if something is a fact or an opinion?”*Enduring Understandings: Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.Letters and letter combinations represent sounds.Oral discussion helps to build connections to others and create opportunities for learning.Assessments:Formative: Journeys Reading Practice Book Day 3 Skill Checks; Journeys Guided Reading Skill Checks, Anecdotal Records, Running Records; Teacher-made assessments; Informative Piece Rough DraftSummative: Model Curriculum Unit 4 Assessment, Journeys Weekly Assessments; Journeys Unit AssessmentAuthentic: Opinion Writing PieceInformative/Explanatory Writing PieceResearch: Gather information from provided sources to answer questionsInterdisciplinary Connections: Drama Hiding at the Pond Journeys TE (182) Science: Super Storms Journeys TE (230) Social Studies: Meet Norbert Wu Journeys TE (310-312)Technology Integration: (text feature practice & reading comprehension practice), (spelling practice) (Journeys resources)Key Vocabulary: Journeys Unit Vocabulary and nature, tradition, tale, dialogue, research, reportUseful Sites: (know and use text features) (online stories for kids) (free audio books) (basic or emerging readers- phonics help)Primary Documents: (This section to be completed for RI only)Text Crosswalk: “Weather Poems” (TE 246) Informational Text: “They Really Are GIANT!” Journeys TE 218 Traditional Tales: “Why Rabbits Have Short Tails” Journeys (TE280)Unit 5:Topic: CCSS:Goals: The standards that are to be mastered by the end of the unit.Projected # of days Journeys Unit 1“Neighborhood Visits”RL.2.1Show comprehension of an event found in an informational text by asking and answering questions about key details such as who, what, where, when, why, and how.35RL.2.2Recall and describe the central message, lesson, or moral of a story, including fables and folktales from diverse cultures. RL.2.3Describe how characters respond to major story events and challenges. RL.2.5Describe the structure of a story, including a description of the introduction and closing action.RL.2.9Compare and contrast two or more versions of the same story written from the perspective of two different cultures or authors.RI.2.2; RI.2.6Determine the focus of specific paragraphs within informational texts and the main topic of a text, including what the author wants to answer, explain, or describe. RI.2.3Using informational texts, describe connections between technical procedures.RI.2.9Compare and contrast the most important points presented by two texts on the same topic.W.2.1Write an opinion piece focused on a clearly stated opinion or a topic including reasons supporting the opinion, linking words to connect ideas, and a closing sentence.W.2.8Write a response to a question based on experiences recalled or information gathered from provided sources.L.2.2.cUse an apostrophe to form contractions and frequently occurring possessives when writing.Essential Questions: *Why is the order of events in a story important? *How are families alike and different? *Why might an author write a story? *What might cause a story character to change? *What clues tell you where and when a story takes place? Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. A writer selects a form based on audience and purpose. Assessments:Formative: Journeys Day 3 Skill Checks, Journeys Guided Reading Skill Checks, Anecdotal Records, Running Records; Teacher-made assessments; Opinion Piece Rough DraftSummative: Model Curriculum Unit 5 Assessment; Journeys Weekly Assessment; Journeys Unit 1 Assessment; Opinion Piece Final Draft; Open-Ended Response to Informational Text Authentic: (Portfolio Requirements): Opinion PieceNarrative Piece Open-Ended Response to Informational TextInterdisciplinary Connections: Science Fair Connection: Have students write an opinion piece describing why they chose their science fair topic.Math Connection: Using a Venn Diagram, have students compare and contrast plane shapes and solid shapes. Technology Integration: (story structure), (spelling practice) (Journeys resources), (for struggling readers), (contraction games)Key Vocabulary: Journeys Unit 1 Vocabulary and central message, theme, moral, fable, folktale, compare, contrast, apostrophe, contractions, possessive nounUseful Sites: (Useful Smart Board lessons for compare and contrast, teachers must register to access the lessons) (Character comparison graphic organizer) (Venn Diagram download) (Graphic Organizer for Opinion Piece) (possessive noun video) (Fables for students that can teach theme/moral/central message)Primary Documents: (This section to be completed for RI only)Text Crosswalk: Journeys p. T64 “Read to Connect”; Writing – Journeys p. T65 “Extend Through Research”; Listening and Language – Journeys p. T65 “Listening and Speaking”*Differentiation: free_resources/itembank.aspx ................
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