Grade 2 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE READING: Word ...
Grade 2
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Word Recognition, Fluency, and Vocabulary Development
Standard 1: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken
language by using phonics (an understanding of the different letters that make different sounds) syllables, and word
parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Objective
Example
Instructional/Assessment Strategy Resource
Phonemic Awareness
-Word Matters
2.1.1 Demonstrate an awareness of
-irregular vowels
Th a t
-Making Words
the sounds that are made by
ie: ou, oo, silent e, r controlled, -Sound boxes
-Teaching Kids to Spell
different letters by
oi, etc...
distinguishing beginning,
-digraphs
-Chunking
-Guided Reading
-Magnetic letters
middle, and ending sounds in
-consonant clusters
-Rhyming/Poems
-Wall Chart
words; rhyming words; and
-Spelling
-ABC Manipulatives
clearly pronouncing blends and
-Dry Erase Boards
vowel sounds.
-Flip Books for Phonetic
Decoding and Word Recognition
Units
2.1.2 Recognize and use knowledge
-D.O.L.
-Scott Foresman Phonics
of spelling patterns (such as
-Teach dictionary skills
Resource kit
cut/cutting, slide/sliding) when
-Making Words spelling lists pgs.
65-85.
reading.
2.1.3 Decode (sound out) regular
words with more than one
syllable (dinosaur, vacation).
2.1.4 Recognize common
abbreviations (Jan., Fri.).
Elkhart Community Schools
August 2001
St., Ave., In., U.S.A., Dr., titles,
days of the week, months
Page 1
Teach: Word families, chunking,
clapping out syllables, prefixes,
suffixes
Have students write date several
different ways.
Practice writing addresses.
2nd Grade Language Arts Curriculum
Grade 2
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Word Recognition, Fluency, and Vocabulary Development
Standard 1: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken
language by using phonics (an understanding of the different letters that make different sounds) syllables, and word
parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Objective
Example
Instructional/Assessment Strategy Resource
Decoding and Word Recognition
2.1.5 Identify and correctly use
-Teach plural rules
-Scott Foresman Language
regular plural words
Practice
(mountain/mountains) and
irregular plural words
(child/children, mouse/mice).
2.1.6 Read aloud fluently and
-Leveled Books ? D.R.A. books -Plays for acting out
accurately with appropriate
-Timed trials with fluency rates
-Selected reading from Scott
changes in voice and
-Rereading
Foresman
expression.
-Partner reading
-Trade Books
-Choral reading
-Echo readings
Vocabulary and Concept Development
2.1.7 Understand and explain
-Make up silly sentences with
-Prof. book: Word Matters
common antonyms (words
antonym words.
with opposite meanings) and
Ex: The ball rolled up the hill.
synonyms (words with the
-Act out antonyms
same meanings).
2.1.8 Use knowledge of individual
-Have students create compound
-Prof. book: Word Matters
words to predict the meaning
words using a pivot word such as -Teaching Kids to Spell pg.
82.
of unknown compound words
sun
(lunchtime, lunchroom,
sunflower
daydream, raindrop).
sunlight
suntan etc.
and illustrate the words
Elkhart Community Schools
August 2001
Page 2
2nd Grade Language Arts Curriculum
Grade 2
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Word Recognition, Fluency, and Vocabulary Development
Standard 1: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken
language by using phonics (an understanding of the different letters that make different sounds) syllables, and word
parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Objective
Example
Instructional/Assessment Strategy Resource
Vocabulary and Concept Development
2.1.9 Know the meaning of simple
-Worksheet practice
-Prof. book: Word Matters
prefixes (word parts added at
-Practice
the beginning of words such
-Practice changing a base word
as un-) and suffixes (word
using different prefixes and
-Flip chart or wall charts
parts added at the end of
suffixes
words such as -ful).
Ex: build? rebuild, builder,
-Manipulatives
building
2.1.10 Identify simple multiplemeaning words (change,
duck).
-Use literature such as Amelia
Bedelia.
-Prof. book: Word Matters
-Amelia Bedelia books
-Students illustrate multiple
meanings or act out
-Teach dictionary skills
Elkhart Community Schools
August 2001
Page 3
2nd Grade Language Arts Curriculum
Grade 2
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Reading Comprehension
Standard 2: Students read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such as
asking and responding to essential questions, making predictions, and comparing information from several sources to
understand what they read. The selections in the Indiana Reading List illustrate the quality and complexity of the
materials to be read by students. In addition to their regular school reading, at Grade 2, students read a variety of
grade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classic
and contemporary literature, poetry, children¡¯s magazines and newspapers, dictionaries and other reference materials,
and online information).
Objective
Example
Instructional/Assessment Strategy Resource
Structural Features of Informational and Technical Materials
2.2.1 Use titles, tables of contents,
-Modeling
-Varying genre of children¡¯s
and chapter headings to locate
literature
information in text.
-Oral questioning
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2.2 State the purpose for reading. Compare similar stories from
-Venn diagram or other graphic
-Johnny Appleseed stories
different cultures, such as Little
organizers
-Cinderella stories
Red Riding Hood and Lon Po Po
(Chinese version). Read an
-Read a variety of narrative,
informational text about pets to
expository, and poetry materials -Three Little Pig stories
decide what kind of animal would
make the best pet.
-*Use K.W. L. format
-Little Red Riding Hood
stories
-Use different versions of fairy
tales
-K.W.L.
2.2.3 Use knowledge of the author's Read an informational text that
purpose(s) to comprehend
compares different people, animals,
informational text.
or plants, such as Gator or Croc by -Explicitly teach purpose for
Allan Fowler.
reading: inform,
entertain/pleasure, reflect
*K.W.L: K = What students know
W = What students want to learn
L = What students have learned
Elkhart Community Schools
August 2001
Page 4
2nd Grade Language Arts Curriculum
Grade 2
ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE
READING: Reading Comprehension
Standard 2: Students read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such as
asking and responding to essential questions, making predictions, and comparing information from several sources to
understand what they read. The selections in the Indiana Reading List illustrate the quality and complexity of the
materials to be read by students. In addition to their regular school reading, at Grade 2, students read a variety of
grade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classic
and contemporary literature, poetry, children¡¯s magazines and newspapers, dictionaries and other reference materials,
and online information).
Objective
Example
Instructional/Assessment Strategy Resource
Comprehension and Analysis of Grade-Level-Appropriate Text
Questions based on Bloom¡¯s
2.2.4 Ask and respond to questions After reading a short account about -Think, pair, share*
Taxonomy
to aid comprehension about
the first man on the moon, ask why, -Do think alouds
-Present questions prior to
-Susan Page¡¯s
important elements of
what if, and how questions to
reading KWL
comprehension strategies
informational texts.
understand the lunar landing.
-Use graphic organizers
-Audio tapes
2.2.5 Restate facts and details in the Summarize information learned
-Use
who,
what,
why,
where,
-Variety
of reading materials
text to clarify and organize
from a text, such as detail about ant
etc...
such
as:
magazines,
ideas.
colonies stated in Ant Cities by
-Model
¡summarize,
informational
stories,
Arthur Dorros or reported about
questioning,
cause
and
effect
fiction,
reference
materials
spider webs in Spider Magic by
-Shared
writing
etc.
Dorothy Hinshaw Patent.
-Graphic organizers
2.2.6 Recognize cause-and-effect
Read an informational book that
-Cause and effect rings
Trade Books- example:
relationships in a text.
explains some common scientific
Cookie¡¯s Week
causes and effects, such as the
If You Give Mouse A
growth of a plant from a seed or the
Cookie
effects of different weather
Bringing the Rain to Kapati
patterns, such as too much snow or
Plain
rain at one time causing flooding.
-Cause and effect pattern books
created
-Reciprocal Teaching
*Think, pair, share: Think with a group.
Pair with another person.
Share with large group.
Elkhart Community Schools
August 2001
Page 5
2nd Grade Language Arts Curriculum
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