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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