meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. 41. Use sentence-level context as a clue to the meaning of a
word or phrase.
42. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell)
43. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
44. Use knowledge of the meaning of individual words to predict the meaning of compound words 9e.g., birdhouse, lighthouse, housefly;bookshelf, notebook, bookmark) 45. Use glossaries and beginning dictionaries, both print and
digital to determine or clarify the meaning of words and phrases.
46. Demonstrate understanding of word relationships and nuances in word meanings.
47. Identify real-life connections between words an their use (e.g., describe foods that are spicy or juicy).
48. Distinguish shade of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
q Use words and phrases acquired through conversations, reading and begin read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
• Today I want to teach you that writers always use everything we know
about good writing so we can create a plan to make our stories even better! If we are starting a new piece we can stop and think, “What did I do in my last story that made it so good that I want to do it again? What else might I try?”
• And, if we are continuing a piece we’ve already started, we can reread
and ask, “What did I begin doing in my story that I could try in more places? What else might I work on today to make this my strongest piece of writing yet?”
• Today I want to teach you that writers give our stories powerful endings. One way we can end our stories is by sharing the lesson that the character learns. We can reread our writing and ask ourselves, “What does my story teach other people?”
• Once we figure out the lesson our story teaches, we can go back to the
heart of the story and make sure that the lesson comes through in that part of the story.
• We know that in stories all the parts fit together and the author tells us
what we need to know. Well, we can do the same thing when we read the stories we’re writing. I want to teach you that writers reread our writing to make sure all the parts fit together. We can reread one part and stop and ask ourselves, “Does this part go with the last part I just read?” If it does, we can continue to read the next part. If it does not, we may need to take out extra writing that does not belong or add in writing to make the parts fit.
Sample Assessments:
• Small Group Instruction
• Make a checklist using the "essential mini-lessons" for measurable
skills. Note which measurable skills have been mastered, and which are still an area of focus. Use this checklist to guide your conferring, and use the commonalities to assist you in forming your small strategy groups.
• Student Portfolio- see 2nd Grade Portfolio Checklist/Portfolio
Requirements
• Science Journal- a “science journal” (can be part of a notebook or
binder) will be maintained for all students including Type 1 and Type 2 writing (capture thoughts on paper, and to give specific
information.)
• Checklist/Rubric for Different Types of Reviews- see Quick Guide
to Teaching Persuasive Writing K-2
• During Publishing party student reads his/her piece assessment their
speaking and reading skills
• On Demand writing prompts- 2 per marking period.
Instructional Strategies:
Interdisciplinary Connections
Correlates to any science, math, or social studies unit of study
• Create a follow-up title or actual story to a math/science book (I’m
thinking Math Curse but it could be anything you have in the classroom libraries.
• Focus on the series order and relate to math
• Cause /effect is constantly investigated in science. Have the students
look at their reading and determine cause/effect relationship (Patricia Nmueroff’s series is a great one for this)
• Use the computer program "Storybook Weavers" or Word to
"publish" your favorite story from this unit.
• Share your final published piece using "Skype" with another class in
another elementary school.
• Use Inspiration to plan stories.
• Use Comic Life to generate a storyboard for a story.
Media Literacy Integration
• Use media to convey information more richly and effectively than
would be possible in a standard classroom discussion or
demonstration. Share fictional stories in various media formats.
Global Perspectives
• Read fiction stories from around the world.
The following skills and themes listed to the right should be reflected in the design of units and lessons for this course or content area. 21
st Century Skills:
Creativity and Innovation
Critical Thinking and Problem Solving Communication and Collaboration Information Literacy
Media Literacy Life and Career Skills
21st Century Themes (as applies to content area): Financial, Economic, Business, and
Entrepreneurial Literacy Civic Literacy
Health Literacy
Professional Resources:
r Teachers College Writing Curricular Calendar, Second Grade, 2010-2011, Unit 6
Mentor Texts:
r Poppelton by C. Rylant r Amelia Bedilia by P. Parish r Benny and Watch by G. Warner r Nate the Great by M. Sharmat