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2nd Grade Lesson Plans First Nine Weeks

Last Updated: 7/17/2020 7:28 PM

Day#_2_       unit 1 week 1 day 1

Teacher: Reece, Colson, Kersey, Underwood, Evans, Thomas__      Subject: Lang Arts

Grade:2nd Grade                                                                                 Date:__

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding   words.

 

 

Warm-up

Daily Oral Language/Daily Fix-It   # 1 (#1&2)

 

Lesson Activities

Grammar

TEACH/MODEL Sentences

IDENTIFY SENTENCES   use website ”Welcome to Reading Street “ PowerPoint

Read the definition aloud.

The phrase “The sand” does not   make a complete sentence. It is a fragment. If we add “felt hot,” we will   have a complete sentence. Remember that we must end the sentence with a   period.

Continue modeling with items 2–5.

PRACTICE

ADD SENTENCES   Have children add one or two other sentences to the story

about the beach. Write the   sentences.Let's   think about the people who went to the beach.

What else did they do there?

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

 

Shared Writing

WRITE Plan

GENERATE IDEAS Ask children   to think of a new place they would like to visit.

Ask them what they think they   might see and do there.

                                                                      WRITE A PLAN Explain that   the class will write a plan that tells what children

think they might see and do in a   new place they visit.

COMPREHENSION SKILL Have children   think of a   setting—a time and a place—
  for their   visit to a new place. Ask them also to think of people they might meet there.

Have children   brainstorm a new place they all want to   visit. Read the first sentence and record the new place they chose. Read the   remaining titles and incomplete
  sentences. As children discuss their ideas, record endings to the sentences   in the blanks.

Spelling

  •   
  • MODEL WRITING FOR        SOUNDS Each spelling word has a short vowel sound.       

, model how to segment short   vowel words to spell them.

       What sounds do   you hear in lock? (/l/ /o/ /k/)

       What is the   letter for /l/? Write l. Continue with the o/o/ and ck/k/.  

       What letter   stands for /o/? (o)

       Repeat   with mask, less, pick, and must.

(a.    Distinguished long and short vowels when reading   regularly spelled one-syllable words)

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

 

Remedial   activities

     Help children who   have difficulty writing or spelling the words they want   to use by writing models for them.                  

Enrichment activities

Have children include   in their plan some ideas about the people they might meet when they visit   their new place.

Acceleration Activities

Have children write their own   plan for a visit to a new place.

Encourage them to use words from   the Word Wall and the Amazing Words board. Let
  children illustrate their writing. You may gather children's work to display   on a bulletin board.

 

 

Closure:  

Have children to share some of   their sentences.

 

Assessments

1.        Teacher observation through class discussion of   sentences about the beach. Did they make complete thoughts? Correct   punctuation?

2.        Teacher observation through children’s interaction   with writing transparency. Did children include settings –time and place?

 

                             

 

 

Day# 3_unit 1 week 1 day 2

Teacher Reece, Colson. Kersey, Underwood, Evans, Thomas           Subject Lang Arts

Grade: 2nd Grade                                                                                Date

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding   words.

 

Warm-up

Daily Oral Language/Daily Fix-It   # 1 (#3&4)

Lesson Activities

Grammar

DEVELOP THE CONCEPT Sentences

IDENTIFY SENTENCES   Write roller-skated in the hallway and Iris and Walter on

the board. Point to each word as   you read the phrases aloud. Ask children whether these phrases are sentences   or fragments. A sentence is a group of words that tells a complete idea.   The words are in an order that makes sense. A sentence always begins with a   capital letter,
  and   most sentences end with a period. How can we make these two groups
  of   words into a sentence? (Iris and Walter roller-skated in   the hallway.)

PRACTICE

WRITE SENTENCES Display a   picture of children playing together. Model writing a

sentence about the picture.

 

MODEL If I want to   write a sentence about this picture, first I would give the
  children   names. Write Iris and Walter. Then I would   tell what they
  are   doing in the picture. Write Iris and Walter   rode their bikes. The
  name   Iris already begins with a capital letter, so that's a good way
  to   start the sentence. And I have to remember to put a period at the end.

Have children suggest and write   other sentences about the picture.

 

(ELACCW6: With guidance and support from   adults and peers focus on a topic and strengthen writing as needed by   revising and editing

 

Writing                                     WRITE Paragraph

BRAINSTORM Use the   story Iris and Walter to encourage a discussion about

problems people have when they   move from the city to the country. Then
  invite children to think what might have happened if Walter had moved to
  the city and found Iris as a friend.

SHARE THE PEN Have   children work together to write a paragraph about Walter

moving to the city. Begin by   asking children what to say in the first sentence.
  Write their first sentence, inviting children to write the first word,   capitalizing
  the first letter, and the period that ends the sentence. Ask questions such   as:

           How do we show the beginning of a paragraph? (We indent   it, or start the first
  sentence   a little bit in from the margin.)

           What is the margin? (the space we leave on both sides of   our writing on
  the   paper)

           How do we write a title? (We   capitalize the important words.)

Continue to have individuals make   contributions. Frequently reread what has
  been written while tracking the print.

  •   
  • READ THE PARAGRAPH Read        the completed paragraph aloud, having children

echo you.

 

Spelling

     PRACTICE Short Vowels

WRITE DICTATION SENTENCES Have   children write these sentences. Repeat

words slowly, allowing children   to hear each sound. Children may use the Word Wall
  to help with spelling high-frequency words.     

                             
   

The list is on     my desk.

   
   

It is sad to see     the mess and dust!

   
   

My job is to     chop the apple.

   

(b.   (Distinguished   long and short vowels when reading regularly spelled one-syllable words)

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

    

Show children how to form margins around   their writing and to indent their paragraph by drawing vertical dotted lines   on their papers for them to follow.                                                            

Enrichment activities

WRITE A PARAGRAPH Have   children write their own paragraph about Walter and

Iris. Let children illustrate   their writing.

 

Acceleration Activities

Have children expand what they   wrote about Iris and Walter by writing a paragraph telling something else   Iris showed Walter how to do in the city.

Closure:  

Allow children to share some of   their writings about Walter and his trip to the city.

Assessments       1.     HOMEWORK Spelling   Practice Book, p. 2

2.Teacher observation through class   discussion of sentences about Walter.   Are sentences complete thoughts?

 

 

Day#5_unit 1 week 1 day 4

Teacher: Reece, Colson. Kersey, Underwood, Evans, Thomas _       Subject: L. Arts

Grade: 2nd                                                                                                                         Date:

Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words

Warm-up-

Go over Daily Oral Language/   Daily fix-It # 1 – ( #7-8)( sentences,   capital letters, punctuation)

Lesson Activities –

Grammar

REVIEW Sentences

DEFINE SENTENCES When is a group of words a sentence? (when it   tells a complete idea and the words are in an order that makes sense) How   does a sentence begin and end? (It always begins with a capital letter, and   many sentences end with a period.)

Complete Grammar/Writing workbook pages   1-2 and discuss

(ELACCW6:   With guidance and support from adults and peers focus on a topic and strengthen   writing as needed by revising and editing

                                                                                                                                             
     
   
   
   
   
   
   
 
 
 
 

Spelling

PARTNER REVIEW Short Vowels

READ AND WRITE Supply pairs of children with index cards on   which the spelling

words have been written. Have one   child read a word while the other writes it.
  Then have children switch roles. Have them use the cards to check their   spelling.

 

(c.    Distinguished   long and short vowels when reading regularly spelled one-syllable words)

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

Write the   following.

Have children identify the   sentences.Then have them add words to make each of the remaining phrases into   sentences. Remind them to begin each one with a capital letter and end it   with a period.

   live in a city

our second-grade class

Tom used to live in a small town.

Enrichment activities

Write the following. Have   children identify the sentences.Then have them add words to make each of the   remaining phrases into sentences. Remind them to begin each one with a   capital letter and end it with a period.

                                                           
   

live in a city

   
   

our second-grade     class

   
   

Tom used to live     in a small town.

   
   

we took

   
   

a trip to see a     farm

   
   

Juanita is     moving to the country.

   

 

   

 

AccelerationActivities

Write 6 sentences of your own about where you live. Remind   them to begin each one with a capital letter and end it with a period.

 

 

 

Closure:  

Share some of their sentences.

 

Assessments

  1.   
  2. Teacher        observation through completion of the Grammar workbook. Did students        remember all punctuation, etc.
  3.   
  4. Teacher        observation while children complete spelling partner activity. Are they        working together successfully?

 

                              

 

 

Day#_6     Unit 1 Week 1 day 5

Teacher:_ Reece, Colson. Kersey, Underwood, Evans, Thomas Subject: L. Arts

Grade: 2nd                                                                                                                Date:_

Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words.  

 

 

Warm-up-

Go over Daily Oral Language/   Daily fix-It # 1(#9–10) ( sentences,   capital letters, punctuation)

Lesson Activities –

Grammar

Writing Across the Curriculum

WRITE Two-Column Chart

BRAINSTORM Discuss with children what they have learned about   rural and

urban places. Encourage them to   use oral language such as investigate, urban, and
  rural. Ask those who have lived in each kind of place to tell what   they know about it.

     SHARE THE PEN Invite children to help   create a two-column chart. Draw such

a chart on the board or chart   paper, writing Urban at the head of one column and
  Rural at the head of the other column. Tell children that making a chart   like this is
  one way to compare things. Discuss whether the area where you live is urban   or
  rural. Encourage children to tell what about their area makes it urban or   rural. Ask
  children to take turns coming up to write their names in the column Urban   or Rural
  to identify where they live now. As children write their names, ask them   whether they
  have ever lived in a different rural or urban place. Have them write their   names in the
  other column as appropriate. As children write their names, ask questions   like these:

       What   is the first sound you hear in the name Charles? (/ch/)

       What   letters stand for that sound? (ch) Have a volunteer write ch.

       Since   Charles is a name, how should we write the first letter? (as a capital   C)

Continue having individuals   contribute to the chart. Frequently reread children's names
  aloud. Finally have children count the number of children who have lived in   urban areas
  and the number who have lived in rural areas. Ask them to write a sentence   that
  compares the two numbers.

                                                                                                                                             
   

Urban

   
     

Rural

   
   
   

Amanda

   
   

Amanda

   
   

Paul

   
   

Tina

   
   

José

   
   

LaToya

   
   

Tina

   
   

 

   
   

Charles

   
   

 

   
   

 

   
   

 

   

More children have lived in urban areas     than have lived in rural areas.

   
 
   

 

   

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

Spelling

Play Hang Mouse from   SpellingCity.com (Welcome To Reading   Street website).

(Distinguished long and short vowels   when reading regularly spelled one-syllable words)

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

 

Remedial   activities

Students can use their spelling   list

Enrichment activities

 

Acceleration Activities

 

 

Closure:

 

Recall this week's question. What might we discover in a new   neighborhood?

Recall with children the similarities   and differences between urban and rural neighborhoods.

 

 

Assessments

Teacher observation during   writing. Do the children seem to   understand the difference between urban and rural?

                      

 

 

Day# 7 Unit 1 week 2 day 1

Teacher: Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade:2nd grade                                                                            Date:

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words.

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It #2( 1 )

Lesson Activities

Spelling

MODEL WRITING FOR SOUNDS Each spelling   word has a long vowel sound.

Model how to segment long vowel   words to spell them.

       What sounds do   you hear in rose? (/r/ /                                                                       / /z/)

       What is the   letter for /r/? Write r. Continue with the o/      /, s/z/, and silent e.

       Repeat   with date, mine, and note.

(b.   Know spelling-sound correspondences for additional common vowel teams.)

Grammar

TEACH/MODEL Subjects

REVIEW SENTENCES   Recall with children that a sentence is a group of words

that tells a complete idea. The   words are in an order that makes sense. A sentence
  always begins with a capital letter, and many sentences end with a period.

IDENTIFY SUBJECTS Display   Grammar Transparency 2 Read the definition or use “Welcome to Reading Street.”website.

       The   girl tells who does something in the first sentence.

       The   word astronaut is not a subject because the sentence is not about an   astronaut doing something.

Continue modeling with items 2–6.

PRACTICE

Write the following sentences on   the board and ask children to identify the subjects. Have volunteers   underline the subjects. ( use Welcome to Reading Street powerpoint )

Tony wants to be a firefighter.

Firefighters put out fires.

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

 

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

   Brainstorm with children about going to the moon and what they would   have to do to get there. Then have them think how to get ready for each step   of their trip.   Identify the subject    

Enrichment activities

Invite children to consider not only what they would have to do to get ready to go to the moon but also what they do on the moon whey they are there. Identify the subject.

Acceleration Activities

Ask children to work in pairs.   Have them do a “think-aloud” with their partners to decide what they should   take with them to the moon before they write their own lists.Identify the   subject.

Closure:  

Tell children that tomorrow the class will   read about how astronauts explore space.

 

Assessments

Teacher   observation during Spelling Pretest.   Are children hearing the long vowel sounds in each word.

Teacher   observation during oral doard work discussion. Are children recognizing the subjects in   the sentences.

   HOMEWORK Spelling Practice Book, p. 5

                                

 

 

Day 8   Unit 1 Week 2 Day 2

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: L. Arts

Grade: 2nd                                                                                                                      Date:_

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding   words.

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Warm-up-

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2( 2)

Lesson    

Spelling .

Have children write these sentences. Repeat   words slowly, allowing children to hear each sound. Children may use the Word   Wall to help with spelling high-frequency words.     

                             
   

It was late when     we got home.

   
   

Look at the size     of the mice!

   
   

I vote for the     fine tune

   

 

   

Grammar

   

Subjects

   

Write on the board: An     astronaut goes into space. A space shuttle goes up like a rocket.     Point to each word as you read the sentences
    aloud. Discuss with children whether these are sentences. The subject of a     sentence tells who or what does something. What is the
    subject of the first sentence? (An astronaut) What is the subject of the     second sentence? (A space shuttle)

   

PRACTICE

   

Display two pictures of     children playing. Write on the board sentence endings that fit the     pictures, such as plays ball and rides a bike. Model writing     a subject to complete each sentence about the picture, for example:

   

 

   

MODEL If I want to write a sentence about the first picture, I     would have to add a subject to the words plays ball. Write The     boy. These words give this sentence a subject: The boy plays ball.     Then I can do the same thing to add a subject to the words rides a bike.     I think I will write The girl     so this sentence says The girl rides a bike. Now both     sentences have subjects. Have children write other subjects for sentences     about the pictures.

   

 

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remediation

 

Extension

    

Acceleration

Suggest that children write
  questions about space travel
  that were not addressed in the selection. Encourage them to
  use research sources to find and write answers for their questions

Closure:

 

Assessments

HOMEWORK Spelling Practice Book, p. 6

 

 

 

 

 

Day# 9 unit 1 week 2 day3

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                               Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words.

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (3)

Lesson Activities

Spelling

PRACTICE Long Vowels CVCe

Have children   practice spelling words by creating sentences that use spelling words.Ask   them to underline the spelling words. Share sentences and discuss.( do   sentences make sense)

((b. Know spelling-sound correspondences for additional common vowel   teams.)

 

Grammar

Subjects

Review with   children that every sentence must have a subject. Remind children to use   subjects correctly in their writing. Have children write two or three   sentences about what they would like to be when they grow up. Tell them to   make sure they use subjects correctly.

                             
   

I want to be a     police officer when I grow up.

   
   

Police officers     drive police cars and make the sirens go.

   
   

Police officers     keep us safe.

   

PRACTICE

Have children   add two or three sentences that tell what they like best about what they want   to be when they grow up. Remind them to be sure every sentence has a subject.

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Give children a matching worksheet Children have to match subject with correct   sentence

Enrichment activities

Give worksheet that has sentence   starters. Children have to complete sentence with subject that makes sense.

Acceleration Activities

Give worksheet that has sentence   starters. Children have to complete sentence with subject that makes sense.

Closure:  

Tell children that tomorrow they will read about space camps that   children can attend to
  find out if they want to explore space.

Assessments

Check sentences on sentences. Did children use spelling words correctly   in each sentence. Teacher observation through children’s writing . Did they use correct subjects while they   wrote about what they wanted to be when they grow up?

                                    

 

 

 

Day# 10 Unit 1 weeks 2 day4

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                              Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words.

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (4)

Lesson Activities

Spelling

REVIEW Long Vowels CVCe

Use “Welcome to Reading Street”   Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

b. Know spelling-sound correspondences for additional common vowel   teams.)

 

Grammar

REVIEW Subjects

What is the   subject of a sentence? (the part that tells who or what does something)

What part of a   sentence tells who or what does something? (the subject)

PRACTICE

     Write the following sentences. Have children   underline the subject in each one.

                                                 
   

We go to a big     school.

   
   

Many kids are     here.

   
   

Our teacher's     name is Mr. Hunt.

   
   

He plays soccer     with us during recess.

   
   

Mr. Hunt can     kick a soccer ball very far.

   

ELACCW6:   With guidance and support from adults and peers focus on a topic and   strengthen writing as needed by revising and editing

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of words   makes a sentence?

 

Remedial activities

   Give children 3 sentences and have them underline subject.

 

Enrichment activities

Have children write 5 sentences   and identify the subject in each.

 

Acceleration Activities

Have children write 5 sentences   about exploring space. Underline the   subject in each sentence.

Closure:  

Tell children that tomorrow they will read about a space mission.

Assessments

Teacher observation during Read-Spell-Read   activity. Are children spelling words   correctly with the sneaky e.?        

Teacher observation. Did children underline correct subject in   each sentence                        

 

 

Day# 11 Unit 1 weeks 2 day4

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                              Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words.

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (4)

Lesson Activities

Spelling

REVIEW Long Vowels CVCe

Use “Welcome to Reading Street”   Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

b. Know spelling-sound correspondences for additional common vowel teams.)

 

Grammar

REVIEW Subjects

What is the   subject of a sentence? (the part that tells who or what does something)

What part of a   sentence tells who or what does something? (the subject)

PRACTICE

     Write the following sentences. Have children   underline the subject in each one.

                                                 
   

We go to a big     school.

   
   

Many kids are     here.

   
   

Our teacher's     name is Mr. Hunt.

   
   

He plays soccer     with us during recess.

   
   

Mr. Hunt can     kick a soccer ball very far.

   

ELACCW6:   With guidance and support from adults and peers focus on a topic and   strengthen writing as needed by revising and editing

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

 

Remedial activities

   Give children 3 sentences and have them underline subject.

 

Enrichment activities

Have children write 5 sentences   and identify the subject in each.

 

Acceleration Activities

Have children write 5 sentences   about exploring space. Underline the   subject in each sentence.

Closure:  

Tell children that tomorrow they will read about a space mission.

Assessments

Teacher observation during Read-Spell-Read   activity. Are children spelling words   correctly with the sneaky e.?        

Teacher observation. Did children underline correct subject in   each sentence                        

 

 

Day#_12_Unit 1 week 2 day 1

Teacher: Reece, Colson, Kersey, Evans Thomas, Underwood Subject: Lang Arts

Grade:2nd grade                                                                            Date:

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding   words.

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It #2( 1 )

Lesson Activities

Spelling

MODEL WRITING FOR SOUNDS Each spelling   word has a long vowel sound.

Model how to segment long vowel   words to spell them.

       What sounds do   you hear in rose? (/r/ /                                                                       / /z/)

       What is the   letter for /r/? Write r. Continue with the o/      /, s/z/, and silent e.

       Repeat   with date, mine, and note.

(b.   Know spelling-sound correspondences for additional common vowel teams.)

Grammar

TEACH/MODEL Subjects

REVIEW SENTENCES   Recall with children that a sentence is a group of words

that tells a complete idea. The   words are in an order that makes sense. A sentence
  always begins with a capital letter, and many sentences end with a period.

IDENTIFY SUBJECTS Display   Grammar Transparency 2 Read the definition or use “Welcome to Reading Street.”website.

       The   girl tells who does something in the first sentence.

       The   word astronaut is not a subject because the sentence is not about an   astronaut doing something.

Continue modeling with items 2–6.

PRACTICE

Write the following sentences on   the board and ask children to identify the subjects. Have volunteers   underline the subjects. ( use Welcome to Reading Street powerpoint )

Tony wants to be a firefighter.

Firefighters put out fires.

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

 

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

   Brainstorm with children about going to the moon and what they would   have to do to get there. Then have them think how to get ready for each step   of their trip.   Identify the subject    

Enrichment activities

Invite children to consider not only what they would have to do to get ready to go to the moon but also what they do on the moon whey they are there. Identify the subject.

Acceleration Activities

Ask children to work in pairs.   Have them do a “think-aloud” with their partners to decide what they should   take with them to the moon before they write their own lists.Identify the   subject.

Closure:  

Tell children that tomorrow the class will   read about how astronauts explore space.

 

Assessments

Teacher   observation during Spelling Pretest.   Are children hearing the long vowel sounds in each word.

Teacher   observation during oral doard work discussion. Are children recognizing the subjects in   the sentences.

 HOMEWORK Spelling   Practice Book, p. 5

                                

 

 

Day 13   Unit 1 Week 2 Day 2

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: L. Arts

Grade: 2nd                                                                                                                      Date:_

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words.  

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Warm-up-

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2( 2)

Lesson    

Spelling .

Have children write these sentences. Repeat   words slowly, allowing children to hear each sound. Children may use the Word   Wall to help with spelling high-frequency words.     

                             
   

It was late when     we got home.

   
   

Look at the size     of the mice!

   
   

I vote for the     fine tune

   

 

   

Grammar

   

Subjects

   

Write on the board: An     astronaut goes into space. A space shuttle goes up like a rocket.     Point to each word as you read the sentences
    aloud. Discuss with children whether these are sentences. The subject of a     sentence tells who or what does something. What is the
    subject of the first sentence? (An astronaut) What is the subject of the     second sentence? (A space shuttle)

   

PRACTICE

   

Display two pictures of     children playing. Write on the board sentence endings that fit the     pictures, such as plays ball and rides a bike. Model writing     a subject to complete each sentence about the picture, for example:

   

 

   

MODEL If I want to write a sentence about the first picture, I     would have to add a subject to the words plays ball. Write The     boy. These words give this sentence a subject: The boy plays ball.     Then I can do the same thing to add a subject to the words rides a bike.     I think I will write The girl     so this sentence says The girl rides a bike. Now both     sentences have subjects. Have children write other subjects for sentences     about the pictures.

   

 

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

   Give children 3 sentences and have them underline subject.

Enrichment activities

 

Have children write 5 sentences   and identify the subject in each.

Acceleration

Suggest that children write
  questions about space travel
  that were not addressed in the selection. Encourage them to
  use research sources to find and write answers for their questions

Closure: Students will write one   thing that they learned on a post it as a ticket out the door.

 

Assessments

HOMEWORK Spelling Practice Book, p. 6

 

 

 

 

 

 

Day# 14__unit 1 week 2 day3

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                               Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words.

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (3)

Lesson Activities

Spelling

PRACTICE Long Vowels CVCe

Have children   practice spelling words by creating sentences that use spelling words.Ask   them to underline the spelling words. Share sentences and discuss.( do   sentences make sense)

((b. Know spelling-sound correspondences for additional common vowel   teams.)

 

Grammar

Subjects

Review with   children that every sentence must have a subject. Remind children to use   subjects correctly in their writing. Have children write two or three sentences about what they   would like to be when they grow up. Tell them to make sure they use   subjects correctly.

                             
   

I want to be a police officer when I grow up.

   
   

Police officers     drive police cars and make the sirens go.

   
   

Police officers     keep us safe.

   

PRACTICE

Have children   add two or three sentences that tell what they like best about what they want   to be when they grow up. Remind them to be sure every sentence has a subject.

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Give children a matching worksheet Children have to match subject with correct   sentence

Enrichment activities

Give worksheet that has sentence   starters. Children have to complete sentence with subject that makes sense.

Acceleration Activities

Give worksheet that has sentence   starters. Children have to complete sentence with subject that makes sense.

Closure:  

Tell children that tomorrow they will read   about space camps that children can attend to
  find out   if they want to explore space.

Assessments

Check sentences on sentences. Did children use spelling words correctly   in each sentence. Teacher observation through children’s writing . Did they use correct subjects while they   wrote about what they wanted to be when they grow up?

                                    

 

 

 

Day# 15 Unit 1 weeks 2 day4

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                              Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding   words.

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (4)

Lesson Activities

Spelling

REVIEW Long   Vowels CVCe

Use “Welcome to Reading   Street” Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

b. Know spelling-sound correspondences for additional common vowel   teams.)

 

Grammar

REVIEW Subjects

What is the   subject of a sentence? (the part that tells who or what does something)  

What part of a   sentence tells who or what does something? (the subject)  

PRACTICE

     Write the following sentences. Have children   underline the subject in each one.

                                                 
   

We go to a big     school.

   
   

Many kids are     here.

   
   

Our teacher's     name is Mr. Hunt.

   
   

He plays soccer     with us during recess.

   
   

Mr. Hunt can     kick a soccer ball very far.

   

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group of   words makes a sentence?

 

Remedial activities

   Give children 3 sentences and have them underline subject.

 

Enrichment activities

Have children write 5 sentences   and identify the subject in each.

 

Acceleration Activities

Have children write 5 sentences   about exploring space. Underline the   subject in each sentence.

Closure:  

Tell children that tomorrow they will read   about a space mission.

Assessments

Teacher observation during Read-Spell-Read   activity. Are children spelling words   correctly with the sneaky e.?        

Teacher observation. Did children underline correct subject in   each sentence                        

 

 

 

Day# 16   Unit 1 weeks 2 day 5

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                              Date:_Aug. 23, 2013

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words.  

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Warm-up-

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#2 (5)

Lesson

English

Review the Reading Story about Space. Have children write at least 5 sentences   about why or why not they would like to go to space.

 

 

Spelling - Use”   Welcome to Reading Street “ website and go to Spelling City. Com link to play   Hangman ( This site uses nspelling words for the game)

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group   of words makes a sentence?

Remediation

Children can write 3 good   sentences about going to space.

Extension

     Children can write 5 good sentences about   going to space. And illustrate it.

Acceleration

Write a paragraph using at least   6-10 good sentences and illustrate it.

Closure: Share some of the   stories about space.

 

Assessments

Teacher observation during   writing activity. Are children   beginning sentences with capitals? Ending them with periods? And m aking sure   there is a subject?

Teacher observation during   Spelling game. Are children spelling   words correctly?

 

 

 

 

Day# 17 Unit 1 weeks 2 day 6

Teacher:_ Reece, Colson, Kersey, Evans Thomas, Underwood      Subject: Lang Arts

Grade: 2nd grade                                                                              Date:_

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words.  

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Warm-up-

Daily fix-it #6 (correct sentences, capitals , punctuation)

Lesson

Grammar

LOOK AT THE PROMPT Read p. 66 aloud in Reading Book. Have   children select and discuss key words or phrases in the prompt. (astronauts'   jobs, list of sentences that tell
  what they do)

Have children list words that can   help readers see, hear, and feel what the astronauts are doing. look at their   verbs and replace weak ones, such as move, with stronger verbs, such   as exercise. Rewrite any sentences that contain unneeded words.

 

HINTS FOR BETTER WRITING Read p. 67 aloud. Use the checklist to   help children

revise their lists. Discuss the   grammar lesson. (Answers: Astronauts,
  Some astronauts, Some astronauts, Many astronauts, Astronauts, Astronauts
)  
  Have children make sure the sentences in their lists have subjects.

 

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb agreement.

 

Spelling

Go to “Welcome to Reading   Street” website. Click “Exploring   Space” and click Spelling city.com.   Choose a game : Missing Letter, Hangman, Word Unscramble to review spelling words.

((b. Know spelling-sound correspondences for additional common vowel   teams.)

 

 

Essential Questions

What vowel sound does the   spelling pattern CVCe stand for?

How do we know if a group   of words makes a sentence?

Remediation

Draw a picture to go along with   writing

Extension

     Write a paragraph using at least 6-10 good   sentences.

Acceleration

Write a paragraph using at least   6-10 good sentences and illustrate it.

Closure:   Share some of the stories

 

Assessments

Teacher observation during   writing activity. Are children using   subjects correctly and writing complete sentences?

 

 

 

 

Day# 18__unit 1 week 2 day7

Teacher:_ Reece, Colson, Kersey, Evans Thomas, Underwood     Subject: Lang Arts

Grade: 2nd grade                                                                               Date:_

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words.  

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Warm-up-

Daily fix-it #7 (correct sentences, capitals , punctuation)

Lesson

Writing  

Give   students the Writing Prompt -   If you really want to be an astronaut, what things                                 should you   like? Students may look back in their   reading book on pg 59 to help them.   They are to respond to the question on lines provided.

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

 

Spelling  

Review”   sneaky e” rule. Complete wb page 7 (Day 3) spelling worksheet. Children will find spelling mistakes in a   paragraph and write them.. Children   will also circle the word that is spelled correctly and write it.

ELACC2RF3. Know and apply grade-level phonics and   word analysis skills in decoding words

Essential Questions

How can details help in our   writing?

Remediation

Children may write about at least   3 things.

Extension

     . Children may write about at least   5 things.

Acceleration

Children may write about at least   5 or more things and illustrate .

Closure: Share their writing

 

Assessments

Teacher observation during   writing activity. Are children using   subjects correctly and writing complete sentences?

Teacher observation during spelling   worksheet. Did children find spelling   mistakes in the paragraph?

 

 

Day#_19_Unit 1 week 2 day 8

Teacher:_ Reece, Colson, Kersey, Evans Underwood, Thomas   Subject: Lang Arts

Grade: 2nd grade                                                                               Date:_

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and   apply grade-level phonics and word analysis skills in decoding words.

 

ELACC2SL6 Consistently writes in complete sentences with   correct subject/verb agreement.

 

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It. #2 (9-10)

Lesson Activities

SPELLING TEST Long Vowels CVCe

DICTATION SENTENCES Use these sentences   to assess this week's spelling

words.

  1.   
  2. I put a cube in my glass.
  3.   
  4. My nose is red.
  5.   
  6. Are you on the last page?
  7.   
  8. The blaze is hot.
  9.   
  10. Dad said it was fine with him.
  11.   
  12. I can hum a tune.
  13.   
  14. Look at the size of that cat!
  15.   
  16. I like to spend time at my home.
  17.   
  18. Sal has two black mice.
  19.   
  20. Mom went to vote.
  21.   
  22. The rocket will go into space.
  23.   
  24. I do not want to be late.

CHALLENGE WORDS

  1.   
  2. Did you erase it?
  3.   
  4. I will mix in the spice.
  5.   
  6. I do not want to confuse you!

((b. Know spelling-sound correspondences for additional common vowel   teams.)

 

 

Grammar

Compete   WB pgs 7-8 for grade

 

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

 

Essential Questions

How do details help us identify   the main idea?

Why is it important to read words   correctly?

Remedial   activities

           Give a “Bubble “Test children will   bubble in correct spelling of the spelling word

Enrichment activities

Children will spell words 1-12.

Acceleration Activities

Children will spell words 1-12   and choose 5 words and write a complete sentence with each.

Closure:

Tell children that next week they will find out more about   what people discover by exploring nature.

  

Assessments

Grade spelling tests with 80% accuracy.

Grade English Workbook pages with   80% accuracy

                                

 

 

 

Day#   20     unit 1 week 3 day1

Teacher:_ Reece, Colson, Kersey, Evans Underwood, Thomas   Subject:Lang Arts

Grade:2nd grade                                                                                  Date:

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and   support from adults and peers focus on a topic and strengthen writing as   needed by revising and editing.

ELACC2RF3. Know and apply grade-level phonics and word   analysis skills in decoding words

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It. #3 (1)

Lesson Activities

Spelling                     Consonant Blends

MODEL WRITING FOR SOUNDS Each spelling word has a consonant   blend.

Model how to segment words with   consonant blends to spell them.

       What   sounds do you hear in strike? (/s /t/ /r/ /      / /k/)

       What   is the letter for /s/? Write s. Continue with the t/t/, r/r/,   i/      /, k/k/, and silent e.

       What   letters stand for /str/? (str)

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words

Grammar           TEACH/MODEL Predicates

REVIEW SUBJECTS Recall with children that the subject of a   sentence tells who

or what does something.

IDENTIFY PREDICATES Display Grammar Transparency 3. Or   Use “Welcome to Reading Street” website and click on “Henry and Mudge” and use powerpoint. Read the definition.

In the first sentence, the   subject is we. We tells who or what does something.

The predicate is hiked up a mountain.   Those words tell what the subject of the sentence—we—did.

Continue modeling with items 2–6.

PRACTICE

IDENTIFY PREDICATES Write the following sentences without the   underlines

on the board and ask children to   identify the predicates. Have volunteers underline them.

My dad carried a backpack.

He gave me a snack.

(ELACCW6: With   guidance and support from adults and peers focus on a topic and strengthen   writing as needed by revising and editing

Essential Questions

       How do we read words   that have two or three consonants together?

        

       How do we know if a   group of words makes a sentence?

 

Remedial   activities

    Give children additional help by providing specific suggestions to   complete each sentence, such as “We like to go to the woods.”      

Enrichment activities

Suggest that children list what   they should take with them when they go to their favorite outdoor place and   why.

Acceleration Activities

Support Writing Reread the   completed outdoor story that the group wrote. Ask children to brainstorm   another outdoor place they like to go or would like to go to explore nature.   As necessary, you may want to help children work through the format on the   Transparency to write their own outdoor story about a different place.

Closure:  

Tell children that tomorrow they will read about a family that explores   nature by going camping

Assessments

HOMEWORK   Spelling Practice Book, p. 9

 

                              

 

Day#   21     unit 1 week 3 day1

Teacher:_ Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject:Lang Arts

Grade:2nd grade                                                                                  Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It. #3 (1)

Lesson Activities

Spelling                     Consonant Blends

MODEL WRITING FOR SOUNDS Each spelling   word has a consonant blend.

Model how to segment words with consonant   blends to spell them.

       What sounds do   you hear in strike? (/s /t/ /r/ /                                                                       / /k/)

       What is the   letter for /s/? Write s. Continue with the t/t/, r/r/, i/      /, k/k/, and silent e.  

       What letters   stand for /str/? (str)

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words

Grammar           TEACH/MODEL Predicates

REVIEW SUBJECTS Recall with   children that the subject of a sentence tells who

or what does something.

IDENTIFY PREDICATES Display   Grammar Transparency 3. Or Use “Welcome to Reading Street” website and   click on “Henry and Mudge” and use   powerpoint. Read the definition.

In the first sentence, the   subject is we. We tells who or what does something.

The predicate is hiked up a   mountain. Those words tell what the subject of the sentence—we—did.  

Continue modeling with items 2–6.

PRACTICE

IDENTIFY PREDICATES Write   the following sentences without the underlines

on the board and ask children to   identify the predicates. Have volunteers underline them.

My dad carried a backpack.

He gave me a snack.

(ELACCW6: With guidance and support from adults and peers focus on a   topic and strengthen writing as needed by revising and editing

Essential Questions

       How   do we read words that have two or three consonants together?

        

       How   do we know if a group of words makes a sentence?

 

Remedial   activities

    Give children additional help by providing specific suggestions to   complete each sentence, such as “We like to go to the woods.”      

Enrichment activities

Suggest that children list what   they should take with them when they go to their favorite outdoor place and   why.

Acceleration Activities

Support Writing Reread the   completed outdoor story that the group wrote. Ask children to brainstorm   another outdoor place they like to go or would like to go to explore nature.   As necessary, you may want to help children work through the format on the   Transparency to write their own outdoor story about a different place.

Closure:  

Tell children that tomorrow they will read   about a family that explores nature by going camping

Assessments

HOMEWORK Spelling Practice Book, p. 9

 

                              

 

 

Day#_22_unit 1 week 3 day 3

Teacher: Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade:2nd grade                                                                               Date:_

 

Standard(s) for the day

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

.ELACC2RF3. Know and apply grade-level phonics and word analysis   skills in decoding words

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It. #3 (3)

Lesson Activities

Spelling

PRACTICE Consonant Blends

RHYMING CLUES Have children practice   by writing the spelling words that

       rhyme   with best, with lap, with team (nest; strap; stream)

       rhyme   with hop, with sneeze, with task (stop; breeze; ask, mask)  

       rhyme   with date, with save (state; brave)

       rhyme   with band, with dip, with fin (hand; clip; twin)

       ((   e. Identify words with inconsistent but common spelling sound correspondence.   )

Grammar

APPLY TO WRITING Predicates

Point out to children that   sentences without predicates are not complete thoughts and do not make sense.   Remind children to use predicates correctly in their writing. Suggest that   children write two or three sentences about something they discovered by   exploring nature. Tell them to make sure all their sentences include   predicates.

                             
   

One day I found     a baby bird on the sidewalk.

   
   

I looked up and     saw the bird's nest in a tree.

   
   

The baby must     have fallen out of the nest.

   

PRACTICE

WRITE WITH PREDICATES Have children add two or three sentences   that tell

something else they discovered   about nature. Remind them to be sure every sentence has a predicate.

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

Essential Questions

How do we read words that have   two or three consonants together?

How do we know if a group of   words makes a sentence?

 

Remedial   activities

     Write with Predicates   While working a peer, have children add two or three sentences that   tell

something else they discovered   about nature. Remind them to be sure every
  sentence has a predicate.

 

 

Enrichment activities

Write with Predicates   Have children add two or three sentences that tell

something else they discovered   about nature. Remind them to be sure every
  sentence has a predicate.

 

 

Acceleration Activities

Write with Predicates   Have children add three or four sentences that tell

something else they discovered   about nature. Remind them to be sure every
  sentence has a predicate.

 

Closure:   Tell   children that tomorrow they will read about some people who think stars make   pictures in the night sky.

Assessments

 

  •   
  • HOMEWORK Spelling Practice        Book, p. 11
  •   
  • Teacher        Observation while children are writing sentences. Did they include correct predicates?

 

                                    

 

 

 

Day# 23-24 unit 1 week 3 day 4

Teacher: Reece, Colson, Kersey, Evans, Thomas, Underwood     Subject: Lang Arts

Grade:2nd grade                                                                               Date:

 

Standard(s) for the day

Focus Standard(s) for the day

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

.ELACC2RF3. Know and apply grade-level phonics and word analysis   skills in decoding words

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#3 (4)

Lesson Activities

Spelling

Use “Welcome to Reading Street”   Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

 

(ELA2R1g. Applies learned phonics skills   when reading and writing words, sentences, and stories.)

 

Grammar

 

DEFINE PREDICATES

What is the predicate of a   sentence? (the part that tells what the subject does or is)

What part of a sentence tells   what the subject does or is? (the predicate)

PRACTICE

IDENTIFY PREDICATES Write the following sentences, omitting the   underlines.

Have children work as a group to   underline the predicate in each one.

                                                 
   

Jim and Jen liked     to ride their bikes.

   
   

They wanted     to explore nature.

   
   

They rode     their bikes to the park.

   
   

Both of them looked     for living things.

   
   

They found     trees, insects, and birds.

   

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

 

Essential Questions

How do we read words that have   two or three consonants together?

How do we know if a group of   words makes a sentence?

Remedial   activities

    Children work together in groups to help each other identify   predicates.      

Enrichment activities

Children can create 3 of their own   sentences and have a partner identify   the predicates.

Acceleration Activities

Children can create 5 of their   own sentences and have a partner   identify the predicates.

Closure:

Remind children that they heard a story about a girl who loves bugs.   Tell them that tomorrow they will hear about Amanda Frankenstein again.  

 

Assessments

HOMEWORK   Spelling Practice Book, p. 12

Teacher Observation during the   “Practice” . Are children identifying the correct predicate?

                                    

 

 

Day# 25__unit 1 week 3 day 6

Teacher:_ Reece, Colson, Kersey, Evans Thomas, Underwood        Subject:Lang Arts

Grade:2nd grade                                                                                  Date:_

 

Standard(s) for the day

Focus Standard(s) for the day

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

.ELACC2RF3. Know and apply grade-level phonics and word analysis   skills in decoding words

Warm-up

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#3 (9-10)

Lesson Activities

SPELLING TEST Consonant Blends

  •   
  • DICTATION SENTENCES Use these        sentences to assess this week's spelling

words.

  1.   
  2. There was a breeze at the lake.
  3.   
  4. I have a cut on my hand.
  5.   
  6. His twin brother is at my house.
  7.   
  8. I see a nest in that tree.
  9.   
  10. Did you stop at the school?
  11.   
  12. I will ask Mom if you can visit.
  13.   
  14. She will fix the strap for you.
  15.   
  16. Ann will clip her papers together.
  17.   
  18. He won't put on the mask.
  19.   
  20. The girl was very brave.
  21.   
  22. Dad said not to jump over the stream.
  23.   
  24. Uncle Jim lives in another state.

CHALLENGE WORDS

  1.   
  2. I like to browse in the hat shop.
  3.   
  4. Mom said to make a straight line.
  5.   
  6. Did you see my picture of a skeleton?

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Grammar

  •   
  • Review        Predicates . Complete         Grammar/Writing Workbk pgs. 10-11

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

 

Essential Questions

How do we read words that have   two or three consonants together?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Children complete Bubble Test.      

Enrichment activities

Children spell words 1-15

Acceleration Activities

Children spell words 1-15 with 2   dictated sentences

Closure:  

Remind children that they heard a story about a girl who loves bugs.   Tell them that tomorrow they will hear about Amanda Frankenstein again.

Assessments

 

Grade Spelling Test with 80%   accuracy

Grade Grammar Workbk pgs   10-11 for 80% accuracy.

                            

 

 

 

Day 26   Unit 1 week 4 day1

Teacher:_Reece, Colson, Kersey, Thomas, Evans, Underwood __   Subject: L. Arts

Grade: 2nd                                                                                                                           Date:_

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words

Warm-up-

Daily Oral Language/Daily Fix-It   # 4 (1)

Lesson

Spelling

Inflected Endings

Each spelling word has the ending   -ed or -ing. Model how to segment inflected endings to spell   them.

 

You can spell these words by   thinking about the inflected endings.
  What base word and ending make up stopping? (stop and -ing)

Start with the sounds in the base   word: stop. What letters spell /stop/? Write stop.

Now double the consonant p   and add -ing. Add ping.

Now spell stopping.

Repeat with stopped, dine,   dined, dining.

Segment the words for children if   necessary.

.

Grammar

TEACH/MODEL Statements and Questions

REVIEW SENTENCES Remind children that a sentence is a group of   words that

tells a complete idea and that   the words in a sentence are in an order that makes sense. A sentence always   begins with a capital letter.

IDENTIFY STATEMENTS AND QUESTIONS

Read the definitions aloud.

       Is   the first sentence a statement that tells something? Or is it a question that   asks something?

       This   sentence asks something, so it should end with a question mark.

Continue modeling with items 2–6.

PRACTICE

Have children provide other   questions and statements. Write each one and have volunteers add the end   punctuation.

       Think   of a question about the weather, such as Will the sun shine today?

       Answer   the question with a statement, such as The sun will shine today.

 

Essential Questions

How do we read base words with   endings?

How do we know which ending mark   to write at the end of a sentence?

Remediation

Activities are done orally

Extension

     . Activities are done orally

Acceleration

Activities are done orally

Closure:

 

Assessments

Teacher observation during   spelling and lang .activity.? Are   children understanding the changes in inflected endings ? Are children understanding the sentences   whether they are statements or questions?

 

 

 

 

Day 27 Unit 1 Week 4 Day 2

Teacher Reece, Colson, Kersey, Thomas, Evans, Underwood          subject: Lang Arts

Grade:2nd Grade                                                                                  Date:__

Standard(s) for the day

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up

Daily Oral Language/Daily Fix-It   # 4 (2)

Lesson Activities

Grammar

DEVELOP THE CONCEPT Statements and   Questions

IDENTIFY STATEMENTS AND QUESTIONS Write on the board We are   going for

a walk in the desert. What   will we see there? Point to each word as you read the sentences aloud.

Each of these is a sentence. The   first one tells something, and it ends in a period. The second sentence asks   something, and it ends with a question mark. Circle each punctuation mark as   you mention it. We can make the statement into a question by putting the   words in a different order. Write Are we going for a walk in the desert.   What mark should we put at the end? (a
  question mark)

PRACTICE

                           
   

Question

   
   

Statement

   
   

 

   
   

 

   

WRITE QUESTIONS AND STATEMENTS Display the chart. Invite   children to

write a question in the first   column and to answer the question with a
  statement in the second column.

MODEL Let me think of a question to write. I'll ask Is it hot   in the
  desert? 
and I'll write it in the first column. I need to remember to
  write a question mark at the end of the question. Now let me think
  of a statement that answers the question. It is hot in the desert.   I'll
  write that statement and remember to add a period at the end.

 

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

Spelling

PRACTICE Base Words and Endings

Have children write these   sentences. Repeat words slowly, allowing children to hear each sound.   Children may use the Word Wall to help with spelling high-frequency words.

                             
   

I was amazed     that we lifted the big log.

   
   

Grandma and I     hugged and talked.

   
   

My dog was     excited when I smiled at him.

   

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Essential Questions

How do we know which ending mark   to write at the end of a sentence?

How do we read base words with   endings?

Remedial activities

     Make sure children understand that the   purpose of an ad is to interest people and persuade them to do something.   Help them describe the desert in exciting terms for their own ad.

Enrichment activities

WRITE AN AD Have children   write their own ad about the desert.

Let children illustrate their   writing.

 

Acceleration Activities

Let children work together to   develop and act out an ad for TV

 

 

Closure:  

Have children to share some of   their sentences.

 

Assessments

Teacher   observation through children’s interaction with writing statements and   questions

HOMEWORK Spelling Practice Book, p.   14

 

 

                                  

 

 

 

Day 28 Unit 1 Week 4 Day 3

Teacher:__ Reece, Colson, Kersey, Thomas, Evans, Underwood       subject: Lang Arts

Grade:2nd Grade                                                                                 Date:

Standard(s) for the day

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up

Daily Oral Language/Daily Fix-It   # 4(3)

Lesson Activities

Grammar

APPLY TO WRITING Statements and Questions

IMPROVE WRITING WITH STATEMENTS AND QUESTIONS Explain to   children that sometimes they can include questions in their writing, even   though most of the time they will write statements. Point out that this can   make their writing seem more interesting. Remind children to use statements   and questions correctly in their own writing. Suggest that children write a   question about what someone could discover on a walk in their neighborhood   and then write several statements to answer the question.

                                       
   

                           What could you     find in a walk on Oak Street? You

   
   

                           would see kids     in the park. You could buy ice cream

   
   

                          from the man with the cart. You     could jump rope

   
   

                           with the kids at     the corner.

   

PRACTICE

 

Complete WB page 13 /14

 

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

 

Spelling

PRACTICE Inflected Endings

GIVE CLUES Have children practice by writing the spelling words   that are things you do with your mouth (talked, talking; smiled; smiling)   are things you do with your arms (hugged, hugging; lifted, lifting;   dropped, dropping; dragging) are   ways you can feel (excited, exciting; amazed)

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Essential Questions

How do we know which ending mark   to write at the end of a sentence?

How do we read base words with   endings?

Remedial   activities

       On the board, write a class list of   desert plants and animals

described in the article. Ask   children to write a question, an exclamation, and a statement using names   from the list. Have them exchange sentences and check for correct   capitalization, spelling, and end punctuation.

        

Enrichment activities

Have children add another   question

and two or three statements about   a walk in their neighborhood.

 

Acceleration Activities

Have children add another question

and two or three statements about   a walk in their neighborhood. And illustrate.

 

Closure:  

Have children to share some of   their sentences.

 

Assessments

1.        Teacher observation through corrections of   sentences..

2.        Teacher observation through children’s interaction .   Can they identify statements and questions?.

HOMEWORK   Spelling Practice Book, p. 15

 

                                  

 

 

 

 

Day 29 Unit 1 Week 4 Day 4

Teacher:_ Reece, Colson, Kersey, Thomas, Evans, Underwood           Subject: L. Arts

Grade: 2nd                                                                                                                                                Date:_

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words  

Warm-up-

Go over Daily Oral Language/   Daily fix-It # 4– (4) ( sentences,   capital letters, punctuation)

Lesson Activities –

Grammar

REVIEW STATEMENTS AND QUESTIONS

DEFINE STATEMENTS AND QUESTIONS

What is a statement? (a sentence   that tells something) How does a written statement end? (with a period) What   is a question? (a sentence that asks something) How does a written question   end? (with a question mark)

 

PRACTICE

Read the following sentences.   Have children identify each sentence as a statement or a question and suggest   the proper end punctuation.

                                       
   

We went for a     walk in the desert.

   
   

Was it hot     there?

   
   

We were careful.

   
   

Did you take     water with you?

   

 

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

 

Spelling

Use “Welcome to Reading Street”   Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

 

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words

Essential Questions

How do we read base words with   endings?

How do we know which ending mark   to write at the end of a sentence?

Remediation

Children work together in groups   to help each other identify statements or questions      

Extension

Children can create 3 of their   own sentences and have a partner   identify statements or questions        

 

Acceleration

Children can create 5 of their   own sentences and have a partner   identify statements or questions        

Closure: Tell   children tomorrow they will hear about one of the biggest deserts in the   world.

 

 

Assessments

HOMEWORK   Spelling Practice Book, p. 16

 

Teacher Observation during   discussion of statements and questions.   Did children identify sentences correctly?

 

 

 


 

Day 25     Unit 1 week 3 day 5

Teacher:_ Reece, Colson, Kersey, Evans Johnson, Underwood       Subject: L. Arts

Grade: 2nd                                                                                                                                       Date:_Sept. 5, 2013

Standards:

 

ELACC2SL6 Consistently writes in complete sentences   with correct subject/verb agreement.

.ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up-

Daily oral language – comma’s,   compound words, correcting sentences, capital letters, punctuation. Daily   Fix-It.#3 (5)

Lesson

Spelling

Teacher   will use “Welcome to Reading Street “ website. Click Henry and Mudge. Click Spelling   City.com and choose a game to play with children to review spelling words

 

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words

 

Writing

INTRODUCE Word Choice

TALK ABOUT WORD CHOICE Explain to children that they should   choose words

carefully to add style to their   writing. Using exact nouns, strong verbs, and exciting
  adjectives will make their work clear and lively. Ask children to think about   words
  the author of Henry and Mudge and the Starry Night uses to create   vivid word
  pictures. Then model your thinking.

MODEL When I read about Henry and Mudge's camping trip, I get a   good picture of what

it looked like and felt like. For   example, on page 79, it says, "Mudge gave a big,   slow, loud, yawn. He drooled on Henry's foot." What are some words that   help you picture exactly how Mudge yawned? (big, slow, loud) Which   vivid action verb helps you picture what Mudge did besides yawning? (drooled)

Everyone slept safe and sound, and there were no
  bears, no scares. Just the clean smell of trees ... and wonderful green   dreams.

What vivid words give readers pictures in   this passage? (bears, scares, clean, smell, trees, green, dreams)

STRATEGY FOR DEVELOPING WORD CHOICE On the board, write the   following

sentences. Ask children to fill   in the blanks with vivid words.

They fished in a _____ lake. (clear, blue)

We saw _____ wildflowers. (bright, yellow)

I _____ down the path. (hiked, jogged)

Pam _____ at the sky. (gazed, squinted)

 

 

Essential Questions

How do we read words that have   two or three consonants together?

How do we know if a group of   words makes a sentence?

Remediation

Ask children to think about a   time they enjoyed the outdoors.

Have them brainstorm phrases that   vividly describe what they saw or felt. (orange and
  red autumn leaves, sparkling white snow)
 Have children use their phrases   to write 3
  sentneces that describes a vivid outdoor scene.

 

Extension

     Ask children to think about a time they   enjoyed the outdoors.

Have them brainstorm phrases that   vividly describe what they saw or felt. (orange and
  red autumn leaves, sparkling white snow)
 Have children use their phrases   to write 5
  sentences that describes a vivid outdoor scene.

 

Acceleration

Ask children to think about a   time they enjoyed the outdoors.

Have them brainstorm phrases that   vividly describe what they saw or felt. (orange and
  red autumn leaves, sparkling white snow)
 Have children use their phrases   to write a
  paragraph that describes a vivid outdoor scene.

 

Closure: Share stories

 

Assessments

Teacher observation during   writing activity. Are children using   verbs correctly and writing complete sentences?

 

 

 

 

 

Day 31 Unit 1 week 4 day1

Teacher:_Reece, Colson, Kersey, Thomas, Evans, Underwood __    Subject: L. Arts

Grade: 2nd                                                                                                                           Date:_

ELACC2SL6   Consistently writes in complete sentences with correct subject/verb   agreement.

ELACC2RF3.   Know and apply grade-level phonics and word analysis skills in decoding words

Warm-up-

Daily Oral Language/Daily Fix-It   # 4 (1)

Lesson

Spelling

Inflected Endings

Each spelling word has the ending   -ed or -ing. Model how to segment inflected endings to spell   them.

 

You can spell these words by   thinking about the inflected endings.
  What base word and ending make up stopping? (stop and -ing)

Start with the sounds in the base   word: stop. What letters spell /stop/? Write stop.

Now double the consonant p   and add -ing. Add ping.

Now spell stopping.

Repeat with stopped, dine,   dined, dining.

Segment the words for children if   necessary.

.

Grammar

TEACH/MODEL Statements and Questions

REVIEW SENTENCES Remind children that a sentence is a group of   words that

tells a complete idea and that   the words in a sentence are in an order that makes sense. A sentence always   begins with a capital letter.

IDENTIFY STATEMENTS AND QUESTIONS

Read the definitions aloud.

       Is   the first sentence a statement that tells something? Or is it a question that   asks something?

       This   sentence asks something, so it should end with a question mark.

Continue modeling with items 2–6.

PRACTICE

Have children provide other   questions and statements. Write each one and have volunteers add the end   punctuation.

       Think   of a question about the weather, such as Will the sun shine today?

       Answer   the question with a statement, such as The sun will shine today.

 

Essential Questions

How do we read base words with   endings?

How do we know which ending mark   to write at the end of a sentence?

Remediation

Activities are done orally

Extension

                                                                      . Activities are done orally

Acceleration

Activities are done orally

Closure:

 

Assessments

Teacher observation during   spelling and lang .activity.? Are   children understanding the changes in inflected endings ? Are children understanding the sentences   whether they are statements or questions?

 

 

 

 

 

Day 32 Unit 1 Week 4 Day 2

Teacher Reece, Colson, Kersey, Thomas,Evans, Underwood            subject: Lang Arts

Grade:2nd Grade                                                                                  Date:__

Standard(s) for the day

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up

Daily Oral Language/Daily Fix-It   # 4 (2)

Lesson Activities

Grammar

DEVELOP THE CONCEPT Statements and   Questions

IDENTIFY STATEMENTS AND QUESTIONS Write on the board We are   going for

a walk in the desert. What   will we see there? Point to each word as you read the sentences aloud.

Each of these is a sentence. The   first one tells something, and it ends in a period. The second sentence asks   something, and it ends with a question mark. Circle each punctuation mark as   you mention it. We can make the statement into a question by putting the   words in a different order. Write Are we going for a walk in the desert.   What mark should we put at the end? (a
  question mark)

PRACTICE

                           
   

Question

   
   

Statement

   
   

 

   
   

 

   

WRITE QUESTIONS AND STATEMENTS Display the chart. Invite   children to

write a question in the first   column and to answer the question with a
  statement in the second column.

MODEL Let me think of a question to write. I'll ask Is it hot   in the
  desert? 
and I'll write it in the first column. I need to remember to
  write a question mark at the end of the question. Now let me think
  of a statement that answers the question. It is hot in the desert.   I'll
  write that statement and remember to add a period at the end.

 

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

Spelling

PRACTICE Base Words and Endings

Have children write these   sentences. Repeat words slowly, allowing children to hear each sound.   Children may use the Word Wall to help with spelling high-frequency words.

                             
   

I was amazed     that we lifted the big log.

   
   

Grandma and I     hugged and talked.

   
   

My dog was     excited when I smiled at him.

   

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Essential Questions

How do we know which ending mark   to write at the end of a sentence?

How do we read base words with   endings?

Remedial activities

     Make sure children understand that the   purpose of an ad is to interest people and persuade them to do something.   Help them describe the desert in exciting terms for their own ad.

Enrichment activities

WRITE AN AD Have children   write their own ad about the desert.

Let children illustrate their   writing.

 

Acceleration Activities

Let children work together to   develop and act out an ad for TV

 

 

Closure:  

Have children to share some of   their sentences.

 

Assessments

Teacher   observation through children’s interaction with writing statements and   questions

HOMEWORK Spelling Practice Book, p.   14

 

 

                                  

 

 

 

Day 33 Unit 1 Week 4 Day 3

Teacher:__ Reece, Colson, Kersey, Thomas,Evans, Underwood       subject: Lang Arts

Grade:2nd Grade                                                                                 Date:__

Standard(s) for the day

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up

Daily Oral Language/Daily Fix-It   # 4(3)

Lesson Activities

Grammar

APPLY TO WRITING Statements and Questions

IMPROVE WRITING WITH STATEMENTS AND QUESTIONS Explain to   children that sometimes they can include questions in their writing, even   though most of the time they will write statements. Point out that this can   make their writing seem more interesting. Remind children to use statements   and questions correctly in their own writing. Suggest that children write a   question about what someone could discover on a walk in their neighborhood   and then write several statements to answer the question.

                                       
   

                           What could you     find in a walk on Oak Street? You

   
   

                           would see kids     in the park. You could buy ice cream

   
   

                          from the man with the cart.     You could jump rope

   
   

                           with the kids at     the corner.

   

PRACTICE

 

Complete WB page 13 /14

 

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

 

Spelling

PRACTICE Inflected Endings

GIVE CLUES Have children practice by writing the spelling words   that are things you do with your mouth (talked, talking; smiled; smiling)   are things you do with your arms (hugged, hugging; lifted, lifting;   dropped, dropping; dragging) are   ways you can feel (excited, exciting; amazed)

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Essential Questions

How do we know which ending mark   to write at the end of a sentence?

How do we read base words with   endings?

Remedial   activities

       On the board, write a class list of   desert plants and animals

described in the article. Ask   children to write a question, an exclamation, and a statement using names   from the list. Have them exchange sentences and check for correct   capitalization, spelling, and end punctuation.

        

Enrichment activities

Have children add another   question

and two or three statements about   a walk in their neighborhood.

 

Acceleration Activities

Have children add another question

and two or three statements about   a walk in their neighborhood. And illustrate.

 

Closure:  

Have children to share some of   their sentences.

 

Assessments

1.        Teacher observation through corrections of   sentences..

2.        Teacher observation through children’s interaction .   Can they identify statements and questions?.

HOMEWORK   Spelling Practice Book, p. 15

 

                                  

 

 

 

 

 

Day 34 Unit 1 Week 4 Day 4

Teacher:_ Reece, Colson, Kersey, Thomas,Evans, Underwood           Subject: L. Arts

Grade: 2nd                                                                                                                                               Date:_

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

ELACC2RF3. Know and apply   grade-level phonics and word analysis skills in decoding words

Warm-up-

Go over Daily Oral Language/   Daily fix-It # 4– (4) ( sentences,   capital letters, punctuation)

Lesson Activities –

Grammar

REVIEW STATEMENTS AND QUESTIONS

DEFINE STATEMENTS AND QUESTIONS

What is a statement? (a sentence that tells something) How does a   written statement end? (with a period) What is a question? (a sentence that asks something) How does a   written question end? (with a question mark)

 

PRACTICE

Read the following sentences.   Have children identify each sentence as a statement or a question and suggest   the proper end punctuation.

                                       
   

We went for a     walk in the desert.

   
   

Was it hot     there?

   
   

We were careful.

   
   

Did you take     water with you?

   

 

ELACC2SL6 Consistently writes   in complete sentences with correct subject/verb agreement.

 

Spelling

Use “Welcome to Reading   Street” Powerpoint/slide #   to review   words. Call them out and have children   Read-Spell-Read them

 

ELACC2RF3. Know and apply grade-level   phonics and word analysis skills in decoding words

Essential Questions

How do we read base words with   endings?

How do we know which ending mark   to write at the end of a sentence?

Remediation

Children work together in groups   to help each other identify statements or questions      

Extension

Children can create 3 of their   own sentences and have a partner   identify statements or questions        

 

Acceleration

Children can create 5 of their   own sentences and have a partner   identify statements or questions        

Closure: Tell children tomorrow they will hear about one of   the biggest deserts in the world.

 

 

Assessments

HOMEWORK Spelling Practice Book,   p. 16

 

Teacher Observation during   discussion of statements and questions.   Did children identify sentences correctly?

 

 

 

Day#__35   (Unit 1 Week 5 Day 2)

Teacher:__Colson, Reece, Kersey, Johnson, Evans, Underwood               Subject: Lang arts

Grade:     2nd                                                                                                Date   Sept. 20,2013

Standard(s) for the day

Focus Standard(s) for the day

ELACC2RF3: Know and apply grade-level phonics   and word analysis skills in decoding words.

ELACC2RF4: Read with sufficient accuracy and   fluency to support comprehension.

 

Warm-up

Daily Fixit #5/ Daily Oral   Language ( capitalization, spelling,   punctuation)

Lesson Activities

Grammar

Commands   and Exclamations

IDENTIFY   COMMANDS AND EXCLAMATIONS   Write Look at that sunset. It’s so

beautiful! Point to each word as you read each   sentence aloud. Each of these is a sentence. The first one tells someone to   do something, so it is called a command. It ends with a period. The subject   of the sentence is you, but you is not shown in the sentence.   The second sentence shows strong feeling or surprise. It ends with an   exclamation mark. Circle each punctuation mark as you mention it. Sometimes a   command can also be an exclamation. Write Stop!
  Why is this a command? Why is it an exclamation?

PRACTICE  

WRITE   COMMANDS AND EXCLAMATIONS   Display or draw a picture of children   playing soccer or baseball. Invite children to brainstorm what is   happening. Model writing what the children might be saying to each other.

MODEL I think this boy must be   telling the girl to go get the ball. So
  I'll write a command that says "Get the ball." Probably one of the   other
  kids is excited about what's happening. I'll write an exclamation to tell
  what she is saying. I'll write "We're winning!"

(ELACC2RF4 c. Use context to confirm or self-correct word   recognition and understanding, rereading as necessary.)

 

Spelling

PRACTICE Consonant Digraphs

WRITE DICTATION SENTENCES

Have children write these   sentences. Repeat words slowly, allowing children to hear each sound.   Children may use the Word Wall to help with spelling high-frequency words.

                             
   

When will you do     that math?

   
   

I wish I could     chase a whale!

   
   

Tell them to     pick a bunch from the patch.

   

(   ELACC2RF3 b. Know spelling-sound   correspondences for additional common vowel teams.

Essential Questions

How do we read words that have two or   three consonants together?

How do we know which ending mark to   write at the end of a group of words?

 

Remedial   activities

           Help children brainstorm the   characters and plot of their story before they begin to write. You may want   to help them with each sentence as they write it.

    See Differentiated Instruction
  p. WA8.                                                  

Enrichment activities

Have children write other commands and   exclamations that the children in the
  picture might be saying.

See Differentiated Instruction
  p. WA9.

Acceleration Activities

 

Let children work together to write   and present their creative story in the form of a play like The Strongest   One.

See Differentiated Instruction
  p. WA9.

Closure:  

Tell   children that tomorrow the class will find out more about searching for
  answers in “All Alone in Dinosaur Hall.”

Assessments

    Teacher observations during their writing commands and exclamations   about the picture of   children.

Teacher observation during   spelling dictation. Are children hearing the sounds?

    HOMEWORK Spelling   Practice Book, p. 18

                              

 

 

 

Day# 37   (Unit 1 Week 5 Day 3)

Teacher:__Colson, Reece, Kersey, Johnson, Evans, Underwood               Subject: L. Arts

Grade: 2nd                                                                                                                                                       Date:_Sept. 23, 2012

Standard(s) for the day

ELA2W1 The student begins to demonstrate competency in the writing   process.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

(ELA2R1 The student quickly applies knowledge of letter-sound   correspondence and spelling patterns to decode unfamiliar words.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Warm-up-

Go over Daily Oral Language#5 ( 3)–   ( sentences, capital letters, punctuation)

Lesson Activities –

Grammar

APPLY   TO WRITING Commands and Exclamations

Explain to children that they can   improve their writing by varying the kinds of sentences they use. Sometimes   they can include exclamations if something is exciting. If they are writing what   someone says or if they are giving someone directions, they might also   include commands. Remind children to use commands and exclamations correctly in their own   writing.

Have children write several sentences   about something exciting that happened at a playground or park. Encourage   them to include at least one command and exclamation.

                             
   

"Get     the balls and gloves," Tina told the other kids. "Let's

   
   

have a good game!" She threw     the ball to Kevin. It hit him

   
   

on the arm. "Ouch!" Kevin     said. "That hurt!"

   

ELA2W1r. Uses appropriate     capitalization and punctuation (periods, question and exclamation marks) at     the end of sentences (declarative, interrogative, and exclamatory/simple     and compound).

   

 

   

Spelling

PRACTICE   Consonant Digraphs

RHYMING   WORDS Have children   practice by writing the spelling words that

rhyme with   men, with batch (when; patch)

rhyme with   dish, with cape (wish; shape)

rhyme with   lunch, with tale (bunch; whale)

rhyme with   bat, with bath (that; math)

rhyme with   cut, with stem (what; them)

rhyme with   stitch, with vase (itch; chase)

( ELACC2RF3 b. Know spelling-sound correspondences for   additional common vowel teams. )

 

 

Essential Questions

How do we read words that have two or   three consonants together?

How do we know which ending mark to   write at the end of a group of words?

 

Remedial   activities

    Illustrate story about Tina and Kevin      

Enrichment activities

Have children add to the story about   Tina and Kevin, writing more commands and exclamations.

Acceleration Activities

Have children add to the story about Tina and Kevin, writing more   commands and exclamations and illustrate it

Closure:  

Remind children   that when they read what a character in a story is saying, they should make   their voices sound the way that character's would

Assessments

Teacher observation through   writing story about Kevin And Tina.   Did children understand the difference between commands and   exclamations?                                  

 

 

Day#__37   (Unit 1 Week 5 Day 4)

Teacher:__Colson, Reece, Kersey, Johnson, Evans, Underwood       Subject: Lang Arts /

Grade:2nd Grade                                                                                    Date:__Sept. 24, 2012

Standard(s) for the day

Focus Standard(s) for the day

ELA2W1 The student begins to demonstrate competency in the writing   process.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

ELA2R1   The student quickly applies knowledge of letter-sound correspondence and   spelling patterns to decode unfamiliar words.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Warm-up

Daily Oral Language/Daily Fix-It   # 5 (#4)

Lesson Activities

Grammar

REVIEW Commands and Exclamations

What is a command? (a sentence that   tells someone to do something) How does a written command end? (with a   period) What is the subject of a command sentence? (you, but you   is usually not shown in the sentence) What is an exclamation? (a sentence   that shows surprise or shows strong feelings) How does a written exclamation   end? (with an exclamation mark)

PRACTICE

                                                                      Write the following sentences, omitting the   final punctuation. Read each sentence aloud. Have children identify each   sentence as a command or exclamation and add the proper
  end punctuation.

                                       
   

Look at that     anteater.

   
   

Oh, he looks so     strange!

   
   

Find him some     ants.

   
   

Wow, see how     long his tongue is!

   

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

Spelling

Use   Reading Street Website. Click ‘The   Strongest One” and Click spelling city .com   Use any games listed to review spelling words.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Essential Questions

How do we read words that have   two or three consonants together?

How do we know which ending mark   to write at the end of a group of words?

Remedial   activities

           Use 5 phonics words in a sentence   for each.  

Enrichment activities

Use at least 8 phonics words in a   story and illustrate

Acceleration Activities

Use at least 8 phonics words in a   story and illustrate it.

 

Closure:  

Remind children that they heard a story   about two foolish people who thought hens could give milk. Tell them that   tomorrow they will hear about Shlomo and Rivka again.

Assessments

Teacher observation through partner   spelling. Do children seem to be   understanding diagraphs?    

Teacher Observation through class discussion   with sentences. Did they know which   punctuation mark to put at the end of the sentence?

HOMEWORK   Spelling Practice Book, p. 20

 

 

Day#_38     Unit 1 Week 5 day 5 revised

Teacher: Colson, Reece, Kersey, Johnson, Evans, Underwood       Subject: Lang Arts/ Grade:2nd Grade                                                                                    Date:__Sept. 25 2012

Standard(s) for the day

ELA2W1 The student begins to demonstrate competency in the writing   process.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

ELA2R1   The student quickly applies knowledge of letter-sound correspondence and   spelling patterns to decode unfamiliar words.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Warm-up

Daily Oral Language/Daily Fix-It   # 5 (#5)

Lesson Activities.

Grammar

Complete workbk pg 17 and 18. Children will identify commands and exclamation sentences and then   write some of their own.

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Workbk pg 17 with help

Enrichment activities

Workbk pg 17-18

Acceleration Activities

Workbk pg 17-18. Children will use 5 spelling words and   write command/exclamations sentences .

Closure:  

Discuss with children whom they   can ask when they are searching for answers.

Assessments

   Teacher observations while children are completing workbk   activity. Are they understanding the   difference between the 2 types of sentences?                              

 

 

Day#_39     Unit 1 Week 5 day 6 revised

Teacher: Colson, Reece, Kersey, Johnson, Evans, Underwood       Subject: Lang Arts/ Grade:2nd Grade                                                                                    Date:__Sept. 26 2012

Standard(s) for the day

ELA2W1 The student begins to demonstrate competency in the writing   process.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

Warm-up

Daily Oral Language/Daily Fix-It   # 5 (#6)

Lesson Activities.

Writing

Tell the students they will be   doing Writer’s Workshop this year.   Point out the posters you hung up on wall. Tell the students these are the 6 steps of   the writing process and you’ll be visiting each one over the next several   days. Next, go to the “Writing Rule”   poster and decide what rules will be for the year. Finally, students will make a T-chart with   their “likes” and “dislikes”. This   chart can go on a single bright colored sheet of paper in the back of their   notebook. Explain to students the   difference between a “topic” and a “mail idea”. A topic is what the piece is mostly about ,   while the main idea is the one most important thing you want your audience to   know about. Give students the   remaining class time to work on their T-chart. You are modeling with this before you ask   them to do it.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Children give 3 likes and dislikes in   their T-chart

Enrichment activities

Children give 5 likes and   dislikes in their T-chart

Acceleration Activities

Children give at least 5 likes   and dislikes in their T-chart

Closure:  

Discuss with children whom they   can ask when they are searching for answers.

 

Assessments

   Teacher observation during writing discussion.

 

 

 

Day#_40_     Unit 1 Week 5 day 7 revised

Teacher: Colson, Reece, Kersey, Johnson, Evans, Underwood       Subject: Lang Arts/ Grade:2nd Grade                                                                                    Date:__Sept. 27, 2012

Standard(s) for the day

ELA2W1 The student begins to demonstrate competency in the writing   process.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

ELA2R1   The student quickly applies knowledge of letter-sound correspondence and   spelling patterns to decode unfamiliar words.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Warm-up

Daily Oral Language/Daily Fix-It   # 5 (#5)

Lesson Activities

Grammar

Review Exclamation and   Commands. Review their end marks.   Complete WB pg !9 &20. Fill in the   circle next to the sentence with proper end marks.

ELA2W1r.   Uses appropriate capitalization and punctuation (periods, question and   exclamation marks) at the end of sentences (declarative, interrogative, and   exclamatory/simple and compound).

 

SPELLING TEST   Consonant Digraphs

DICTATION SENTENCES Use   these sentences to assess this week's spelling

words.

  1.   
  2. He stays in good shape.
  3.   
  4. Who is that new boy? 
  5.   
  6. A whale is very big.
  7.   
  8. The dog likes to chase the cat.
  9.   
  10. We will pick a bunch of roses.
  11.   
  12. When will Dad come home today?
  13.   
  14. I wish I could fly!
  15.   
  16. Will you give the books to them?
  17.   
  18. I like to do math problems.
  19.   
  20. Do not scratch that itch!
  21.   
  22. Mom put a patch over the hole in my pants.
  23.   
  24. What will we eat for lunch?

CHALLENGE WORDS

  1.   
  2. The kitten has long whiskers.
  3.   
  4. Did you switch to another team?
  5.   
  6. We ate shrimp on Monday.

ELA2R1a. Reads words containing blends, digraphs, and   diphthongs

 

Essential Questions

What short vowel sound can the   vowels ea stand for?

How do we know if a group of   words makes a sentence?

Remedial   activities

     Use a bubble   phonics test and allow them to complete numbers 1-8                  

Enrichment activities

Use Bubble test   Complete 1-12

Acceleration Activities

Use Bubble test. Complete numbers 12 including 13-15 bonus   words

 

Closure:  

Allow children to share anything   they can recall about what they learned this week.

Assessments

1.        Lang. Arts Assessment will be graded for 85 %   accuracy.

2.        Phonics Assessment will be graded for 85% accuracy