The
focus of the Language Arts curriculum for Unit I of
second grade is on building the classroom community,
assessing students' control of critical literacy
concepts and skills, and establishing routines to
support learning throughout the school year.
Learning goals for students include developing:
- more sophisticated oral language skills,
- critical reading concepts and strategic reading
behaviors, and
- a greater understanding and application of the
writing process.
A Unit Overview may be printed by clicking
on the link to the left. This "Unit at a Glance"
will serve as a reference for planning. Also included is
a Lesson Plan Template to assist teachers in
developing weekly lesson plans for the language arts
block. The template will appear in the Scope and
Sequence section of this unit.
Suggested Time Frame: Nine Weeks
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Student Performance Expectations |
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Key
Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective
is aligned to.
Information in
the brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to. |
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Lesson Plan Template |
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Unit I at a Glance
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Benchmark Blueprints 2005-2006
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Focus Lessons - Unit I
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Creating a Reading and Writing
Community in Your Classroom |
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The Differentiated Classroom
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Information for Parents
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Listening and
Speaking |
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Listen critically in
different contexts to get information, to solve
problems, and to enjoy and appreciate. (2.1A)
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Respond appropriately and
courteously to directions and questions. (2.1B) |
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Listen to speakers and read
alouds (including selections from classic and contemporary
works) to interpret and evaluate the messages(s).
(2.1D,E) |
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Ask and answer
relevant questions to contribute to large/small group
discussions. (2.3 C) |
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Retell a spoken message by
summarizing the major points. (2.4 C) |
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Speak with increasing control
of grammar. (2.3E) |
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Identify the musical elements
of literary language such as rhymes, repeates sounds, or
instances of onomatopoeia by participating in rhymes, songs,
conversations, and discussions. (2.1 C, F) |
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Reading
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On-Level Guidelines for Reading
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Read from a variety of
self-selected and assigned genres, including classic and
contemporary works, for pleasure and to acquire information.
(2.7A-C) |
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Use syntax (word order),
meaning (prior knowledge, context, picture cues), and phonics
(sound-symbol correspondence) to monitor accuracy and
understanding when reading. (2.5 A, B, D, E, G) |
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Recognize regular and high
frequency words and irregular words through frequent
opportunities to read and reread text. (2.5C,H) (2.6C)
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Develop fluent reading,
comprehension, and confidence during daily Independent Reading
for at least 20 minutes daily in materials that are at an easy
level (95-100% accuracy). (2.6 A, C, D, E) |
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Read regularly in teacher
directed Guided Reading groups in instructional level (90-94%)
text. (2.6B) |
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Estimate the difficulty of
self-selected texts as “easy,” “just right,” or “challenging”
(2.6D) |
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Monitor his/her own
comprehension and act purposefully when comprehension
breaks down using strategies such as rereading, searching for
context cues, and asking for help. (2.9 D) |
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Develop vocabulary by
reading, listening to, and discussing both familiar and
conceptually challenging selections. (2.8 A-C) |
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Establish purposes for
reading such as to be informed, to follow directions, and to be
entertained. (2.9 B) |
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Recognize similarities and
connect ideas and themes across texts and performances. (2.9
G) (2.11 E) |
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Identify characters, setting,
story problem, and plot and analyze their impact on the
story. (2.11 H-J) |
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Understand and identify
literary terms such as title, author, and illustrator across a
variety of texts. (2.11F) |
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Respond to text in different
ways to demonstrate understanding such as through writing; the
construction of visual images; comparisons of texts, topics, or
characters; story maps, graphs and charts. (2.10A) |
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Demonstrate understanding of
stories, informational texts, and themes in various ways such as
through drama, art, music, writing, illustrating, and the use of
available technology. (2.10 B) |
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Writing
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Generate ideas for writing by
using prewriting techniques such as drawing and listing key
thoughts. (2.18 A) |
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Write to record ideas
and reflections to develop and refine ideas, and
to communicate with a variety of audiences. (2.14A-C)
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Use the work of published
authors as models for pieces composed during Writers' Workshop
and Independent Writing. (2.19D) |
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Develop drafts. (2.18B)
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Write using correct grade
level appropriate capitalization, punctuation, and usage. (2.15
B,C,D) 2.17 (B) |
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Write with increasingly
accurate spelling using spelling patterns, known words, the
classroom spelling word wall, and other resources to find
correct spellings, synonyms, and replacement words. (2.16 A, B)
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Make developmentally
appropriate revisions such as adding information, improving word
choice and organization to selected drafts. (2.18C) |
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Edit by making
developmentally appropriate corrections to the spelling,
capitalization, usage, and punctuation of selected drafts.
(2.18D) |
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BIL Edit writing in preparing
for standard grammar and usage, including subject verb
agreement, conjugation, number and gender agreement, pronoun
agreement, verb tenses and articles. (2.17Dii) |
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Publish selected pieces for
various audiences. (2.18F) |
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Respond constructively to the
writing of others. (2.19B) |
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Gain increasing control over
spacing and penmanship by refining manuscript writing. (2.15A)
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