Literacy Grade 2

Curriculum:     Literacy

Grade:              Grade Two

 
 

Comprehension Objectives/Indicators of Mastery

 

• Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
• Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
• Forming a general understanding:  Students will determine the main idea (nonfiction) or theme (fiction) within a written work. (CMT obj: A-1)
• Forming a general understanding:  Students will select and use relevant information from a written work in order to summarize events and/or ideas in a text.  (CMT obj: A-3)
• Forming a general understanding:  Students will use information from the text to make a prediction based on what is read. (CMT obj: A-4)

Phonics/Spelling Objectives/Indicators of Mastery

Phonics

 

The student will:

• Recognize and use words with common phonograms (word families)
• Recognize and use verbs with a variety of endings –ed, -ed, -ing, -s
• Recognize and use words to compare using –er,     -est
• Recognize and use silent final consonants –dge,      -tch, -mb, -ght
• Recognize and use vowel teams that make neither long nor short sounds (unique vowel sounds); oo, au, aw, all, ew
• Recognize and use words with the schwa sound
• Recognize and use homophones
• Recognize and use compound words
• Using conventional plural forms for words that end in –y
• Recognize words with CVVC pattern

 

Spelling

The students will spell words with:

• Other Common Long Vowel patterns
• Complex Consonant patterns (digraphs, triple letter blends, sound alike consonant patterns)

The students will utilize 225 high frequency words in their writing.

 
 

Fluency Objectives/Indicators of Mastery

• Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.

  

Comprehension Objectives/Indicators of Mastery

• Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
• Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
• Forming a general understanding:  Students will determine the main idea (nonfiction) or theme (fiction) within a written work. (CMT obj: A-1)
• Forming a general understanding:  Students will select and use relevant information from a written work in order to summarize events and/or ideas in a text.  (CMT obj: A-3)
• Forming a general understanding:  Students will use information from the text to make a prediction based on what is read. (CMT obj: A-4)

 

Phonics/Spelling Objectives/Indicators of Mastery

Phonics

 

The student will:

• Recognize and use words with common phonograms (word families)
• Recognize and use verbs with a variety of endings –ed, -ed, -ing, -s
• Recognize and use words to compare using –er, -est
• Recognize and use silent final consonants –dge, -tch, -mb, -ght
• Recognize and use vowel teams that make neither long nor short sounds (unique vowel sounds); oo, au, aw, all, ew
• Recognize and use words with the schwa sound
• Recognize and use homophones
• Recognize and use compound words
• Using conventional plural forms for words that end in –y
• Recognize words with CVVC pattern

 

Spelling

The students will spell words with:

• Other common long vowel patterns
• Complex consonant patterns (digraphs, triple letter blends, sound alike consonant patterns)

The students will utilize 225 high frequency words in their writing.

 
 

Fluency Objectives/Indicators of Mastery

• Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.

 

Writing Objectives/Indicators of Mastery

 

Writing Process

 

Planning:

• The student will plan a small moment.
• The student plans who, what, where and why before writing.
• The student plans 3 big events before writing.

Drafting

• The student will write an entertaining beginning by using either a sound, question or action hook.
• The student will write a mighty middle.
• The student will write a powerful ending by using feelings, wishes or hopes.

Revising and Editing

• The student will delete excessive details
• The student will start sentences in different ways.
• The student will revise by replacing over used words.
• The student will reflect and chooses one piece to “Fix or Fancy Up” for publication.
• The student will check to make sure high frequency words are spelled correctly.
• The student will check for capital letters and periods.

Publishing

• The student will show pride in the final product.

Sharing:

• Students willingly share writing with peers.
• Students willingly give a compliment.

Reflecting:

• Students willingly talk about their writing piece during a conference.
• Students begin to use “author language” when talking about their writing.

 
 
 

Writing Content

Ideas 

• The student will identify and plan a small moment.
• The student plans a fictional narrative based on a prompt

Organization

• The student will write a small moment that has an opening that includes a sound hook.
• The student will write a small moment that has an opening that includes an action hook.
• The student will write a small moment that has an opening that includes a question hook.
• The student will write a mighty middle with important events.
• The student will write a powerful ending.

Word Choice:

• The student will use action words in his/her piece.
• The student will use “sensory” details to create a picture in the reader’s mind.
• The student will include feeling words.
• The student will use transitional words.

Voice

• The student will show what is special to him or her through the writing.

Fluency

• The student will start sentences with different words.

Conventions

• The student will use a capital letter at the beginning of the sentence.
• The student will uses a period at the end of the sentence.
• The student will use appropriate spacing.
• The student will use a return sweep.
• The student spells high frequency words accurately.

 

Comprehension Objectives/Indicators of Mastery

• Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
• Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
• Forming a general understanding:  Students will use information from the text to make a prediction based on what is read. (CMT obj: A-4)
• Developing an interpretation:  Students will identify the author’s use of structure and organizational patterns. (CMT obj: B-1)
• Making connections to text:  Students will make connections between the text and outside experiences and knowledge. (CMT obj: C-1)
• Connecting content and structure: Students will determine an awareness of an author’s or character’s customs and beliefs included in a text. (CMT obj: D-3)

 

Phonics/Spelling Objectives/Indicators of Mastery

Phonics

 

The student will:

• Recognize and use initial and final silent consonants
• Recognize and use suffixes
• Recognize and use prefixes
• Recognize and use open and closed syllables
• Recognize and use sound devices
• Recognize and use abbreviations
• Recognize and use long a spelling patterns (aigh, ae, ai, ay, ey, eight)
• Recognize and use vowel sounds ou, ow, aw
• Recognize and use complex consonants; qu, scr

Spelling

The students will spell words with:

• Complex Consonants patterns (more sound alike consonant patterns, soft consonants, silent consonants)
• Contractions

The students will use homophones appropriately.

The students will utilize 250 high frequency words in their writing.

 

Fluency Objectives/Indicators of Mastery

• Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.
   

Writing Objectives/Indicators of Mastery

 

Writing Process

Planning:

• The student plans by using the 4 square planner.
• The student plans who, what, where and why before writing.
• The student plans 3 big events before writing.

Drafting

• The student will write an entertaining beginning by using either a sound, question or action hook.
• The student will write a mighty middle.
• The student will write a powerful ending by using feelings, wishes or hopes.

Revising and Editing

• The student will add a caret and adds a word or phrase.
• The student will revise by replacing over used words.
• The student will reflect and chooses one piece to “Fix or Fancy Up” for publication.
• The student will check to make sure high frequency words are spelled correctly.
• The student will check for capital letters and periods.

Publishing

• The student will show pride in the final product.

Sharing:

• Students willingly share writing with peers.
• Students willingly give a compliment.

Reflecting:

• Students willingly talk about their writing piece during a conference.
• Students begin to use “author language” when talking about their writing.
   

Writing Content

Ideas 

• The student will brainstorm by using a 4-square planner.
• The student plans a fictional narrative based on a prompt

Organization

• The student will write a fictional narrative that has an opening that includes a hook.
• The student will write a mighty middle.
• The student will write a closing.

Word Choice:

• The student will use action words in his/her piece.
• The student will use “sensory” details to create a picture in the reader’s mind.
• The student will include feeling words.
• The student will use extraordinary words.

Voice

• The student will show what is special to him or her through the writing.

Fluency

• The student will start sentences with different words.

Conventions

• The student will use a capital letter at the beginning of the sentence.
• The student will uses a period at the end of the sentence.
• The student will use appropriate spacing.
• The student will use a return sweep.
• The student spells high frequency words accurately.