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Curriculum Strand One - Word Analysis, Fluency, and Systemic Vocabulary Development: The students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to build vocabulary skills and reading fluency. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard Decoding and Word Recognition The students will *1.1 recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) to decode two syllable nonsense words and regular multisyllable words.

Task Analysis/Prerequisite Knowledge Can the students 1.1a understand that nonsense words are not “real” words? 1.1b use knowledge of spelling patterns to decode sounds and spelling patterns in longer words/nonsense words? 1.1c

retain decoded sounds in memory until they can be blended into multisyllable words?

1.1d adjust decoded and blended sounds to produce recognizable real words when appropriate?

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Suggested Benchmarks/Assessment • The students read a list of two syllable nonsense words. streznit recoif apfail meafort lewtip owtbim • The students read a list of regular multisyllable words. family connection gigantic urgent finishing • The students read a list of regular multisyllable words containing diphthongs and special vowel spellings. already naughty annoyed awkward fiercely broiling

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Content Standard Decoding and Word Recognition (cont.) The students will 1.2 apply knowledge of basic syllabication rules when reading.

Task Analysis/Prerequisite Knowledge Can the students 1.2a understand that words are divided into syllables?

1.2c

recognize V/CV (e.g., su/per) and VC/CV (e.g., sup/per) patterns?

• The students read a list of two syllable nonsense words. zibber ziber roner ronner • The students read a list of regular multisyllable words. super supper dinner diner

1.3

use knowledge of spelling patterns to decode words?

• The students read the following sentences.

1.2b understand the concept of open and closed syllables?

1.3 decode two-syllable nonsense words and regular multisyllable words.

Suggested Benchmarks/Assessment

The children went down the road eating zibzab, remork, and pirzongs. The girls wanted everyone at the exciting party to listen to them play their instruments. 1.4 recognize common abbreviations (e.g., Jan., Sun., Mr., St.).

1.4

understand the purpose of abbreviations?

•

The teacher says, “Read each sentence. Fill in the circle next to the word that stands for the underlined abbreviation.” She was born on Dec. 15, 1992. decided December drive David We saw Dr. Green yesterday. dog catcher Dan dancer doctor

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READING Content Standard Decoding and Word Recognition (cont.) The students will 1.5 identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., mouse/mice, fish/fish, /wife/wives).

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ENGLISH/LANGUAGE ARTS Task Analysis/Prerequisite Knowledge Can the students 1.5a understand the concepts of singular and plural?

Suggested Benchmarks/Assessment •

Read the following words and identify the singular form of the word. knife wolves geese

1.5b understand the spelling changes required in some plurals?

halves *1.6 orally read appropriate material fluently and accurately with appropriate intonation and expression.

1.6a 1.6b 1.6c 1.6d

Vocabulary and Concept Development 1.7 demonstrate an understanding of word meanings and word relationships by identifying synonyms and antonyms.

1.7a

decode program materials? recognize and use punctuation to enhance oral reading? read nondecodable high-frequency words? monitor oral reading in order to read with appropriate intonation and expression? understand meanings of target words?

•

The students achieve the district fluency standard. 2nd Grade: WCPM 94

•

Read each sentence. Fill in the circle next to the synonym for the underlined word. The music made me feel joyful.

1.7b demonstrate understanding of word meaning by identifying synonyms and antonyms?

angry happy tired mad

•

Read each sentence. Fill in the circle next to the antonym for the underlined word. Columbus dreamed of faraway places. distant nearby sailing colorful

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Content Standard

Task Analysis/Prerequisite Knowledge

Suggested Benchmarks/Assessment

Vocabulary and Concept Development (cont.)

The students will Can the students 1.8 use knowledge of individual words in 1.8a recognize compound words? unknown compound words to identify their meaning. 1.8b analyze the relationship between the individual words to determine the meaning of the compound word?

•

Read the sentence. Fill in the circle under the compound word that replaces the underlined words. Sam has a new box for his lunch. lunchtime lunchbox box top

NH *1.9 know the meaning of simple prefixes and suffixes (e.g., dis-, -able, -ful, re-, -less, etc.).

1.9a

read and identify base words?

•

1.9b recognize simple prefixes and suffixes?

What is the meaning of the underlined prefix? replay yes not again

NH •

What is the meaning of the underlined suffix? hopeless with again without

NH

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Content Standard

Task Analysis/Prerequisite Knowledge

Suggested Benchmarks/Assessment

Vocabulary and Concept Development (cont.)

The students will *1.10 recognize and identify multiple meaning words.

Can the students 1.10a understand that some words have more than one meaning?

•

Read two sentences. Read the four answer choices. Which word fits in both sentences? Do you have time to ________ me practice? My ______ is not keeping time. see clock watch radio

•

The prince sent a page to talk to everyone in the kingdom. In which sentence does the word page mean the same thing as in the sentence above? Turn the page of the book. Please page my mother at the store. This is a colorful page in your life. The knight’s page went to get help.

•

Which of the following animals is a reptile? a lizard a whale an elephant an eagle

1.10b identify multiple meaning words in text? 1.10c select the correct meaning for a multiple meaning word in a given context?

Elk Grove Unified School District’s Additional Standards for Grade 2 1.11 demonstrate an understanding of word meanings and relationships by identifying the appropriate word.

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1.11 define grade level words?

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Content Standard

Task Analysis/Prerequisite Knowledge

Suggested Benchmarks/Assessment

Vocabulary and Concept Development (cont.)

The students will 1.11 (cont.)

Can the students

•

The word paleontologist means “a scientist who studies fossils and the past.” What does fossil mean? hardened remains animals people old books

*1.12 use context to determine word meaning.

1.12a understand that sometimes the text around a given word provides contextual clues that help us understand the meaning of a word?

•

In the following sentence, what does the word “tended” mean? The Emperor “tended” his garden every day by watering and weeding. looked at sat in took care of played in

1.12b identify context clues? 1.12c understand and apply specific contextual support provided by the text?

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Curriculum Strand Two - Reading Comprehension: The students read and understand grade-level appropriate narrative and expository text by applying appropriate comprehension strategies. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard

Task Analysis/Prerequisite Knowledge

Suggested Benchmarks/Assessment

Structural Features of Informational Materials

The students will 2.1 use titles, tables of contents, and chapter headings to locate information in expository text.

Can the students 2.1a locate the title, table of contents, and chapter headings in informational materials? 2.1b apply the information gained from textual features?

•

Using the table of contents in the second grade level social studies book, have the students respond to the following questions: 1.

2.

3.

4.

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Which unit gives information about knowing your family? Unit 1 Unit 2 Unit 3 Unit 4 Which unit gives information on Thomas Edison? Depending On Others Knowing Your Family Living In Our Country People Who Have Made a Difference On which page can “Truck Song” be found? p. 102 p. 28 p. 84 p. 166 Using the second grade level social studies text, Unit 2, have the students locate the page number for the chapter heading “Life in Cambodia.” p. 82 p. 64 p. 90 p. 49

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Content Standard Comprehension and Analysis of GradeLevel-Appropriate Text The students will 2.2 state the purpose in reading (i.e., tell what information is sought).

2.3 use knowledge of the author’s purpose(s) to comprehend informational text.

Task Analysis/Prerequisite Knowledge

Can the students 2.2 understand that there are different purposes for reading?

2.3a

understand that there are different purposes for writing?

2.3b connect what they know about the author’s purpose to make sense of what they read?

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Suggested Benchmarks/Assessment

•

For each OC selection the students identify various purposes for reading.

•

After browsing “Monster Tracks,” OC, Unit 4, the students will identify the purpose for reading. to learn how trucks are made to get more information about monsters to learn how fossils are made to learn about large trucks

•

The author’s purpose in writing “Why Did the Dinosaurs Disappear?,” OC, Unit 4, is to entertain to inform to persuade to describe

READING Content Standard Comprehension and Analysis of GradeLevel-Appropriate Text (cont.) The students will *2.4 ask and respond to questions about expository passages (why, what if, how).

*2.5 restate facts and details in text to clarify and organize ideas.

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ENGLISH/LANGUAGE ARTS Task Analysis/Prerequisite Knowledge

Can the students 2.4 respond to who, what, where, when, and how questions by locating and using stated passage detail?

2.5a

state central ideas in expository/ informational text?

Suggested Benchmarks/Assessment

•

After reading “They Thought They Saw Him,” OC, Unit 3, the students write a clarifying statement related to the text, which will then be placed on the concept board.

•

After reading “They Thought They Saw Him,” OC, Unit 3, the students respond to, “What does it mean when little Chameleon says, ‘I am the color of the world?’”

•

After reading “A Picture Book of Martin Luther King, Jr.,” OC, Unit 5, the students sequence the events in his life by completing a linear string.

•

After reading “The Hole in the Dike,” OC, Unit 5, the students infer cause for stated effect with the three-column chart on p. 173C.

2.5b reorganize facts and details from the text to complete graphic organizers (e.g., Venn diagrams, sequence charts, etc.)? 2.6 recognize cause and effect relationships in text.

2.6a

understand the meaning of the terms “cause” and “effect”?

2.6b recognize cause and effect relationships in the world around them?

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READING Content Standard Comprehension and Analysis of GradeLevel-Appropriate Text (cont.) The students will 2.6 (cont.)

Task Analysis/Prerequisite Knowledge

•

After reading “How Did the Dinosaurs Disappear?,” OC, Unit 4, the students infer effect from stated cause by answering questions 5-7 of Lesson Assessment, p. 15.

• After reading information on the first Thanksgiving in the social studies text, the students relate information from the 2.7b connect the information from text by writing sentences describing the diagrams, charts, and graphs to what number of Pilgrims at the first they read? Thanksgiving. (Gathered from information on the graph on p. 107, Houghton Mifflin, “Some People I Know.”) 2.7a

understand that diagrams, charts, and graphs contain information?

*2.8 comprehend and follow four-step written directions.

2.8

comprehend and follow three-step written directions?

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Suggested Benchmarks/Assessment

Can the students

*2.7 interpret information from diagrams, charts and graphs.

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•

The students read these directions independently. After reading a secondgrade selection, the students are to follow these directions. 1. Get a piece of paper, a crayon, and a pencil. 2. At the top of the paper, write the title of the story with your first and last name underneath it. 3. Draw a picture that illustrates how the selection is linked to the unit concept. 4. Write a sentence to describe your picture.

READING Content Standard Elk Grove Unified School District’s Additional Standards for Grade 2 The students will 2.9 compare and contrast information in text.

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ENGLISH/LANGUAGE ARTS Task Analysis/Prerequisite Knowledge

Can the students 2.9a understand the terms “similarities” and “differences” (e.g., Venn diagram)?

Suggested Benchmarks/Assessment

•

After reading “I See Animals Hiding,” OC, Unit 3, the students compare and contrast wild animals and tame animals with a Venn diagram.

•

After reading “A Picture Book of Martin Luther King, Jr.,” OC, Unit 5, the students respond to questions from the Lesson Assessment. After answering each question, the students cite page number and paragraph number in which the information is located. For example: What did Martin become when he grew up? a doctor a minister (p. 185, ¶ 1) a teacher

2.9b recognize that some text compares and contrasts two objects, events, stories, etc.? 2.9c

*2.10 demonstrate comprehension by citing information from text that supports responses to both literal and inferential questions.

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understand that graphic organizers, such as Venn diagrams help us to compare and contrast?

2.10a understand that sometimes the text provides us with the answers to questions (literal) and sometimes the text only gives us part of the information (Inference is combining what we already know with the information from the text to answer some questions.)?

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READING Content Standard Elk Grove Unified School District’s Additional Standards for Grade 2 (cont.) The students will *2.10 (cont.)

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Can the students •

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After reading “A Picture Book of Martin Luther King, Jr.,” the students respond in writing to the inferential question, “Was Martin Luther King, Jr. a good leader? Why do you thing so?” The students will cite the page number and paragraph that supports the answer. Example: p. 189, ¶ 2

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Curriculum Strand Three: Literary Response and Analysis: The students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard Narrative Analysis of Grade-LevelAppropriate Text The students will *3.1 compare and contrast plots, settings, and characters presented by different authors.

Task Analysis/Prerequisite Knowledge

Can the students 3.1a identify • plots? • settings? • characters?

Suggested Benchmarks/Assessment

•

3.1b compare and contrast information in text (refer to Grade 2 2.9)?

The students complete the following matrix comparing and contrasting plots, settings, and characters in “The Mushroom in the Rain” and “Elves and the Shoemaker,” OC, Unit 2. The students use the information from the matrix to generate statements comparing the authors’ uses of plots, settings, and characters. Plots

Settings

Characters

Mushroom Elves

3.2 generate and provide support for alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives.

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3.2a identify and describe characters, setting, and plot (problem/solution) in grade-appropriate narrative text?

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•

Following any story, the students generate two alternative endings and provide support for them.

READING Content Standard Narrative Analysis of Grade-LevelAppropriate Text (cont.) The students will 3.2 (cont.)

3.3 compare and contrast different versions of the same stories that reflect different cultures.

Task Analysis/Prerequisite Knowledge

Can the students 3.2b use information from the story to generate alternative endings? 3.2c

provide reasons why their alternative endings “work” in the story?

3.3a

read and comprehend two versions of the same story?

3.3b understand similarities and differences (e.g., Venn diagram) (refer to Grade Two, 2.9)

3.4 read and comprehend poetry as they identify the role of rhythm, rhyme, and alliteration.

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3.3c

relate the similarities and differences to the associated cultures?

3.4a

identify poetry?

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Suggested Benchmarks/Assessment

•

The students select the best ending from a variety of suggested endings and cite their rationale.

• After reading OC, Unit 2, “Cinderella,” the students read another version and use the information to complete a Venn diagram that compares and contrasts both texts. Examples to use for comparison: The Egyptian Cinderella, and Rough Skinned Girl.

•

After reading “My Book!,” OC, Unit 1, p. 44 , the students will answer the following questions: 1. What is this poem about? 2. Why is the boy in the poem so excited?

READING Content Standard Narrative Analysis of Grade-LevelAppropriate Text (cont.) The students will 3.4 (cont.)

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Can the students 3.4b identify rhythm and rhyme in poetry?

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Suggested Benchmarks/Assessment

•

The students read the poem “My Book!,” OC, Unit 1, p. 44, and determine which lines rhyme. lines 1 and 3 lines 3 and 5 lines 1 and 4 lines do not rhyme

•

The students will clap the rhythm to the poem “My Book!”

•

The students will orally identify alliteration in the poem.

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