Words Their Way

correlated to Virginia Learning Standards Grade 2

En g l i sh Stan dard s of Learni n g for Virg i n ia Pub l ic Scho o l s

C E LE B R A TION PR ESS P e a rson Lea rning Group

Word s Their Way Level B

Grade Two

20 0 5

Oral Lang uage 2.1 The st u de n t w i l l de m o n s tra te an u n dersta n d i n g of oral lang uage st r uct ure. a)

Create oral stories to share with others.

b)

Create and participate in oral dramatic activities.

c)

Use correct verb tenses in oral communication.

d)

Use increasingly complex sentence structures in oral communication.

Teachers may observe these behaviors during class activities.

2.2 The st u de n t w i l l co n t i n ue t o expan d l i s te n i n g and speaki n g v ocabu larie s. a)

Use words that reflect a growing range of interests and knowledge.

b)

Clarify and explain words and ideas orally.

c)

Follow oral directions with three or four steps.

d)

Give three-step and four-step directions.

e)

Identify and use synonyms and antonyms in oral communication.

Teachers may observe these behaviors during class activities. Also see: Build Vocabulary activities: TRG 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95 Challenge Word activities: TRG 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95

2.3 The st u de n t w i l l u se oral co m m u n ica t i o n sk i l l s. a)

Use oral language for different purposes: to inform, to persuade, and to entertain.

b)

Share stories or information orally with an audience.

c)

Participate as a contributor and leader in a group.

d)

Summarize information shared orally by others.

Teachers may observe these behaviors during class activities.

Readin g / L i terat ure 2.4 The st u de n t w i l l u se ph o net ic st ra teg ie s when readi n g and spel l i n g. a)

Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.

2.4 a (cont.)

Identify Sounds/Sort Pictures of: /br/, /sm/, /tr/, /sk/, /dr/: TRG 24-25; BBR 5; WSN 3-6; WTWL The River Grows /ch/, /sh/, /wh/, /th/: TRG 26-27; BBR 7; WSN 7-10; WTWL Rush, Rush, Rush Final /k/ (-ck, -ke, -k): TRG 40-41; BBR 21; WSN 35-38; WTWL

How the Chick Tricked the Fox /scr/, /spr/, /spr/: TRG 88-89; BBR 69; WSN 131-134; WTWL Heather’s Book /thr/, /shr/, /squ/: TRG 90-91; BBR 71; WSN 135138; WTWL Squirrels

TRG – Teacher Resource Guide; WSN – Word Study Notebook; BBR – Big WTWL – Words Their Way Library book

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Book of Rhymes;

En g l i sh Stan dard s of Learni n g for Virg i n ia Pub l ic Scho o l s

C E LE B R A TION PR ESS P e a rson Lea rning Group

Word s Their Way Level B

Grade Two

20 0 5

Hard/Soft c & g: TRG 92-93; BBR 73, WSN 139-142; WTWL The City Cat and the Country Cat Final /s/, /v/, /z/ (-ce, -ve, -se): TRG 94-95; BBR 75; WSN 143-146; WTWL Once Upon a Time Silent Beginning Consonants (kn, wr, gn): TRG 86-87; BBR 67; WSN 127-130; WTWL Flip’s Trick Spell Check Diphthongs/Digraphs: TRG 85; WSN 151 3-letter Blends: TRG 95; WSN 152 Hard/Soft c & g; Endings ce, se, ve: TRG 95; WSN 153 b)

Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.

Identify Sounds/Sort Pictures of: Long a & Short a: TRG 28-29, 38-39; BBR 9, 19; WSN 11-14, 3134; WTWL The Name is the Same; Summer at Cove Lake Long i & Short i: TRG 30-31, 38-39; BBR 11, 19; WSN 15-18, 3134; WTWL Dive In!; Summer at Cove Lake Long o & Short o: TRG 32-33, 38-39; BBR 13, 19; WSN 19-22, 3134; WTWL When Bob Woke Up Late; Summer at Cove Lake Long u & short u: TRG 34-35, 38-39; BBR 15, 19; WSN 23-26, 3134; WTWL True or False?; Summer at Cove Lake Long e & short e: TRG 36-37, 38-39; BBR 17, 19; WSN 27-30, 3134; WTWL Steve’s Room; Summer at Cove Lake Long a (CVCe, CVVC [ai, ay, CVV) & Short a (CVC): TRG 4243, 52-53, 54-55, 64-65; BBR 23, 33, 35, 45; WSN 39-42, 59-62, 63-66, 83-86; WTWL Pancakes!; Pete’s Bad Day; Who Has a Tail ; Erik and the Three Goats Long i (CVCe, [igh], [y] [ild]) & Short i (CVC, CVCC): TRG 6061, 62-63, 64-65; BBR 11, 19, 41, 43, 45; WSN 75-78, 79-82, 8386; WTWL Pick Up Nick! ; Erik and the Three Goats Long o (CVCe, CVVC [oa, ow. CVV) & Short o (CVC, CVCC): TRG 44-45, 52-53, 56-57, 62-63, 64-65; BBR 25, 33, 37, 43, 45; WSN 43-46, 59-62, 67-70, 79-82, 83-86; WTWL When I Go See Gram; Pete’s Bad Day; Wilbert Took a Walk; Erik and the Three Goats Long u (CVCe, CVVC [ui, ew, CVV) & short u (CVC): TRG 4647, 58-59, 64-65; BBR 27, 39, 45; WSN 47-50, 71-74, 83-86; WTWL The Doctor Has the Flu; The World’s Biggest Baby; Erik and the Three Goats Long e (CVCe, CVVC[ee, ea]) & short e (CVC): TRG 48-49, 5051, 52-53, 64-65; BBR 29, 31, 33, 45; WSN 51-54, 55-58, 59-62, 83-86; WTWL Eve Shops; An Eagle Flies High ; Pete’s Bad Day; Erik and the Three Goats (ar, are, air): TRG 66-67; BBR 47; WSN 87-90; WTWL The Not-SoScary Scarecrow

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En g l i sh Stan dard s of Learni n g for Virg i n ia Pub l ic Scho o l s

C E LE B R A TION PR ESS P e a rson Lea rning Group

Word s Their Way Level B

Grade Two

2.4 b (cont.)

20 0 5

(er, ear, eer, + r): TRG 68-69, 76-77; BBR 49, 57; WSN 91-94, 107110; WTWL A Fox Lives Here; The Monster Under the Bed (ir, ire, ier): TRG 70-71; BBR 51; WSN 95-98; WTWL Miss Muffet and the Spider (or, ore, oar, w + or): TRG 72-73, 76-77; BBR 53, 57; WSN 99-102, 107-110; WTWL Friends Forever; The Monster Under the Bed (ur, ure, urCe): TRG 74-75; BBR 55; WSN 103-106; WTWL Sea Turtle Night (oi, oy): TRG 78-79; BBR 59; WSN 111-114; WTWL What Joy Found (oo): TRG 80-81; BBR 61; WSN 115-118; WTWL The Kite That Flew Away (aw, au): TRG 82-83; BBR 63; WSN 119-122; WTWL Lobster Fishing at Dawn (ou, ow): TRG 84-85; BBR 65; WSN 123-126; WTWL Where Jeans Come From Spell Check Identify Long & Short Vowel: TRG 41; WSN 147 Write Long & Short Vowel Words: TRG 53; WSN 148 Write Long Vowel Patterns: TRG 65; WSN 149 R-Influenced Vowel Patterns: TRG 77; WSN 150

c)

Decode regular multisyllabic words.

Not introduced in Level B.

2.5 The st u de n t w i l l u se mean i n g clue s and lang uage str uct ure when read i n g. a)

Use information in the story to read words.

b)

Use knowledge of sentence structure.

c)

Use knowledge of story structure and sequence.

Find Words in Context: TRG 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 89, 91, 93, 95

2.6 The st u de n t w i l l u se lang uage st r uc t ure to expand v ocabu lary when read i n g. a)

Use knowledge of prefixes and suffixes.

b)

Use knowledge of contractions and singular possessives.

c)

Use knowledge of simple abbreviations.

d)

Use knowledge of antonyms and synonyms.

Not introduced in Level B.

2.7 The st u de n t w i l l read fict i o n and n o nf ic t i o n, u si n g a variet y of stra teg ie s i n depen den t l y. a)

Preview the selection by using pictures, diagrams, titles, and headings.

b)

Set purpose for reading.

c)

Read stories, poems, and passages with fluency and expression.

d)

Reread and self-correct when necessary.

Words Their Way does not specifically address comprehension skills/strategies; however, teachers may observe these behaviors during class activities.

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En g l i sh Stan dard s of Learni n g for Virg i n ia Pub l ic Scho o l s

C E LE B R A TION PR ESS P e a rson Lea rning Group

Word s Their Way Level B

Grade Two

20 0 5

2.8 The st u de n t w i l l read and de m o n s tra te co m prehen si o n of fict i o n and n o nf ic t i o n. a)

Make predictions about content.

b)

Read to confirm predictions.

c)

Relate previous experiences to the topic.

d)

Ask and answer questions about what is read.

e)

Locate information to answer questions.

f)

Describe characters, setting, and important events in fiction and poetry.

g)

Identify the problem, solution, and main idea.

Words Their Way does not specifically address comprehension skills/strategies; however, teachers may observe these behaviors during class activities.

2.9 The st u de n t w i l l de m o n s tra te co m prehen si o n of inf or ma t i o n i n reference ma terial s. a)

Use a table of contents.

b)

Use pictures and charts.

c)

Use dictionaries and indices.

Words Their Way does not specifically address use of references materials; however, teachers may observe these behaviors during class activities.

Wri t i n g 2.10 The st u de n t w i l l ma i n ta i n ma n u scr i p t and beg i n t o make the tran s i t i o n t o cur si ve.

Teachers may observe this behavior during class activities.

2.11 The st u de n t w i l l wr i te st o r ie s, le t ter s, and si m p le exp la nat i o n s. a)

Generate ideas before writing.

b)

Organize writing to include a beginning, middle, and end.

c)

Revise writing for clarity.

d)

Use available technology.

Words Their Way does not specifically address writing; however, teachers may observe these behaviors during class activities.

2.12 The st u de n t w i l l ed i t wr i t i n g f or correct gra m mar, capi ta l izat i o n, p u nct ua t i o n, and spel l i n g. a)

Recognize and use complete sentences.

b)

Use and punctuate declarative, interrogative, and exclamatory sentences.

c)

Capitalize all proper nouns and the word I.

d)

Use singular and plural nouns and pronouns.

e)

Use apostrophes in contractions, including don’t, isn’t, and can’t.

f)

Use correct spelling for high-frequency sight words, including compound words and regular plurals.

Teachers may observe this behavior during class activities.

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