2+Reading




 * ~ **(1)** ||~ **(2)** ||~ **(3)** ||~ **(4)** ||~ **(5)** ||~ **(6)** ||~ **(7)** ||~ **(8)** ||~ **(9)** ||
 * **Obj #** || **Unit** || **Objective:**
 * "The learner will . . ."** || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Word Analysis || **all units** || **// Students will use phonetic analysis to read, write, and spell grade level text. //** || **I-P-M: Use knowledge of letter/sound correspondence and spelling patterns to read (LA 2.1.3.a) (Unit Test)**


 * I-P-M: Read at least 95% of the words on the First 200 Fry List (LA 2.1.3.b) **


 * I-P-M: Read and write sight words (LA 2.1.3.b) **


 * I-P-M: Use word structure to read text (e.g., onset and rime, prefixes/suffixes, compound words, contractions, syllabication) (LA 2.1.3e) (Unit Test) **


 * I-P: Monitor the accuracy of decoding in connected text (record on the ARIs) (LA 2.1.3.f) ** || **all year** || **short a**
 * short i**
 * short e**
 * short o**
 * short u**
 * long a**
 * long e**
 * long i**
 * long u**
 * long o;**
 * consonant digraphs;**
 * consonant blends;**
 * soft c and g;**
 * compound words;**
 * r controlled vowels;**
 * silent letters;**
 * diphthong - oi, oy, ou, ow;**
 * vowel digraph- oo, ui, eu, ue, u, ou, oe, au, aw a;**
 * closed syllable;**
 * open syllable;**
 * consonant+le syllable;**
 * vowel team**
 * final e** || **Unit 1-6 decodable readers**


 * phonics/spelling workbook**


 * phonics/word study flip charts**


 * response to intervention**


 * teacher resource book**


 * student textbook**


 * teacher works CD**


 * student works CD**


 * instructional routine handbook**


 * transparencies** || **phonics/spelling workbook**


 * phonics/word study flip chart**


 * spelling games**


 * foldables** || **ARI**


 * DIBELS**


 * unit tests**


 * diagnostic assessment**


 * student weekly assessment**


 * benchmark assessments**


 * MAPS**


 * spelling tests** ||
 * Fluency || **all units** || **// Students will develop and demonstrate accuracy, phrasing, and expression while reading grade level text. //** || ** P-M: Phrasing: Read phrases, clauses, and sentences that sound like natural language to support comprehension (LA 2.1.4.a) (ARI) **


 * P-M: Smoothness: Read accurately and automatically (LA 2.1.4 b) (ARI)**


 * P-M: Expression: Vary voice intonation (e.g., volume, tone) to reflect meaning of text (LA 2.1.4 b) (ARI)**


 * P-M: Pacing: Use appropriate pace while reading to gain and enhance the meaning of text (LA 2.1.4.d) (ARI)**


 * I-P-M: Words per minute on ARI: (ARI)** || **all year** || **expression;**
 * intonation;**
 * phrasing;**
 * pronunciation** || **unit 1-6 leveled readers**


 * fluency intervention book**


 * fluency practice pages in practice book**


 * response to intervention**


 * teacher resource book**


 * student textbook**


 * teacher works CD**


 * student works CD**


 * instructional routine handbook**


 * transparencies** || **practice workbook**


 * peer/partner reading**


 * reading to parents**


 * read with other grade levels**


 * quick reads**
 * Book IT**


 * foldables** || **fluency assessment book**


 * ARI**


 * DIBELS**


 * unit tests**


 * diagnostic assessment**


 * student weekly assessment**


 * benchmark assessments**


 * MAPS**


 * spelling tests** ||
 * Vocabulary || **all units** || **// Students will build literary, general academic, and content specific grade level vocabulary. //** || ** I-P: Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables) (LA 2.1.5.a) **


 * I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 2.1.5.b) **


 * I-P: Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of words (LA 2.1.5.c) **


 * I-P: Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, homonyms, multiple meanings) (LA 2.1.5.d) **


 * I-P: Determine meaning using print and digital reference materials (e.g., dictionary, glossary) (LA 2.1.5.e) **


 * I-P: Locate words in reference materials (e.g., alphabetical order, guide words) (LA 2.1.5.f) ** || **all year** || **dictionary;**
 * ABC order;**
 * past tense;**
 * word parts;**
 * inflected verbs;**
 * words ending in ed;**
 * context clues;**
 * suffixes;**
 * word families;**
 * thesaurus;**
 * possessive nouns;**
 * base words;**
 * multiple meaning words;**
 * synonyms;**
 * antonyms** || **practice book**


 * oral vocab cards**


 * photo story cards**


 * high frequency word cards**


 * visual vocabulary resources**


 * retelling cards**


 * phonics/word study flip chart**


 * response to intervention**


 * teacher resource book**


 * student textbook**


 * teacher works CD**


 * student works CD**


 * instructional routine handbook**


 * transparencies** || **practice workbook**


 * phonics/word study flip chart**


 * foldables** || **ARI**


 * DIBELS**


 * unit tests**


 * diagnostic assessment**


 * student weekly assessment**


 * benchmark assessments**


 * MAPS**


 * spelling tests** ||
 * Comprehension || **all units** || **// Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. //** || ** I-P-M: Identify author purpose(s) (e.g., explain how-to, entertain, inform about: to tell facts, persuade) to support text comprehension (LA 2.1.6.a) (Unit Test) **


 * I-P-M: Identify elements of narrative text (e.g., characters, setting, events) (LA 2.1.6.b) **
 * (Unit Test)**


 * I-P-M: Retell information from narrative text including characters, setting, and events: beginning, middle, end (LA 2.1.6.c) (ARI & Unit Test)**


 * I-P: Experience the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia) (LA 2.1.6.d) **


 * I-P-M: Identify the main idea from informational text (LA 2.1.6.e) (Unit Test)**


 * I-P: Identify organizational patterns found in informational text (e.g., sequence, description, compare/contrast; (LA 2.1.6.f) **


 * I-P-M: Use text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, graphs, illustrations, titles, headings, bold print, captions) (LA 2.1.6.g) (Unit Test)**


 * I-P: Identify the basic characteristics of familiar narrative and informational text genres in current reading series (e (LA 2.1.6.h) **


 * I-P: Compare and contrast connections between characters or events in narrative and informational text to own life or other cultures (LA 2.1.6.i) **


 * P-M: Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from grade level text (LA 2.1.6.j) (Unit Test/ARI)**


 * I-P: Students explain there are different purposes for reading (e.g., information, pleasure, understanding) (LA 2.1.6.k) **


 * I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 2.1.6.l) **


 * I-P: Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning (LA 2.1.6.m) **


 * I-P: Make and confirm/modify predictions before, during, and after reading (e.g., illustrations, personal experience, events, character traits) (LA 2.1.6.n) **


 * I-P: Respond to text verbally, in writing, or artistically (LA 2.1.6.o) ** || **all year** || **fiction;**
 * character;**
 * setting;**
 * story structure;**
 * plot;**
 * main idea and details;**
 * expository;**
 * summarize;**
 * non fiction;**
 * predictions;**
 * photos;**
 * captions;**
 * parts of a book;**
 * bar graphs;**
 * read;**
 * reread;**
 * read ahead;**
 * generate questions;**
 * cause and effect;**
 * compare and contrast;**
 * maps;**
 * headings;**
 * time lines;**
 * research;**
 * materials;**
 * drop down menu;**
 * floor plan;**
 * using the internet;**
 * written directions;**
 * diagrams;**
 * labels;**
 * adjust reading rate;**
 * draw conclusions;**
 * sequence;**
 * direction;**
 * narrow topic;**
 * illustrations;**
 * encyclopedia;**
 * charts;**
 * interview;**
 * visualize;**
 * author's purpose;**
 * problem and solution;**
 * fantasy;**
 * reality** || **unit 1-6 leveled readers**


 * read aloud anthology**


 * retelling cards**


 * practice workbook**


 * reading flip chart**


 * response to intervention**


 * teacher resource book**


 * student textbook**


 * teacher works CD**


 * student works CD**


 * instructional routine handbook**


 * transparencies** || **practice workbook**


 * reading flip chart**


 * peer/partner reading**


 * reading to parents**


 * read with other grade levels**


 * quick reads**


 * Book IT**


 * Venn diagram activities on the floor**


 * junior great books**


 * read with other grade levels**


 * foldables**


 * unit openers**


 * accelerated reader**


 * SRA**


 * compare and contrast stories**
 * in partners**


 * oral presentations** || **ARI**


 * DIBELS**


 * unit tests**


 * diagnostic assessment**


 * student weekly assessment**


 * benchmark assessments**


 * MAPS**


 * spelling tests** ||