Grade+2

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || I-P-M: Read at least 95% of the words on the First 200 Fry List (LA 2.1.3.b) (see **Appendix: C-2**)
 * Teachers****:** Maureen Johnson, Renae Coleman, Shiloh Hanzlicek
 * Textbook:** (name, publisher, year)
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 * **Obj #** || **Unit** || **Objective:**
 * ||  || // 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 (See Appendix: C-1) (LA 2.1.3.a) ** (Unit Test) **

I-P-M: Read and write sight words (LA 2.1.3.b) (see **Appendix: C-3**)

I-P-M: Use word structure to read text (e.g., onset and rime, prefixes/suffixes, compound words, contractions, syllabication) (LA 2.1.3e) (see Appendix C: 4) **(Unit Test)**

I-P: Monitor the accuracy of decoding in connected text (record on the ** IRI **s) (LA 2.1.3.f) ||  || 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 dipthong - oi, oy vowel digraph- oo, ui, eu, ue, u, ou, oe, au, aw a closed syllable open syllable consonant+le syllable vowel team final e ||  ||   ||   ||
 * ||  || // 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) **(IRI)**

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

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

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

I-P-M: Words per minute on IRI: **(IRI)** ||  || expression intonation phrasing pronunciation ||  ||   ||   ||
 * ||  || // 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) ||  || 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 ||  ||   ||   ||
 * ||  || // 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) __* see above__ (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) **(IRI & 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; see Appendix F: 1) (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.g., see Appendix F 2) (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/IRI)**

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) ||  || 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 direcitons diagrams labels adjust reading rate draw conclusions sequence dirrection narrow topic illustrations encyclopedia charts interview visualize author's purpose problem and solution fantasy reality ||  ||   ||   ||