Transcript Slide 1

Grade – 2
Strand – Language
Topic – Conventions of Standard English
Assessed -Various Quarters
Common Core Standards
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g. group). (Taught 1st and 2nd q.; Assessed 2nd q.)
b. Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish). (Taught
1st, 2nd, and 3rd q.; Assessed 3rd q.)
c. Use reflexible pronouns (e.g. myself, ourselves). (Taught 1st, 2nd, 3rd q.; Assessed 3rd q.)
d. Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told). (Taught 1st,
2nd, and 3rd, 4th q.; Assessed 4th q.)
e. Use adjectives and adverbs, and choose between them depending on what is to be modified. (Taught
and assessed 2nd q. – adjectives; Taught and assessed 3rd q. - adverbs )
f. Produce, expand, and rearrange complete simple and compound sentences. (Taught and assessed 1st q.
– simple; Taught and assessed 4th q. – compound)
Instructional Strategies
a. Color-coded word walls to assist in selecting appropriate conventions; modeling and identifying grammar
conventions in context as it appears in writing, speaking, and literature; b. identifying correct conventions
in context and questioning, “What do you notice?”; c. sharing landscape art pieces that show variety of
seasons, discuss pieces and use adjectives/adverbs and write them on the appropriate category on a chart
paper, use these words to create and expand sentences (e.g. The artist painted snow. The talented artist
painted snow with cool colors. Using an icy blue color, the artist painted a snowy scene.).
ELA Vocabulary
noun (common, collective, irregular, plural,
possessive), pronouns, verbs, irregular verbs,
adjectives, adverbs, complete sentences,
simple/compound sentences, expanded
sentences
Resources
•http://www.readtennessee.org/read.aspx
•Merry-Go-Round: A Book About Nouns (collective
nouns) by Ruth Heller; use word sort with collective
nouns
Grade – 2
Strand – Language
Topic – Conventions of Standard English
Assessed -Various Quarters
Common Core Standards
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names. (2nd q.)
b. Use commas in greetings and closing of letters. (2nd q.)
c. Use an apostrophe to form contractions and frequently occurring possessives. (3rd q.)
d. Generalize learned spelling patterns when writing words (e.g. cage – badge; boy – boil). (Taught 1st, 2nd,
3rd, and 4th q. ; Assessed 4th q.)
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
(Taught 1st, 2nd, 3rd, and 4th q.; Assessed 4th q.)
Instructional Strategies
a. Color-coded word walls to assist in selecting appropriate conventions; modeling and identifying grammar
conventions in context as it appears in writing, speaking, and literature; b. identifying correct conventions
in context and questioning, “What do you notice?”; c. Use a read aloud, such as Charlotte’s Web, and have
the student respond by writing a letter to the character. Have students ask their character about
something they are wondering. Require proper use of punctuation and form for the letters. Revise/edit.
Then, have students trade letters and write back to their classmate as if they were the classmate’s
chosen character. (e.g. if a child receives a letter addressed to Wilbur, she would write a letter back as if
she were Wilbur and answer the question asked.) Require proper use of punctuation and form for the
response.
ELA Vocabulary
Resources
capital letters, apostrophes,
•http://www.readtennessee.org/read.aspx
contractions, word families, possessives,
•www.brainpop.com (English)
commas, contractions, spelling patterns,
•Words Their Way by Bear, Invernizzi, Templeton,
dictionary , letters
and Johnston
Grade – 2
Strand – Language
Topic – Knowledge of Language
Assessed - 4th Quarter
Common Core Standards
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Concepts for this standard include: formal includes academic vocabulary, formal structure of
conventions, parts of speech, and syntax (spoken/written); informal includes slang, incomplete sentences,
body language, emotions, incorrect grammar and pronunciation.
Instructional Strategies
a. Students re-write printed text into spoken language or take spoken language and put it in to written
standard English. b. Role-play c. Choose poems about Harriet Tubman by Eloise Greenfield and
Abraham Lincoln by Nancy Byrd Turner are narrative poems that tell a story. Use these questions to
discuss the poems: How are the poems similar and how are they different? Which of the poems uses
formal English and which ones uses more informal English. d. Formalities: Use a T-Chart to record
informal structure on one side and corresponding formal register on the other side. Teacher models use of
appropriate register and students can role play different situations in which each register is
appropriate. Teachers can use the book Yo! Yes? by Chris Raschka to introduce this lesson.
ELA Vocabulary
formal, informal, English, grammar,
compare, contrast, genre, dialogue,
author’s purpose, audience
Resources
•http://www.readtennessee.org/read.aspx
•www.brainpopjr.com (Study & Reading Skills;
Public Speaking)
•Words Their Way by Bear, Invernizzi, Templeton,
and Johnston
•ETSU storytellers
Grade – 2
Strand – Language
Topic – Vocabulary Acquisition and Use
Assessed - Various Quarters
Common Core Standards
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase. (4th q.)
b. Determine the meaning of the new word formed when a known prefix is added to a known
word (e.g., happy/unhappy, tell/retell). (4th q.)
c. Use a known root word as a clue to the meaning of an unknown word with the same root
(e.g., addition, additional). (4th q.)
d. Use knowledge of the meaning of individual words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (2nd q.)
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify
the meaning of words and phrases. (1st q.)
Instructional Strategies
As you have students read literature, look for words that might lend themselves to a
discussion of affixes and roots. Teach the students that by knowing the root word, you can
approximate the meaning of another word they may not know. Create a running list of these
words that come up. These words might be used later in student writing. Do the same with
compound words.
Resources
ELA Vocabulary
multi-meaning words, context clues,
prefix, root, inflected endings, compound
words, glossary, dictionary, print, digital
•http://www.readtennessee.org/read.aspx
•www.brainpop.com (English/ Roots, Prefixes,
Suffixes; Study and Reading Skills)
•Words Their Way by Bear, Invernizzi, Templeton,
and Johnston
Grade – 2
Strand – Language
Topic – Vocabulary Acquisition and Use
Assessed - 2nd Quarter
Common Core Standards
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are
spicy or juicy). (2nd q.)
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender, skinny, scrawny). (2nd q.)
Concepts for this standard include: being intentional to use a specific word or phrase to
convey specific meaning
Instructional Strategies
a. Role-play to explain verbs and adjectives; b. Students place words in a continuum
according to the intensity of their meaning (e.g. hot, warm, tepid; cool, cold, freezing; tiny,
small, freezing; tiny, small, petite; average, big, large, huge). c. Students sort words into
categories by their use.
ELA Vocabulary
synonyms, verbs, adjectives, real-life
connections, word relationships, shades
of meaning, visualizing
Resources
•http://www.readtennessee.org/read.aspx
•www.brainpop.com (English/Grammar)
•Texts that lend themselves to word choice
•www.wordle.net
Grade – 2
Strand – Language
Topic – Vocabulary Acquisition and Use
Taught All Quarters
Common Core Standards
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other kids
are happy that makes me happy).
Concepts for this standard include: Application of new vocabulary through conversations,
modeling by teacher, texts read aloud, and texts read independently
Instructional Strategies
a. ABC Boxes – Keep a collection of adjectives and adverbs you find as a class or individual
students and write them in alphabetical order in the ABC Boxes template; b. Word wheels –
construct word wheels together. This will help students choose different words when
writing. For example, put happy in the center of the wheel. On the spokes, write synonyms
for happy: exuberant, joyous, content, blissful, pleased, overjoyed. Use other words in the
wheel.
ELA Vocabulary
word choice, phrases, conversations,
adjectives, adverbs
Resources
•http://www.readtennessee.org/read.aspx
•ABC Boxes template
•Fancy Nancy books and other books that lend
themselves to word choice