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Integrated Language Arts Curriculum Guide
Grade 2

Objectives

Core Curr.
Content
Standards

Instructional
Activities

Assessment
(Cross-curricular)
(Multi-cultural)

Resources

GEPA
HSPA
Terra Nova
READING - THEME 1

The student will be able to:

Make inferences within and beyond texts to construct meaning.
- Meaning predictions about story events.
- Learn key vocabulary.
- Draw reasonable conclusions about story characters and events.



3.4



Use concept web to prepare students for story by activating prior knowledge.

Students preview illustrations and make predictions about story.

Use Teaching Charts 1, 6, 9, 13 and Practice Book pp. 5, 13, 21, 30 to give students practice recognizing and learning key words from selection.

(T. 50.) Use Teaching Chart 3 to show students how to use story clues and their own experiences to draw conclusions. Practice Book p. 8



Reading & L.A. Skills Assessment
Reading Process Assessment

Informal Assessment:
Portfolios including samples of student’s works

Conference with student to discuss
Collection and portfolio work for each theme.



Stories from Collection:
Matthew and Tilly
Frog and Toad Are Friends
Little Nino’s Pizzeria
A Birthday Basket for Tia
Special Education:
- Story map, word box, brainstorm, co-op learning.



R. III
S-9
Use clues in text to predict outcomes.

3.4

 Use Teaching Chart 7 and Practice Book p. 15 to demonstrate that by using text clues and personal knowledge one can predict outcomes. Informal Assessment:
Students make predictions based on clues provided in the text and illustrations. 		  S-9
Compare and contrast story events and characters. 3.4 (T. 140.) Use Venn Diagram on Teaching Chart 10 to show students how to compare and contrast restaurants in Little Nino’s Pizzeria. Practice Book
p. 23 		Students recognize similarities and differences.   R. III
READING - THEME 1

The student will be able to:

Retell a story in a logical sequence. 		 



(T. 188.) Use Teaching Chart 14 to demonstrate cookie making from "Tia," using time/order words first, next and last. Practice Book p. 32
Special Education:
- Cooperative learning.



Informal Assessment:
Children sequence order of events in story.		  



S-9
Use his/her knowledge of word meanings to construct meaning.
- Learn about homophones.
- Learn about synonyms and antonyms. 		  (T. 142.) Use Teaching Chart 10 to demonstrate that two words can sound alike but have different meanings.
Practice Book p. 24.
(T. 190.) Use Teaching Chart 15 to demonstrate that words have similar and opposite meanings. Practice Book p. 33.
Special Education:
- Cooperative learning. 		     
Use knowledge of letter-sound features to construct meaning.
- Use short and long vowel sounds to identify new words. 		  (T. 52-53.) Use Teaching Chart 5 to frame out and read short and long "a" words. Practice Book p. 10.
(T. 92-93.) Use Teaching Chart 8 so that students can identify and mark short and long "o" and "e" words. Practice Book pp. 17-18. 		  Readables:
That Cat!
Save that Trash
When I Go to See Gram
Summer at Cone Lake
Eve Shops
Steve’s Room
Dinner at Five
The Bike That Spike
Likes		  
READING - THEME 1

The student will be able to:

Use knowledge of letter-sound features to construct meaning.
- Use short and long vowel sounds to identify new words.
(Continued.)



3.4



(T. 144-145.) Use Teaching Chart 12 to frame and mark short and long "i" words. Practice Book pp. 26-27.
Special Education:
- Cooperative learning.

(T. 192-195.) Use Teaching Chart 17 to locate and circle short and long "u" words. Practice Book pp. 35-36.

Special Education:
- Cooperative learning. 		 





Special Education:
- Cut out magazine pictures to match sounds, word slide, word box.

Readables:
Mrs. Tuck’s Tune
The Cat That Broke the Rules
The Best Birthday Mole Ever Had
Special Education:
- Word box. 		 

WRITING - THEME 1

Improve reading and writing skills through a variety of writing assignments based on the Collection.




3.3

 




(T. 54.) Students use complete sentences to write about a best friend. Practice Book p. 11.
(T. 97.) Discuss sending messages or letters. Using "The Letter" as a model, have students write an interesting message to another student. Practice Book p. 19.


Writing Guide Assessment 		   
WRITING - THEME 1

The student will be able to:

Improve reading and writing skills through a variety of writing assignments based on the Collection.
(Continued)



3.3



(T. 146.) Using Little Nino’s Pizzeria as a model have small groups of students create an imaginary restaurant and use descriptive sentences to make a menu.
Special Education:
- Cooperative learning, scribe.
(T. 196.) Explain words that tell how something looks, sounds, feels, smells or tastes are sense words. Using "Tia" students will find sensory elements in the story and record responses. Practice Book p. 37. 		 







Special Education:
- Computer access.



R. I
Learn about conventions of English grammar.
- Learn about complete sentences. 		3.3 (T. 55.) Elicit from students that a sentence is a group of words that tells a complete idea. Write three sentences on the board, have students circle naming parts and underline telling parts. Practice Book p. 12.
(T. 97.) Have each student write a telling sentence and an asking sentence about a topic. Remind them to begin with a capital and end with a period or question mark. Practice Book p. 20.
Special Education:
- Cooperative learning. 		    W. I
S-9
WRITING - THEME 1

The student will be able to:

Locate and identify nouns.



3.3



(T. 147.) Define a noun. Have students use "Nino" to locate nouns. Practice Book p. 29. 		   



S-9
Learn about singular and plural nouns. 3.3 (T. 197.) Discuss that a noun can name one thing or more than one thing and that ending can be "s" or "es."
Practice Book p. 38.
Special Education:
- Cooperative learning. 		  Special Education:
- Magazine cut-outs. 		S-9
Learn to spell words with short and long "a", "o", "i", and "u." 3.3 Introduce short and long "a" spelling list on p. T. 57. Use Spelling Source pp. 7-8 to practice.
Introduce short and long "o" spelling list on p. T. 99. Use Spelling Source pp. 9-10 to practice.
Introduce short and long "i" spelling list on p. T. 149. Use Spelling Source pp. 11-12 to practice.
Introduce short and long "u" spelling list on p. T. 199. Use Spelling Source pp. 13-14 to practice.
Spelling Education:
- Cooperative learning. 		Weekly spelling test on each list
Spelling Source.
Special Education:
- Adjust test to ability.











Special Education:
- Word box. 		 
SPEAKING/LISTENING/VIEWING
THEME 1

The student will be able to:

Improve reading and writing skills through a variety of listening, speaking and viewing activities.




3.4




Have students work in reader response groups to discuss issues raised in Collection stories. Have groups report their findings to the class.

(T. 56.) Lead students in a discussion on how to resolve conflicts. List the suggestions. Students take parts of Matthew and Tilly to practice conflict resolution.

(T. 98.) Help students distinguish between ideas, feelings and opinions by defining them. Use The Letter to find sentences that express ideas, feelings and opinions.
Special Education:
- Computer access.

(T. 148.) View advertisements. Tell stuents it is important to use common sense when viewing an advertisement. Have small groups of students create and act out a TV ad while other students discuss advertisers’ claims. 		     
SPEAKING/LISTENING/VIEWING
THEME 1

The student will be able to:

Improve reading and writing skills through a variety of listening, speaking and viewing activities.
(Continued.)




3.4




(T. 198.) Explain to class that it’s important to speak slowly and clearly when describing. Play "telephone" with students sitting in a circle, encouraging children to speak slowly and clearly. 		     
READING - THEME 2

Get ready for the story.
- Build background.
- Develop vocabulary.
- Use strategic reading.


3.4


Build background for stories by activating prior knowledge of overall theme and specific theme for each piece of literature.

Introduce key vocabulary for story. Use Teaching Charts 19, 23, 26.

Practice Book pp. 45, 52, 59 to give students practice in recognizing and learning about key words from the selelction. Students preview title and illustrations and make predictions about plot.

Teacher sets purpose for reading the story. After reading class checks predictions for accuracy.
Special Education:
- Pre-teach vocabulary, flash cards or word box, velcro chart, outline story, highlight important points, tape story. 		     

 

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.

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