TWS Standard: The teacher develops a Long Range Plan for 9-18 weeks that includes learning objectives, SC State Standards and/or Common Core Standards.
Standards Lucy Lucy Other Read Assessments/Resource
Calkins Calkins Literacy Aloud & s Reading Writing Component Testing Workshop Worksho s As A (Bends) p (Bends) Genre
2nd Grade: Unit 1 - August-September (8.28-9.22)
Reading Second Lessons Shared Interactiv Average Reading Level: 16-
Literacy: Grade from the Reading: e Read I/18-J/20-K RL 3 Know and Reading Masters: For warm up Aloud: apply grade level Growth Improving each day, select Those Darn Reading Assessments: phonics and word Spurt (Book Narrative copies of a song Squirrels by > Running Records analysis skills 1 in UOS Writing or poem in order Adam >Pre- and Post Assessment when decoding Published (Book 1 in to build genre Rubin (TCRWP website) words. Heinemann UOS awareness, Katie Woo > Reading logs RL 4 Read with Kit) Published fluency, and Has the Flu > Writing about reading (ex. Stop sufficient accuracy Heinemann excitement. by Fran and Jot, Stop and sketch). and fluency to Kit) Example: There Manushkin Bend I: > Conferring notes support Was an Old Lady Fly Guy by Taking > Other (observations during read comprehension. Who Swallowed a Tedd Charge of Bend I: aloud and shared reading, post-its RL 5.1 Ask and Fly. Arnold Reading Studying the from books, transcribed answer literal and Cam Jansen Readers Masters for conversations, observations with inferential by David A. Choose How to Inspirations At this time in the reading partners.) questions to Adler Read and Ideas year, youll want determine Dragon > Generating to choose books understanding of a Masters by Ideas for that are text; use specific Taking a Sneak Tracey West Writing humorous at a Writing Assessments: details to make Peak to Decide Frog and > Adding level K or L. > Give Narrative On Demand inferences and How a Book Toad by Details to Prepare to share before starting the unit. draw conclusions Wants to be Arnold Ideas (Small a chapter from a > Give some Narrative on in texts heard or Read Lobel Moments) familiar text at a Demand after completing the read. Naked Mole > Writing level or two above unit. RL 7.1 Retell the Rat Gets Readers Get Strong the reading level sequence of major Dressed by Stronger by Endings of most of the events using key Mo Word Study Assessments: Reading A Lot > Making Sure students such as details; determine Williams > Spelling inventory Writing Makes Chapter 3 from the theme in a text > High frequency words Keeping Tabs Sense the book Mercy heard or read. on > Check for Watson to the > Level RL 10 Apply a Comprehensio Punctuation Rescue by Kate M/N/O Resources: range of strategies n and Makes DiCamillo (done Fairy Tale > The Next Step in Guided to determine and Sense in Read Aloud). Books - The Reading by Jan Richardson deepen the Readers Read The text can be Three Little > The Reading Strategies Book meaning of known, in Longer enlarged on the Pigs, Jack by Jennifer Serravallo unknown, and Bend II: Phrases, document and the > The Literacy Teachers multiple-meaning Noticing Scooping Up camera. Beanstalk, Playbook (K-2) by Jennifer words, phrases, Authors Snap Words The Three Serravallo and jargon; Craft: 1.3, 2.2, 2.8, Little Pigs > Smarter Charts (K-2) by acquire and use Studying Phonics and/or 2.10, 2.11, 2.12, and the Big Majorie Martinelli and Kristine general academic Imagery, Vocabulary: 2.13, 2.14, 2.15, Bad Pig, Mraz and domain- Tension, In spelling, your 2.18, 2.19, (The The True > Donald Bears Spelling specific and Literary writers will Reading Story of the Inventory found in his book vocabulary. Language in practice Strategies Book Three Little Words Their Way RL 11 Analyze and Owl Moon > Long vowel by Jennifer Pigs. > TCRWP website provide evidence > Revising patterns CVCe Serravallo) > Stink or > If Then Curriculum: of how the While Writing (e.g., /a/ as in Judy Moody Assessment-Based Instruction, authors choice of > Learning to later, /a/ as in series. Grades K-2 point of view, Bend II: Write From tape ) > Ivy & perspective, or Working Bean series. purpose shapes Hard to Studying > Inflectional > Writing Pathways: context, meaning, Solve Tricky Mentor Texts endings (e.g., Performance Assessments and Shared and style. Words Trying Out played, playing, Learning Progressions Reading: RL 13.2 Read > Figuring out Crafts from wished, waited.) > Fountas and Pinnell Word Mercy independently for Tricky Words Other Writers >Vowel teams Study. Watson to sustained periods > Using Use CVVC (e.g., rain, the Rescue of time to build Multiple > Editing for heat, fruit). by Kate stamina. Strategies Conventions DiCamillo (What Makes and for In Reading, 16-18 There Was Sense and Language Communication Level Texts will an Old Lady Checking First : also require Who Letter) C1 Interact with Bend III: readers to have Swallowed a > Readers are others to explore Study Your knowledge of Fly by Flexible when ideas and Own > Possessives Simms they encounter concepts, Authors (birds nest) Taback Vowel Teams communicate > Trying Out > VVC > Attending to meaning, and New Things phonogram Beginning and Writing: develop logical Found in patterns (e.g., Ending of The Leaving interpretations Mentor Texts keep, good) Words Morning by through >Working > Contractions > Readers Angela collaborative with Partners (Im, cant, Check Johnson conversations; to Revise were). Themselves Joshuas build upon the > Editing for > Compound and Their Night ideas of others to Publishing words (blueberry, Reading Whispers by clearly express backpack). 3.1, 3.3, 3.5, Angela ones own views > Plural (y to I, 3.6, 3.7, 3.8, Johnson while respecting add -es pennies) 3.9, 3.10, 3.13, A Sweet diverse > Comparatives 3.17, 3.19, 3.20, Smell of perspectives. (-er, -est). 3.21 (The Roses by > Taking apart Reading Angela longer words Writing: Strategies Book Johnson various ways W 3.1 Explore by Jennifer Kittens (syllables, onset multiple texts to Serravallo) First Full rime, etc.) write narratives Moon by > Prefixes and that recount a Kevin Bend III: suffixes (redo, well-elaborated Henkes Paying Close reread; brighter, event or short Shortcut by Attention to brightest). sequence of Donals Authors > Homophones events; including Crews > Authors (bare, bear). details to describe Bigmamas Have > Multiple actions, thoughts, by Donal Intentions meaning words and feelings; use Crews > Readers (change, rake). temporal words to The Snow Dont Just signal event order; Day by Ezra Notice Craft and provide a Jack Keats Moves- They sense of closure. Pet Show by Try Them W 4 Demonstrate Ezra Jack > Readers command of the Keats Think About conventions of Owl Moon How the Whole standard English by Jane Book Clicks grammar and Yolen Together usage when > Readers writing and Think, What speaking. Does the W 5 Demonstrate Author Want command of the to Teach Me? conventions of 5.3, 5.13, 5.18, standard English 5.19, 7.6, 7.19, capitalization, 7.20, 7.21, punctuation, and 11.23 (The spelling when Reading writing. Strategies Book W 6 Write by Jennifer independently, Serravallo) legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
Standards Lucy Lucy Other Read Assessments/Resourc
Calkins Calkins Literacy Aloud & es Reading Writing Component Testing Worksho Workshop s As A p (Bends) (Bends) Genre
2nd Grade: Unit 2 - September-October (9.25-10.20)
Reading Becoming Information Shared Interactiv Average Reading Level: 18-
Informational: Experts: al Writing Reading: For e Read J/20-K/24-L RI 1 Demonstrate Reading (New Spiral warm up each Aloud: understanding of the Nonfiction Book 2016) day, select copies Knights in Reading Assessments: organization and basic (Book 2 in of a song or Shining > Running Records (formal and features of print. UOS poem in order to Armour by Bend I: informal) RI 2 Demonstrate Published build genre Gail Write > Pre- and Post- Assessments understanding of Heinemann awareness, Gibbons Information (TCRWP website) spoken words, Kits) fluency, and Amazing al Books > Stop and Jots during IRA syllables, and sounds. excitement. Animals: with RI 3 Know and apply Example: I Just Tigers by Bend I: Stamina, grade level phonics Cant Wait to Be Valerie Word Study Assessments: Thinking Volume, and and word analysis King from The Bodden >Spelling Inventory Hard and Independenc skills when decoding Lion King. Select Bugs, Bugs, > High Frequency Word Lists Growing e words. books that will Bugs by Knowledge > Organizing, RI 4 Read with teach the main Jennifer > Nonfiction Adding Details, Writing Assessments: sufficient accuracy and skills that echo Dussling Readers and Editing > Give informational writing on fluency to support your unit and Storms by Notice, Learn, > Adding demand before starting the unit. comprehension. what your Miriam and Question. Chapters > Give same informational RI 5 Determine students need as Busch Goin > Nonfiction > Topic and writing on demand after meaning and develop readers. Since Wild Readers Ask, Subtopics completing the unit (see Writing logical interpretations books at these Weather What is This Pathways Book for prompt). by making predictions, levels are often Around the Book inferring, drawing Bend II: too long to read World Teaching conclusions, Write with in one sitting, byTori Resources: Me? analyzing, Elaboration: focus on just a Kosara > The Next Step in Guided > Nonfiction synthesizing, Study a few chapters. Reading by Jan Richardson Readers Ask, providing evidence, Mentor Text Passages can be > The Reading Strategies Book How Does Shared and investigation. to Make enlarged on a by Jennifer Serravallo This Book Reading: RI 6 Summarize key Information document > The Literacy Teachers Go? Tigers by details and ideas to Books camera. Playbook (K-2) by Jennifer 8.1, 8.2, 8.3, Laura support analysis of Longer and Suggestions: Serravallo 8.4, 8.5, 8.6, Marsh central ideas. More Tigers by Laura > Smarter Charts (K-2) by 8.7, 8.11 (The Ants! They RI 7 Research events, Interesting Marsh (Level J; Majorie Martinelli and Kristine Reading are Hard topics, ideas, or > Dividing part of the Mraz Strategies Workers! concepts through Chapters into National > Donald Bears Spelling Book by By Time for multiple media, Parts Geographic Inventory found in his book Jennifer Kids formats, and in visual, > Researching Series) Use the Words Their Way Serravallo). The Great auditory, and > following > TCRWP website Panda Tale kinesthetic modalities. Introductions chapters: > If Then Curriculum: by Laura RI 8 Interpret and Bend II: and > A Tigers Assessment-Based Instruction, Butler analyze the authors Learning Conclusions Home Grades K-2 use of words, phrases, the Lingo of > Cubs > Writing Pathways: text features, a Topic > Tigers in Writing: Performance Assessments and Bend III: conventions, and > Trouble National Learning Progressions Revise One structures, and how Anticipating There are many Geographic > Fountas and Pinnell Word their relationships Book and appropriate Big and Using the (Animals) Study. conduct shape meaning and Lingo of a Books such as Books by Research to tone in print and Topic Incredible Bobbie Create and multimedia text. Insects, Bears, RI 9 Apply a range of > Using Text Expert Animals of the Kalman strategies to Features to Project Arctic and (Hamsters) determine and deepen Notice and > Choosing Antarctica, and Pandas by meaning of known, Understand One Topic to Polar Bears. Anne unknown, and Keywords. Research and Schreiber multiple-meaning > Using Write Deadliest word phrases, and Context to > Collecting Animals by jargon; acquire and Build Resources Melissa use general academic Knowledge of Stewart domain-specific Unknown Wolves by vocabulary. Words. Phonics and Laura RI 12 Read > Solving Vocabulary: Marsh independently and Words Takes In Spelling, your Chameleon comprehend a variety Strategic and writers will s Are Cool of texts for the Flexible practice by Martin purposes of reading Thinking > Long vowel Jenkins for enjoyment, > Rereading Bend IV: patterns: CV, acquiring new Like Experts Edit, Fancy CVV, and VCC learning and building > Using Lingo Up, and (open syllables) stamina; reflect and to Teach Publish the (CV: motel, respond to Others Writing So hotel), (CVV; increasingly complex 10.5, 10.6, That It stay, show, glue, text over time. 10.7, 10.9, Teaches In chew, sky), 10.10, 11.5, Clear and (VCC: night, 11.6, 11.19, Exciting mild, hold) Communication: Ways (The Reading > Consonant C2 Articulate ideas, > Writing for Strategies clusters: 9e.g., claims, and an Audience Book by stain, float, perspectives in a > Spelling, Jennifer drink, kick. logical sequence using Handwriting, Serravallo). In Reading, 18- information, findings, and 20 Level Texts and credible evidence Punctuation from sources. Bend III: will also require > Using Text readers to have C3 Communicate Reading Features in knowledge of information through Across a Publication > Possessives strategic use of Topic multiple modalities > Growing (birds nest) > VVC and multimedia to Knowledge phonogram enrich understanding Across Books patterns (e.g., when pressing ideas - Getting and information. Ready to keep, good) > Compound Read words > Adding Writing: (blueberry, Information W2 Write backpack) Across Books informative/explanato > Plurals (y to I, > Thinking ry texts to examine add -es - and and convey complex pennies) Rethinking ideas and information > Comparatives About How clearly and accurately (-er, -est) Information through effective > Taking apart is Connected selection, longer words in Across Books organization, and various says > Finding, analysis of content. (syllables, onset, Thinking, and W4 Demonstrate rime, etc.) Talking about command of the > Prefixes and What is the conventions of suffixes (redo, Same and standard English reread; brighter, What is grammar and usage brightest) Different when writing and > Homophones > Retelling speaking. (bare, bear) Topics, Not W5 Demonstrate > Multiple Just Books command of the meaning words conventions of (change, rake). standard English capitalization, punctuation, and spelling when writing. W6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.