Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Second Grade

Transcription

1 TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Second Grade For More Information Contact Debbie Owens, Sales Representative Ext

2 GRADE 2 LEVEL B NORTH CAROLINA LANGUAGE ARTS STANDARDS :: 2004 :: SECOND GRADE Second grade students use the listening, speaking, and reading foundational skills they have developed to extend their understanding of written language and their skills in using written language. They need to read a wider variety of texts that require strategies and skills with more complex vocabulary and ideas. These students need to be able to write sentences to express multiple ideas about a topic. Second grade students will: Use acquired concepts and metacognitive skills to read and write more independently. Comprehend and respond to texts using multiple skills and strategies. Extend vocabulary skills to use oral and written communication effectively. Use reading and listening, speaking and writing, and media and technology resources to accomplish a purpose. Strands: Oral Language, Written Language, and Other Media/Technology Goal 1 The learner will develop and apply enabling strategies and skills to read and write Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multisyllable words when reading text. In WTW students discover the regularities, irregularities, and conventions of the English language through words sorts. Each week a new sort is introduced and then practiced throughout the week in conjunction with phonics, vocabulary, and spelling instruction. guided reading, classroom theme studies, etc., as they scaffold each reading/writing experience. (WTWR p , ) At this level the word sorts focus on focus on beginning sounds, consonant digraphs and blends, short and long vowel patterns, CVVC patterns, diphthongs, r-influenced vowel patterns, silent beginning consonants, triple r- blends, vowel digraphs, hard and soft c and g and various word endings. (TRG B. p ) 1.02 Read most high frequency and many irregularly spelled words accurately in text Self-monitor decoding by using letter-sound knowledge of all consonants and vowels Teachers are encouraged to have students create word banks (a collection of words chosen by the students), focusing particularly on the irregular spellings high frequency words. Guidelines are provided to allow teachers to select a variety of activities to help students form generalizations which can be applied to thousands of unstudied words. (WTWR p , ) WTWL = Library CD = CD-ROM (2)

3 Goal 2 Goal Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student's independent reading level. The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by: determining purpose (reader's and author's). making predictions. asking questions. locating information for specific reasons/purposes. recognizing and applying text structure. comprehending and examining author's decisions and word choice. determining fact and opinion. recognizing and comprehending figurative language. making inferences and draw conclusions Use text for a variety of functions, including literary, informational, and practical Read expository materials for answers to specific questions Pose possible how, why, and what if questions to understand and/or interpret text Self-monitor own difficulties in comprehending independently using several strategies Recall main idea, facts and details from a text Discuss similarities and differences in events, characters and concepts within and across texts Interpret information from diagrams, charts, and maps. The learner will make connections through the use of oral language, written language, and media and technology. Each of the 36 lessons suggests little books from the Library (WTWL) Level B that correlate with each sort. (TRG p. 25, 27, etc.) These books provide students the opportunity to find the words they are sorting in context as well as provide opportunities to read and comprehend fiction and nonfiction text during guided and/or independent reading activities. guided reading, classroom theme studies, etc. (WTWR p. 150) Each of the 36 lessons suggests little books from the Library Level B that correlate with each sort. (TRG p. 25, 27, etc.) These books provide students the opportunity to find the words they are sorting in context as well as provide opportunities to read fiction and nonfiction text during guided and/or independent reading activities. WTWL = Library CD = CD-ROM (3)

4 Goal Use personal experiences and knowledge to interpret written and oral messages Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features) Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs) Locate and discuss examples of an author's use of: kinds of sentences (declarative, interrogative, exclamatory). capitalization (titles, dates and days, names of countries). punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations). use of paragraphs in texts and their effects on the reader. genre(s) and specific word choice(s) Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text. The learner will apply strategies and skills to create oral, written, and visual texts Begin to use formal language and/or literary language in place of oral language patterns, as appropriate Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication Read aloud with fluency and expression any text appropriate for early independent readers Use oral communication to identify, organize, and analyze information. guided reading, classroom theme studies, etc. (WTWR p. 150) Each of the 36 lessons suggests little books from the Library that correlate with each sort. (TRG p. 25, 27, etc.) These books provide students the opportunity to find the words they are sorting in context as well as provide opportunities to read poetry, fiction, and nonfiction text during guided and/or independent reading activities. Teachers are also encouraged to have students develop their own word study journals/notebooks and make written reflections and summaries of discoveries. (WTWR p ) The WTW CD provides activities for additional practice in sorting through games and other various activities. As each word sort is introduced, students compare, contrast and analyze the words. Oral discussion is strongly encouraged as students explore, contrast, and compare known words to new words. During open sort activities students take turns explaining their rationale for the placement of each word. Vocabulary development is a natural byproduct of these activities. Students are encouraged to use words that have been sorted and discussed as they engage in shared, guided, and independent writing activities. (WTWR p ) Teachers are also encouraged to have students develop their own word study journals/notebooks and make written reflections and summaries of discoveries. (WTWR p ) WTWL = Library CD = CD-ROM (4)

5 Goal Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences) Compose first drafts using an appropriate writing process: planning and drafting. rereading for meaning. revising to clarify and refine writing with guided discussion Write structured, informative presentations and narratives when given help with organization Use media and technology to enhance the presentation of information to an audience for a specific purpose. The learner will apply grammar and language conventions to communicate effectively Spell correctly using: previously studied words. spelling patterns. analysis of sounds to represent all the sounds in a word in one's own writing Attend to spelling, mechanics, and format for final products in one's own writing Use capitalization, punctuation, and paragraphs in own writing Use the following parts of the sentence: subject. predicate. modifier Use editing to check and confirm correct use of conventions: complete sentences. correct word order in sentences Use correctly in written products: letter formation, lines, and spaces to create readable documents. WTWL = Library CD = CD-ROM (5) guided reading, classroom theme studies, etc., as they scaffold each reading/writing experience. (WTWR p , )

6 plural forms of commonly used nouns. common, age - appropriate contractions Use legible manuscript handwriting. WTWL = Library CD = CD-ROM (6)