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English (Reading (Vocabulary/High-Frequency Words (2RV1 : identify,…

- - - - sounds c (city-car),g (girl- gym) th (the-think)
        
        Read “The City Mouse and the Garden Mouse”
        
        identify words that start with c and decide whether the words sound like (c-car or c-city).
        
        send the students home with Reading Time to find words that start with the different consonants and then categorize which sound the word makes c (city-car), g (girl- gym), th (the-think).
        
         Writes words with (c, g, th) correctly.
         Reads words with (c, g, th) correctly.
  - - - understand the vowel sound is usually the name of the vowel (hope-more-globe-joke).
        
        build words with the different patterns -obe, -oke -ore, -ope.
        
        sort words according to the pattern they belong
        
        send the students home with Reading Time and ask them to find words that have the VCe pattern. You can also ask them to find words that have vowels (u-a-e-i-o).
        
         Writes words with –obe, -oke, –ore, -ope correctly.
         Reads words with -obe, -oke, –ore, -ope correctly.
    - - Breaking words apart and putting them back together
        
        include poems like “The Wind” to identify the -ing or “Once I Saw a Bunny” to practice the -ink.
        
        give each student a set of Lotto cards and Lotto game cards to practice these skills with a family member
        
         Writes words with –ing, -ink correctly.
         Reads words with –ing, -ink correctly.
    - - considered that doubled vowels (ee) are followed by a consonant (feel-green).
        
        Recognize that Long vowels sound like the name of the letter representing them (most of the time).
        
        send the students home with the game “Follow The Path” to play with a family member.
        
         Writes words with ee correctly.
         Reads words with ee correctly.
    - - considered the "oo" double sound and consonant comes before and after the "oo" pattern
        
        Students will practice that some vowels represent the name of the letter they represent and sometimes they represent new sounds.
        
        Read “Fuzzy Little Caterpillar” to practice the skill.
        
        send the students home with Reading Time in order to find words that have the oo pattern. Ask the students to write the words down and illustrate them. Students can share their list with the class.
        
         Writes words with oo correctly.
         Reads words with oo correctly.
    - - make sure your students can list some -ight words
        
        Recognize that –ight is read as a unit and it makes the same sound as the i in mine.
        
        Read poems like “Star Light, Star Bright” and ask your students to identify words that are the same
        
        send the students home with the game “Follow the Path” to play with a family member.
        
         Writes words with –ight correctly.
         Reads words with –ight correctly.
- - - - Teachers should provide daily activities that include texts being read aloud, student presentations and other visual media
        
        Provide students the opportunity to hold text talks and conversations about topics presented.
        
        students to listen to, discuss and interpret information.
        
        describe key ideas or details, sequence their ideas, site evidence for their opinions and restate the main ideas of the speaker/text.
        
        assign students a video of a lecture or a presentation to watch and to share what they have learnt with class (students can choose the format in which they want to present their learning).
        
         Listens with attention to a variety of listening texts
  - - - Teach students that in order to plan a presentation about a topic, deliberate choices regarding language, content and media need to be made in order to capture the attention of the audience.
        
        The language they choose will differ according to their topic and audience.
        
        students practice delivering presentations to a small group of their peers before delivering a presentation to the class
        
        Teach students the importance of establishing eye contact with the audience while speaking.
        
        Have students add relevant drawings or other visual displays to describe ideas in their presentations
        
        ask students to practice their presentation skills at home before presenting to class.
        
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- - - - Letter-sound relationships—connecting the sounds to the letters and letter clusters that represent them
        
        Using word parts—knowing base and root words, prefixes, suffixes and different endings
        
        Using syllables—taking longer words apart by noticing the syllables and then using letters or spelling patterns to understand the meaning
        
        Connecting words—connecting new words to known words and making connections to letters, letter clusters and word parts or spelling patterns to understand the meaning
        
        Visual information—using a full range of visual information to solve words and checking that the word makes sense and sounds right in the sentence.
        
        send Reading Time home with the students to listen to and read a book. Ask them to share with the class the strategies they used to understand the meaning of an unfamiliar word.
        
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  - - - Photographs and illustrations in texts provide cues for readers as they work to comprehend information and serve as scaffolds of understanding. They also elicit our emotions and feelings.
        
        Provide opportunities for students to integrate information presented in illustrations, diagrams and pictures and to make their own interpretations of the meaning it adds to the text. Ask students to support their interpretations with evidence from the text or personal experiences.
        
        Send Reading Time home with the students to listen to and read a story. Ask them to write how they felt when they read the book and why.
        
         Identifies an illustration from a familiar text to talk/write about.
         Shares own interpretation of the feelings the illustration evokes.
  - - - Keep a record of the HFWs your students are able to read and write.
        
        Pay attention to the way they write HFW as it tells you about what sounds they are able to hear and about their understanding of letters.
        
        Reading and writing HFW automatically, allows the student to focus more on the meaning of the text and word problem solving skills. Students need to know, that some words are used frequently in texts and that they help us become fluent readers and writers. Give the students letter cards in order to write HFWs.
        
        provide every student with a set of the HFWs they are learning. Encourage parents to read the HFWs with the kids every day. Send Reading Time home and ask the students to read a story and to identify HFWs by highlighting them.
        
         Reads HFW automatically.
         Writes HFW automatically.
         Uses HFW meaningfully.
    - - Have students brainstorm words to create a word wall. For example, in the theme, Plants and Animals, brainstorm words such as flower, plant, root, stem, leaf, habitat, mammal, fur, paw and teeth).
        
        Draw or place a visual next to the word.
        
        Have students write the content words into their personal dictionaries.
        
        See Reading Time Content Words and use them during instruction for each story.
        
        Send Reading Time home with the students to listen to and to read a book. Ask them to identify new words that they are not familiar with and to try to find their meaning. Ask the students to share the new words the students have learnt with the class.
        
         Reads content from different texts.
         Writes newly acquired content meaningfully
- - - - write information reports alone or in groups
        
        Teach students that titles, headings and sub headings are almost always used in informational reports and serve the purpose of categorizing information and making the text clear to readers
        
        ask the students to take the information report they have written to share it with family members. Ask them to ask their family members for feedback (content).
        
         Produces a well-developed informational report.
         Uses the correct structural features of an information report when writing.
- - - - their writing topic by choosing topics that interest them, asking questions to help them discover details about topics, creating lists and webs of details about their topic.
        
        techniques can be used, such as storytelling, to generate and rehearse language that may be written later; the use of sketches, webs and lists to plan for writing; the use of books in order to get ideas or how to approach the topic; the use of the Internet to collect information on a specific topic.
        
        provide students with different topics to practice the skill of focusing the topic and expanding on it.
        
         Engages in discussions with others to develop ideas for writing.
        
        What do I want to write about?
        
        Do I have enough information to start?
        
        Where could I go to get more information?
        
        What does my reader need to know?
        
        What is the purpose of my writing? To inform? To tell a story? To explain?
  - - - Challenge students by asking them to explain their ideas.
        
        Ask students to reread their writing to make sure that the meaning is clear and that there is no missing information, to maintain control of a central idea throughout and to reread writing before continuing to write.
        
        ask the students to listen to and to read a book from Reading Time. Ask them to pay attention to how ideas are developed in the book
        
         Produces a first draft that includes some information and details.
         Uses adjectives to support ideas.
  - - - Design an editing and proofreading checklist Link Title
        
        ask the students to listen to and to read a book from Reading Time. Ask them to complete the workbook. Check how students do on the language part of the workbook.
        
         Revisits ideas to clarify and develop them.
         Edits own work for simple convention errors using familiar tools.
  - - - include graphics or illustrations as appropriate to the text
        
        use labels and captions to enhance illustrations. This is also the time to refine the title and to choose the most appropriate title for the writing piece.
        
        ask the students to take their writing home and to share it with family members.
        
         Produces writing pieces that exhibit understanding of writing techniques.
         Shares writing with others.
- - - - Use text from mentor texts to demonstrate punctuation marks and provide opportunities for students to use in their writing pieces.
        
        Post easy to read convention rules in the classroom for students to refer to
        
        Ask the students to listen to and to read a story from Reading Time and to identify punctuation marks are used in the text.
        
        Uses punctuation marks correctly.
  - - - Teach students that titles, heading and sub headings contain capital letters at the beginning of important words.
        
        Read the story, “Gorillas” from the Reading Time Series, Grade 2, Volume E with the class. Review the purpose of the title, headings and sub-headings.
        
        send Reading Time home with the students to listen to and to read a book. Ask the students to highlight (titles, headings and sub-headings).
        
         Organizes own writing by including a title, a heading and sub-headings
  - - - They also indicate whether they are replacing singular or plural words and give the location of the object.
        
        demonstrative pronouns: this, that, these, those and such.
        
        ask the students to, “Put this (book) on your desk.” Read aloud the story, “Harry’s Garden”, from Reading Time, Grade 2, Volume D.
        
        send Reading Time home with the students. Ask them to read a book and to highlight or underline demonstrative pronouns and notice how they are being used.
        
         Uses demonstrative pronouns correctly when writing.
         Understands the purpose of a demonstrative pronoun.
- - - - Assessment