Elementary Curriculum Alignment - wfisd.net · Strand/Objective TEKS TAAS/T.P.R.I. District/Teacher/Other Textbook/Correlation by Page Other Resources Character Ed. Multicultural

Elementary Curriculum AlignmentSubject Area: Language Arts

Grade: 2Book 1: Lady Bug BookBook 2: Sunflower Book

Strand/Objective TEKSTAAS/T.P.R.I.

District/Teacher/OtherTextbook/Correlation

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Resources Character Ed. Multicultural Ed.

LISTENING/SPEAKING/PURPOSES

Determine the purpose(s) forlistening such as to get information,to solve problems, and to enjoy andappreciate

2.1-ATeacher observationthroughout the year

Bk 1-T12E“Summer Goes”Bk 1 – T92E “Homeon the Range”Bk 2 – T68E“Vacation”Bk 2 – T250E “TheLion and theMouse”;

REFER TO p. Tx 1

Foundations forWriting – Lesson11;Houghton-MifflinEnglish – Unit 1

Stories fromtextbook:“Cactus FlowerBakery” and“Rats On TheRoof”(Compassion)

Respond appropriately andcourteously to directions andquestions (developed daily)

2.1-BTeacher observationthroughout the year

Bk 1 – T 32 “Anne’sFirst Day”Bk 1 – T 212 “BestFriend’s Club “Bk 2 – T88 “BestVacation E ver”Bk 2 – T 278Officer Buckle andGloria;

REFER TO p. Tx 1

Houghton-MifflinEnglish – Unit 1

Participate in rhymes, songs,conversations, and discussions(developed daily)

2.1-C Teacher observationthroughout the year

Throughout LeveledBooks;

REFER TO p. Tx 1-2



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Listen critically to interpret andevaluate

2.1-D Teacher observationthroughout the year

Bk 1 – T 12E“Summer Goes”Bk 1 – T 92EHome on the RangeBk 2 – T 68EVacationBk 2 – 250EThe Lion and theMouse;REFER TO p. Tx 2

Listen responsively to stories andother texts read aloud, includingselections from classic andcontemporary works (developeddaily)

2.1-ETeacher observationthroughout the year

Bk 1 – T 10 What’sNew ?Bk 2 – T 10Look Around;REFER TO p. Tx 2


T 18 This is theWay We Go ToSchool

Identify the musical elements ofliterary language such as its rhymes,repeated sounds, or instances ofonomatopoeia (developed daily)

2.1-FTeacher observationthroughout the year

Bk 1 – pp 12,13“Rabbit in the RainBk 1 – pp 56, 57The Green FieldBk 2 – pp 12, 13Neighborhood BookBk 2 – pp 68, 69City Zoo;REFER TO p. Tx 2


LISTENING/SPEAKING/CULTURE

Connect experiences and ideas withthose of others through speakingand listening (developed daily)


Bk 1 – T 124,125The Merry-Go-RoundBk 2 – T 89 StoryActivities;REFER to p. Tx 2

Houghton MifflinEnglish – Unit 1

Compare language and oraltraditions (family stories) thatreflect customs, regions, andcultures (developed daily)


Bk 1 – T 18 –Cultural PerspectiveBk 2 – T 48 – StoryActivity

Houghton MifflinEnglish – Unit 1Refer to p. Tx 2



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LISTENING/SPEAKING/AUDIENCES/ORAL GRAMMAR

Choose and adapt spoken languageappropriate to the audience,purpose, and occasion, including useof appropriate volume and rate(developed daily)


Bk 1 -T10H – AssessmentChecklistBk 2 - T10H –AssessmentChecklist

Foundations forWriting – Lesson11;Houghton MifflinEnglish – Unit 1Refcr to p. Tx 2

Use verbal and nonverbalcommunication in effective wayswhen making announcements,giving directions, or makingintroductions (developed daily)

2.3-B

Teacher observationthroughout the year

Bk 1 – T 94D –Pantomime CluesBk 2 – T43NPresentation/Communication

Houghton-MifflinEnglish – Unit 1Refer to p. Tx 2

Ask and answer relevant questionsand make contributions in small orlarge group discussions (developeddaily)

2.3-CTeacher observationthroughout the year

Bk 1 – T125 Merry-Go RoundBk 2 –T 42 StudySkillsRefer to p. Tx 3

Present dramatic interpretations ofexperiences, stories, poems, or plays 2.3-D


Bk 1 – T 158CDevelop OralLanguageBk 2 – T149D –Group PresentationRefer to p. Tx 3

Present book reportDistrict

Gain increasing control of grammarwhen speaking such as usingsubject-verb agreement, completesentences, and correct tense(developed daily)

2.3-E


Bk 1 – T 243OGrammar andUsageBk 2 – T245OGrammar andUsageRefer to p. Tx3

Foundations forWriting – Lesson11



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LISTENING/SPEAKING/COMMUNICATION

Use vocabulary to describe clearlyideas, feelings, and experiences

2.4-A 3rd GR TAAS Obj 5;Teacher observationthroughout the year

Bk 1 –T246D VocabularyBk 2 – T 238C BuildBackgroundRefer to p. Tx3

Foundations forWriting –Lesson 11

Jamaica TagAlong p. 218

Clarify and support spokenmessages using appropriate propssuch as objects, pictures, or charts


Bk 1 – T246C-Shark DiagramsBk 2 – T238C FossilFact ChartRefer to p. Tx 3

Houghton-MifflinEnglish-Unit 1

Retell a spoken message bysummarizing or clarifying

2.4-C 3rd GR TAAS Obj 3;Teacher observationthroughout the year

(Leveled Books)Bk 1 – T209 – MiniLesson- SummarizeBk 2 – T240Sequence of EventsRefer to p. Tx 3

READING/WORDIDENTIFICATION

Decode by using all letter-soundcorrespondences within a word

2.5-A

2.5-A

Tchr Observationduring oral readingand small groupinstruction

TPRI-Task 7

Bk 1 – T 344BTiger’s Friends andLeveled BooksBook 2 – T238BWhen You’re Anarcheologist andLeveled Books ReferTo p. Tx 4;

Bk 1 –pp 36/37My Dog Jake –(silent e)_______;

Bk 1 – pp 192,193A surprise for

Spelling Book –Unit 5, Lessons 27and 28;

2.5-A

2.5-A

2.5-A

Tchr Observationduring oral readingand small groupinstruction

TPRI – Task 7

TimBk 1 – pp 216,217Arthur, Arthur;ar, ir, or, er ur)

Bk Little Sister 2 –pp 310,311Bk 1 (ea) pp 320,321The Pony ExpressBk 1 (ee) pp 342,343

Tiger’s Friends;(ee, ea)___________

Bk 1- pp 128, 129My Friends;(oo, ue, and ew)___

Bk 1 – pp 92, 93My Goat Tom;( o and oa)_______

Bk 2 -pp 212, 213 –Digging (ow);_____

Bk 1- pp 156, 157Lost and RoundKite (ou);________

Bk 2 – pp. 68, 69City Zoo (aw); ___

Bk 2 – pp. 212, 213Digging (oy, oi);___

T 344A Skill/Chart92;

Spelling Book –Unit 4, Lesson 21;

Spelling Book –Unit 4, Lesson 20;

Spelling Book –Unit 4, Lesson 23


Blend initial letter-sounds withcommon vowel spelling patterns toread words

2.5-B TPRI-Task 1;TPRI-Task 4

Leveled BooksRefer to p. Tx 4;(ph) Bk 2 – pp. 92,93 Questions AboutBats;



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Recognize high frequency irregularwords such as said, was, where, andis

2.5-CTchr Observationduring oral readingand small groupinstruction

Leveled BooksBk 1 – Ann’s FirstDayBk 2 – BestVacation EverRefer To p. Tx 4

Spelling Book- Unit4, Lesson 20

Identify multisyllabic words byusing common syllable patterns

2.5-D Tchr Observationduring oral readingand small groupinstruction

Bk 1 – T 341Q PonyExpress (Pattern)Book 2 – p. 32Charlie Anderson

Refer to p. Tx4


Use structural cues to recognizewords such as compounds, basewords, and inflections such as –s, -es, -ed, and –

2.5-E3rd Gr TAAS-Obj 1;TPRI-Task 8;TPRI-Task 9

Bk 1 – T 191K ALetter to Amy/Teach Chart 49Bk 2 – CharlieAnderson

Refer to p. Tx4;(er) Bk 1 pp. 290,291 The Visit


Use structural cues such as prefixesand suffixes to recognize words, forexample, un- and –ly (2.5-F)

2.5-F3rd Gr TAAS-Obj 1 Bk 1 – The Best

Friends Club,T215L

Bks 2 – The BremenTown Musicians, T149KRefer to p. Tx4

Use knowledge of word order(syntax) and context to supportword identification and confirmword meaning

2.5-G3rd Gr TAAS-Obj 1 Bk 1 – Ann’s First

Day, T35E andT35G (Chart 4 & 5)Bk 2 – CharlieAnderson, T43G(Chart 110)Refer To p. Tx 5



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Read both regular and irregularwords automatically such asthrough multiple opportunities toread and reread

2.5-H

Leveled BooksBk 1 – TheRoundup at RioRanch, T113 F(Phonics, Day 4Routine)Bk 2 – TheWednesdaySurprise, T 211E/FRefer to p. Tx5

READING FLUENCY

Read regularly in independent-levelmaterials (texts in which no morethan approximately 1 in 20 words isdifficult for the reader)

2.6-ATPRI-Task andteacher observationfor reading level

Leveled BooksRefer to p. Tx5

Library Books

Read regularly in instructional-levelmaterials that are challenging butmanageable (texts in which no morethan approximately 1 in 10 words isdifficult for the reader; a “typical”second grader reads approximately70 wpm)

2.6-B

TPRI-Tasks 10-17and teacherobservation forreading level

Leveled BooksRefer to p. TX 5

Library Books

Read orally from familiar texts withfluency (accuracy, expression,appropriate phrasing, and attentionto punctuation

2.6-CTchr observation Leveled Books

Refer to p. Tx 5Library Books

Self-select independent level readingsuch as by drawing on personalinterest, by relying on knowledge ofauthors and different types of texts,and/or by estimating text difficulty

2.6-D

TPRI-Tasks 10-17and teacherobservation forreading level

Leveled BooksRefer top. Tx 5

Library Books;Reference Books

Read silently for increasing periodsof time

2.6-E Leveled BooksRefer to p. Tx 5

Library Books



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READING/VARIETY OF TEXTS

Read classic and contemporaryworks

2.7-A Teacher and studentselections

All Story PagesAll Leveled BooksRefer to p. Tx 5

Library Books

Read from a variety of genres forpleasure and to acquire informationfrom both print and electronicsources

2.7-BTeacher and studentselections

Bk 1 – Henry AndMudge , T38 & T41Phonics CD RomBk 2 – CharlieAnderson, T 18(Audio Recordings)Refer to p. TX 5-6

Library Books;Reference Books

Read to accomplish variouspurposes, both assigned and self-selected

2.7-CTeacher and studentselections

Bk 1 – Whe’s NewIn Our School?,T35A/DBk 2, This Is YourLand, T91 A/DAll Leveled BooksRefer to p. Tx6

Library Books;Encyclopedias;Reference Books

READING/VOCABULARYDEVELOPMENT

Discuss meanings of words anddevelop vocabulary throughmeaningful/concrete experiences

2.8-AReading selections;Whole and smallgroup instruction

Bk 1 – Lemonadefor Sale, T133Mini-LessonBk 2 – The BremenTown Musicians, T138Refer to p. Tx6

Handbook forReaders & Writers– R9

Develop vocabulary by listening toand discussing both familiar andconceptually challenging selectionsread aloud

2.8-BReading selections;Whole and smallgroup instruction

Bk 1 – Time forKids, p 373-375Bk 2 – The BremenTown Musicians, P.133-145Refer to P. Tx6



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Develop vocabulary throughreading

2.8-C Reading selections;Whole and smallgroup instruction

Bk 1 – Time forKids, p 373, 375Bk 2 – The BremenTown Musicians,pp. 133-145Refer to p. Tx6

All readingmaterial bothnarrative andexpository

* Introduce grade-leveled basic sightvocabulary

District District list/DolchWords;Word Wall

Use resources and references suchas beginners’ dictionaries,glossaries, available technology, andcontext to build word meanings andto confirm pronunciation of words

2.8-D

Bk 1 – TheRoundup at RioRanch, T111(Research)Bk 2 – Leveledbook: Sequoyah,T211B – PhonicsCD-RomRefer to p. Tx6

Houghton MifflinEnglish - Student’sHandbook

Introduce use of context clues District 3rd Gr TAAS-Obj 1

READING/COMPREHENSION

Use prior knowledge to anticipatemeaning and make sense of texts

2.9-A Tchr Observation

Establish purposes for reading orlistening such as to be informed, tofollow directions, and to beentertained

2.9-BTchr Observation Bk 1 – T340, Skills

Bk 2 – Are You aFossil Fan? , P. 238-241Refer to p. Tx7

Retell or act out the order ofimportant events in stories

2.9-C Tchr Observation Bk 1 – The PonyExpress, T 341DBk 2 – Tomas andThe Library Lady,T297 (LanguageSupport)Refer to p. Tx7



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Monitor his/her own comprehensionand act purposefully whencomprehension breaks down usingstrategies such as rereading.searching for clues, and asking forhelp

2.9-D

TPRI-Tasks 10-17 Bk 1 –Nine-In_one,Grr!, Grr!, T 364Student Self-AssessBk 2 – PrincessPooh, T 334Student Self-AssessRefer to p. Tx7

Library Books

Draw and discuss visual imagesbased on text descriptions

2.9-E Tchr Observation Bk 1 – Change forthe Quarter, T 370EActivityBk 2 – PrincessPooh, T339N, EasyActivityRefer p. Tx 7

Identify main idea District 3rd Gr TAAS-Obj 2 Throughout books

Recall facts/details District 3rd Gr TAAS-Obj 2;3rd Gr TAAS-Obj 3;

Throughout books

Make and explain inferences fromtexts such as determining importantideas and causes and effects, makingpredictions, and drawingconclusions

2.9-F

3rd Gr TAAS-Obj 4;3rd Gr TAAS-Obj 5

Bk 1 –(LeveledBook) How FrogLost His Tail,T369CBk 2 – (Leveledbook)Everybody’sHappy, T 339ARefer to p. Tx 7

Identify similarities and differencesacross texts such as in topics,characters, and problems

2.9-GTchr observation inwhole and smallgroup instruciton

Bk 1 – Ann’s FirstDay and Luka’sQuiltBk 2 – OfficerBuckle and Gloriaand SwimmyRefer to p. Tx7

Webbing;Character Maps

Summarize orally District 3rd Gr TAAS-Obj 3Produce summaries of textselections

2.9-H 3rd Gr TAAS-Obj 3;3rd Gr TAAS-Obj 5

Bk 1 – ArthurWrites A Story,T284 (Retell Story)Bk 2 - OfficerBuckle and Gloria,T 271 (Mini-lesson)Refer to P. Tx 8



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Predict probable future outcomes District 3rd Gr TAAS-Obj 4 Throughout booksCategorize District 3rd Gr TAAS-Obj 2Place events in sequential order District 3rd Gr TAAS-Obj 2

HBJ Treasury:“Jeremy’s Tail”; “Our Home is theEarth”

Introduce fact/opinion (District) 3rd Gr TAAS-Obj 6Represent text information indifferent ways, including storymaps, graphs, and charts

2.9-ITchr observation Bk 1-Henry and

Mudge, T50,Predictions ChartBk 2- Gotta Find aFootprint,T236E/ActivityRefer to p. Tx8

READING/LITERARYRESPONSE

Respond to stories and poems inways that reflect understanding andinterpretation in discussion(speculating, questioning) in writing,and through movement, music, art,and drama

2.10-A

Tchr observation Bk 1 – SummerGoes, T12E, ActivityBk 2 – CharlieAnderson, T25,ActivitiesRefer to p. Tx8

HBJ Treasury:“Mike’s Kite”

Demonstrate understanding ofinformational text in various wayssuch as through writing, illustrating,developing demonstrations, andusing available technology 2.10-B

Tchr observation;Monitored by bothteacher and studentin daily activities

Bk 1-The BestFriend’s Club,T212-213, Write anAd or Draw aClubhouseBk 2- Officer Buckleand Gloria, T 278-279, Write a storyor Draw SafetySignsRefer to p. Tx 8

Support interpretations orconclusions with examples drawnfrom text

2.10-C Tchr observation Bk 1- Leveledbooks/All StoriesBk 2-LeveledBooks/All StoriesRefer to p. Tx8



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Connect ideas and themes acrosstexts

2.10-D Tchr observation inwhole and smallgroup instruction

Bk 1 – Realisticfiction:Henry andMudgeBk 2 – Realisticfiction: PrincessPooh,Refer to p.Tx9

Webbing;GraphicOrganizers

READING/TEXTSTRUCTURES/LITERARY

CONCEPTSDistinguish different forms of textssuch as lists, newsletters, and signsand the functions they serve

2.11-ATchr Observation inwhole and smallgroup instruction

Bk 1 – pp 195-211“Best Friends Club”Bk 2 – p. 41“Charlie Anderson”activity:Make a ListRefer to p. Tx 9

Identify text as written forentertainment (narrative) or forinformation (expository)

2.11-BTchr observation inwhole and smallgroup instruction

Bk 1 –(narrative)pp 131-151“Lemonade forSale”Bk 2 – (expostory)pp. 118-121 “GoingBatty for Bats”Refer to p. Tx9

Distinguish fiction from nonfiction,including fact and fantasy

2.11-C 3rd Gr TAAS-Obj Bk 1- “Best Wishes,Ed” pp. 293-315(T293)Bk 2 – pp 14 – 38“Charlie Anderson”p. 19:realistic fictionp. 16: fantasy (TV)Refer to p. Tx 9

Dance to theMusic: “Mr.McGill Goes ToTown”

Recognize the distinguishingfeatures of familiar genres,including stories, poems, andinformational texts

2.11-DDaily discussions;Tchr observation

Bk 1 – pp 372-375“Change for theQuarter”(informational)Bk 2 – P 93“Questions AboutBats” (poem)Refer to p. Tx 9



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Compare communication indifferent forms such as contrasting adramatic performance with a printversion of the same story orcomparing story variants

2.11-E

Tchr Observation Bk 1- T341DActivityBk 2- pp 71-87 TheBest Vacation Ever(Letter writing)Refer to p. Tx 9

GraphicOrganizers

Understand and identify simple literary terms such as title,author, and illustrator across a variety of literary forms

2.11-FClass discussionsand tchrobservation

Bk 1 – T36A (AboutAuthors/Illustrators)Bk 2- p 39 (meetAuthor/Illustrator)Refer to p. Tx9

Understand literary forms byrecognizing and distinguishingamong such types of text as stories,poems, and information books

2.11-GClass discussionsand tchrobservation

Bk 1 – pp 372-375“Change for theQuarter”(informational)Bk 2 – p 93“Questions AboutBats” (poem)Refer to p. Tx 9

Analyze characters, including theirtraits, feelings, relationships, andchanges

2.11-H3rd Gr TAAS-Obj 5 Bk 1 –Luka’s Quilt,

pp. 58-86(relationships)Bk 2 – T56 (feelings)“Fernando’s Gift”Refer to p. Tx 9

“The EmptyPot”(Perseveranceand Honesty)

Identify the importance of thesetting to a story’s meaning

2.11-I 3rd Gr TAAS-Obj 2 Bk 1-“Roundup atRio Ranch, pp 95-109Bk 2- pp 70-87 “BestVacation Ever”Refer to p. Tx9

Grand Openings:“Our Home is theSea”

“The EmptyPot”(Perseveranceand Honesty)

Recognize the story problem(s) orplot

2.11-J 3rd Gr TAAS-Obj 2 Bk 1- “JamaicaTag-along”, pp 218-238Bk 2 – T99, GuidedInstruction:BatsRefer to p. Tx 9



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READING/INQUIRY/RESEARCH

Identify relevant questions forinquiry such as “Why do birds builddifferent kinds of nests?”

2.12-AClass discussionsand tchrobservation

Bk 1 – BuildBackground, T246C “Sharks”Bk 2 – p. 90, MapStudy SkillsRefer to p. Tx9

Use alphabetical order to locateinformation

2.12-B Class discussionsand tchrobservation

Bk 1 – TelephoneDirectory, p 340Bk 2 – T22 –Research/InquiryRefer to p. Tx 10

Houghton MifflinEnglish StudentHandbook

Recognize and use parts of a book tolocate information, including tableof contents, chapter titles, guidewords, and indices

2.12-CClass discussionsand tchrobservation

Bk 1 –T289M/N,ExplanatoryWritingBk 2 – T95 :Facts/ConclusionsRefer to p. Tx 10

Textbooks;Library Books;Reference Books

Use multiple sources, includingprint such as an encyclopedia,technology, and experts, to locateinformation that addressesquestions

2.12-D

Class discussionsand tchrobservation

Bk 1 –T317, 318Story ActivitiesBk 2 – T50 Researchand InquiryRefer to p. Tx 10

Reference Books

Interpret and use graphic sources ofinformation such as maps, charts,graphs, and diagrams

2.12-E Class discussionsand tchrobservation

Bk 1 –p 111, Map ofRio RanchBk 2 – T70C:Makea ChartRefer to p. Tx 10

GraphicOrganizers; Maps,Charts, Graphs,Diagrams

Locate and use important areas ofthe library/media center

2.12-F Class discussionsand tchrobservation

Bk 1 –T341D, 353DResearch/InquiryBk 2 – T125Research/InquiryRefer to p. Tx 10

Library

Demonstrate learning throughproductions and displays such asmurals, written and oral reports,and dramatizations

2.12-GClass discussionsand tchrobservation

Bk 1 – T158C,Birthday Party WebBk 2- T98/ CrossCurricular:Language ArtsRefer to p. Tx 10



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Draw conclusions from informationgathered

2.12-H Class discussionsand tchrobservation

Bk 1 –pp 246-251,SharksBk 2 –T127,DrawConclusionsRefer to p. Tx 10

READING/CULTURE

Connect his/her own experienceswith the life experiences, language,customs, and culture of others

2.13-AClass discussionsand tchrobservation

Bk 1-T58C, Craft orFood ChartBk 2 – T 309A-309CLeveled BooksRefer to p. Tx 10

Guest Speakers ofdifferent cultures;

Compare experiences of charactersacross cultures

2.13-B Class discussionsand tchrobservation

Bk 1 –T358 ,CulturalPerspectivesBk 2 – T328,CulturalPerspectivesRefer to p. Tx 10

Guest Speakers ofdifferent cultrues;

READING APPLICATION(DISTRICT)

Apply active reading strategies District Class discussionsand tchrobservation

Done daily throughGuided andIndependentReading

WRITING/PURPOSESWrite to record ideas and reflections 2.14-A Bk 1 –T153, Story

ActivitiesBk 2 – P306, Writean Adventure StoryRefer to p. Tx 10

HBJ Writer’sJournal;

Write to discover, develop, andrefine ideas

2.14-B Bk 1- T341,ExplanatoryWritingBk 2 – T373C,Write a storyRefer to p. Tx 11

HBJ Writer’sJournal;Foundations forWriting(throughout book)



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Write to communicate with avariety of audiences

2.14-C Tchr observationand editing ofwriting

Bk 1 –P213, Findout MoreBk 2 – T371N,Presentation IdeasRefer to p. Tx 11

HBJ Writer’sJournal;Foundations forWriting: Lessons2, 5, 8, 15, 17, and20

Write in different forms fordifferent purposes such as lists torecord, letters to invite or thank,and stories or poems to entertain

2.14-DTchr observation Bk 1 –p. 160, Make

an invitationBk 2 – P209, Make acalendar,bookcover, postcardHoughton MifflinEnglish: Unit 11

HBJ Writer’sJournal;Foundations forWriting: Lessons12 and 19

WRITING/PENMANSHIP/CAPITALIZATION/

PUNCTUATION

Gain increasing control of aspects ofpenmanship such as pencil, grip,paper position, stroke, and posture,and using correct letter formation,appropriate size, and spacing

2.15-A

Tchr observationand studentresponsibility

Zaner-BlosserHandwriting(throughout book)

Use word and letter spacing andmargins to make messages readable

2.15-B Tchr observationand studentresponsibility

Zaner-BlosserHandwriting(throughout book)

Use basic capitalization andpunctuation correctly such ascapitalizing names and first lettersin sentences, using periods, questionmarks, and exclamation points

2.15-C Monitored dailythroughout writtenassignments


Use more complex capitalizationand punctuation with increasingaccuracy such as proper nouns,abbreviation, commas, apostrophes,and quotation marks

2.15-D Monitored in dailywriting

Houghton MifflinEnglish- Unit 10



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WRITING/SPELLINGUse resources to find correctspellings, synonyms, andreplacement words

2.16-ATchr observation Bk 1- T341K, 369K

,379I, SynonymsBk 2 – T179R,Practice/ExtendT371O&P,SynonymsRefer to p. Tx12

Houghton MifflinEnglish Student’sHandbook;Foundations forWriting: Lessons4, 22, 23, and 29;Dictionaries; Spellcheck oncomputer;Thesaurus

Write with more proficient spellingof regularly spelled patterns such asconsonant-vowel-consonant (CVC)(hop), consonant-vowel-consonant-silent e (CVCe) (hope)k and one-syllable words with blends (drop)

2.16-B

Monitored in dailywriting,concentrating oncommon patterns

Bk 1 – T14A, ShortVowels;T38A, LongVowels; T55E,55G,Long vowelsBk 2 – T309G, Longvowels, T361G,Long VowelsRefer to p. Tx 12

Spelling BookWord Walls

Write with more proficient spellingof inflectional endings such asplurals and verb tenses

2.16-CMonitored in dailywriting

Bk 1- T191P, PluralNouns; T T341P,Past TenseVerbs;T369P, usingHaveBk 2 – T91P,Irregular VerbsRefer to p. Tx 12Houghton MifflinEnglish- Units 4 & 6

Write with more proficient use oforthographic patterns and rulessuch as keep/cap, sack/book, out/cow,consonant doubling, dropping e, andchanging y to i

2.16-D

Monitor dailythrough writing andspelling lessons aswell as assignments

Bk 1 –T155 Q,RPhonics/Bk 2 - Phonics,T91GRefer to p. Tx 12

Introduce most often misspelledwords-p. 342 (review)

District Monitored by bothteacher and student

Everyday Spelling District SpellingList



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WRITING/GRAMMAR/USAGE

Use singular and plural forms ofregular nouns

2.17-A Monitored by bothteacher and student

Bk 1 – T155P, T191P, T215P(nouns)Refer to p. Tx12

Compose complete sentences inwritten texts and use theappropriate end punctuation

2.17-B4th Gr TAAS -Writing

Bk 1- 379P, 341PBk 2 – Writing,T179MRefer to p. Tx 12Houghton-MifflinEnglish – Unit 2

Foundations forWriting: Lessons 2and 5 in particular(but also scatteredthroughout book)

Compose sentences with interesting,elaborated subjects

2.17-C 4th Gr TAAS -Writing

Bk 1-P 32,Write apersonal narrativeBk 2 – Writing,T179MRefer to p. Tx12Houghton-MifflinEnglish – Unit 9

Foundations forWriting: Lessons2, 5, 8, 13, 14, 15,17, 20, 24, 34, and35

Edit writing toward standardgrammar and usage, includingsubject-verb agreement; pronounagreement, including pronouns thatagree in number; and appropriateverb tenses, including to be, in finaldrafts

2.17-D

4th Gr TAAS -Writing

Bk 1 – T113 O & Psubject/verbagreementBk 2 T 149,179,O/PPronounsRefer to p. Tx 12Houghton MifflinEnglish- GettingReady to write-Unit5

WRITING/WRITING

Processes

Generate ideas for writing by usingprewriting techniques such asdrawing and listing key thoughts

2.18-ABk 1 – T 191M –Venn DiagramBk 2 – T182CWord WebRefer to p. Tx 12Houghton MifflinEnglish – Unit 3 & 5

Webbing, KWL



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Develop drafts 2.18-B Teacher observation Bk 1- T 113M, T243M DraftsBk 2 – T211MExpository WritingHoughton MifflinEnglish-GettingReady to Write-Unit5

Foundations forWriting:Lesson 5

Revise selected drafts for variedpurposes, including to achieve asense of audience, precise wordchoices, and vivid images

2.18-CMonitored by bothstudent and teacher

Houghton MifflinEnglish-GettingReady to Write-Unit 5Bk 1 – T241M,T253MBk 2 – Revise,T211N, 235M

Grand Openings:“How the GuineaFowl Got HerSpots”;Foundations forWriting: Lessons3, 9, and 37;Editing partners

Edit for appropriate grammar,spelling, punctuation, and featuresof polished writings

2.18-DMonitored by bothstudent and teacher

Houghton MifflinEnglish-GettingReady to WriteBk 1 – 215M, 279MBk 2 – Edit, T211N,235MRefer to p. Tx 13

Foundations forWriting:Lesson 3;Editing partners

Use available technology for aspectsof writing, including wordprocessing, spell checking, andprinting

2.18-EMonitored by bothstudent and teacher

Bk 1-T191M, 215MTechnology tipsBk 2 – T179M,T211M Technologyti psRefer to Tx 13

Introduce paragraph indention District Monitored by bothstudent and teacher

Houghton MifflinEnglish-GettingReady to Write

Introduce brainstorming/webbinginformation as a group

District Monitored by bothstudent and teacher

Houghton MifflinEnglish-GettingReady to Write


Introduce information paragraphsas a group


Houghton MifflinEnglish-Unit 3




by PageOther


Develop descriptive writing District Monitored by bothstudent and teacher


Foundations forWriting:Lessons 12, 15,18, 26, 27, 29 and30

Develop writing a friendly letter District Monitored by bothstudent and teacher


Develop reference studies District Monitored by bothstudent and teacher

Foundations forWriting:Lessons 22 and23;Houghton MifflinEnglish Student’sHandbook

Introduce written book report District Houghton MifflinEnglish –Units3,5,7,9

Develop “How to” writing District Monitored by bothstudent and teacher


Write an individual informationparagraph



Foundations forWriting:Lessons 8, 9, 10,and 19

Write an individual poem District Monitored by bothstudent and teacher

Introduce narrative writing as agroup


WRITING/EVALUATION

Identify the most effective featuresof a piece of writing criteriagenerated by the teacher and class

2.19-ATchr Observation Bk 1- T155M

Bk 2 – T245MRefer to p. Tx13

Foundations forWriting

Respond constructively to others’writing

2.19-B Bk 1 – T155M.Bk 2 – T 245 MRefer to p. Tx13



by PageOther


Determine how his/her own writingachieves its purposes

2.19-C Tchr Observation Bk 1 –T215MBk 2 – T245MRefer to p. Tx13


Use published pieces as models forwriting

2.19-D Tchr Observation Bk 1- T289MBk 2 – T373C,FreewritingRefer to p. Tx 13

Foundations forWriting:Lessons 12, 16and 17

Review a collection of his/her ownwritten work to monitor growth as awriter

2.19-ETchr Observation Bk 1 – T191N

Bk 2 – T373F,Communicationtips,record storiesRefer to p. Tx13

Foundations forWriting

WRITING/INQUIRY/RESEARCH

Write or dictate questions forinvestigating

2.20-A Tchr Observation Bk 1 –T246, T200Bk 2 – T371D,InvestigateRefer to p. Tx13

Record his/her own knowledge of atopic in various ways such as bydrawing pictures, making lists, andshowing connections among ideas

2.20-BTchr Observation Bk 1-T243N,

Presentation ideasBk 2 – T371N,Presentation ideasRefer to p. Tx 13

Webbing, KWL

Take simple notes from relevantsources such as classroom guests,information books, and mediasources

2.20-CTchr Observation Bk 2- T247C,

Language control;T125M- Make a listRefer to p. Tx13

Compile notes into outlines, reports,summaries, or other written effortsusing available technology

2.20-DTchr Observation Bk 2 – p. 112:Write

a report(usetechnology)

Computer

Correlated TEKS Social Studies p. Tx 14-16Correlated TEKS Math p Tx 17,18Correlated TEKS Science p Tx18-20Correlated TEKS Health p Tx 20Correlated TEKS Art p. Tx 20, 21Correlated TEKS Music p. Tx 21Correlated TEKS Theatre p. Tx 22

Books That You May Find Helpful When Teaching Specific Skills

LISTENING/SPEAKING/COMMUNICATION:

Jamaica Tag Along by Juanita Havill

READING/TEXT STRUCTURES/LITERARY CONCEPTS:

The Empty Pot

Book Banks Available (E-mail Trish Dillmon or call extension 3105)

BOOK BANK ONE - PHONICS: “-am, -an, -ank, -at, -ap familiesBOOK BANK TWO - PHONICS: “-at, -ack, -ate, -ake, -ame families”BOOK BANK THREE - PHONICS: “-ell, -est, -et families”BOOK BANK FOUR - PHONICS: “-ip, -it, -ig, -ing, -in families”BOOK BANK FIVE - PHONICS: “-ine, -ill, -ink, -ice, -ide families”BOOK BANK SIX - PHONICS: “-oke, -ock, -op, -ot families”BOOK BANK SEVEN - PHONICS: “-ump, -ug, -uck, -unk families”BOOK BANK EIGHT- PHONICS: MISCELLANEOUSBOOK BANK NINE - SPORTSBOOK BANK TEN - PREDICTABLE / RHYMING BOOKSBOOK BANK ELEVEN - FAMILY AND FRIENDSBOOK BANK TWELVE – FARMBOOK BANK THIRTEEN - NOUNS AND VERBBOOK BANK FOURTEEN - TRANSPORATIONBOOK BANK FIFTEEN - MUSICBOOK BANK SIXTEEN - MATHBOOK BANK SEVENTEEN - PREDICTABLE / RHYMING BOOKSBOOK BANK EIGHTEEN - ANIMALSBOOK BANK NINETEEN – ANIMALSBOOK BANK TWENTY - ANIMALSBOOK BANK TWENTY-ONE - ANIMALSBOOK BANK TWENTY-TWO - ARTBOOK BANK TWENTY-THREE - COUNTINGBOOK BANK TWENTY-FOUR - DINOSAURSBOOK BANK TWENTY-FIVE - IMAGINATIONBOOK BANK TWENTY-SIX - FAMILY AND FRIENDSBOOK BANK TWENTY-SEVEN - FROGS AND BUTTERFLIESBOOK BANK TWENTY-EIGHT - ANTONYMS/SYNONYMSBOOK BANK TWENTY-NINE - SCHOOLBOOK BANK THIRTY - WEATHER AND SEASONSBOOK BANK THIRTY-ONE - BEACH, OCEAN, WATERBOOK BANK THIRTY-TWO - NOUNS AND VERBSBOOK BANK THIRTY-THREE - THE BODYBOOK BANK THIRTY-FOUR - FOODBOOK BANK THIRTY-FIVE – FOODBOOK BANK THIRTY-SIX - SOCIAL STUDIESBOOK BANK THIRTY-SEVEN - SOCIAL STUDIESBOOK BANK THIRTY-EIGHT - INSECTS, BUGS, AND SCIENCEBOOK BANK THIRTY-NINE – SCIENCEBOOK BANK FORTY - SCIENCEBOOK BANK FORTY-ONE - SCIENCE

Documents

Elementary Curriculum Alignment - wfisd.net · Strand/Objective TEKS TAAS/T.P.R.I. District/Teacher/Other Textbook/Correlation by Page Other Resources Character Ed. Multicultural