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Language Arts Grade 2
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 1: Students engage in the research process | ||
| PLANNING RESEARCH | FLP Lessons | Lesson Descriptions |
| 2.1.1 -Choose a research topic | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. | |
| 2.1.2 - List questions related to a topic of study | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| ORGANIZING INFORMATION | ||
| 2.1.3 - Use a variety of reference tools to access information; I.e., tables of contents, dictionaries, Internet | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Seed Surprises | Students create a list of what they know about seeds, then listen to stories about seeds and plants. They then add new knowledge to the list. | |
| Chewsy Choices | Students use resources to identify the five food groups and explain what each food group provides for his or her body. | |
| PRESENTING INFORMATION | ||
| 2.1.4 - Report on a topic orally or in written format | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. The students then share their findings with the class. |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Root, Root for Life | Students discover the importance of roots to plants, soil and people during hands-on learning-station activities. The students list three reasons roots are important to people and observe roots and write observations. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. The students share their findings with the rest of the class. | |
| Germ Busters | Students conduct an experiment about microbial growth. They explain why it is important to wash hands with soap and water. | |
| Lunchtime Favorites | Students trace the sources of their food from lunch to learn the interdependence of plants, animals, and people. They explore the importance of eating a variety of foods from plants and animals and discover how culture influences food choices. They explain how and why dietary choices might vary in other regions of the world. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Chewsy Choices | Students use resources to identify the five food groups and explain what each food group provides for his or her body. | |
| EVALUATION | ||
| 2.1.5 - Use a self-assessment tool to evaluate presentation; e.g., checklist, rubric, pictorial | ||
| Standard 2: Students engage in the reading process | ||
| LITERACY/INFORMATIONAL GENRES AND ELEMENTS | FLP Lessons | Lesson Descriptions |
| 2.2.1 - Read a variety of genres; I.e., fiction including realistic, fantasy, folktales, and nonfiction including informational, biographies, and autobiographies | ||
| 2.2.2 - Describe the elements of a fictional text; i.e., setting, characters, events, problem, and resolution/solution | ||
| 2.2.3 - Describe the features of a non-fiction text; i.e., table of contents, index, topic headings, boldfaced words, glossary | ||
| PHONICS/WORD RECOGNITION | ||
| 2.2.4 - Apply knowledge of letter/sound relationships when reading, including consonant blend and long and short vowel patterns. | ||
| 2.2.5 - Use knowledge of phonics to decode words with a variety of spelling patterns | ||
| COMPREHENSION/READING STRATEGIES FOR MEANING | ||
| 2.2.6 - Make and confirm/disconfirm predictions about what will happen in longer stories with increasingly complex plots | ||
| 2.2.7 - Recall/retell details/events in sequence | Chewsy Choices | Students learn about the five food groups through the use of puppets and their participation in a play about dinner at Rachel and Brian's house. |
| Germ Busters | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. The students record and analyze the growth of bacteria over a period of time. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| 2.2.8 - Relate text-to-self, text-to-text, and text-to-world connections | Chewsy Choices | Students learn about the five food groups through the use of puppets and their participation in a play about dinner at Rachel and Brian's house. |
| The Plant and Me | By discussing, observing, and role-playing, students learn that plants and people have similar needs for survival. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| 2.2.9 - Use strategies to monitor comprehension; e.g., reread, read on, check the picture, think about the story to determine what would make sense and sound right. | ||
| 2.2.10 - Use strategies to improve comprehension; e.g., summarize, fact and opinion, compare and contrast, inferences, drawing conclusions, questioning, clarify | ||
| 2.2.11 - Locate the main idea and identify supporting details of the text | ||
| 2.2.12 - Use meaning, syntax, and phonics clues to decode new words when reading | ||
| 2.2.13 - Read a variety of vocabulary embedded in authentic text | ||
| 2.2.14 - Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy | ||
| PURPOSE FOR READING | ||
| 2.2.15 - Use reading to be informed, persuaded, and entertained | Chewsy Choices | Students learn about the five food groups through the use of puppets and their participation in a play about dinner at Rachel and Brian's house. |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Standard 3: Students engage in the writing process | ||
| PREWRITING | FLP Lessons | Lesson Descriptions |
| 2.3.1 - Select a purpose for writing; i.e., inform, entertain, or persuade | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. They then explain why it is important to wash hands with soap and water. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Trash Bashing | By conducting a small group sorting activity, students learn the importance of reducing, reusing, and recycling solid waste. Students develop plans to change personal behaviors. | |
| From Apple Cores to Healthy Soil | Students list reasons for recycling organic waste. | |
| Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. | |
| 2.3.2 - Gather and organize ideas drawn from a variety of sources; e.g., prior knowledge, classroom/library references | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| We're Into Pumpkins | Students brainstorm ideas for possible uses of pumpkins. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. | |
| Let's Celebrate | Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. They gather and analyze information about favorite celebrations, | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Seasons Through the Year | Students discuss what they already know about the four seasons, then later create Venn diagrams illustrating the similarities and differences between seasons in agricultural and urban areas. | |
| 2.3.3 - Select a plan to organize thoughts before writing; e.g., webbing, listing, other grade appropriate graphic organizers | ||
| 2.3.4 - Use a specific genre to match the purpose; i.e., personal, expository, narrative, informational, journal writing | ||
| DRAFTING | ||
| 2.3.5 - Spell many words conventionally | ||
| 2.3.6 - Incorporate vocabulary into writing | Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students incorporate vocabulary into their journals as they observe and reflect about their school ground from their own special place. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| 2.3.7 - Write over time to produce longer, more complex texts | Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| 2.3.8 - Identify and include the characteristics of different genres; i.e., personal narrative, expository, informational, journal writing, letter writing | ||
| REVISING | ||
| 2.3.9 - Check written work for meaning and syntax | ||
| 2.3.10 - Analyze written work for ideas, word choice, and organization | ||
| EDITING | ||
| 2.3.11 - Use proofreading marks to edit written work for conventions; i.e., punctuation, spelling, capitalization | ||
| 2.3.12 - Select grade appropriate tools for writing; i.e., dictionary, thesaurus, word wall, classroom/library texts | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. | |
| School Ground Caretakers | Students incorporate vocabulary into their journals as they observe and reflect about their school ground from their own special place. | |
| FINAL DRAFT | ||
| 2.3.13 - Compose written text that demonstrates understanding of purpose and audience | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons' unique offerings. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| PUBLICATION/PRESENTATION | ||
| 2.3.14 - Evaluate writing process/product using a variety of assessment tools; e.g., checklist, rubric | ||
| 2.3.15 - Share final copies with peers, teachers, and/or family members | Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons' unique offerings. | |
| Standard 4: Students engage in the speaking and listening process | ||
| VERBAL AND NONVERBAL COMMUNICATION | ||
| 2.4.1 - Use grade-appropriate speaking vocabulary | The Plant and Me | Students use the correct vocabulary terms when discussing the parts of a plant. |
| Seed Surprises | Students learn to identify parts of a plant (stem, roots and leaves) and then use the appropriate names for each part when talking about it. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| From Apple Cores to Health Soil | Students discuss their findings in a composting experiment. They use the new vocabulary that they have learned when doing so. | |
| Seasons Through the Year | Students use the appropriate terms when discussing the characteristics of different seasons. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students use appropriate speaking vocabulary. | |
| Fruits and Veggies | Students learn to distinguish between fruits and vegetables, and the proper terminology to use when describing them. | |
| We're Into Pumpkins | Students learn and use appropriate terminology regarding pumpkins. | |
| 2.4.2 - Actively listen to speaker | The Plant and Me | Students discuss the parts of a plant. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Chewsy Choices | Students perform a play about the foods eaten at a family dinner and learn about the nutrients provided by each food. | |
| 2.4.3 - Follow multiple step directions | The Plant and Me | Students discuss, observe and role-play to learn that plants and people have similar needs for survival. |
| Seed Surprises | By sorting and planting seeds, students discover seeds come in a variety of sizes, shapes and colors, as well as produce plants. | |
| Chewsy Choices | Students learn about the five food groups through the use of puppets and their participation in a play about dinner at Rachel and Brian's house. | |
| Fruits and Veggies | Students identify and compare fruits and other edible plant parts through a fast-paced game. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful of their outdoor environment. | |
| Let's Celebrate | Students explore the role of celebrations in their own lives and in the lives of others and the important foods involved in those celebrations. | |
| Seasons Through the Year | To build awareness of seasonal change, students use their own birthdates, a comparison of seasons in different settings, and self-made books | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. | |
| We're Into Pumpkins | Through hands-on, interdisciplinary activities, students learn about pumpkins as fruits and as food sources. | |
| Don't Use It All Up! | Student's participate in a sponge demonstration to discover that people are consumers of resources and explore methods of conserving those resources. | |
| Germ Busters | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety | |
| Lunchtime Favorites | Students trace the sources of their food from lunch to learn the interdependence of plants animals and discover how culture affects food choices. | |
| Trash Bashing | By conducting a small group sorting activity, students learn the importance of reducing, reusing, and recycling solid waste. Students then develop plans to change personal behaviors. | |
| Buzzy, Buzzy Bee | Students play a game in which they pretend to be honeybees and apple trees. In the process, the learn about pollination. | |
| From Apple Cores to Health Soil | A composting experiment reveals to students how soil organisms, temperature, air, and water are able to decompose organic waste and enrich soil. | |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 2.4.4 - Take turns speaking in conversation | The Plant and Me | Students learn about plants through discussing how the needs of a plant are similar and different from the needs of a person, and role playing. |
| Seed Surprises | Students discuss seeds and how plants grow, before and after observing the growth of seeds. | |
| Chewsy Choices | Students discuss the food pyramid. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| School Ground Caretakers | Students discuss the importance of their school ground and being respectful of it. | |
| Fruits and Veggies | Students discuss the differences between fruits and vegetables. | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Let's Celebrate | Students discuss holidays and how they are celebrated. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about pollination and discuss the important role that bees play in the process. | |
| From Apple Cores to Health Soil | Students discuss how organic waste is decomposed and enriches the soil. | |
| 2.4.5 - Stay on topic while speaking | The Plant and Me | Students learn about plants through discussing how the needs of a plant are similar and different from the needs of a person, and role playing. |
| Seed Surprises | Students discuss seeds and how plants grow, before and after observing the growth of seeds. | |
| Chewsy Choices | Students discuss the food pyramid. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| School Ground Caretakers | Students discuss the importance of their school ground and being respectful of it. | |
| Fruits and Veggies | Students discuss the differences between fruits and vegetables. | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Let's Celebrate | Students discuss holidays and how they are celebrated. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about pollination and discuss the important role that bees play in the process. | |
| From Apple Cores to Health Soil | Students discuss how organic waste is decomposed and enriches the soil. | |
| 2.4.6 - Participate as an active listener and speaker in any group discussion ***(While all Food Land People lesson provide opportunities for group discussions, these are the lessons that best utilize discussion.) | The Plant and Me | Students learn about plants through discussing how the needs of a plant are similar and different from the needs of a person, and role playing. |
| Seed Surprises | Students discuss seeds and how plants grow, before and after observing the growth of seeds. | |
| Chewsy Choices | Students discuss the food pyramid. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| School Ground Caretakers | Students discuss the importance of their school ground and being respectful of it. | |
| Fruits and Veggies | Students discuss the differences between fruits and vegetables. | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Let's Celebrate | Students discuss holidays and how they are celebrated. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about pollination and discuss the important role that bees play in the process. | |
| From Apple Cores to Health Soil | Students discuss how organic waste is decomposed and enriches the soil. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lessons | Lesson Descriptions |
| 2.5.1 - Identify existing and developing media | ||
| 2.5.2 - Use appropriate media genres for a variety of reading and writing purposes | ||
| 2.5.3 - Recognize the purposes of common types of media; e.g. books, magazines, newspapers, television, electronic sources | ||
| INTERPRETING MEDIA | ||
| 2.5.4 - Analyze the main idea and supporting details of a media message such as an advertisement | ||
| 2.5.5 - Describe the main characters, the setting, and the sequence of events in media content | ||
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lessons | Lesson Descriptions |
| 2.6.1 - Use sentences to convey a message | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Germ Busters | Students make predictions for a controlled experiment, they record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 2.6.2 - Use parts of speech; i.e., proper and common nouns, pronouns, verbs, adjectives, adverbs | The Plant and Me | Students learn that plants and people have similar needs through discussing, observing, and role playing. They then write a story about the interdependence of plants and people. |
| Seed Surprises | Students create a class story or storybook about the sequence of growth of seeds that they planted and cared for. | |
| Germ Busters | Students make predictions for a controlled experiment, they record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 2.6.3 - Recognize the subject and predicate of a sentence | ||
| 2.6.4 - Use capitalization; i.e., proper nouns, beginning of sentences, titles | ||
| 2.6.5 - Use conventions of punctuation; i.e., period, question mark, exclamation marks, commas, quotation marks | ||
| 2.6.6 - Use principles of spelling | ||