1. Grade – 2 Strand – Language Topic – Conventions of Standard English Assessed -Various Quarters Common Core Standards L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.Use collective nouns (e.g. group). (Taught 1 st and 2 nd q.; Assessed 2 nd q.) b.Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish). (Taught 1 st, 2 nd, and 3 rd q.; Assessed 3 rd q.) c.Use reflexible pronouns (e.g. myself, ourselves). (Taught 1 st, 2 nd, 3 rd q.; Assessed 3 rd q.) d.Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told). (Taught 1 st, 2 nd, and 3 rd, 4 th q.; Assessed 4 th q.) e.Use adjectives and adverbs, and choose between them depending on what is to be modified. (Taught and assessed 2 nd q. – adjectives; Taught and assessed 3 rd q. - adverbs ) f.Produce, expand, and rearrange complete simple and compound sentences. (Taught and assessed 1 st q. – simple; Taught and assessed 4 th q. – compound) Instructional Strategies a. Color-coded word walls to assist in selecting appropriate conventions; modeling and identifying grammar conventions in context as it appears in writing, speaking, and literature; b. identifying correct conventions in context and questioning, “What do you notice?”; c. sharing landscape art pieces that show variety of seasons, discuss pieces and use adjectives/adverbs and write them on the appropriate category on a chart paper, use these words to create and expand sentences (e.g. The artist painted snow. The talented artist painted snow with cool colors. Using an icy blue color, the artist painted a snowy scene.). Resources http://www.readtennessee.org/read.aspx Merry-Go-Round: A Book About Nouns (collective nouns) by Ruth Heller; use word sort with collective nouns ELA Vocabulary noun (common, collective, irregular, plural, possessive), pronouns, verbs, irregular verbs, adjectives, adverbs, complete sentences, simple/compound sentences, expanded sentences

2. Grade – 2 Strand – Language Topic – Conventions of Standard English Assessed -Various Quarters Common Core Standards L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Capitalize holidays, product names, and geographic names. (2 nd q.) b.Use commas in greetings and closing of letters. (2 nd q.) c.Use an apostrophe to form contractions and frequently occurring possessives. (3 rd q.) d.Generalize learned spelling patterns when writing words (e.g. cage – badge; boy – boil). (Taught 1 st, 2 nd, 3 rd, and 4 th q. ; Assessed 4 th q.) e.Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (Taught 1 st, 2 nd, 3 rd, and 4 th q.; Assessed 4 th q.) Instructional Strategies a. Color-coded word walls to assist in selecting appropriate conventions; modeling and identifying grammar conventions in context as it appears in writing, speaking, and literature; b. identifying correct conventions in context and questioning, “What do you notice?”; c. Use a read aloud, such as Charlotte’s Web, and have the student respond by writing a letter to the character. Have students ask their character about something they are wondering. Require proper use of punctuation and form for the letters. Revise/edit. Then, have students trade letters and write back to their classmate as if they were the classmate’s chosen character. (e.g. if a child receives a letter addressed to Wilbur, she would write a letter back as if she were Wilbur and answer the question asked.) Require proper use of punctuation and form for the response. Resources http://www.readtennessee.org/read.aspx www.brainpop.com (English) www.brainpop.com Words Their Way by Bear, Invernizzi, Templeton, and Johnston ELA Vocabulary capital letters, apostrophes, contractions, word families, possessives, commas, contractions, spelling patterns, dictionary, letters

3. Grade – 2 Strand – Language Topic – Knowledge of Language Assessed - 4 th Quarter Common Core Standards L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. Concepts for this standard include: formal includes academic vocabulary, formal structure of conventions, parts of speech, and syntax (spoken/written); informal includes slang, incomplete sentences, body language, emotions, incorrect grammar and pronunciation. Instructional Strategies a. Students re-write printed text into spoken language or take spoken language and put it in to written standard English. b. Role-play c. Choose poems about Harriet Tubman by Eloise Greenfield and Abraham Lincoln by Nancy Byrd Turner are narrative poems that tell a story. Use these questions to discuss the poems: How are the poems similar and how are they different? Which of the poems uses formal English and which ones uses more informal English. d. Formalities: Use a T-Chart to record informal structure on one side and corresponding formal register on the other side. Teacher models use of appropriate register and students can role play different situations in which each register is appropriate. Teachers can use the book Yo! Yes? by Chris Raschka to introduce this lesson. Resources http://www.readtennessee.org/read.aspx www.brainpopjr.com (Study & Reading Skills; Public Speaking) www.brainpopjr.com Words Their Way by Bear, Invernizzi, Templeton, and Johnston ETSU storytellers ELA Vocabulary formal, informal, English, grammar, compare, contrast, genre, dialogue, author’s purpose, audience

4. Grade – 2 Strand – Language Topic – Vocabulary Acquisition and Use Assessed - Various Quarters Common Core Standards L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. (4 th q.) b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (4 th q.) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (4 th q.) d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (2 nd q.) e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (1 st q.) Instructional Strategies As you have students read literature, look for words that might lend themselves to a discussion of affixes and roots. Teach the students that by knowing the root word, you can approximate the meaning of another word they may not know. Create a running list of these words that come up. These words might be used later in student writing. Do the same with compound words. Resources http://www.readtennessee.org/read.aspx www.brainpop.com (English/ Roots, Prefixes, Suffixes; Study and Reading Skills) www.brainpop.com Words Their Way by Bear, Invernizzi, Templeton, and Johnston ELA Vocabulary multi-meaning words, context clues, prefix, root, inflected endings, compound words, glossary, dictionary, print, digital

5. Grade – 2 Strand – Language Topic – Vocabulary Acquisition and Use Assessed - 2 nd Quarter Common Core Standards L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (2 nd q.) b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (2 nd q.) Concepts for this standard include: being intentional to use a specific word or phrase to convey specific meaning Instructional Strategies a. Role-play to explain verbs and adjectives; b. Students place words in a continuum according to the intensity of their meaning (e.g. hot, warm, tepid; cool, cold, freezing; tiny, small, freezing; tiny, small, petite; average, big, large, huge). c. Students sort words into categories by their use. Resources http://www.readtennessee.org/read.aspx www.brainpop.com (English/Grammar) www.brainpop.com Texts that lend themselves to word choice www.wordle.net ELA Vocabulary synonyms, verbs, adjectives, real-life connections, word relationships, shades of meaning, visualizing

6. Grade – 2 Strand – Language Topic – Vocabulary Acquisition and Use Taught All Quarters Common Core Standards L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Concepts for this standard include: Application of new vocabulary through conversations, modeling by teacher, texts read aloud, and texts read independently Instructional Strategies a. ABC Boxes – Keep a collection of adjectives and adverbs you find as a class or individual students and write them in alphabetical order in the ABC Boxes template; b. Word wheels – construct word wheels together. This will help students choose different words when writing. For example, put happy in the center of the wheel. On the spokes, write synonyms for happy: exuberant, joyous, content, blissful, pleased, overjoyed. Use other words in the wheel. Resources http://www.readtennessee.org/read.aspx ABC Boxes template Fancy Nancy books and other books that lend themselves to word choice ELA Vocabulary word choice, phrases, conversations, adjectives, adverbs