2nd Grade ELA – Banner Days – Theme 1
Teacher: ____________________________ School Year: ___________________
Ascension Parish Comprehensive Curriculum
Assessment Documentation Page
Grade 2: English/Language Arts Book – Banner Days Documented GLEs
Theme 1: Imagine That! Highlighted GLEs indicate assessment
Story 18: Cool Ali of the focus area for that GLE.
Time Frame: Approximately 6 days
Reading: Writing:
Antonyms Writing Process:
Personal Story
Reading Strategy – Look at Word Bits and Parts; Encoding / Spelling: Plural ending (f to v)
Create Mental Images Action Words
Decoding / Phonics: plural ending (f to v) Pronouns
Describing Words
Documented GLEs
Guiding Questions
Date and Method of
GLEs GLEs Bloom’s Level
Assessment
1. Can students identify and explain common Identify and explain
antonyms? common synonyms,
3 Comprehension
antonyms, and homonyms
2. Can students use a variety of pronouns, (focus: antonyms)
descriptive and action words when Use a greater variety of
writing? action and descriptive words
22 Application
when writing for a specific
3. Can students use the writing process to purposes and/or audience
develop a personal story with one or more Develop compositions of
paragraphs? 23a Application
one or more paragraphs
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! – Cool Ali
2nd Grade ELA – Banner Days – Theme 1
using writing processes such
4. Can students effectively use spelling as the following:
strategies to spell grade appropriate words independently generating
with inflections –es (f to v)? ideas for writing by using
various strategies (e.g.
5. Can students use multiple spelling listing, brainstorming,
strategies (word wall, word list, base drawing)
words, affixes) to spell words? Develop compositions of one or more
paragraphs using writing processes
such as the following: creating a plan
23b Application
(e.g. graphic organizer, web)
appropriate to the purpose of
writing
Develop compositions of
one or more paragraphs
using writing processes such
23c Synthesis
as the following: writing a
first draft with a developed
beginning, middle and end
Develop compositions of
one or more paragraphs
using writing processes such
23d Anaysis
as the following:
conferencing with a teachers
or peers
Develop compositions of
one or more paragraphs
using writing processes such
as the following: revising for
23e Application
clarity, grammatical and
mechanical correctness,
and/or to include additional
information.
Develop compositions of one
23f or more paragraphs using Application
writing processes such as the
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! – Cool Ali
2nd Grade ELA – Banner Days – Theme 1
following: creating a final
draft for possible publication
Develop grade-appropriate
24c compositions, including Application
stories
Write short legible
27 paragraphs using proper Application
indentation
Spell grade-appropriate
words including frequently
33c used irregularly spelled Knowledge
words (focus: smell, thank,
open)
Use multiple spelling
strategies (e.g. word walls
35 Application
and word lists, thinking
about the base words)
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! – Cool Ali
2nd Grade ELA - Banner Days - Theme 1
GLE Alignment
Story #18: Cool Ali
(The bolded GLEs are documented.)
Highlighted area is focus of the GLE within this story.
Phonics (Reading): Inflections -es (f to v)
Demonstrate understanding of phonics by:
2a. Demonstrate understanding of phonics by isolating difficult parts of words in order to
decode unfamiliar printed word (Application) (focus: es (f to v))
2b. Demonstrate understanding of phonics by fluently manipulating targeted sounds by
adding, deleting, or substituting the sounds to create new words (Application)
2d. Demonstrate understanding of phonics reading regularly spelled words with as many as
four syllables (Application)
2e. Demonstrate understanding of phonics by using phonetic decoding strategies accurately
and rapidly in unfamiliar words and text (Application) (focus: es (f to v))
2f. Use common affixes (prefixes and suffixes) to understand meanings (Application)
Reading and Responding (Reading): Antonyms
3. Identify and explain common synonyms, antonyms, and homonyms (Comprehension)
(focus: antonyms)
4. Use knowledge of base words to interpret meaning of unfamiliar words (Application)
5. Determine word meaning and appropriate word choices using reference aids, including
dictionaries and thesauruses (Application) (focus: word walls, dictionaries)
8. Identify story elements, including effects of setting on events and characters
(Comprehension) (focus: setting, characters, problem, and solution)
9. Identify literary and literary sound devices, including similes and rhythm in texts
(Comprehension) (focus: identify /oo/ /ue/)
10. Retell a story in sequence including main idea and supporting details (Comprehension)
11. Make statements about how previous reading and life experiences relate to information
read in texts (Application)
12. Demonstrate oral reading fluency of at least 90 words per minute in second-grade texts
with appropriate intonation (Application)
13. Read texts and simple chapter books at independently reading level (Application)
15. Identify variety of types of literature including biography, autobiography, folktale, and
written responses. (Comprehension) (focus: realistic fiction)
16 Distinguish between a variety of types of literature, including biography, autobiography,
and poetry (Analysis)
17a. Demonstrate understanding of information in texts using a variety of strategies,
including: comparing and contrasting story elements (Application)
17b. Demonstrate understanding of information in texts using a variety of strategies, including:
predicting what will happen next in a story or text (Application)
17c. Demonstrate understanding of information in texts using a variety of strategies, including:
making simple inferences about information in texts (Application)
17d. Demonstrate understanding of information in texts using a variety of strategies, including:
self-monitoring consistently for comprehension using multiple strategies and self-
correcting as appropriate (Application)
19. Identify author’s view point in a text (Comprehension)
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 147
2nd Grade ELA - Banner Days - Theme 1
20. Apply basic reasoning skills, including: discussing the relationship between cause-effect
and asking questions about texts read independently including why and how (Application)
40a. Tell and retell stories with sequential order including setting, character and simple plot
(Comprehension)
40b. Tell and retell stories with supporting facts and details from the text (Comprehension)
Writing (Language): The Writing Process – A Personal Story
23a. Develop compositions of one or more paragraphs using writing processes such as the
following: independently generating ideas for writing by using various strategies (e.g.
listing, brainstorming, drawing) (Application)
23b. Develop compositions of one or more paragraphs using writing processes such as the
following: creating a plan (e.g. graphic organizer, web) appropriate to the purpose of
writing (Application)
23c. Develop compositions of one or more paragraphs using writing processes such as the
following: writing a first draft with a developed beginning, middle and end
(Synthesis)
23d. Develop compositions of one or more paragraphs using writing processes such as the
following: conferencing with a teacher or peers (Analysis)
23e. Develop compositions of one or more paragraphs using writing processes such as the
following: revising for clarity, grammatical and mechanical correctness, and/or to
include additional information. (Application)
23f. Develop compositions of one or more paragraphs using writing processes such as the
following: creating a final draft for possible publication (Application)
24c Develop grade-appropriate compositions, including stories (Application)
27 Write short legible paragraphs using proper indentation (Application)
Grammar (Language): Descriptive Words that Tell How Many
22. Use a greater variety of action and descriptive words when writing for a specific
purposes and/or audience (Application)
28c. Use standard English punctuation including periods in abbreviations (Application)
Spelling: Inflections -es (f to v)
33c Spell grade-appropriate words, including: frequently used irregular spelled words
(Knowledge) (focus: bone, draw, whose)
34. Use spelling patterns and rules correctly (Application) (focus: f to v and adding –es)
35. Use multiple spelling strategies (e.g. word walls, and word lists, thinking about the
base word) (Application)
Speaking & Listening
38. Adjust speaking tone and volume to suit purpose, audience and setting (Application)
44. Use active listening strategies, including asking for clarification and explanations
(Application)
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 148
2nd Grade ELA - Banner Days - Theme 1
Informational Resources
51. Gather and arrange information in variety of organizational forms, including graphic
organizers, simple outlines, notes, and summaries (Analysis)
Harcourt Insertions Harcourt Deletions
Refer to Activity 84 for instruction on None
improving writing of personal story
Guiding Questions
1. Can students identify and explain common antonyms?
2. Can students use a variety of pronouns, descriptive and action words when
writing?
3. Can students use the writing process to develop a personal story with one or more
paragraphs?
4. Can students effectively use spelling strategies to spell grade appropriate words
with inflections –es (f to v)?
5. Can students use multiple spelling strategies (word wall, word list, base words,
affixes) to spell words?
Key Vocabulary Strategies
Provide a description, explanation or example of the new term instead of giving
students a definition. Ask students to restate the description, explanation, or example
in their own words. (Only after this process should a definition be developed.)
Have students construct a picture, symbol or graphic representation of the term.
Use graphic organizers.
Include vocabulary games in practice activities.
Assessment Ideas
GLE 3: Teacher-Made Test – Multiple-Choice Test; refer to sample assessment items
on Teacher’s Manual page 121
GLEs 33c, 35: Pre- and Post-Multiple Choice Test with short dictation sentences on
words with –es (f to v)
GLEs 22, 23a, 23b, 23c, 23d, 23e, 23f, 24c, 27: Rubric – Write a Personal Story; refer
to sample scoring rubric on Teacher’s Manual page 121M
Reading Strategies
Refer to Reading Strategies Chart located in the beginning of Ascension Parish Comprehensive
Curriculum English/Language Arts document.
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 149
2nd Grade ELA - Banner Days - Theme 1
See Reading Essential Resource Packet:
Word Recognition (Phonics) Unit 3
Word Recognition (Comprehension) Unit 6
Word Recognition (Sight Words) Unit 2
Comprehension Units 1 and 2
Spelling Unit 1, 2, and 3
Grammar and Conventions Units 1, 2, 3, 5 and 6
Fluency Unit 5
Vocabulary Development Unit 3, 5 and 6
Louisiana Comprehensive Curriculum/Teacher-Made Activities
Note: The following activities marked with an asterisk (*) are essential activities that are key to
the development of student understandings of each assessed GLE not addressed in Harcourt
Reading. If substituting for these activities, the substituted activities must cover the same GLEs
to the same Bloom’s level.
*Activity 87: Spelling Strategies (Teacher-Made) (GLE 35)
Dictate sentences to students which contain words that readily available in the classroom (i.e.
word wall, dictionary, labels, etc). Students use spell words using these strategies.
*Activity 88: Improving Writing (Teacher-Made) (GLE 22)
Students plan individual personal stories to write a composition of one or more paragraphs with a
central idea and an apparent beginning, middle and end. Students strive to use a greater variety of
pronouns, descriptive and action words. A prewriting activity to list as many colorful words as
possible aids students and achieving this task in their writing. During teacher or peer conferencing
students focus on word choice, such as strong verbs and describing words, and revising, to make a
piece of writing more interesting, the student will reread and examine writing for clarity and
grammatical and mechanical correctness. The students continue to focus on one skill and transfer
skill to writing, continuing to improve it.
Activity 89: Compose a Story (CC RE Unit 3)
Teachers can link children’s comprehension activities to their composition activities by using the
same organizers to demonstrate comprehension and to plan compositions. The key is a cycle of
modeling and guided practice.
Sample Activities
1. Whole-Group. The teacher engages the class in shared writing of a story. The teacher
displays the graphic organizer that has been used to understand stories read aloud, reviewing
each feature. Then the teacher engages the class in a shared writing exercise, the goal of
which is to plan a novel story. Together they think aloud about a possible setting and set of
characters, brainstorm several possible problems, choosing the one that is most interesting.
Once the problem is set, they brainstorm several different possible sets of events and
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 150
2nd Grade ELA - Banner Days - Theme 1
solutions. The teacher reinforces how the use of the graphic organizer before writing allows
for the creation of a great story.
2. Independent. Students can use the class planning document as their prewriting organizer and
then draft, edit, and publish their story.
3. Independent. Once they have planned and written a story with the support of their peers,
children can use the same procedure to work on individual pieces with less support. Again,
they can take the story through a writing process from planning to publishing.
Activity 90: Collect Your Thoughts (ELA CC Unit 3 Modified) (GLE 22)
Materials List: overhead projector/transparencies, chart paper, markers, pencils/pens,
board/chalk/dry erase markers, paper or notebook for students
Students watch as the teacher models making a list titled “Things I Like to Talk About” on the
board or overhead. The students brainstorm (view literacy strategy descriptions) and list things
they like to talk about as a class list. The list will be posted in the classroom, and students will
add things to the class list as things come up in class. This list may include things like field trips,
science experiments, visits from the principal, recess, school pictures, class parties, etc. The
students will choose a topic from the class list to write about. The students will participate in a
shared writing activity to write a class story. The students generate the ideas for the story as the
teacher guides use of action verbs and descriptive words to make the writing more vivid. The
students will create a personal “Things I Like to Talk About” list in their writing folder or
notebook. This will help students collect ideas of interest throughout the year. As the year
progresses, the students are encouraged to add to their lists. If students come in with a story to tell
as they often do in second grade, they should add the topic to their list. Students will use this list
and the class list to begin prewriting and drafting. These are ongoing drafts to select and use to
develop the writing process.
Activity 91: Types of Writing (ELA CC Unit 3) (GLEs: 23a, 23b, 23c, 23d, 23e, 23f, 27)
Materials List: peanut butter, jelly, bread, knife, napkins (or other materials needed for the “how
to” activity); chart paper; markers; table or star chart; pencils/pens; notebook to use as a learning
log for student writing; Narrative Checklist BLM
The students will compose various types of writings: how-to paragraphs, descriptive, narrative,
expository, and persuasive paragraphs. These can all be kept in a learning log (view literacy
strategy descriptions) to help the students keep up with their writings and see progress as the unit
develops.
Narrative: The students will tell a story or describe an event. First put the students into
small groups and have them create a story chain (view literacy strategy descriptions).
Each student can write a part of the story, being sure to include setting, characters,
problem or conflict, a series of events leading to a solution and the solution itself. For
example, as in the story Goldilocks and the Three Bears, student one will begin “This is a
story about a girl named Goldilocks and a family of bears. There is a papa bear, a mama
bear, and a baby bear. The story takes place in the forest at the bears’ house.” Then
student two can continue by telling about the problem or conflict. “The bears want to eat
their porridge, but it is too hot. They decide to go for a walk into the forest while it cools
off. Then the little girl named Goldilocks comes into the house and causes lots of trouble.”
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 151
2nd Grade ELA - Banner Days - Theme 1
Student three may then describe some of the events. “Goldilocks tastes everyone’s
porridge and likes Baby Bear’s the best. She eats it all up. Then she tries out all of the
chairs and likes Baby Bear’s the best. Last she wants to take a nap and she finds Baby
Bear’s bed the best and goes to sleep.” Finally student four will end with the solution.
“The bears got home and found Baby Bear’s food gone, his chair broken and a little girl
sleeping in his bed. Goldilocks woke up and got scared. She ran away and didn’t even say
she was sorry.” You could even have a fifth student continue the story with what s/he
thinks might happen next. The group will have a checklist (See Narrative Checklist BLM.)
to insure they have included everything. The students will use a story web as a prewrite to
get their ideas on paper. The students will use the prewrite to compose a draft, revise, and
publish. Then in a personal narrative, the author tells about a personal experience and goes
through the same process, using the story web and checklist.
Alternative Harcourt Activities
These can be found in the back of the Teacher’s Guide.
1. Differentiated Support Activities:
Phonics, pages S20-21
Vocabulary, pages S22-23
Comprehension, pages S24-25
2. Antonyms, page 212
3. School Home Connections, page T41
4. Cloze Story Strips, page T46
5. Writer’s Handbook, page R2-R4, R10-R13, student book pages: 410-433
Additional Harcourt Practice Activities
These can be found on the Harcourt Website at www.harcourtschool.com
1. Grade 2: Reading Skills Rocket, synonyms and antonyms
2. Grade 2: Ideas for Writer’s
3. Grade 2: Go For Grammar Gold: Imagine That: Adjectives
Technology Related Activities
1. Story related activities from various sites:
http://www.owen.k12.ky.us/trt/secondinternet.htm
2. PLATO: Beginning Reading for the Real World
GLE Topic Level Module Activity
Pass It On
Synonyms Family Time
3 Homonyms D In the Kitchen
Antonyms Person to Person
Feeling Better?
Detective Work Being a Word Detective
30 Plural Nouns C&D
Four Legged Friends Pet Posse
Supplemental Resources
See Teacher-Made Supplemental Resources document for materials that correlate to skills within
this story.
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 152
2nd Grade ELA - Banner Days - Theme 1
Name/School_________________________________ Story No.:______________
Grade ________________________________ Story Name:________________
Feedback Form
This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.
Concern and/or Changes needed* Justification for changes
Activity Number
* If you suggest an activity substitution, please attach a copy of the activity narrative formatted
like the activities in the APCC (i.e. GLEs, guiding questions, etc.).
2nd Grade ELA – Banner Days – Theme 1 – Imagine That! - Cool Ali 153