2nd Grade ELA – Banner Days – Theme 3
Teacher: ____________________________ School Year: ___________________
Ascension Parish Comprehensive Curriculum
Assessment Documentation Page
Grade 2: English/Language Arts Book – Banner Days Documented GLEs
Theme 3: Travel Time Highlighted GLEs indicate assessment
Story 24: Dinosaurs Travel of the focus area for that GLE.
Time Frame: Approximately 7 days
Writing:
Reading: Writing Process:
Dictionary/Thesaurus How to Paragraph
Reading Strategy – use content to confirm meaning Encoding / Spelling: vowel digraph (ou, ough)
Author’s Purpose/Viewpoint Past tense verbs
Decoding / Phonics: vowel digraph (ou, ough) Prepositions
Prepositional Phrases
Documented GLEs
Guiding Questions
Date and Method of
GLEs GLEs Bloom’s Level
Assessment
1. Can students appropriately use dictionaries Identify unique letter sound
and thesauruses to locate word meaning? patterns, including long and
short vowels (e.g. ea for
2. Can students use proper English structure short e, and ough for long o,
1 Application
(subject /verb, telling and naming) when as in though and consonants
writing sentences? (tch for /ch/ as in watch and
gh for /f/, cough) (focus:
3. Can students identify use prepositions and /oo/ou, ou(gh) as in through)
prepositional phrases correctly in Demonstrate understanding
sentences? of phonics by isolating
2a Analysis
difficult parts of words in
order to correct a
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel
2nd Grade ELA – Banner Days – Theme 3
mispronunciation or decode
4. Can students spell grade-appropriate an unfamiliar printed word.
words, including vowel digraphs: /oo/ oo, Determine word meaning
ou gh? and appropriate word
5 choices using reference aids, Application
5. Can student genterate a how to Paragragh? including: dictionary and
thesaurus
Write using standard
English structure and usage,
including: subject/verb
30a agreement in simple and Application
compound sentences (focus:
telling and naming parts of
sentences
Spell grade-appropriate
words, with short- and long-
vowel sounds when those
sounds are made with a
30b Application
broad variety of letter
combinations (e.g. ou, ow ,
ough, igh) (focus: /oo/ ou,
ou(gh))
Write using standard
English structure and usage,
30e Application
including: prepositions and
prepositional phrases
Use knowledge of parts of
32h speech to identify and use Application
prepositions appropriately
Spell grade-appropriate
words, with short- and long-
vowel sounds when those
33b sounds are made with a Knowledge
broad variety of letter
combinations (e.g. ou, ow ,
ough, igh) (focus: /oo/ ou,
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel
2nd Grade ELA – Banner Days – Theme 3
ou(gh))
Spell grade-appropriate
words including frequently
33c used irregularly spelled Knowledge
words (focus: able, board,
seat)
Use spelling patterns and
34 Application
rules correctly
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel
2nd Grade ELA – Banner Days – Theme 3
GLE Alignment
Story #24: Dinosaurs Travel
(The bolded GLEs are documented.)
Highlighted area is focus of GLE within the story.
Phonics (Reading): Vowel Digraphs: /oo/ ou, ou(gh)
1. Identify unique letter sound patterns, including long and short vowels (e.g. ea for
short e, and ough for long o, as in though and consonants (tch for /ch/ as in watch and
gh for /f/, cough) (Application) (focus: /oo/ou, ou(gh) as in through)
2a. Demonstrate understanding of phonics by isolating difficult parts of words in order
to correct a mispronunciation or decode an unfamiliar printed word (Analysis)
2b. Demonstrate understanding of phonics by fluently manipulating targeted sounds by
adding, deleting, or substituting the sounds to create new word (Application)
2c. Demonstrate understanding of phonics by differentiating short and long vowel sounds in
printed word when those sounds are made with a variety of word families /oo/ oo, ou(gh)
(Analysis)
2d. Demonstrate understanding of phonics by 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 words and texts (Application)
2f. Demonstrate understanding of phonics by using common affixes (prefixes and suffixes) to
understand word meaning (Application) (focus: prefixes mis- under-)
Reading and Responding (Reading): Synonyms, Dictionary/Thesaurus
3. Identify and explain common synonyms, antonyms and homonyms (Application) (focus:
synonyms)
4. Use knowledge of base words to interpret meaning of unfamiliar words (Comprehension)
5. Determine word meaning and appropriate word choices using reference aids,
including: dictionary and thesaurus (Application)
7. Determine appropriate circumstances to use skimming and scanning to preview texts and
to find information (Analysis)
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 text
with appropriate intonation (Application)
13. Read texts and simple chapter books silently at independently reading level (Application)
15. Identify a variety of types of literature including biography, autobiography and the
folktale in oral and written responses (Comprehension) (focus: realistic fiction)
16. Distinguish between a variety of types of literature, including biography, autobiography
and plays (Analysis)
17. Demonstrate understanding of information in texts using a variety of strategies
(Application) (focus: mental images)
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)
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 201
2nd Grade ELA – Banner Days – Theme 3
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) (focus: creating mental images using context
clues)
20b. Apply basic reasoning skills, including: discussing the relationship between cause-effect
and asking questions about topics including why and how (Application) (focus: ask
questions)
40a. Tell and retell stories with the following included: sequential order, including setting,
character, and simple plot (Comprehension)
40b. Tell and retell stories with the following included: supportive facts and details from the
story (Comprehension)
Writing (Language): How-To Paragraph
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) (Synthesis) (focus: how-to paragraph)
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)
(focus: how-to paragraph)
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)
24c. Develop grade-appropriate compositions, for example: friendly letters, poems, stories and
informational descriptions with some details (Synthesis) (focus: how-to paragraph)
26b. Write for various purposes, including: informal writing, including messages, journals,
notes, and poems (Synthesis)
Grammar (Language): Prepositions/Prepositional Phrases, Subject/Verb Agreement, Verb
Tense
30a. Write using standard English structure and usage, including: subject/verb
agreement in simple and compound sentences (Application) (focus: telling and
naming parts of sentences)
30b. Write using standard English structure and usage, including: past and present verb
tenses (Application) (focus: past tense verbs)
30e. Write using standard English structure and usage, including: prepositions and
prepositional phrases (Application)
32b. Use knowledge of parts of speech including: using correct antecedents of pronouns
(Application)
32d. Use knowledge of parts of speech, including: selecting and using verbs in past and
present tense writing (Application)
32e. Use knowledge of parts of speech, including: selecting and using standard forms of
personal pronouns (Application)
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 202
2nd Grade ELA – Banner Days – Theme 3
32h. Use knowledge of parts of speech to identify and use prepositions appropriately
(Application)
Spelling: Vowel Digraphs: /oo/ ou, ou(gh)
33b. Spell grade-appropriate words, with short- and long- vowel sounds when those
sounds are made with a broad variety of letter combinations (e.g. ou, ow , ough, igh)
(Knowledge) (focus: /oo/ ou, ou(gh))
33c. Spell grade-appropriate words, including: frequently used irregularly spelled words
(Knowledge) (focus: able, board, seat )
34. Use spelling patterns and rules correctly (Application)
35. Use multiple spelling strategies (e.g. word walls, word lists, thinking about the base word,
and affixes) (Application)
Speaking & Listening
38. Adjust speaking tone and volume to suit purpose, audience and setting (Evaluation)
39. Give/relate multi-step directions to classmates (Comprehension)
41. Adjust language during a presentation in order to inform or explain to a specific audience
(Application)
42. Deliver informal presentations that demonstrate an understanding of a topic (Knowledge)
44. Use active listening strategies, including asking for clarification and explanations
(Application)
45b. Give oral responses, including: giving explanations and reports (Comprehension)
Informational Resources:
50. Use graphic organizers to categorize information and create informal outlines individually
and during class discussions (Application)
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 203
2nd Grade ELA – Banner Days – Theme 3
Harcourt Insertions Harcourt Deletions
Refer to Activities 125, 126 and 127 None
below for instruction on prepositions
and prepositional phrases
Guiding Questions
1. Can students appropriately use dictionaries and thesauruses to locate word
meaning??
2. Can students use proper English structure (subject /verb, telling and naming)
when writing sentences?
3. Can students identify use prepositions and prepositional phrases correctly in
sentences?
4. Can students spell grade-appropriate words, including vowel digraphs: /oo/ oo,
ou(gh)?
5. Can students generate a how-to paragraph?
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
GLEs 1, 2a: Checklist used during reading groups and/or DIBELS intervention
groups
GLE 5: Teacher Made Test; Students use the dictionary and thesaurus to determine
meaning of words and other word choices
GLEs 30a, 30b, 30e, 32h: Teacher-Made Test or Student Writing Sample evaluated
with a rubric. The student work is evaluated for correct conventions. Things to
include on the rubric would be capitalization, punctuation, proper language usage of
parts of speech, and legibility.
GLEs 33b, 33c, 34: Pre- and Post- Test with short dictation sentences on word
families –ou, and –ough
GLEs 30e, 32h: Teacher Made Test; Students identify and use prepositions and
prepositional phrases correctly in sentences
Reading Strategies
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 204
2nd Grade ELA – Banner Days – Theme 3
Refer to Reading Strategies Chart located in the beginning of Ascension Parish Comprehensive
Curriculum English/Language Arts document.
See Reading Essential Resource Packet:
Word Recognition (Comprehension) Unit 6
Word Recognition (Sight Words) Unit 2
Comprehension Units 1 and 2
Spelling Units 1, 3, 6
Grammar and Conventions Units 1, 2, 3, 5 and 6
Fluency Unit 6
Vocabulary Development Units 2, 3 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 122: Research, compose and share an information report (CC RE Unit 5)
Writing for the purpose of organizing and expressing information is perhaps the single most
important type of composition that students will undertake. Second grade is not too early to place
students on the right path to writing about more complex ideas and texts.
Sample Activities
1. Whole-Group. The teacher presents an overview of the entire process of gathering
information and composing an information report, using second-grade examples at various
points of development. Introducing children to this form of composition is a demanding
process and will require careful attention to every step of the process from researching facts to
sharing the final product with others. It is important to use examples and topics that are
largely familiar to the students so that they can concentrate on the process.
2. Small-Group. As students gain familiarity with the process, they can be grouped according to
interest. Topics will need to be suggested by the teacher according to the availability of
classroom resources. Together the teams can research their topics, plan the organization of an
information report, and finally draft and share it. Careful teacher monitoring will be required.
3. Independent. Each student will select a topic from a list prepared by the teacher. The steps
of the process will then begin, and although the teacher will expect students to move through
them independently, support may be required in some cases.
Activity 123: Conventions (ELA CC Unit 3) (GLEs: 27, 30a, 30b, 30c, 30d, 30e, 30f, 31,
32a, 32b, 32c, 32d, 32e, 32f, 32g, 32h, 33a, 33b, 33c)
Materials List: samples of student writing or samples of literature with errors – some made into
transparencies and some copied for student use, highlighter or some way to mark the errors found
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 205
2nd Grade ELA – Banner Days – Theme 3
in the writings, notebooks or paper for students to use, overhead projector, pencils/pens,
chalkboard/chalk, dry erase board/dry erase markers
The teacher uses examples from selected student writing or from literature to highlight to correct
errors in writing conventions. When students write, the teacher models how to indent paragraphs
correctly. Students examine examples of standard English usage and structure, including subject-
verb agreement, parts of speech, and simple and compound sentences. The focus is on one
convention at a time until students demonstrate their ability to recognize correct usage and can
produce examples in a guided writing activity. The students will edit a short paragraph with a
specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word
use). As a class the students will make corrections to a paragraph written on the board, using
editing marks with teacher guidance. The students will be given another similar paragraph with
the same focus on convention to edit with a partner. For example, if the focus of the lesson is
capitalization, the paragraph will be written and presented to the class with several capitalization
errors, and the students will correct capitalization errors and discuss why each correction was
made. The paragraphs will be written to focus on conventions of print and writing (e.g.,
indentation, capitalization, present and past verb tenses, correct pronoun-antecedent agreement,
transitional words, and conjunctions in sentences). The teacher uses word processing to color
mark text, using different colors to show explicitly when to use present and past verb tenses, to
have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in
sentences. In this activity, students also practice using prepositions, objects of prepositions, and
possessive nouns correctly. The teacher will conduct mini-lessons on English language
conventions throughout the year. Students will continue to edit writings for proper conventions,
as appropriate.
Activity 124: Focus Lessons on Conventions (ELA CC Unit 7) (GLE: 23a, 27, 30e, 30g, 34,
35)
Materials List: student writings turned into transparencies, overhead projector, overhead markers,
writing learning logs, board or chart paper, markers
Students participate in a whole-group setting as the teacher presents mini-lessons and models,
coaches, and applies grade-appropriate conventions, including using spelling rules and multiple
spelling strategies. The teacher uses the students own writings by making transparencies to
highlight positive things and also to clear up misunderstandings. The students practice grade-level
appropriate conventions for their writing to prepare for writing in Activity 9. These should
include using proper indentation and using standard English structure and usage for nouns, proper
nouns, prepositions, possessive nouns, and adverbs related to time.
Activity 125: (Teacher-Made) (GLEs: 30e, 32h)
Shurley jingle: A prep, prep, preposition is a special group of words
That connects a noun, noun, noun or a pro, pro, pronoun
To the rest of the sentence.
*Activity 126: Preposition Boogie (Teacher-Made) (GLEs: 30e, 32h)
The teacher introduces prepositions by explaining that these words often indicate a direction or
location in space. Referring to a list of prepositions, the teacher calls out a command for students
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 206
2nd Grade ELA – Banner Days – Theme 3
to perform. For example, the teacher says, "under the desk" and the students drop under their
desk; the teacher says "on top of the desk" and students sit on top of their desk; the teacher says
"next to the desk" and students stand next to their desk; the teacher says "around the desk" and the
students wrap their arms around their desk; the teacher says "through the desk" and the students
crouch with their arm sticking up through the area between the seat and their desk, etc.
Students can take turns calling out the commands for the rest of the class to perform.
Next the teacher explains that students will write a paragraph using prepositions to establish
spatial order. The teacher asks students to describe their bedroom using the following
prepositional beginning phrases: in the corner, next to the bed, on top of the dresser, in the middle
of the room, under the window, etc. Students underline the prepositional phrases.
When the students are finished describing their rooms, the teacher reads paragraphs without
mentioning who wrote them. The rest of the class must figure out whose bedroom is being
described.
Activity 127: (Teacher-Made) (GLEs: 30e, 32h)
Preposition song ( to the tune of “Shortnin’Bread”):
In, on, into, over, under, to, at, by, for, from, off, of
Up, down, near, past, outside, inside, toward, about, around, across
Again, upon, after, along, among, until, between, before
Beside, below, behind, beyond, beneath, above, during and like
Through, except, with, without, within
Mama’s little baby loves shortin’ bread. YEA!
*Have students act out the words and use in sentences.
Activity 128: How is it Organized (ELA CC Unit 3) (GLE 5)
Materials List: magazines, books, articles, or short stories from classroom or school library or
home, checklist generated by teacher and students on the characteristics of two or three types of
literature (such as fables, poems, information, historical, fantasy, mystery and how-to)
The students select pieces of texts from the classroom library or texts brought from home—
magazines, articles, books, or short stories—and share with the class. The students will discuss
why the texts are interesting and how they are organized. The students will complete checklists
generated by teacher and students together on the characteristics of one of the various types of
writing that are explored, such as fables, poems, information, history, fantasy, mystery and how-
to. Students will use the checklists to determine which type matches their selection. Students will
then share the characteristics of their selections and explain what type of writing they are studying
and why. For example, students may discuss the sequence of the selection. They may show how
the author uses signal words, such as first, then, and next. The students may discuss the format of
nonfiction including table of contents, glossary, and index. Their analysis may indicate that the
piece is a fable with a moral at the end; the selection is a poem without rhyming words; or the
piece is about a make-believe story, and it begins with a magical setting that changes throughout
the story.
*Activity 129: Thesaurus (ELA CC Unit 4) (GLE 3)
Materials List: Student thesauruses, student writings to share, old writings
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 207
2nd Grade ELA – Banner Days – Theme 3
The teacher will model how to use a thesaurus. The students will each be given a thesaurus or one
to use with a partner. The students will explore the thesaurus and share discoveries with the
teacher and/or class. The students will use a thesaurus to improve writing. The students will
choose a writing sample from their writing journal or notebook. This may include poems and
short stories. The students will use a thesaurus and look for synonyms, antonyms, and homonyms
of words they have used in their writings to improve and revise. The students will revise and
rewrite original works and will attempt to use literary devices, such as patterns of rhythm and
similes in their writing, to make their writing more interesting. This can be done in several
lessons as the year progresses to improve students’ writing.
Alternative Harcourt Activities
These can be found in the back of the Teacher’s Guide.
1. Differentiated Support Activities:
Phonics, pages S78 - S79
Vocabulary, pages S80 - S81
Comprehension, pages S82 - S83
2. Phonics, pages T102, T105
3. Grammar, pages T103, T106
4. Locating Information, page T104
5. Intervention Resource Kit, Lesson 28
6. English-Language Learners Resource Kit, Lesson 28
7. Technology:
Phonics Express, CD-ROM, Level C
Writing Express, CD-ROM
Grammar Jingles, CD-ROM
Additional Harcourt Practice Activities
These can be found on the Harcourt Website at www.harcourtschool.com
1. Grade 2: Building Background
2. Grade 2: Go For Grammar Gold – go, do and see commas in place names and dates.
3. Grade 2: Homework Helper – Reading, Phonics and Writing
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
author’s purpose/
19 D Person to Person Helping Hands
point of view
Supplemental Resources
See Teacher-Made Supplemental Resources document for materials that correlate to skills within
this story.
2nd Grade ELA – Banner Days – Theme 3 – Travel Time – Dinosaurs Travel 208
2nd Grade ELA – Banner Days – Theme 3
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 3 – Travel Time – Dinosaurs Travel 209