2008 18 2nd ELA 11 Johnny Appleseed 08 final

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					                                                                                       2nd Grade ELA – Just For You – Theme 3
   Teacher: ____________________________                                                           School Year: ___________________
                                          Ascension Parish Comprehensive Curriculum
                                                Assessment Documentation Page
Grade 2: English/Language Arts                               Book - Just for You            Documented GLEs
                                                           Theme 3: Our World        Highlighted GLEs indicate assessment
                                                        Story 11: Johnny Appleseed of the focus area for that GLE.
                                                     Time Frame: Approximately 7 days


                 Reading:                                                                       Writing:
              Story Elements                                                              The Complete Writing
             (Character Traits)                                                                 Process

     Details                                                                     Narrative
     ABC Order                                                                   Proper Nouns: Days of the Week
     Reading Strategy: Create mental images                                      Encoding –eer, ear
     Decoding Strategy: eer, ear
                                                                                       Documented GLEs
             Guiding Questions
                                                                                                                       Date and Method of
                                                    GLEs                 GLEs                   Bloom’s Level
                                                                                                                           Assessment
1. Can students spell grade-appropriate words                 Identify unique letter sound
   including short vowels, long vowels, and r-                patterns including long and
   controlled?                                                short vowels (e.g. ea for
                                                              short e and ough for long o
                                                       1                                          Application
2. Can students identify story elements and                   as in though) and consonants
   use them to analyze character traits?                      (tch for /ch/, as in watch,
                                                              and gh for /f/, cough) (focus:
3. Can students write compositions of one                     /ir/, eer, ear)
   paragraph, organized with a central idea                   Demonstrate understanding
   and a coherent beginning, middle, and               2e     of phonics by using phonetic        Application
   end?                                                       decoding strategies


2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed
                                                                                      2nd Grade ELA – Just For You – Theme 3
                                                              accurately and rapidly in
4. Can students alphabetize to the second                     unfamiliar words in text
   letter?                                                    Identify story elements,
                                                              including effects of setting
                                                       8                                      Comprehension
5. Can students use phonetically decoding                     on events and characters.
   strategies accurately and rapidly?                         (focus: character traits)
                                                              Write compositions of one
                                                              paragraph, organized with a
                                                      21                                          Synthesis
                                                              central idea and a coherent
                                                              beginning, middle, and end
                                                              Spell grade appropriate
                                                              words, including words with
                                                              short vowels, long vowels, r-
                                                      33a     controlled vowels and              Knowledge
                                                              consonant blends (focus: r-
                                                              controlled vowels /ir/ ear,
                                                              eer)
                                                              Spell grade appropriate
                                                              words, including: frequently
                                                      33c     used irregularly spelled           Knowledge
                                                              words (focus: sleep, country,
                                                              rain)
                                                              Use spelling patterns and
                                                              rules correctly (e.g.
                                                      34                                         Application
                                                              dropping silent –e before
                                                              adding –ing)
                                                              Alphabetize to the second
                                                      36      letter and some third letters      Application
                                                              (focus: secondletter)




2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed
                                                                        2nd Grade ELA – Just For You – Theme 3


                                          GLE Alignment
                                    Story #11: Johnny Appleseed
                                    (The bolded GLEs are documented.)
                             Highlighted area is focus of GLE within this story.

Phonics (Reading): r-Controlled vowels: /ir/ eer, ear

Demonstrate understanding of phonic by:
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: /ir/, eer, ear)
2a.  Demonstrate understanding of phonics by isolating difficult parts of words in order to
     correct a mispronunciation or decode unfamiliar printed words (Analysis) (focus: decode
     unfamiliar printed words; /ir/ eer, ear)
2b.  Demonstrate understanding of phonics by fluently manipulating target sounds by adding,
     deleting, or substituting sounds to create new words (Application) (focus: substituting
     sounds)
2d.  Demonstrate understanding of phonics reading regularly spelled words with as many as
     four syllables (Application) (focus: three syllables)
2e.  Demonstrate understanding of phonics by using phonetic decoding strategies
     accurately and rapidly in unfamiliar words in text (Application)

Reading and Responding (Reading): Story Elements

3.      Identify and explain common synonyms, antonyms and homonyms (Comprehension)
         (focus: antonyms)
8.      Identify story elements, including effects of setting on events and characters
         (Comprehension) (focus: character traits)
9.      Identify literary and sound devices, including similes and rhythm in text. (Comprehension)
        (focus: rhythm in texts & identify words in rhyming text, figurative language)
10.     Retell a story in sequence including main idea and important 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 text with
        appropriate intonation (Application) (focus: DIBELS Winter Benchmark/68 wpm)
13.     Read texts in simple chapter books silently at independent reading levels (Application)
15.     Identify variety of types of literature including biography, autobiography, and the folktale
        in oral and written responses (Comprehension) (focus: poems, fantasy, or realistic story)
16.     Distinguish between a variety of types of literature, including biography, autobiography,
        and plays (Analysis) (focus: poems)
17a.    Demonstrate understanding of information in texts using a variety of strategies, including
        comparing and contrasting story elements (e.g. character, setting, events) (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 text (Application)
20a.    Apply basic reasoning skills, including discussing the relationship between cause-effect
        and asking questions about texts read independently including why and how (Application)
2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    86
                                                                        2nd Grade ELA – Just For You – Theme 3
40a.    Tell and retell stories with sequential order, including setting, character and simple plot
        (Comprehension)
40c.    Tell and retell stories with the following included: explicit and implicit main ideas
        (Analysis) (focus: explicit main ideas)


Writing (Language): Narrative with Details

21.    Write compositions of one paragraph, organized with a central idea and a coherent
       beginning, middle, and end (Synthesis)
23a. Develop compositions of one or more paragraphs using writing processes such as
       independently generating ideas for writing by using various strategies (e.g. listing,
       brainstorming, drawing) (Application) (focus: brainstorming, as applied to narratives)
23b. Develop compositions of one or more paragraphs using writing processes such as 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 writing a
       first draft with a developed beginning, middle, and end (Synthesis) (focus: narratives)
23e. Develop compositions of one or more paragraphs using writing processes such as revising
       for clarity, grammatical and mechanical correctness, and/or to include additional
       information (Application)
24c. Develop grade appropriate compositions (stories) (Synthesis)
26b. Write for various purposes including informal writing, including messages, journals, notes
       and poems (Synthesis) (focus: journals)

Grammar (Language): Proper Nouns

29.     Capitalize grade appropriate proper nouns, initials of a person’s name, and the
        salutation/closing of a friendly letter (Application) (focus: names of days)

Spelling: r – controlled vowels /ir/ eer, ear

33a.    Spell grade appropriate words, including words with short vowels, long vowels, r-
        controlled vowels and consonant blends (Knowledge) (focus: r-controlled vowels /ir/
        ear, eer)
33c.    Spell grade appropriate words, including: frequently used irregularly spelled words
        (Knowledge) (focus: sleep, country, rain)
34.     Use spelling patterns and rules correctly (e.g. dropping silent –e before adding –ing)
         (Application)
35.     Use multiple spelling strategies (e.g. word walls, word lists, thinking about the base word)
         (Application)
36.     Alphabetize to the second letter and some third letters (Application) (focus: second
         letter)

Speaking & Listening

38.     Adjust speaking tone and volume to suit purpose, audience, and setting (Evaluation)
41.     Adjust language during a presentation in order to inform a specific audience (author’s
        chair) (Application)

2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    87
                                                                        2nd Grade ELA – Just For You – Theme 3
43.     Give rehearsed oral presentations about topics using eye contact, appropriate volume, clear
        pronunciation (Application)
44.     Use active listening strategies, including asking for clarification or explanations
        (Application)
45a.    Give oral responses, including telling stories and personal experiences (Application)
        (focus: personal experiences)

Informational Resources

51.     Gather and arrange information in a variety of organizational forms, including graphic
        organizers (Analysis)
54.     Locate and read information on a chart, graph, diagram, map and simple timeline
        (Knowledge) (focus: graph)




2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    88
                                                                        2nd Grade ELA – Just For You – Theme 3

Harcourt Insertions                               Harcourt Deletions
 None                                             None


Guiding Questions
      1. Can students spell grade-appropriate words including short vowels, long
         vowels, and r-controlled?
      2. Can students identify story elements and use them to analyze character traits?
      3. Can students write compositions of one paragraph, organized with a central
         idea and a coherent beginning, middle, and end?
      4. Can students alphabetize to the second letter?
      5. Can students use phonetically decoding strategies accurately and rapidly?

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 2e: Checklist used during reading groups and/or DIBELS intervention groups
 GLE 8: Provide and unfamiliar reading passage and have students identify story
   elements, including character traits
 GLEs 33a, 33c, 34: Pre- and Post- Test, multiple choice test with short dictation
   sentences on word families /ir/ ear, eer
 GLE 36: Teacher made test – Given a set of words, students will alphabetize to the
   second letter; Multiple-choice test in which a set of words are given and students will
   have to choose the word that comes before, in between, or after.
 Activity-Specific Assessment: Activity 63


Reading Strategies

Refer to Reading Strategies Chart located in the beginning of Ascension Parish Comprehensive
Curriculum English /Language Arts document.

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.


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                                                                        2nd Grade ELA – Just For You – Theme 3
See Reading Essential Resource Packet:

 Word Recognition (Phonics), Unit 1
 Fluency, Unit 3
 Grammar and Conventions, Unit 1,2
 Word Recognition (Sight Words), Unit 2

*Activity 56: Types of Writing (ELA CC Unit 3) (GLEs: 23a, 24c)

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.” 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.

*Activity 57: Alphabetical Order (GLE 36)
This activity is only necessary if the students do not have a good understanding of alphabetical
order. The students will arrange words in alphabetical order. The students will each be given a
card with a letter of the alphabet. The students will arrange themselves in front of the room in
ABC order. The students will then be given a list of content area words. The students will discuss
each word and its meaning. The students will each be given a card with one word on it and arrange
themselves holding the cards in ABC order to the 1st and 2nd letter in front of the room. The
students will finally list the words in ABC order on paper.

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                                                                        2nd Grade ELA – Just For You – Theme 3
*Activity 58: Reader’s Chair to Share (ELA CC Unit 2) (GLEs: 08, 13, 40b, c, 41, 43)

Materials List: books of various reading levels from classroom or school library, special chair or
place for sharing

This activity will be used throughout the year as appropriate. The student will choose a book to
share with the class. The students will take turns sitting in a designated “share chair” to share
something about a book they have read. The classroom routine and time restraints will determine
how many children will share a day (One to three students a day are usually all time will allow.).
The students will choose one of many ways to share:
     explain why and how the book was chosen take the class on a picture walk (i.e., Students
       look through the book and comment on the pictures.)
     read a favorite part, funny part or scary part
     describe the characters, setting or problem
     share what this story made you think of in your own life
     discuss author’s point of view (i.e., Why do you think the author wrote this book?)
     compare and contrast the book with a similar one from a different culture.
The other students will ask questions about the book or relate something to the book.

Teacher Note: Focus on Character Traits

Activity 59: Conventions (ELA CC Unit 3) (GLEs: 27, 30a, b, 33a, 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
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 accurate
writing conventions. When students write, the teacher models how to correctly indent paragraphs.
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.



2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    91
                                                                        2nd Grade ELA – Just For You – Theme 3
Activity 60: Collect Your Thoughts (ELA CC Unit 3) (GLE 22, 23a)

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 61: Writing a Story or Article (ELA CC Unit 3) (GLEs: 5, 23a, 23b, 23e, 24c, 33a,
33c)

Materials List: chart from Activity 6, pencils, dictionaries, thesauruses, word wall, paper or
notebook for student writing

Students will use their list, Things I Like to Talk About, generated in Activity 4 or a teacher-
directed prompt to write an article (nonfiction) or a story or fable (fiction). With their topics, they
will list their purpose for writing the story or article and draft a good beginning sentence. The
students will conference with the teacher or a peer to review the idea for the beginning sentence
and to make improvements. Students will list the sequence of the events in their article or story.
They will also list action verbs and descriptive words that they would like to use in their story or
article. The students will draft a version of the story or article. The students will use a dictionary or
word wall to locate correct spelling. In their author groups, they will proofread each other’s work,
checking for appropriate indentation, spelling, capitalization, and complete sentences. The
students should use the word wall or dictionary to help with spelling and a thesaurus for revisions.
Students then will share the group-corrected work with the teacher, who will comment on the
drafts either in writing or during a writer’s conference. Students will complete the final draft and
publish or display their work. Writer’s workshop should be ongoing in the class. After students
finish and publish one piece, they should begin or revise another. Students will be in different
stages of the writing process in the Writer’s Workshop throughout the year.


Activity 62: Pen Pals (ELA CC Unit 3) (GLE 23d, 26a, 29)

Materials List: friendly letters written to each student, an example letter made into a transparency,
overhead projector, a pen-pal class from another grade or school for students to write,
pencils/pens, paper or notebook for students’ writings, a copy of the book Flat Stanley


2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    92
                                                                        2nd Grade ELA – Just For You – Theme 3
The students receive letters from the teacher that are good models of the friendly letter over a
period of two or three weeks. The students listen as the teacher shares a letter he/she received
(either real or one written for this purpose) on the overhead. The students respond as the teacher
reads the letter and points out the parts of the letter, conducting a mini-lesson for writing a friendly
letter. The students are given the opportunity to write for real purposes, such as a letter to their
first-grade teacher, a letter to the principal, a thank-you note to the janitor for keeping the room
clean, etc. The students will have a pen-pal class that has been arranged by the teacher from a
different school for students to learn more about how classrooms and school experiences are
similar or different. The students will complete the writing process through prewriting, drafting,
revising, editing, and publishing. The students will use this opportunity to examine models of
friendly letters and to use commas in the greeting and closure of a letter, between a city and a
state, and in dates. The teacher models when it is necessary to use an apostrophe or a period.
Students learn when it is appropriate to use abbreviations and when to capitalize words. Students
examine models of sentence fragments and complete sentences and learn to revise. Students write
one or more paragraphs, construct rubrics for these conventions, and practice proofreading.
Students evaluate their efforts with a teacher conference. (Flat Stanley is a good book to begin a
unit on letter writing. Stanley is accidentally made flat when a bulletin board falls on him. He
wants to go visit someone far away, and the cheapest way to go is through the mail. The students
enjoy using a photocopy of Stanley to mail to a friend or relative, using a friendly letter to
introduce Stanley.)

Activity 63: Book Clubs (ELA CC Unit 2) (GLEs: 10, 13, 38, 42)

Materials List: books of various reading levels from classroom or school library, PowerPoint®
software (if available), paper bags, construction and regular paper, video camera if available, art
supplies, Student Project BLM

It is important to use a variety of books in this activity so the students can read fluently. This
activity will be used throughout the year as appropriate. The students will meet with a group
according to reading needs. The Book Clubs are flexible groups that meet to read, discuss, and
analyze books (including making inferences and predictions about books). The students choose a
book from a list generated by the teacher specifically to target the students’ needs. A fun way to
stimulate interest is to do theme clubs such as the “Clifford Club” or the “Amelia Bedelia Club”.
The teacher will also provide a focus for the group to concentrate on while reading. The book
clubs will meet daily to work together. As the students work in clubs, the teacher meets with each
group to coach and encourage the readers. After reading a selection with the group or
independently, the book club will select one or more activities to share their book selection with
the class. Examples of activities for book clubs include:
      make an advertisement for the book with a poster or a PowerPoint® presentation
      create a flip book
      design and create a vest from paper bags for each member of the club using elements of the
        story
      build a story chain (view literacy strategy descriptions) that allows each child to write and
        illustrate a different part of the story that can then be linked together in sequence showing a
        good beginning, middle and end
      design and create character puppets and scenery to present the story to the class
      video a news report or advertisement for the book
      generate questions for a “test” to test themselves and/or the class on the story
      create a diorama
2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    93
                                                                        2nd Grade ELA – Just For You – Theme 3
       compose a timeline for the story

Use the Student Project Assessment BLM to assess this project.

Teacher Note: Before the students are required to use technology such as PowerPoint®, the
teacher should take the time to give lessons on how to make a PowerPoint® Presentation. This
also should apply for any activity new to the student such as a flipbook.

Teacher Note: Careful attention should be given to the selection of decodable text to
accommodate the varied reading levels of the students. Texts should be selected so each student
can read at his/her independent (95% accuracy) reading level.


Activity-Specific Assessment
The student book clubs will complete a project to advertise a favorite author or book. The projects
may include: PowerPoint® presentation, Kid Pix® slide show, Kidspiration® or a video

Alternative Harcourt Activities

These can be found in the back of the Teacher’s Guide.
1. Differentiated Support Activities:
              Phonics, pages S66 – S 67
              Vocabulary, pages S68-S69
              Comprehension, pages S70-S71
2.     Decoding, page T100
3.     Names of Days, page T101
4.     Details, page T102
5.     Comprehension Card, page T113
6.     Vocabulary Word Cards, page T130
7.     Home Connection, page T133
8.     Cloze Story Strips, page T138


Additional Harcourt Practice Activities

These can be found on the Harcourt Website at www.harcourtschool.com
   1. Grade 2: Building Background, Our World -- Johnny Appleseed
   2. Grade 2: Test Tutor, Our World --Johnny Appleseed – Details
   3. Grade 2: Ideas for Writers – Ideas for Personal Stories
   4. Grade 2: Writing Detective – Personal Story
   5. Grade 2: Go For the Gold – Our World – Proper Nouns
   6. Grade 2: Homework Helper – Our World – Week 1




2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                    94
                                                                        2nd Grade ELA – Just For You – Theme 3
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
                         Phonics: r-
         1                                          C             Storybook Land           Nursery Rhyme
                      contolled vowels
                            Main                                                           Bubbles Gets A
        10                                          A              A New Puppy
                        Idea/Details                                                           Collar
                      Spell words with                                                    Nursery Rhymes,
       33a              r-controlled                C             Storybook Land              Favorite
                           vowels                                                            Folktales
        36              Alphabetize                 D              Help at School         Equipment ABCs


Supplemental Resources

See Teacher–Made Supplemental Resources document for materials that correlate to skills within
this story.




2nd Grade ELA – Just For You – Theme 3 – Our World – Johnny Appleseed                                     95
                                                                                         2nd Grade ELA – Just For You – 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 – Just For You – Theme 3 – Our World – Johnny Appleseed                                                          96

				
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