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 13: The Secret Life of Trees of the focus area for that GLE.
Time Frame: Approximately 7 days
Reading: Writing:
Dictionary Glossary Research Poster
Fact/Fiction Gather information – notes, sources
Guide Words and ABC Order (3rd letter) Proper Nouns – Names of Holidays
Reading Strategy: word bits and parts and context clues Concrete/Abstract Nouns
Decoding Strategy: /oo/ Encoding – /oo/
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 vowel digraphs /ōō/ oo? patterns, including long and
1 Application
short vowels and consonants
2. Can students read texts in simple chapter (focus: /ōō/ oo)
books silently at independently reading Demonstrate understanding
levels? of phonics by using phonetic
13 decoding strategies Application
3. Can students use context clues while accurately and rapidly in
reading independently? unfamiliar words in text
Demonstrate understanding
4. Can students develop a research poster 17d Comprehension
of information in texts using
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees
2nd Grade ELA – Just For You – Theme 3
using informational sources? a variety of strategies,
including self monitoring
5. Can students write for a variety of consistently for
purposes? comprehension using
multiple strategies as
6. Can students gather and arrange appropriate (focus: context
information from a variety of sources? clues, rereading)
Develop grade appropriate
7. Can students write and present about the 24d compositions (focus: Synthesis
sources of learned information at a grade research poster)
appropriate level? Write for various purposes
including messages,
8. Can students use the dictionary/guide 26b Synthesis
journals, notes, and poems
words to locate correct spellings? (focus: notes)
Use knowledge of parts of
9. Can students alphabetize words to the third speech, including
letter? identifying and using nouns
32a including proper, common, Application
10. Can students identify and use proper concrete, abstract and
nouns, as well as concrete and abstract collective (focus: concrete
nouns in their writing? and abstract)
Spell grade appropriate
words including words with
short vowels, long vowels, r-
33a Knowledge
controlled vowels, and
consonant blends (focus:
/ōō/ oo)
Spell grade appropriate
words, including: frequently
33c used irregularly spelled Knowledge
words (focus: answer, paper,
page)
Use spelling patterns and
34 Application
rules correctly
36 Alphabetize to the second Application
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees
2nd Grade ELA – Just For You – Theme 3
letter and third letters (focus:
third letter)
Use a dictionary and a
37 glossary and a glossary to Application
locate correct spellings
Gather and arrange
information in a variety of
organizational forms,
51 Analysis
including graphic
organizers, simple outlines,
notes, and summaries
Tell and write about the
53 sources of learned Comprehension
information
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees
2nd Grade ELA – Just For You – Theme 3
GLE Alignment
Story #13: The Secret Life of Trees
(The bolded GLEs are documented.)
Highlighted area is focus of GLE within the story.
Phonics (Reading): Vowel Digraphs /ōō/ oo
1. Identify unique letter-sound patterns, including long and short vowels and
consonants (Application) (focus: /ōō/ oo)
2a. Demonstrate understanding of phonics by isolating difficult parts of words in order to
decode unfamiliar printed words (Analysis) (focus: /ōō/ oo)
2d. Demonstrate understanding of phonics reading regularly spelled words with as many as
four syllables and identify syllabication pattern in c-le (Application) (focus:
three syllables)
2e. Demonstrate understanding of phonics by using phonetic decoding strategies accurately
and rapidly in unfamiliar words in text (Application)
2f. Demonstrate understanding of phonics by using common affixes (prefixes and suffixes) to
understand word meaning (Application) (focus: prefixes)
Reading and Responding (Reading): Fact and Fiction
3. Identify and explain common synonyms, antonyms, and homonyms (Comprehension)
(focus: synonyms)
5. Determine word meaning and appropriate word choices using reference aids, including
dictionaries and thesauruses (Application) (focus: dictionaries)
9. Identify literary and sound devices, including rhythm in texts & identify words in rhyming
text (Comprehension) (focus: figurative language)
11. Make statements about previous reading and life experiences relate to information read
(Application) (focus: life experiences)
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 (SSR)
(Application)
15. Identify variety of types of literature including biography, autobiography, folktale, and
written responses (Comprehension) (focus: poems, fantasy, or realistic fiction)
16. Distinguish between a variety of types of literature, including biography, autobiography,
and poetry (Analysis) (focus: plays)
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 (Application)
17c. Demonstrate understanding of information in texts using a variety of strategies, including
making simple inferences about information in text (Application) (focus: drawing
conclusions)
17d. Demonstrate understanding of information in texts using a variety of strategies,
including self monitoring consistently for comprehension using multiple strategies as
appropriate (Comprehension) (focus: context clues, rereading)
20a. Apply basic reasoning skills, including discussing the relationship between cause-effect
(Comprehension)
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees 104
2nd Grade ELA – Just For You – Theme 3
40a. Tell and retell stories with sequential order, including character, setting, and simple plot
(Comprehension)
Writing (Language): Research Project
21. Write compositions of one or more paragraphs, organized with a central idea and a
coherent beginning, middle, and end (Application) (focus: one paragraph)
23a. Develop compositions of one or more paragraphs using writing processes such as
independently generating ideas for writing by using various strategies (e.g. brainstorming)
as applied to a research report (Application)
23b. Develop compositions of one or more paragraphs using writing processes such as creating
a plan (e.g. graphic organizer) 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 as applied to a research report
(Synthesis)
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)
24d. Develop grade appropriate compositions (Synthesis) (focus: research poster)
26b. Write for various purposes including messages, journals, notes, and poems (Synthesis)
(focus: notes)
Grammar (Language): Names of Holidays
29. Capitalize grade appropriate proper nouns, initials of a person’s name, and a salutation of a
friendly letter (Application) (focus: holidays)
32a. Use knowledge of parts of speech, including identifying and using nouns including
proper, common, concrete, abstract and collective (Application) (focus: concrete and
abstract)
Spelling: Vowel Digraphs /ōō/ oo
33a. Spell grade appropriate words including words with short vowels, long vowels, r-
controlled vowels, and consonant blends (Knowledge) (focus: /ōō/ oo)
33c. Spell grade appropriate words, including: frequently used irregularly spelled words
(Knowledge) (focus: answer, paper, page)
34. Use spelling patterns and rules correctly (Application)
35. Use multiple spelling strategies (e.g. word walls, and word lists, thinking about base
words) (Application)
36. Alphabetize to the second letter and third letter (Application) (focus: third letter)
Speaking & Listening
38. Adjust speaking tone and volume to suit purpose, audience, and setting (Evaluation)
44. Use active listening strategies, including asking for clarification and explanations
(Application) (focus: listening strategies)
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2nd Grade ELA – Just For You – Theme 3
Informational Resources: Dictionary/Informational Resources
37. Use a dictionary and a glossary and a glossary to locate correct spellings (Application)
51. Gather and arrange information in a variety of organizational forms, including
graphic organizers, simple outlines, notes, and summaries (Analysis)
53. Tell and write about the sources of learned information (Comprehension)
Harcourt Insertions Harcourt Deletions
Writer’s Craft – Research (This will be
Note: See Activity 68 for instruction utilized in Emperor’s Egg with the
on Dictionary Skills research report.)
Guiding Questions
1. Can students spell grade-appropriate words including vowel digraphs /ōō/ oo?
2. Can students read texts in simple chapter books silently at independently
reading levels?
3. Can students use context clues while reading independently?
4. Can students develop a research poster using informational sources?
5. Can students write for a variety of purposes?
6. Can students gather and arrange information from a variety of sources?
7. Can students write and present about the sources of learned information at a
grade appropriate level?
8. Can students use the dictionary/guide words to locate correct spellings?
9. Can students alphabetize words to the third letter?
10. Can students identify and use proper nouns, as well as concrete and abstract
nouns in their writing?
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
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2nd Grade ELA – Just For You – Theme 3
Assessment Ideas
GLEs 1, 2e, 17: Checklist used during reading groups and/or DIBELS intervention
groups
GLEs 33, 33a, 34: Pre- and Post- Multiple choice test with short dictation sentences
on word families /oo/
GLE 13: Running Record or Checklist
GLEs 24d, 26b, 37, 51, 53: Research Project and Rubric, rubric can be accessed at
http://www.rubistar4teachers.com/
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.
32a: TMT- identify nouns as concrete or abstract, write sentences with given concrete
and abstract nouns, write sentences with student created concrete and abstract nouns
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.
See Reading Essential Resource Packet:
Fluency, Unit 4
Grammar and Conventions, Unit 6
Word Recognition (Sight Words), Unit 2
*Activity 68: Digging in the Dictionary (ELA CC Unit 4) (GLE 5, 37)
Materials List: student dictionaries – enough for students to share, list of content vocabulary
words, previous word grids from Activity 2, index cards
This activity is necessary to provide skills to be used later in conducting independent research. The
teacher will introduce the word guide. The teacher will write the word guide on the board and lead
a class discussion on what the word means using leading questions such as, “What does a guide
do?, Where have you heard the word guide? etc. The teacher will help the students understand that
a guide shows people where to go using examples like a tour guide or a map. The teacher will
explain to the students that a dictionary has guide words that direct the reader where to go. The
students will locate guide words in the dictionary and discuss with a partner their ideas on the
purpose of guide words. The students will share with the teacher ideas on guide words as the
teacher circulates and conferences with each pair of students. The students will conclude (with
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees 107
2nd Grade ELA – Just For You – Theme 3
guidance from the teacher) the purpose of guide words. The class will be given a list of content
area vocabulary words. The students will determine where the vocabulary words fit in a list of
guide words. The students will practice locating vocabulary in the dictionary using guide words.
The students will then use previous vocabulary words from Activity 2 and create vocabulary cards
(view literacy strategy descriptions). The card should include an illustration, a definition found in
the dictionary, and a sentence using the word. Students can quiz each other with the cards in
preparation for tests and other class activities. See example below:
Enormous
Student’s
Illustration
Definition: of great Sentence: The
size or number, enormous watermelon
huge, vast, or would not fit in the
immense door.
*Activity 69: Research Poster (Teacher Made) (GLE 24d)
The students will use information gathered from the informational paragraph developed in From
Seed to Plant to create a visual aid (research poster). The research poster should include the
sources used to locate the information.
Activity-Specific Assessment
The students’ posters can be graded with a rubric.
*Activity 70: “During Reading” Strategies (ELA CC Unit 1) (GLEs: 02e, 12, 17d, 44)
Materials List: book from the reading group and a Running Records form (BLM)
This activity is done in small reading groups. The student will read a book at his/her independent
reading level (95% decodable). The teacher shows the students how to skim and scan the text to
make predictions. Students at the emerging level of reading do not yet have the ability to self-
monitor their reading. Good readers have inner-control that monitors text continually assessing the
information with questions such as: Does it look right? Does it sound right? Does it make sense?
Teachers must help students develop this inner voice. As the student reads aloud and makes errors,
the teacher becomes the little voice giving prompts (e.g., Does that make sense? Does that sound
right? Does that look right?). Students use phonetic decoding strategies accurately and rapidly for
unfamiliar words and text. The goal is for the students to have their own little voice in their head
giving the prompts for self-correction. If the students read without errors, they should be given a
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees 108
2nd Grade ELA – Just For You – Theme 3
higher-level text. After each student has read to the teacher, students re-read the selection with a
peer or parent, if given for homework.
*Activity 71: Concrete and Abstract Nouns (Teacher Made) (GLE 32a)
The teacher introduces concrete and abstract nouns. Students practice and demonstrate mastery by
identifying concrete and abstract nouns in a word list and in sentences (possibly use previous
stories). The students will utilize this knowledge to use concrete and abstract nouns in their
writing.
Activity 72: Scavenger Hunt Through the Encyclopedia (ELA CC Unit 4) (GLEs: 17c, 17d,
24d, 50, 53)
Materials List: set of encyclopedias, list of current content vocabulary, notebooks or paper for
recording, Encyclopedia Rubric BLM
As a shared reading group activity with some students proceeding independently and others
working with the teacher, the students will arrange grade appropriate encyclopedia volumes in
alphabetical order. Each student holds one volume and comes to the front of the class to line up
the volumes in alphabetical order. Students will be reminded that the encyclopedia is arranged in
alphabetical order and uses guide words similar to a dictionary.
The students will work in small groups to go on a scavenger hunt in the encyclopedias to find
content-area items. (An appropriate list of subjects should be prepared ahead of time by the
teacher.) The students will be given a list of content area items to locate in the encyclopedias.
When the group members find an item, they must indicate on the list the volume in which it was
located, the page number, and a short informational description of the article in the encyclopedia.
Using the information they have gathered from the encyclopedia, the students will then complete a
project chosen by the teacher. The project could be an informational poster, a collage, an oral
presentation, or a written report. The project will be assessed using an appropriate checklist or
rubric developed by teacher and students. (See Encyclopedia Rubric BLM)
Activity 73: How to Get to the Important Information (ELA CC Unit 4) (GLE 7, 49f, 51)
Materials List: reference materials such as magazines, newspapers, encyclopedias found in the
classroom or school library; computer with Internet access; paper or posters for recording and
reporting back to class; Computer Checklist BLM
As a shared and then guided reading activity, students discuss information found as the teacher
models effective use of reference materials and skimming and scanning text for locating,
gathering, and interpreting information from a variety of sources. When skimming and scanning,
the teacher demonstrates how to look for headings and bold print, also how to search for key
words and phrases that go with the topic. Students locate information in magazines, newspapers,
encyclopedias, and electronic sources about a focused topic as a whole class. Using shared
writing, the teacher demonstrates how to paraphrase or restate important information using the
students own words. Students can then work in smaller groups, with continued teacher guidance,
to explore and investigate a particular subtopic to develop a graphic organizer (view literacy
strategy descriptions) or web. They then may contribute their ideas to the whole class while
reflecting on how the resources are helpful. Use the Computer Checklist BLM to assess the
students’ use of the computer.
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2nd Grade ELA – Just For You – Theme 3
Activity 74: Focus Lessons (ELA CC Unit 4) (GLEs: 50, 51, 53)
Materials List: reference books, computer access with Internet, notebooks or paper, Computer
Checklist BLM
As a shared and then guided reading activity, students examine a topic of interest or previous
exploration. Students have some prior knowledge about the topic, such as an author study, a
content area study, a real-world issue, a problem, or an issue of genuine doubt. After students
brainstorm questions (view literacy strategy descriptions), the teacher will clarify unclear
questions, combine similar questions, and direct the focus by having students determine one or
two key questions worth investigating. Then students examine broader resources, such as library
and online databases, the Internet, community and government data, interviews, experiments,
surveys, and reference books. Students read and make summary notes, using key words from the
source. The notes can be arranged to form a simple outline, graphic organizer, or web as students
determine if the information supports the investigating questions. With this information students
distinguish important details from minor details. Use the Computer Checklist BLM to assess the
students’ use of the computer.
Alternative Harcourt Activities
These can be found in the back of the Teacher’s Guide.
1. Differentiated Support Activities:
Phonics, pages S78 – S 79
Vocabulary, pages S80-S81
Comprehension, pages S82-S83
2. Decoding, page T105
3. Names of holidays, page T106
4. Vocabulary Word Cards, page T131
5. Home Connection, page T135
6. Cloze Story Strips, page T140
Additional Harcourt Practice Activities
These can be found on the Harcourt Website at www.harcourtschool.com
1. Grade 2: Reading Skills Rocket, Our World -- The Secret Life of Trees – Fact and
Fiction
2. Grade 2: Test Tutor, Our World –The Secret Life of Trees – Following Directions
3. Grade 2: Ideas for Writers – Ideas for Research Reports
4. Grade 2: Writing Detective – Our World -- Report
5. Grade 2: Go For the Gold – Our World – Proper Nouns
6. Grade 2: Homework Helper – Our World – Week 3
2nd Grade ELA – Just For You – Theme 3 – Our World – The Secret Life of Trees 110
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
Read ou, ow, oi,
oy, aw, oo /too/,
1 C Storybook Land Funny Fables
oo /book/, au,
ew, ue
Graphic
51 D Around Town Paint Brigade
organizer
Sources of leaned Words of
53 D Person to Person
Info Wisdom
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 – The Secret Life of Trees 111
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 – The Secret Life of Trees 112