Tws 2 Kcruell

Karisma Cruell
TWS 2
February 4, 2015
TWS 2
Long Range Plan (Nine Weeks)
*The nine weeks will range from February 9, 2015 through April 10, 2015
ELA: Reading- Foundational Skills & Series Reading/ Writing- Writing
about Reading
Main Objective: Students will be able to ask and answer questions, describe parts of a
story and the characters in the story through explanation, writing, and narratives.
Standards that will be addressed:
Reading (*We will actually be finishing up the end of Foundation Skills and going into
Series Reading)
RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Distinguish long and short vowels when reading regularly spelled onesyllable words.
b. Know spelling-sound correspondences for additional common vowel
teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound
correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
RF.2.4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL.2.5: Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5: Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
RI.2.1: Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade
2 topic or subject area.
RL.2.1: Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
Karisma Cruell
TWS 2
February 4, 2015
RL.2.3: Describe how characters in a story respond to major events and

challenges.
RL.2.6: Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.9: Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
SL.2.1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion.
SL.2.2: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SL.2.3: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
SL.2.4: Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
Writing
Common Core Writing Standards
1. Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
3. Write narratives in which they recount a well- elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
8. Recall information from experiences or gather information from provided
sources to answer a question.
Karisma Cruell
TWS 2
February 4, 2015
MATH: Time/Money/Representation/Measurement
Main Objective: Students will be able to explain solve word problems involving money,
tell time using digital and analog clocks, represent data through graphs, and generate
measurement data.
2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and
3 pennies, how many cents do you have?
2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.6: Add up to four two-digit numbers using strategies based on place
value and properties of operations.
2.NBT. 9. Explain why addition and subtraction strategies work, using
place value and the properties of operations.
2.MD.7: Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.1: Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put- together, takeapart, and compare problems using information presented in a bar graph.
2.OA.1: Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
2.OA.2: Fluently add and subtract within 20 using mental strategies. By
the end of Grade 2, know from memory all sums of two one-digit numbers.
2.NBT.6: Add up to four two-digit numbers using strategies based on place
value and properties of operations.
2.MD.9: Generate measurement data by measuring lengths of several objects to
the nearest whole unit, or by making repeated measurements of the same object.
Show the measurements by making a line plot, where the horizontal scale is
marked off in whole-number units.
2.MD.1: Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD.2: Measure the length of an object twice, using length units of
different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
Karisma Cruell
TWS 2
February 4, 2015
SCIENCE: Earth Science

Main Objective: Students will be able to identify various types of weather conditions,
explain those conditions using weather terminology, show examples through
illustrations, and record data from daily weather conditions.
2-3: The student will demonstrate an understanding of daily and seasonal
weather conditions.
2-3.1: Explain the effects of moving air as it interacts with objects.
2-3.2: Recall weather terminology (including temperature, wind direction,
wind speed, and precipitation as rain, snow, sleet, and hail).
2-3.3: Illustrate the weather conditions of different seasons.
2-3.4: Carry out procedures to measure and record daily weather
conditions (including temperature, precipitation amounts, wind speed as
measured on the Beaufort scale, and wind direction as measured with a
windsock or wind vane).
2-3.5: Use pictorial weather symbols to record observable sky conditions.
2-3.6 Identify safety precautions that one should take during severe
weather conditions.
*My unit/formal lessons (used TWS 3) will be titled Weather and will be
under this section of the long-range plan.
SOCIAL STUDIES: Communities
Main Objective: Students will be able to compare and contrast cultural contributions
from various cultural regions.
Standard 2-4: The student will demonstrate an understanding of cultural
contributions made by people from the various regions in the United States.
2-4.1: Recognize the basic elements that make up a cultural region in the
United States, including language, beliefs, customs, art, and literature.
2-4.2: Compare the historic and cultural traditions of various regions in
the United States and recognize the ways that these elements have been
and continue to be passed across generations.
2-4.3: Recognize the cultural contributions of Native American tribal
groups, African Americans, and immigrant groups.
2-4.4: Recall stories and songs that reflect the cultural history of various
regions in the United States, including stories of regional folk figures,
Native American legends, and African American folktales.

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Karisma Cruell

RL.2.3: Describe how characters in a story respond to major events and

SCIENCE: Earth Science

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