Common Core Standards 2 nd Grade Aubrie Beard, Jaime Nelson, Jill Imsand Chumbley, & Laurell McAlpine
Lesson Plan In Classroom Indian Education For All: 2 nd grade Science Lesson “There is a Season” Understandings Students will understand... the differences in weather of the four seasons. in what month each season begins. Seasonal Rounds of the Salish of Montana.
Students will be able to... name the four seasons. name the months on the European calendar that is used in most schools, and which month each season begins. the seasonal rounds of the Salish and the activities that take place during each Round. Students will know... the seasons of spring, summer, winter, and fall. the months on the European calendar when each season is noted as starting. how some Salish understand what signals the change of seasons. the activities that occur during each season for some Salish people
Speaking and Listening: Flexible communication and collaboration Key feature: skills necessary for formal presentations range of broadly useful oral communication and interpersonal skills. work together express and listen carefully to ideas integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
Receptive Oral Language Aubrie Beard Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 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). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion.
Comprehension and Collaboration Continued… Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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.
Receptive Oral Language Goal Child will participate in collaborative group conversations by asking and answering questions in a way that displays comprehension of the lesson or topic designated by the classroom teacher, in 8 out of 10 conversational turns, from a baseline of 3.
Objective 1 Given an oral presentation of a book excerpt read aloud by the classroom teacher, child will recount information about the reading with 80% accuracy in 3 consecutive opportunities. Activity: Teacher will read aloud a passage explaining the four seasons and in what month each season begins. In either written or oral form, child will answer 10 different questions about the presented information. Next oral reading will be a different topic and different questions. Measured By: correct number of answers
Objective 2 Given an oral presentation from a classroom peer about a topic relevant to the classroom lesson designated by the teacher, child will ask 1 question for the purpose of clarifying comprehension of presented information in 4 out of 5 opportunities. Activity: Students are required to listen to their peers’ 3 - minute oral and visual presentations about the seasonal rounds of the Salish of Montana. Questions are open to the classroom at the end of each presentation. Measured By: out of 5 classmates presenting, within 4 of those presentations will the child ask 1 question
Expressive Oral Language Jill Imsand Chumbley Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Presentation of Knowledge and Ideas Montana Common Core Standards for English Language Arts Content by grade level, November 2011. 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Expressive language goals Goal 1: Child will maintain topic of lesson as designated by the teacher while speaking in the classroom setting from a baseline of 25% to 80% in 10 conversational turns. Objective 1: Child will pick out main theme in lesson given by teacher and give an appropriate 4 word response in reference to that theme in 8/10 opportunities within the classroom.
Poster Presentation Prep ”Presentations are to be short and simple, just share what pictures/activities were included in the poster .” SLP will assist student in preparing oral presentation by having them identify relevant information and concepts presented in poster. Explore reasoning for why they chose that particular picture? Share ideas for descriptive words for pictures chosen for poster. Develop a simple 2 sentence narrative script with each child that focuses on information that is relevant to topic. Measured: By if they are able to present ideas in preparation to class.
Objective 2: Child will maintain conversation between themselves and teacher for 4 consecutive turns taken in 8/10 opportunities within the classroom. Child will after presentation answer 2 simple questions presented by the teacher about their posters content- questions will be on ideas already covered by child with SLP in preparation. For instance, why they chose a certain picture. Measured: By child’s ability to answer teachers simple questions with relevant information.
Receptive Written Language Jaime Nelson Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Reading Standards for Informational Text Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. 2. Identify the main topic of a mult-iparagraph text as well as the focus of specific paragraphs within the text.
Receptive Written Language Goal Goal 1: The child will independently implement comprehension strategies to facilitate understanding when reading short passages in 8/10 opportunities from a baseline of 20%. Objective 1: Child will use pictures and headings to accurately decipher meaning from written text when prompted by the clinician in 8/10 opportunities.
Salish Calendar Activity Teacher will introduce background information on how the Salish tribes used the environment to determine their yearly activities and looked at a year in terms of a seasonal round rather than a written calendar. Students will view copies of a Salish calendar. Students will read the story of the bitterroot on pages 2-3 of Challenge to Survive: History of the Salish Tribes of the Flathead Indian Reservation (provided to all school libraries in MT from OPI)
Support of Objective SLP/teacher will prompt students to activate prior knowledge of seasons, weather, Native American culture, etc. SLP/teacher will prompt students to look to pictures and headings to support understanding of the text. Students will be divided into small groups where they will each ask 1 question related to the reading and answer one question from a peer to demonstrate understanding of details in the text. Measure: Is the student able to ask and answer a question from the reading from memory or by referring to the text for clues. (i.e. pictures, headings, topic sentences etc.)
Receptive Written Language Objective 2 Objective 2: After reading an assigned text, the child will correctly identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text, in 8/10 opportunities from a baseline of 20%. After reading the story of the bitterroot, the students will complete a multiple choice, 5-question handout requiring them to identify the main topic and paragraph topics of the reading. The SLP will support learning by prompting the student to scan topic sentences for clues. Measure: Is the student able to correctly answer the questions on the handout?
Expressive Written Language Laurell McAlpine Montana Common Core Standards for English Language Arts Content by grade level, November 2011. Text Types and Purposes - 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. -Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. -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.
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