Artifact 1: Included is a long term plan for the first marking period for grade 2 students.

The
first marking period consists of nine weeks and forty-one full school days. There are several
additional days where field trips, school incentives and assemblies take away from instructional
time. The first three weeks of the marking period are focused on introducing students to topics
and work that they will find in Grade 2 while also placing a strong focus on policies and
procedures in the classroom. Reading and writing are based upon New Haven Public Schools
curriculum as well as following the Lucy Caulkins reading and writing curriculum, focused on
narrative writing and reading strategies. Phonics is done through the Fundations program for
Grade 2. Math units are developed through the Math in Focus curriculum. Social studies, science
and health are focused in this way due to the science kit provided towards the end of the marking
period, as well as the season. Social studies and health are interspersed weekly in addition to the
science lessons towards the last few weeks but are not the specific focus of that time. For this
marking period, small groups are not yet taking place due to class wide assessments focusing on
reading level, oral reading fluency and phonics knowledge.

Marking Period 1 Long Term Plan for Grade 2

Reading Reading Writing Phonics Math Social
Small Studies/Science/Health
Week Group
Week 1 Introduction to policies/procedures in all subjects. Includes book handling, paper handling, introduction to readers, writers
and math notebook and all materials (5 days)
Week 2 (10 Days) Introduction Assessments Narrative Writing Introduction/Re Chapter 1: Social Emotional Learning:
to Daily 5: Word Work, Begin: Unit Begins: view/Introductio Numbers to Growth Mindset, Goal Setting
Buddy Reading, Read Running Introduction to n to all 1,000: (5 Days)
to self, Work on Records, narrative writing: materials. Reading and
Writing::: Reading DIBELS Prompt writing (blends, writing
Focus: Building (ORF) and about personal digraphs) numbers to
Stamina in Reading, DSA (9 experiences, heart 1,000
Working through weeks-41 maps, Finding
Week 3 Unit 1: Week 1 Place Social Studies: You in the
tricky/unknown words, school days) Inspiration and
(blends, Value--using Community (5 days)
Reading strategies Ideas
digraphs, tricky Base 10 Assessment tools: Me on the
that are for 2nd
words) blocks, Map project, drawing of your
graders
reading, community, identification of
writing CT on a map
numbers in
Week 4 Noticing Author's Unit 1: Week
standard,
Craft: Writing 1/Week 2
expanded
about characters (buddy letters)
and word
and settings,
Using multiple form. Social Studies: You in the
Writing about
strategies at one time Identifying World Now: How things have
problems/solution
(5 days) place value changed.
 s and using and
details. understandi
ng its
meaning.
Week 5 Determining what a Number Science (10 Days): Apples
text is about using Patterns and and Pumpkins: Life cycle of
who/what/when/where Unit 1: Week 2/ greater apples and pumpkins,
and why (4 days) Unit 1 Test than/less comparing and contrasting,
than KWL charts, observing
Week 6 Identifying the problem Unit 2: Week 1
apples and pumpkins,
(3 days) and solution in a text (intro-r-controlle
identification of parts and
(3 days) d vowels)
apples and pumpkins,
reading about harvesting and
growing.
Week 7 Paying Close Attention The writing Unit 2: Week Chapter 1 Science; Butterfly Unit:
to Authors: Bend 3: (7 process (8 Days): 1/Week 2 Test/Data caterpillar parts, life cycle of a
days) drafting, (r-controlled Team butterfly, observing using all
writing,editing, vowels) Test/Chapte of the senses, writing about
publishing. r 2 Pretest animals, identification and
definitions of unit specific
Week 8 Chapter 2:
terminology (metamorphosis,
Beginning
pupa, cocoon, chrysalis)
addition:
Identifying
the concept
of addition,
writing
numbers
according to
Unit 2: Week place value,
2/Week 3 using Base
(glued sounds) 10 to add
Week 9 Reading Performance Writing Unit 2: Week Math
Task: Research Performance 3/Unit 2 Test Performance
Task: Cumulating Task: Place
Assignment Value: I can
featuring a write
personal narrative. numbers in
"Boo!" Story: a all different
time when I afraid forms so I
or nervous. can
demonstrate
my
understandi
ng of Place
Value.
Artifact 2: The following is a reading lesson plan from September 2016 during week four. For
this lesson, students were focusing on figuring out tricky words on their own using context clues.
For this lesson, we went through several words using both a mentor text and sentence strips.
Students drew on using words in the text to help them and a prior strategy of stop and think as
well as sounding out words to help them identify the tricky word they did not know.

Readers Workshop:
Readers Workshop Objective: I can use context clues so that I can figure out tricky words on
my own.

Standards: CCSS.ELA-LITERACY.RF.2.3, CCSS.ELA-LITERACY.RF.2.3.A,

CCSS.ELA-LITERACY.RF.2.3.C, CCSS.ELA-LITERACY.RF.2.3.D, CCSS.ELA-LITERACY.RF.2.3.E,
CCSS.ELA-LITERACY.RF.2.3.F,
CCSS.ELA-LITERACY.RF.2.4, CCSS.ELA-LITERACY.RF.2.4.A. CCSS.ELA-LITERACY.RF.2.4.B,
CCSS.ELA-LITERACY.RF.2.4.C

Opening: Talking about Buddy Reading partners--give each student a buddy reading partner.

Mini Lesson: Now that you are in second grade and you will read harder and longer books,
you're going to find words that are more difficult and longer. We've talked about how we are
growing this year as second graders--you have more responsibility, you can do different things
and you're growing as readers. Our goal is to go from reading little books to real big books!
Being in second grade doesn't just mean that you grow automatically though, you're going to
have to work hard to grow big and strong reading muscles. Sometimes we have to say "I can do
this" and work hard to figure things out. As you read longer and harder books, you're going to
find more words that you might not know or that you have to figure out. We're going to practice
how to read these tricky words without just asking for help. You're going to draw on everything
you know. MODEL using mentor text.

Check for understanding question: Turn and talk for students to discuss what they know about
figuring out tricky words.

Guided Practice: Develop list of tricky word solutions/ideas. Students help to choose one
strategy to help figure out a tricky word that is teacher selected. Teacher reads sentence with
covered up word. Students turn and talk to partner to figure out what the missing word is.
MODEL thinking of how to figure out word using clues like quotation marks, theme, looking at
first few letters then moving on. Read aloud and continue to solve tricky words together.

Independent Practice: Students read focusing on using tricky word solving strategy from lesson
to use while reading independently and with a partner.
Materials Needed: Anchor chart on reading strategies, list of tricky words, anchor chart
paper/markers for developing solutions and ideas, sentence strips, paper to cover sentence.
Artifact 3: The following is a Writers Workshop lesson focusing on always having inspiration
within reach. Students created heart maps to write about things that they loved. Prior to this
lesson, we spoke about what inspiration means and students decorated their notebooks with
inspiration that they found in magazines.

Writers Workshop: Creating a Heart Map

Objective: I will be able to create a heart map so that I have writing inspiration at all times.

Standards: CCSS.ELA-LITERACY.W.2.8
Opening: Define: Inspiration

Mini Lesson: We defined what inspiration means but what do you think it means to be inspired?
As newer writers, it can sometimes be hard to think of things that we want to write about. In fact,
even older and experienced writers often have a hard time coming up with things to write about.
I told you last week that I used to be a journalist. My topics were art and entertainment as well as
lifestyle so I could write about music, tv, movies, health, style--many, many things. Sometimes,
even with all those topics, I wasn't quite sure what I should write or who I should talk to so that I
could make a good article. Today we're going to make a heart map so that we don't run across the
problem of not having anything to write about.

Check for Understanding: What does it mean to have inspiration? What is one thing that
inspires you (on post it for anchor chart).

Guided Practice: Creating a heart map--How we can use a heart map, how to create one and
what the purpose of keeping it with us is.

Independent Practice: Students fill in a heart with topics/people/items that they enjoy or that
have meaning to them.

Materials Needed: anchor chart, post-it notes, cut out hearts, glue, writers notebooks
Artifact 4: The following piece of evidence is a student example from the Heart Map lesson
(Evidence 3). Students were given the paper hearts and asked to write things on them that could
serve as inspiration to them in writing. Students completed this assignment mostly with family
members and pets, but some also included things they enjoyed such as video games, basketball
and riding bikes.
Artifact 5: The following piece of evidence is a lesson plan created for Math Workshop and the
accompanying assessment. The math lessons are based off of the Singapore Math system using
Math in Focus as the curriculum. For the first data cycle, the second and third grade teams are
focusing on place value so a mid-cycle check-in was needed for data team. These cycles and
check-ins are used to help inform instructional practice and changes that need to be made to
increase student achievement. The included assessment is from a student that received a score of
13/16. Students were asked to demonstrate their understanding of the different forms (standard,
expanded, word and Base 10) as well as their knowledge of the different places.

Math Workshop:
Math Workshop Objective: I can use my knowledge of place value so I can complete a
check-in with numbers in standard,expanded, word and Base 10 form.

Standards: CCSS.MATH.CONTENT.2.NBT.A.1, CCSS.MATH.CONTENT.2.NBT.A.1.A,

CCSS.MATH.CONTENT.2.NBT.A.1.B, CCSS.MATH.CONTENT.2.NBT.A.3

Opening: Now that we have spent some time working on place value, today were going to
review and complete a check-in to see how we are doing.

Mini Lesson: Remember Place Value Percy the chart we created to show us different ways of
writing numbers? Today were going to have a chance to show what we know about all those
different forms. Knowing place value really well is important because its the basis for all of the
math you are going to do not only in second grade but all the grades that come next. For todays
check-in, im going to read you the questions and give you the numbers you need to complete the
questions.

Guided and Independent Practice: Students complete place value check-in assessment to show
their understanding of place value.

Materials Needed: Check-in Assessment for each student