Project GLAD Ocean View School District (Oxnard) THIS IS THE ECONOMY

CALIFORNIA ELA STANDARDS - Grade 2 READING I.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading.. 2.0 Reading Comprehensio

Trang 1

Project GLAD Ocean View School District (Oxnard) THIS IS THE ECONOMY

(Level 2) IDEA PAGES

I UNIT THEME – Consumers and Producers

IV CONCEPTS - Grade 2

CALIFORNIA STATE STANDARDS - Grade 2

HISTORY/SOCIAL STUDIES

2.2 Students demonstrate map skills by describing the absolute and relative locations

of people, places, and environments.

2.2.1 Locate on a simple letter-number grid system the specific locations and

geographic features in their neighborhood or community

2.2.2 Label from memory a simple map of the North American continent, including

the countries, oceans, Great Lakes, major rivers, mountain ranges Identify the

essential map elements: title, legend, directional indicator, scale, and date

2.2.3 Locate on a map where their ancestors live(d), telling when their family moved

to the local community, and how and why they made their trip

2.2.4 Compare and contrast basic land use in urban, suburban and rural environments

in California

This is the Economy, Level 2, CA 1

D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010)

Trang 2

2.4 Students understand basic economic concepts and their individual roles in the

economy and demonstrate basic economic reasoning skills.

1 Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water

resources

2 Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services

3 Understand how limits on resources affect production and consumption (what

to produce and consume)

CALIFORNIA ELA STANDARDS - Grade 2

READING

I.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts They apply this knowledge to achieve fluent oral and silent reading

Decoding and Word Recognition

1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel

spellings) when reading

1.2 Apply knowledge of basic syllabication rules when reading (e.g.,

vowel-consonant-vowel = su/per; vowel-consonant-vowel-consonant/consonant-vowel-consonant-vowel = sup/per)

1.3 Decode two-syllable nonsense words and regular multisyllable words

1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.)

1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g.,

fly/ flies, wife/wives)

1.6 Read aloud fluently and accurately and with appropriate intonation and expression

Vocabulary and Concept Development

1.7 Understand and explain common antonyms and synonyms

1.8 Use knowledge of individual words in unknown compound words to predict their

meaning 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing,

-ly).

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources) The selections in

Recommended Literature, Kindergarten Through Grade Twelve illustrate the

quality and complexity of the materials to be read by students In addition to their regular school reading, by grade four, students read one-half million words annually, including a good

representation of grade-level-appropriate narrative and expository text (e.g., classic and

contemporary literature, magazines, newspapers, online information) In grade two, students continue to make progress toward this goal

Trang 3

Structural Features of Informational Materials

2.1 Use titles, tables of contents, and chapter headings to locate information

in expository text

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 State the purpose in reading (i.e., tell what information is sought)

2.4 Ask clarifying questions about essential textual elements of exposition

(e.g., why, what if, how)

2.5 Restate facts and details in the text to clarify and organize ideas

2.6 Recognize cause-and-effect relationships in a text

2.7 Interpret information from diagrams, charts, and graphs 2.8 Follow step written instructions

two-3.0 Literary Response and analysis

Students read and respond to a wide variety of significant works of children’s literature They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters) The selections in Recommended Literature,

Kindergarten Through Grade Twelve illustrate the quality and complexity of the

materials to be read by students

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Compare and contrast plots, settings, and characters presented by different authors

3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact

of, the alternatives 3.3 Compare and contrast different versions of the same stories that reflect different cultures

3.4 Identify the use of rhythm, rhyme, and alliteration in poetry

WRITING

Students write clear and coherent sentences and paragraphs that develop a central idea Their writing shows they consider the audience and purpose Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions)

Organization and Focus

1.1 Group related ideas and maintain a consistent focus

1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas)

Evaluation and Revision

1.4 Revise original drafts to improve sequence and provide more descriptivedetail

2.0 Writing Applications

Students write compositions that describe and explain familiar objects, events, and experiences Student writing demonstrates a command of standard American English and the drafting,

research, and organizational strategies outlined in Writing Standard 1.0

Trang 4

Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

2.1 Write brief narratives based on their experiences: a Move through a logical sequence of events b Describe the setting, characters, objects, and events in detail

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature

1.0 Written and Oral Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level

Sentence Structure

1.1 Distinguish between complete and incomplete sentences

1.2 Recognize and use the correct word order in written sentences

1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said,

who, what, why)

1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend

patterns correctly

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation

Comprehension

1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment) 1.2 Ask for clarification and explanation of stories and ideas 1.3 Paraphrase information that has been shared orally by others

1.4 Give and follow three- and four-step oral directions Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus

1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class)

1.7 Recount experiences in a logical sequence

Trang 5

2.2 Report on a topic with facts and details, drawing from several sources of information.

CALIFORNIA ELD STANDARDS - GRADE 2

LISTENING AND SPEAKING

Beginning Level:

 Answer simple questions with one- to two-word responses

 Respond to simple directions and questions by using physical actions and other means

of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures)

 Begin to speak with a few words or sentences by using a few standard English grammatical forms and sounds (e.g., single words or phrases)

 Use common social greetings and simple repetitive phrases independently (e.g.,

“Thank you,” “You’re welcome”)

 Ask and answer questions by using phrases or simple sentences

 Retell stories by using appropriate gestures, expressions, and illustrative objects

 Begin to be understood when speaking, but usage of standard English

grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he or she]) may be inconsistent

 Orally communicate basic personal needs and desires (e.g., “May I go to the

bathroom?”)

Intermediate:

 Ask and answer instructional questions by using simple sentences

 Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses

 Ask and answer instructional questions with some supporting elements (e.g., “Which part

of the story was the most important?”)

 Participate in social conversations with peers and adults on familiar topics by asking and

answering questions and soliciting information.

Trang 6

 Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules are not followed (e.g., third-person singular, male and female pronouns).

Advanced:

 Demonstrate understanding of most idiomatic expressions (e.g., “Give me a

hand”) by responding to such expressions and using them appropriately

 Negotiate and initiate social conversations by questioning, restating, Delivery of Oral

soliciting information, and paraphrasing the communication of others

• Add, delete, or change target sounds, blend and segment syllable words

• Recognize basic sound/symbol relationship

• Common abbreviations

• Recognize and name upper/lower cases of alphabet

• Recognize that sentences are made of words

• Reads one syllable sight words

• Generates sounds, patterns and blends into words

• Compound words and contractions

• Read common word families

Advanced:

• Decode multisyllabic words

• Applies knowledge of content vocabulary

• Recognizes/uses antonyms and synonyms

• Prefixes and suffixes

Trang 7

READING COMPREHENSION

• Responds physically and non-verbally to show comprehension

• One - two word answers

• Follows two step directions

Early Intermediate:

• Draws and labels to show comprehension

• Sequence and Inference

Intermediate:

• Writes captions

Early Advanced:

• Orally - main idea, factual questions

• Write brief story summary

• Read and use text features - Titles, etc

• Read short poems, identify elements

Advanced:

• Oral or written summary

• Read and respond to a variety of literature

WRITING APPLICATION AND CONVENTIONS

• Copies words Early Intermediate:

• Write short phrases/sentences about a familiar story/poem

• Basic periods, capitals

• Writes sentences using words from walls

Intermediate:

• Writes short narrative

• Produces own story, inconsistent grammar

• Uses writing process

• Writes in content areas

1 Consumers – someone who buys or uses goods and services

2 Income – money received for goods and services

3 Money – what you earn by working and use to buy goods and services, for example coins or special pieces of paper

Trang 8

4 Workers – someone who works for a company or organization; a laborer

5 Harvest – a time when crops are gathered from the fields

6 Producers – a person, company, or country that makes, grows goods, foods, or materials

7 Earn – to get money for the work you do

8 Bank – the company or place where you can keep your money or borrow money

9 Supplies – an amount of something that is available to be used

10 Trucks – a large road vehicle that is used for carrying heavy loads

11 Services – the work that you do for someone or an organization, or a business that provides help or does jobs for people rather than producing things

12 Spend – to use money to buy or pay for things

13 Budget – a plan of how to spend the money that is available

14 Resources – something such as land, minerals, or natural energy that exists in a country or area and can be used in order to increase its wealth or something that can be used to make a job easier

15 Shipping – delivering goods

16 Goods – things that are produced in order to be sold

17 Scarce – when there is not enough of something available

18 Loan - the amount of money you can borrow from a bank

19 Transportation – a system or method for carrying people or goods from one place to another

20 Business - the activity of buying or selling goods and services

21 Marketplace – the business of buying and selling goods in competition with other companies

22 Farm – an area of land used for raising animals or growing food

23 Employment – work that you do to earn money

24 Distribution – the act of supplying goods to stores, companies, etc In a particular area so thatthey can be sold

25 Factory – a building where goods are produced in large quantities

26 Buy – to get something by paying money for it

27 Buyer – someone who is buying or has bought something

28 Borrow – to use something that belongs to someone else and give it back to them later; to use

a banks money and pay it back later

Trang 9

30 Export – to sell and send goods to another country

31 Sell – to give something to someone in exchange for money

32 Seller – a person or company that sells something

33 Interdependence – depending on each other

34 Occupation – job or profession

35 Import – to bring something in to the country from another country in order to be sold

36 Trade – to buy and sell goods and services

37 Economy – the way that money, business and products are organized in a particular country

38 Currency – a type of money a county uses

39 Free enterprise – freedom for companies and people to control their own businesses without being limited much by the government

40 Manufacturing – the process of making goods in factories

VII RESOURCES and MATERIALS

BOOKS - Non-Fiction

A Biography of Levi Strauss: Everyone Wears His Name - Sondra Henry and Emily TaitzChocolate by Hershey: A Story About Milton S Hershey - Betty Burford

Cotton - Millicent E Selsam

Milk: From Cow to Carton - Aliki

The Milk Makers - Gail Gibbons

Dairy Products (Farm to Market Series) - Jason Cooper

Corn is Maize - Aliki

Farming - Gail Gibbons

Ice Cream: The Full Scoop - Gail Gibbons

Levi Strauss and Blue Jeans - Nathan Olson

How Do You Raise a Raisin? - Pam Munoz Ryan

Pioneer Farm: Living on a Farm in the 1880’s

Pasta and Noodles: From Farm to You Series

From Plant to Blue Jeans - L’Hommedieu

From Cow to Ice Cream: From Farm to You Series

Everyone Eats Milk; : From Farm to You Series

Big Book of Cars - DK Publishing

Richard Scarry’s Cars and Trucks from A to Z - Scarry

Dairy Cows: From Farm to You Series

Strawberry: From Farm to You Series

The Car: History of the Automobile - Jonathan Glancey

Farming by Gibbons – Gail Gibbons

Farms Feed the World: From Farm to You Series

Trang 10

The Carrot Seed - Ruth Krauss

Click, Clack, Moo Cows That Type – Doreen Cronin

Strawberry Girl - Lois Lenski

The First Strawberries (Cherokee Legend) – Bruchac

The Hungry Farmer - Michelle Wagner Nechaev

Trang 11

 Realia (Food tasting, ice cream making…)

 Zero Noise Signal

 CCD-Cognitive Content Dictionary with signalword

 Picture File Cards

III GUIDED ORAL PRACTICE

 T-graph and Team points

 Picture File Activities

 Personal Interaction

 Poetry/Chants

 Sentence Patterning Chart

 Numbered Spoons/Heads (cooperative teams)

 Team Tasks

 Process Grid

 Mind Maps

 Exploration Report

Trang 12

A Small Group- anything modeled by the teacher

 Ear to Ear Reading

 Team Tasks

 Flexible Group Reading

o Expert Group

o Struggling and Emergent

o At or Above: Clunkers and Links

o ELD Group Frame

 Listen and Sketch

 Individual Tasks- anything practiced in teams

Trang 13

V EXTENDED ACTIVITIES for INTEGRATION

 Jeopardy or Family Feud

 Team and Student-made Big Books

 Week Evaluation

Trang 14

SAMPLE DAILY LESSON PLAN DAY 1 :

FOCUS/MOTIVATION

• 3 Personal Standards-Super Economist Awards

• Cognitive Content Dictionary with signal word

• World Map – Hershey, PA (Import/Export of Hershey’s Chocolate)

• Pictorial Input – Blue Jeans

• T-graph - team points

• Picture file cards/Exploration Report (consumers)

CLOSURE

• Home/School Connection

• Process all charts

Trang 15

DAY 2 :

• 3 standards and awards

• Process Home School ConnectionCognitive Content Dictionary with signal word

• Review Input Charts with word cards and picture file cards

• Process Poetry/Chants – highlight, sketch, picture file cards

• Home School Connection

Trang 16

SAMPLE DAILY LESSON PLAN

DAY 3 :

• Three Standards/Awards

• Process T-Chart

• Process Home/School Connection Process Chants Highlight and sketch picture file cards

• Review Narrative with word cards and conversation bubbles

GUIDED ORAL PRACTICE

• Sentence Patterning Chart

Trang 17

• 3 standards and awards

• Cognitive Content Dictionary with self-selected vocabulary/stumper word

• Process Home School connection

• Review Narrative with Story Map

GUIDED ORAL PRACTICE

• Strip Book

READING/WRITING

Review Narrative with Story Map

• Team Tasks

o Oral Evaluation of T-Graph

• Clunkers and Links (at or above grade level)

• Coop Strip Paragraph with Struggling & Emergent Reader

• ELD group frame

• Process T-Graph

• Listen and Sketch

• Ear-to-Ear Reading

• Focused Reading with CCD

• Process Inquiry Chart

• Found poetry

CLOSURE

• Poetry

• Team Presentation

• Process all charts

• Home School Connection

Trang 18

•Three standards

• Process Home/School Connection

• Chants

READING/WRITING

• Flexible group reading –

• Coop Strip Paragraph - Struggling/emergent readers

• Process Inquiry Chart

• Framed Letter home

• Evaluate week

• Team Big Books

Trang 19

The Big Book About

the Economy

The economy is very important to our way of life Here are some facts we thought you should know:

like toys, cars, food, and clothing.

are made by hand like paintings.

a building where large quantities of goods are

produced by machines.

Trang 20

others, like a firefighter putting out a fire or a dentist who checks your teeth.

for or consume goods.

marketplace.

where all goods and services are sold.

stores, or even purchasing goods and services on the Internet.

Trang 21

economy.

service

teaching you to play the violin or a person who cuts your hair.

and services

something to eat or wear

because they rely on each other If a producer

makes a good, he cannot sell it without a consumer

or a buyer.

Trang 22

Graphic Organizer – The World of Chocolate

Trang 23

Pictorial Input Chart – Levi Jeans

Trang 24

Narrative Input Chart

Adapted from The Hungry Farmer by Michelle Wagner Nechaev

(copyright permission to reprint from D Aguilar, M Downey, A McCormick, & H Rehm)

The farmer was out of bread “I will go to the store to purchase some with the money that I have earned,” he said

When he arrived at the store he saw that although they had many products, there was no bread

“The truck that usually delivers the bread has not come today so there is no bread to sell to you even though I would like you to spend your money here,” the grocer said

So the farmer decided to go find the truck that transports the bread

But the truck was empty, as the driver had not received his shipment of bread from the bakery

“The bakery was closed, so there was no bread to transport,” the truck driver said

I will go to the bakery,” the farmer said

But when he arrived he saw that there was no bread to purchase and consume

The baker sighed and explained, “There was no flour delivered today so I could not produce

any bread!”

Then I will go to the mill where they grind the wheat to produce the flour,”

the farmer said

But the mill had no flour The baker began to wonder if resources were scarce Would they have to import the flour from another country? But the miller told the farmer there was no grain

from the farm

So the farmer said, “I will go to the farm.”

And guess what, there was no grain at the farm!

“Oh no!” the farmer said “I must do my job, too, or there will be no bread!” It is my

occupation – I am a farmer Others are depending on me so I must use the resources on my land

so I can build my business, make money and help the economy!”

So the famer soon harvested the grain, to supply to the mill The workers at the mill ground the grain into flour and sold it to the baker The baker and his employees baked the bread and prepared it for shipment The truck driver provided the service of delivering the bread to the grocer The grocer stocked the shelves in the store with the fresh bread The farmer arrived back

at the store where he purchased a fresh loaf of bread to take home and share with all of his new

Định dạng
Số trang	49
Dung lượng	10,24 MB