term 1 plan grade 2 subject term 1 contents - al zuhour private...

Al Zuhour Private School مدرسة الزهور الخاصة

Term Plan – Term 2

2019-2020

Grade 2

Subject

Arabic

Islamic

Islamic Special

Social Studies English

Elementary Department

English Grade( 2) –Term Plan ( 2 ) (2019 – 2020)

English

Week 14

Standard Code

2RI.1:-Identify the main topic of a multi-paragraph text as well as

the focus of specific paragraphs within the text.

2W.5:-With guidance and support from adults and peers, focus on

topic and strengthen writing as needed by revising and editing .

Resource Online resources


Reading and writing worshop(p. 230-235)

Graphic organizer and circle maping

Unit Unit 3

Topic TORNADO WRITING

Assessments

English

Week 15

Standard Code

2RI.2:-Identify the main topic of a

multi-paragraph text as well as the

focus of specific paragraphs

within the text.

2RI.6:-Identify the main purpose of a text, including what the author wants to

answer, explain, or describe.

2W.5:-With guidance and support from adults and peers, focus on topic and

strengthen writing as needed by revising and editing .

1L.1h:-USE determiners (e.g. articles, demonstratives)

Resource Reading and writing worshop (P.150-155)

Online resources

Reading and writing worshop(p 492)


Unit Unit 2

Topic Eagles and Eaglets Writing Articles (a, an ,the )

Assessments

English

Week 16

Standard Code 2RL.1:- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2W.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.

1L.1h:-USE determiners (e.g. articles, demonstratives) 2SL.1C:- Ask for clarification and further explanation as needed about the

topics and texts under discussion.

Resource Reading and writing workshop(p.102-107)

Narrative writing Reading and writing workshop(p.493)

Online resources

Unit Unit 2

Topic A visit to the desert Demonstratives ( this, that , these, those ) Writing


Speaking and listening

Assessments

English

Week 17

Standard Code

2RI.3:- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2W.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.

2L.1a:- Create readable documents with legible print .

2L.2c:- Use an apostrophe to form contractions and frequently occurring possessives . 2SL.2:- Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media.

Resource Reading and writing workshop(p.182-187)

Reading and writing workshop(p.503)

Worksheets

Online resources

Unit Unit 3

Topic Magnets work Narrative writing Contractions Speaking and listening

Assessments


English

Week 18

Standard Code 2RI.4:- Determine the meanings of words and phrases in a text relevant to a grade 2 topic or

subject area. 2L.4a :- Use sentence-level context as a clue to the meaning of a word or phrase. 2W.2 :- Write informative/ explanatory texts in which they introduce a topic, use facts

and definitions to develop points, and provide a concluding statement or section . 2SL.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 . 2RF.3f:- Recognize and read grade-appropriate irregularly spelled words .

Resource Reading and writing workshop (p. 276-279)

Worksheets

Online resources

Unit Unit 4

Topic Into the sea Informative writing Listening and speaking

Assessments


English

Week

19

Standard Code

2RI.7:- Explain how specific images (e.g., a diagram showing

how a machine works) contribute to and clarify a text . 2RF.3d:- Decode words with common prefixes and suffixes .

2W.2:- Write informative/ explanatory texts in which they

introduce a topic, use facts and definitions to develop points,

and provide a concluding statement or section .

Resource

Reading and writing workshop(P.247-249)

Your turn (58-148)

Online resources

Unit Unit 3

Topic They have got a beat Prefix Informative writing

Assessments

English

Week 20

Standard Code

2RI.2:- Identify the main topic of a

multi-paragraph text as well as the focus of specific paragraphs


within the text. 2RF.3d:- :- Decode words with common prefixes and suffixes . 2W.7:- Participate in shared research and writing projects .

2W.6:- With guidance and support from adults, use a variety of digital tools

to produce and publish writing, including in collaboration .

Resource Reading and writing workshop(262-265)

YOUR TURN (P.282-78)

Online resources

Unit UNIT 4

Topic Alaska Suffix Writing project

Assessments

English

Week 21


Standard Code

2RI.5 :- Know and use various text features (e.g., captions, bold print,

subheadings, glossaries, indexes, electronic menus, icons) to locate key facts

or information in a text efficiently.

2L.2e :- Consult reference materials , including beginning dictionaries, as

needed to check and correct spelling .

2W.8:- Recall information from experiences or gather information from

provided sources to answer a question . 2RF.4b:- Read on-level text orally with accuracy, appropriate rate, and expression

on successive readings.

Math Al Zuhour Private School

Math Grade( 2 ) –Term Plan ( 2 ) (2019 – 2020)

Lesson /Unit Standard & Code Objectives

4 / 9

5 / 9

NY.2.MD.10 : Organize , represent ,

and interpret data with up to four

categories.

I can make a bar graph , compare data and

solve addition and subtraction

problems using data from a bar graph with

up to 4 categories .

This objective is not

Covered in the book

.

( Copy Book )

NY.2.NBT.1: Understand that the

three digits of a three-digit number

represent amounts of hundreds, tens,

and ones.

I can decompose a three-digit number in

different ways .

5 / 5

Volume 1 p. 323

NY.2.NBT.3 : Read and write

numbers to 1000 using base-ten

numerals, number names, and

expanded form .

I can read and write numbers up to 1,000 using

number names (e.g., two hundred thirty-four)


Volume 2

1 / 11 p. 645/650

2/11 P. 651/656

3/11 P. 657/662

7/11 P. 685/690

8/11 P. 691/696

NY.2.MD.1: Measure the length of

an object rulers, yardsticks, meter

sticks, and measuring tapes.in

standard units by selecting and using

appropriate tools such as

• I can explain how a ruler, yardstick, meter

stick, and measuring tape works.

• I can select and use an appropriate tool to

measure an object.

Volume 2

5/11 P.671/676

10/11 P. 703/708

NY.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.

• I can determine appropriate units of length

(e.g., inches, feet, centimeter, meter) to

measure an object.

• I can measure an object with two different

unit lengths (e.g. inches and feet).

• I can explain how the size of the unit length

affects measurement (b/c inches are smaller

than feet, one will need many more inches to

measure something large).

4/11 P. 665/670

9/11 P. 697/702

NY.2.MD.4: Measure to determine

how much longer one object is than

another, expressing the length

difference in terms of a standard

length unit.

• I can measure the length of an object in a

given unit.

• I can find the difference in length between

two objects in terms of a standard unit.

1/11 P.645/650

2/11 P. 651/656

6/11 P. 677/682

NY.2.MD.5: Use addition and

subtraction within 100 to solve word

problems involving lengths that are

given in the

•I can represent word problems involving length

with physical models and drawings.


7/11 P. 685/ 690

same units,using

equations with a

symbol for the

unknown number to

represent the problem.

• I can write an equation for a word problem

involving length with a symbol for the unknown.

• I can solve word problems involving length.

• I can determine if the solution to a word problem is

reasonable.

4/11 P. 665/670

9/11 P. 697/702

NY.2.MD.4: Measure to determine

how much longer one object is than

another, expressing the length

difference in terms of a standard

length unit.

• I can measure the length of an object in a

given unit.

• I can find the difference in length between

two objects in terms of a standard unit.

Volume 2

11 / 11

P. 709 / 714

NY.2.MD.6: Represent whole

numbers as lengths from 0 on a

number line diagram with equally

spaced points and represent whole-

number sums and differences within

100 on a number line.

• I can create a number line with whole

number intervals (equal spacing).

• I can represent whole numbers on a number

line.

• I can represent a whole number on two

different number lines that have different

endpoints (e.g. place 80 on a number line

that has endpoints of 0 and 100 and 50 and

100).

• I can find sums and differences within 100

using a number line.

Volume 2

7 / 12

P. 778/ 782

NY.2.G.3: Partition circles and rectangles

into two, three, or four equal shares, describe

the shares using the words halves, thirds, half

of, a third of, etc., and describe the whole as

two halves, three thirds, four fourths.

Recognize that equal shares of identical wholes

need not have the same shape.

• I can partition a circle and rectangle into

two, three, or four equal parts.

• I can describe the equal shares with words

(e.g., halves, thirds, fourths).

• I can describe a whole by the number of

equal parts (e.g., two halves make a whole).

• I can explain and give examples to show that

halves, thirds, and fourths of an identical


whole need not be the same shape (e.g., half

of a rectangle can be shown horizontally or

vertically).

Volume 1

1/2 P.107 / 112

2 / 2 P.113/118

3 / 2 P. 119 / 124

4 / 2 P. 127/132

6/5 P. 327 / 332

NY.2.NBT.2 : Count

within 1000; skip

-count by 5s, 10s, and

100s.

• I can count forward and backward by one within 1,000.

• I can skip count by 5s within 1,000 beginning with a

multiple of 5.


non-multiple of 5.


multiple of 10.


non-multiple of 10.


multiple of 100.


non-multiple of 100.

• I can determine if a specific number will be said when

skip counting by a given interval and starting point (i.e.

35 will not be said if one skip counts by 10s starting

with 12; 332 would be said if one skip counts by 10s

starting with 12).

• I can describe patterns when skip counting by 5, 10, or

100.

7 / 5 P. 333/ 338

NY.2.NBT.4 : Compare two three-digit

numbers based on value of the hundreds, tens,

and ones digits, using >, =, and < symbols to

record the results of comparisons.

• I can explain how numbers are compared using

representations including base ten models and number

lines.

• I can estimate and compare numbers to benchmarks

(i.e. 198 is close to and less than 200, 163 is close to and

greater than 150).

• I can explain a process for comparing numbers using

the meaning of place value.

• I can record comparisons using the symbols >, <, and =.

Volume 1

1/1 P. 11/16

NY.2.NBT.5: Demonstrate fluency with

addition and subtraction, within 100, by :

- Flexibly using strategies based on place value

, properties of operations , and/or the

• I can explain addition within 100 using physical tools, hundred

charts, drawings, and number lines.


2/3 P. 171/176

3/3 P. 177/182

4/3 P.185/190

5/3 P.191/196

1/4 P.223/228

3/4 P. 235/ 240

4/4 P. 241/246

5/4 P. 249/254

6/4 P.255/260

7/4 P.261/266

relationship between addition and subtraction

.

- Comparing addition and subtraction

strategies , and explaining why they work .

- Selecting an appropriate strategy in order to

efficiently compute sums and differences.

• I can explain subtraction within 100 using physical tools,

hundred charts, drawings, and number lines.

• I can add within 100 using partial sums when decomposing both

addends.

•I can add within 100 using partial sums when decomposing one

addend.

•I can find the difference of two numbers by counting up or by

counting back.

• I can subtract within 100 using partial differences when

decomposing the subtrahend.

• I can adjust numbers to add or subtract more efficiently.

• I can estimate the sum or difference of an addition or

subtraction problem.

Volume 1 :

5/3 P.191/196

6/3 P. 197/202

NY.2.NBT.6 :

Add up to three two-digit numbers using

strategies based on place value and properties

of operations.

• I can explain addition of up to three two-digit numbers

using physical models, drawings, and number lines.

• I can add up to three two-digit numbers by

decomposing one or more of the addends.

• I can add up to three two-digit numbers by rearranging

the order of the numbers.

• I can add up to three two-digit numbers by adjusting

numbers to add more efficiently.

• I can add up to three two-digit numbers using known

strategies such as using tens or adding multiples of tens.

• I can estimate sums of up to three two-digit numbers

(i.e. 48 + 62 + 54 + 57 is about 200 because each addend

is close to 50 and 50 + 50 + 50 + 50 is 200).

Volume 1

1/6 P. 351/356

2/6 P. 357/362

4/6 P. 371/376

NY.2.NBT.7 :

Add and subtract within 1000, using concrete

models or drawings and strategies based on

place value, properties of operations, and/or

the relationship between addition and

subtraction.

• I can explain addition within 1,000 using physical tools,

hundred charts, drawings, and number lines.

• I can explain subtraction within 1,000 using physical

tools, hundred charts, drawings, and number lines.

• I can add within 1,000 using partial sums when

decomposing both addends.

• I can add within 1,000 using partial sums when

decomposing one addend.


5/6 P. 377 / 382

6/6 P. 383 / 388

7/6 P. 389 / 394

Volume 2

8/6 P. 395/400

1/7 P. 413/418

2/7 P. 419/424

4/7 P. 433/438

5/7 P. 439/444

6/7 P. 445/450

7/7 P. 451/456

8/7 P. 457/ 462

9/7 P.463/468

• I can find the difference of two numbers by counting up

or by counting back.

• I can subtract within 1,000 using partial differences

when decomposing the subtrahend.

• I can adjust numbers to add or subtract more

efficiently.

• I can estimate the sum or difference of an addition or

subtraction problem.

Volume 1

6/5 P.327/332

3/6 P.363/368

3/7 P.425/430

NY.2.NBT.8 :

Mentally add 10 or 100 to a given number

100–900, and mentally subtract 10 or 100 from

a given number 100–900.

• I can mentally add 10 to a given number from 100-900.

• I can mentally subtract 10 from a given number from

100-900.

• I can mentally add 100 to a given number 100-900.

• I can mentally subtract 100 from a given number from

100-900.

Volume 1

1/1 P.11/16

NY.2.NBT.9 :

Explain why addition

• I can use and explain why partial sums and partial

differences works.

• I can use and explain why adjusting works.


5/1 P.35/40

8/1 P. 55/60

12/1 P. 81/86

2/3 P. 171/176

3/3 P. 177 / 182

4/3 P. 185/190

6/3 P.197/202

3/4 P. 235/240

4/4 P. 241/246

5/4 P. 249/254

2/6 P.357/362

4/6 P. 371/376

5/6 P. 377/382

6/6 P. 383/388

Volume 2

2/7 P. 419/424

4/7 P. 433/438

5/7 P. 439/444

6/7 P. 445/450

9/7 P.463/468

and subtraction

strategies work, using place

value and the properties of

operations.

• I can explain addition and subtraction using the

properties of operations (commutative, associative,

identity).

• I can explain why one can subtract by counting back or

adding up.

Science Science Grade( 2 ) –Term Plan ( 2 ) (2019 – 2020)

Lesson /Unit Standard

&Code

Objectives

Unit 1 2-ESS2-3.C


L.3 : Water on Earth

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

I can answer questions about where water found on earth I can explain that water can be found on earth as liquid or water or solid ice.

Unit 4 L.1 : Local Habitats

2-LS4-1.D Make observations of plants and animals to compare the diversity of life in different habitats.

I can compare between plant and animals diversity of life in different habitats. I can describe plants habitats and water habitats and different types of living things in each habitat.

Unit 3 L.1: Slow Changes to Earth’s Landscape

2- ESS1-1.C Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

I can use information through observation to describe that some earth events occur quickly and others slowly I can describe that some results of earth events occur quickly and others occur slowly . I can develop a model based on evidence represent proposed objects or tool.

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