GRADE 2 Page | 3
GRADE
2
2018 – 2019 SCHOOL YEAR
The Grade 2 Scope and Sequence document provides an outline of the standards and a recommended teaching order. This document is broken down by quarters and includes three crucial learning criteria:
· student standards that make up one or more learning unit(s)/part(s) of instruction in the grading cycle
· the suggested order for teaching the content and skills on a ten week cycle
· the recommended number of lessons and amount of time for instruction
CHIEF ACADEMIC OFFICES
1111 Superior Avenue, E. Suite 1800
Cleveland OH 44114
Phone: 216.838.0101
Email: [email protected]
GRADE 2
•SCOPE & SEQUENCE GUIDE
•INSTRUCTIONAL PACING GUIDE
Learning in Ohio Resources may be found at:
http://education.ohio.gov/Topics/Learning-in-Ohio
Language Arts
SCOPE & SEQUENCE
1st QUARTER
SUGGESTED
PACING
Unit 1
30-40 DAYS
Lessons
7-10 days
Reading Standards for Literature
Key Ideas and Details
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 Analyze literary text development.
a. Determine the lesson or moral.
b. Retell stories, including fables and folktales from diverse cultures.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
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.
RL.2.6 Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.
Integration of Knowledge and Ideas
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Range of Reading and Level of Text Complexity
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Standards for Informational Text
Key Ideas and Details
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.2.2 Analyze informational text development.
a. Identify the main topic of a multiparagraph text.
b. Identify the focus of specific paragraphs within the text.
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standards for Foundational Skills
Phonics and Word Recognition
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
d Decode words with common prefixes and suffixes.
f Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.
c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards
Text Types and Purposes
W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.3 Write narratives to 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.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening Standards
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners 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 Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).
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.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
Language Standards
Conventions of Standard English
L.2.1a Use collective nouns (e.g., group).*
b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
e Use adjectives and adverbs, and choose between them depending on what is to be modified.
f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
L.2.2a Capitalize holidays, product names, and geographic names.
b Use commas in greetings and closings of letters.
c Use an apostrophe to form contractions and frequently occurring possessives.
d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Knowledge of Language
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Recognize formal and informal uses of English.
b. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender,
skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 1
T 2-95
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What is a perfect pet like?
Target Skill – Sequence of Events
Target Strategy – Infer/Predict
“Henry and Mudge ”
“All in the Family ”
Writing - Narrative Writing: Sentences That Tell a True Story
Focus Trait - Ideas
Grammar - Subjects and Predicates
Spelling - Short vowels a, i
Optional Lesson - LLG pp 186-187
Write About Reading - Your Turn – T41
Narrative Writing - Sentences That Tell a Story– T72-73
Cumulative Performance Assessment - Task 1 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Pet Rabbits ”
“Ben and Sooty ”
“Lucy and Billy ”
“A Pet That Fits ”
“Billy, the Pet Bird ”
Differentiated Comprehension T84-85
Differentiated Vocabulary Strategy T92-93
Options for Reteaching T94-95
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
TE 14-21
ASSESSMENTS
Weekly Test T 74-75, Performance Assessment, Cold Reads, Examview, Assessment App
Spelling T70, Narrative Writing T72-73, Grammar T70-71
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 2
T 97-173
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question- What are some things that families like to do together?
Target Skill – Compare and Contrast
Target Strategy - Question
“My Family ”
“Family Poetry”
Writing – Narrative Writing Friendly Letter
Focus Trait – Voice
Grammar – Simple Sentences
Spelling – Short vowels o, u, e
Optional Lesson: LLG pp 188-189
Write About Reading – T139
Narrative Writing: Friendly Letter– T170-171
Cumulative Performance Assessment – Task 2 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Who is in Your Family?”
“Let’s Make Music!”
“Happy Birthday, Everyone ”
“How to Make a Family Tree ”
“Birthdays Around the World ”
Differentiated Vocabulary Strategies T190-191
Options for Reteaching T192-193
Differentiated Comprehension T182-183
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 110-117
ASSESSMENTS
Weekly Test T 172-173, Performance Assessment, Cold Reads, Examview, Assessment App
Spelling T168 , Narrative Writing T170-171, Grammar T168-169
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 3
T 196-291
PERFORMANCE TASKS
DIFFERENTIATION
Leveled Readers
Essential Question- Why do pets need to be healthy and happy?
Target Skill - Author’s Purpose
Target Strategy – Analyze/Evaluate
“Dogs ”
“ Helping Paws“
Writing: Narrative Writing Sentences that Describe
Focus Trait – Word Choice
Grammar – Types of Sentences
Spelling – Long vowels a, i
Optional Lesson: LLG pp 190-191
Writing About Reading – T237
Narrative Writing – Sentences That Describe- T268-269
Cumulative Performance Assessment – Task 3 of 5
Research and Media Performance Task pp. xxiv - xxv
“Pets at the Vet ”
“Hamsters Make Great Pets ”
“ Caring for Cats”
“Talking with Birds ”
“Cats ”
Differentiated Vocabulary Strategies T288-289
Options for Reteaching T290-291
Differentiated Comprehension T280-281
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T208-215
ASSESSMENTS
Weekly Test T270-271, Performance Assessment, Cold Reads, Examview, Assessment App
Spelling T266, Narrative Writing T268-269, Grammar T267
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 4
T 293-374
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How do good friends act?
Target Skill - Cause and Effect
Target Strategy – Summarize
“Diary of a Spider ”
“A Swallow and a Spider ”
Writing – Narrative Writing: True Story
Focus Trait – Ideas
Grammar – What is a Noun?
Spelling – Long vowels o, u, e
Optional Lesson: LLG pp 192-193
Writing About Reading – T339
Narrative Writing: Personal Story – T370-371
Cumulative Performance Assessment – Task 4 of 5
Research and Media Performance Task pp. xxiv – xxv
Leveled Readers
“Along Came a Spider ”
“Cub Saves the Day ”
“Fly to the Rescue ”
“Ferdinand Saves the Day ”
“Flora the Fly Saves the Spiders ”
Differentiate Comprehension T382-383
Differentiated Vocabulary Strategies T390-391
Options for Reteaching T392-393
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T306-313
ASSESSMENTS
Weekly Test T 372-373, Performance Assessment, Cold Reads, Examview, Assessment App
Spelling T 368, Narrative Writing T 370-371, Grammar T 369
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 5
T396-497
Essential Question – How is a school like a community?
Target Skill – Story Structure
Target Strategy – Visualize
“Teacher’s Pets ”
“See Westburg by Bus!”
Writing – Narrative Writing – True Story
Focus Trait – Sentence Fluency
Grammar – Singular and Plural Nouns
Spelling – Consonant Blends with r, l, s
Optional Lesson – LLG pp 194-195
PERFORMANCE TASKS
Writing About Reading – T441
Narrative Writing: True Story 470-471 – T
Cumulative Performance Assessment – Task 5 of 5
Research and Media Performance Task pp. xxiv - xxv
DIFFERENTIATION
Leveled Readers
“Fun Pets ”
“Caty the Caterpillar ”
“ Foster’s Farm”
“Where is Gus-Gus?”
“Foster’s Famous Farm ”
Differentiated Comprehension T486-487
Differentiated Vocabulary Strategies T494-495
Options for Reteaching T496-497
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
ASSESSMENTS
Benchmark Test, Test Power T476-478 , Weekly Test T472-473, Benchmark Test, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE, Assessment App, Spelling T468 , Grammar T 469, Writing T470-471
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 6
T 1 – 97
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What are animal homes like?
Target Skill – Text and Graphic Features
Target Strategy – Question
“Animals Building Homes”
“Whose Home Is This?”
Writing - Informative Writing: Informational Paragraph
Focus Trait – Ideas
Grammar - More Plural Nouns
Spelling - Common Final Blends nd, ng, nk, nt, ft, xt, mp
Optional Lesson: LLG pp 196 - 197
Write About Reading – T 43
Informative Writing – Informational Paragraph – T 74 - 75
Cumulative Performance Assessment – Task 1 of 5
Research and Media Performance Task pp. xxiv – xxv, T 71
Leveled Readers
“ Amazing Nests”
“A Busy Beaver”
“Busy Bees”
“The Lives of Ants ”
“Bees at Work ”
Differentiated Comprehension T 86 - 87
Differentiated Vocabulary Strategy T94 - 95
Options for Reteaching T 96 - 97
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T14 -21
ASSESSMENTS
Weekly Test T 76 - 77 , Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 72, Informative Writing T 74 - 75, Grammar T 73
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 7
T 99 – 198
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What can you learn from planting a garden?
Target Skill – Conclusions
Target Strategy – Analyze/Evaluate
“The Ugly Vegetables ”
“They Really Are GIANT!”
Writing – Informative Writing: Informational Paragraph
Focus Trait – Organization
Grammar – Proper Nouns
Spelling – Double Consonants and ck
Optional Lesson: LLG pp 198 - 199
Write About Reading – T 145
Informative Writing: Informational Paragraph – T 176 - 177
Cumulative Performance Assessment – Task 2 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“The Three Sisters”
“Grandma’s Surprise”
“The Community Garden ”
“Cross-Country Cousins”
“Luz and the Garden ”
Differentiated Comprehension T 188 - 189
Differentiated Vocabulary Strategy T196 - 197
Options for Reteaching T 198 -199
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T112 - 119
ASSESSMENTS
Weekly Test T178 – 179, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 174, Informative Writing T 176 -177, Grammar T 175
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
1st QUARTER
DIGITAL / PRINT TEXT
Lesson 8
T 201 -297
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can some storms be dangerous?
Target Skill – Main Ideas and Details
Target Strategy – Visualize
“Super Storms”
“Weather Poems”
Writing - Informative Writing: Informational Paragraph
Focus Trait: Word Choice
Grammar - What is a Verb?
Spelling - Consonant Digraphs th, sh, wh, ch, tch
Optional Lesson: LLG pp 200 - 201
Write About Reading – T 243
Informative Writing – Informational Paragraph– T 274 -275
Cumulative Performance Assessment – Task 3 of 5
Research and Media Performance Task pp. xxiv – xxv, p. 271
Leveled Readers
“Let It Rain!”
“A Snowy Day”
“What is in the Wind?”
“Lessons About Lightning”
“The Wind”
Differentiated Comprehension T 286 - 287
Differentiated Vocabulary Strategy T 294 -295
Options for Reteaching T 296 -297
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T214 - 221
ASSESSMENTS
Weekly Test T276 -277, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 272, Informative Writing T 274 -275, Grammar T 273
NOTES:
Language Arts
SCOPE & SEQUENCE
2nd QUARTER
SUGGESTED
PACING
Unit 2
30-40 DAYS
Unit 3
(continues into 3rd Quarter)
Lessons
7-10 Days
Reading Standards for Literature
Key Ideas and Details
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 Analyze literary text development.
a. Determine the lesson or moral.
b. Retell stories, including fables and folktales from diverse cultures.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
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.
Integration of Knowledge and Ideas
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Range of Reading and Level of Text Complexity
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Standards for Informational Text
Key Ideas and Details
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.2.2 Analyze informational text development.
a. Identify the main topic of a multiparagraph text.
b. Identify the focus of specific paragraphs within the text.
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standards for Foundational Skills
Phonics and Word Recognition
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable 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.
f Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.
c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards
Text Types and Purposes
W.2.1 Write opinion pieces that introduce the topic or book being written about, express 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.
W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening Standards
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners 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 Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).
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.
Presentation of Knowledge and Ideas
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)*
Language Standards
Conventions of Standard English
L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
e Use adjectives and adverbs, and choose between them depending on what is to be modified.
f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
L.2.2a Capitalize holidays, product names, and geographic names.
c Use an apostrophe to form contractions and frequently occurring possessives.
e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.*
Vocabulary Acquisition and Use
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 9
T299 -399
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can stories help you learn a lesson?
Target Skill – Understanding Characters
Target Strategy – Summarize
“How Chipmunk Got His Stripes”
“Why Rabbits Have Short Tails”
Writing - Informative Writing: Instructions
Focus Trait – Ideas
Grammar - Verbs in the Present
Spelling - Base Words and Endings –ed, -ing
Optional Lesson: LLG pp 202 - 203
Write About Reading – T 345
Informative Writing – Writing Instructions – T 376 -377
Cumulative Performance Assessment – Task 4 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Native American Folktales”
“Camel’s Hump”
“How Coyote Stole Fire”
“Uncle Rabbit”
“How People Got Fire”
Differentiated Comprehension T 388 -389
Differentiated Vocabulary Strategy T 396 -397
Options for Reteaching T 398 -399
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 312 -319
ASSESSMENTS
Weekly Test T 378 -379, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 374, Informative Writing T 376 -377, Grammar T 375
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 10
T 401 – 501
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What is special about animals that live in the ocean?
Target Skill – Fact and Opinion
Target Strategy – Monitor/Clarify
“Jellies: The Life of a Jellyfish”
“Splash Photograph ”
Writing - Informative Writing: Instructions
Focus Trait – Ideas
Grammar - Verbs: Present, Past, and Future
Spelling - Contractions
Optional Lesson: LLG pp 204 - 205
Write About Reading – T 445
Informative Writing – Instructions – T 474 - 475
Cumulative Performance Assessment – Task 5 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Coral Reefs”
“Animals at the Aquarium”
“Life in Tide Pools”
“Bottlenose Dolphin”
“Tide Pools”
Differentiated Comprehension T 490 - 491
Differentiated Vocabulary Strategy T 498 - 499
Options for Reteaching T 500 - 501
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T414 -421
ASSESSMENTS
Unit Test, Test Power, T 479 -482, Weekly Test T 476 – 477, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 472, Informative Writing T 474 -475, Grammar T 472 - 473
After Unit 2
3 Days
Extended Reading: Poppleton in Winter – Lesson Plans T 504 - 510
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 11
T 1 – 97
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can people and animals help each other?
Target Skill – Conclusions
Target Strategy – Infer/Predict
“Click, Clack, Moo: Cows That Type”
“Talk About Smart Animals!”
Writing - Opinion Writing: Persuasive Letter
Focus Trait – Ideas
Grammar - Compound Sentences
Spelling - Base Words and Endings –s, -es
Optional Lesson: LLG pp 206 - 207
Write About Reading – T 45
Opinion Writing: Persuasive Letter – T 74 - 75
Cumulative Performance Assessment – Task 1 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“From Typewriters to Computers ”
“Zoo Party”
“Pay Attention!”
“E-mails from the Teacher”
“The Smiths and Their Animals”
Differentiated Comprehension T 86 - 87
Differentiated Vocabulary Strategy T 94 - 95
Options for Reteaching T 96 - 97
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 14 -121
ASSESSMENTS
Weekly Test T 76 – 77, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 72, Opinion Writing T 74 - 75, Grammar T 72 - 73
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 12
T 99 – 191
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What are different ways to enjoy music?
Target Skill – Text and Graphic Features
Target Strategy – Question
“Ah, Music!”
“There’s a Hole at the Bottom of the Sea”
Writing - Opinion Writing: Opinion Paragraph
Focus Trait: Voice
Grammar - Expanding/Rearranging Compound Sentences
Spelling - Vowel Digraphs ai, ay
Optional Lesson: LLG pp 208 - 209
Write About Reading – T 139
Opinion Writing: Opinion Paragraph – T 168 - 169
Cumulative Performance Assessment: Task 2 of 5
Research and Media Performance Task pp. xxiv – xxv T 165
Leveled Readers
“Bongos, Maracas, and Xylophones”
“Make Your Own Music!”
“Musical Families”
“Talking Drums ”
“All Kinds of Music ”
Differentiated Comprehension T 180 - 181
Differentiated Vocabulary Strategy T 188 - 189
Options for Reteaching T 190 - 191
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 112 - 119
ASSESSMENTS
Weekly Test T 170 – 171, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 166, Opinion Writing T 168 - 169, Grammar T 166 - 167
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 13
T 193 – 289
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How are some schools different from each other?
Target Skill – Main Ideas and Details
Target Strategy – Analyze/Evaluate
“Schools Around the World ”
“An American School ”
Writing - Opinion Writing: Persuasive Paragraph
Focus Trait – Word Choice
Grammar - Quotation Marks
Spelling - Vowel Digraphs ee, ea
Optional Lesson – LLG pp 210 - 211
Write About Reading – T 237
Opinion Writing: Persuasive Paragraph – T 266 - 267
Cumulative Performance Assessment: Task 3 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“One Room Schools ”
“Guide Dog School ”
“School Long Ago ”
“A School in a Garden ”
“What School Was Like Long Ago ”
Differentiated Comprehension T 278 - 279
Differentiated Vocabulary Strategy T 286 - 287
Options for Reteaching T 288 - 289
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 206 - 213
ASSESSMENTS
Weekly Test T 268 - 269 , Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 264, Opinion Writing T 266 - 267, Grammar T264 - 265
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 14
T 291 – 387
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can you communicate in different ways?
Target Skill – Author’s Purpose
Target Strategy – Summarize
“Helen Keller ”
“Talking Tools ”
Writing - Opinion Writing: Persuasive Essay
Focus Trait – Ideas
Grammar - Using Proper Nouns
Spelling - Long o (o, oa, ow)
Optional Lesson: LLG pp 212 -213
Write About Reading – T 335
Opinion Writing: Persuasive Essay – T 364 - 365
Cumulative Performance Assessment – Task 4 of 5
Research and Media Performance Task pp. xxiv – xxv, pp. 361
Leveled Readers
“Special Tools ”
“Anne Sullivan ”
“Alexander Graham Bell ”
“The Adventures of Erik ”
“Inventor of the Telephone ”
Differentiated Comprehension T 376 -377
Differentiated Vocabulary Strategy T 384 -385
Options for Reteaching T 386 - 387
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 304 - 311
ASSESSMENTS
Weekly Test T366 -367, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 362, Opinion Writing T 364 - 365, Grammar T 362 - 363
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
2nd QUARTER
DIGITAL / PRINT TEXT
Lesson 15
T 389 – 493
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – Why is it important to follow safety rules?
Target Skill – Cause and Effect
Target Strategy – Monitor/Clarify
“ Officer Buckle and Gloria”
“Safety at Home ”
Writing - Opinion Writing: Persuasive Essay
Focus Trait – Organization
Grammar - Abbreviations
Spelling - Compound Words
Optional Lesson – LLG pp 214 - 215
Write About Reading – T 435
Opinion Writing – Persuasive Essay – T 466 - 467
Cumulative Performance Assessment – Task 5 of 5
Research and Media Performance Task p. xxiv -xxv
Leveled Readers
“Police in the Community ”
“Firedog!”
“Good Citizen”
“A Well-Trained Dog ”
“ The Best Student”
Differentiated Comprehension T 482 - 483
Differentiated Vocabulary Strategy T 490 - 491
Options for Reteaching T 492 - 493
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 402 -409
ASSESSMENTS
Benchmark Test, Test Power T 471 -474 , Weekly Test T 468 - 469, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 464, Opinion Writing T 466 - 467, Grammar T 464 - 465
NOTES:
Language Arts
SCOPE & SEQUENCE
3rd QUARTER
SUGGESTED
PACING
Unit 3
(continued from 2nd Quarter)
Unit 4
30-40 DAYS
Unit 5
(continues into 4th Quarter)
Lessons
7-10 Days
Reading Standards for Literature
Key Ideas and Details
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.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated line) 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.
Integration of Knowledge and Ideas
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Range of Reading and Level of Text Complexity
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Standards for Informational Text
Key Ideas and Details
RI.2.2 Analyze informational text development.
a. Identify the main topic of a multiparagraph text.
b. Identify the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standards for Foundational Skills
Phonics and Word Recognition
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
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.
Fluency
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.
c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards
Text Types and Purposes
W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.3 Write narratives to 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.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening Standards
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners 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 Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).
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.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
Language Standards
Conventions of Standard English
L.2.1c Use reflexive pronouns (e.g., myself, ourselves).*
e Use adjectives and adverbs, and choose between them depending on what is to be modified.
f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
L.2.2a Capitalize holidays, product names, and geographic names.
b Use commas in greetings and closings of letters.
d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Vocabulary Acquisition and Use
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 16
T 1 – 98
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can helping others make you feel good?
Target Skill – Story Structure
Target Strategy – Infer/Predict
“Mr. Tanen Tie Trouble ”
“The Jefferson Daily News ”
Writing - Narrative Writing: Story Paragraph
Focus Trait – Ideas
Grammar - Pronouns
Spelling - Base Words and Endings –ed, -ing
Optional Lesson – LLG pp 216 - 217
Write About Reading – T 47
Narrative Writing: Story Paragraph – T 76 - 77
Cumulative Performance Assessment – Task 1 of 5
Research and Media Performance Task pp. xxiv – xxv, T 73
Leveled Readers
“Raising Funds”
“Our Library ”
“The Bake Sale”
“The Town Auction”
“Ms. Hawkins and the Bake Sale”
Differentiated Comprehension T 88 - 89
Differentiated Vocabulary Strategy T 96 - 97
Options for Reteaching T 98 - 99
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 14 - 21
ASSESSMENTS
Weekly Test T 78 – 79, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 74, Narrative Writing T 76 - 77, Grammar T 74 - 75
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 17
T 101 – 199
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – Why is it important to keep trying even if something is difficult to do?
Target Skill – Sequence of Events
Target Strategy – Visualize
“Luke Goes to Bat ”
“ Jackie Robinson”
Writing - Narrative Writing: Story Paragraph
Focus Trait – Voice
Grammar - Subject-Verb Agreement
Spelling - Long I (I, igh, ie, y)
Optional Lesson – LLG pp 218 - 219
Write About Reading – T 147
Narrative Writing: Story Paragraph – T 176 -177
Cumulative Performance Assessment – Task 2 of 5
Research and Media Performance Task pp. xxiv – xxv, T 173
Leveled Readers
“The Brooklyn Dodgers”
“The Winning Hit”
“Take Me Out to the Ballpark”
“The New Field”
“The Summer of Baseball Parks ”
Differentiated Comprehension T 188 - 189
Differentiated Vocabulary Strategy T 196 - 197
Options for Reteaching T 198 - 199
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 114 - 121
ASSESSMENTS
Weekly Test T 178 - 179, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 174, Narrative Writing T 176 - 177, Grammar T 174 - 175
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 18
T 201 – 298
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – Why are reading and writing important?
Target Skill – Understanding Characters
Target Strategy – Analyze/Evaluate
“My Name is Gabriela ”
“Poems About Reading and Writing ”
Writing - Narrative Writing: Descriptive Paragraph
Focus Trait – Word Choice
Grammar - The Verb Be
Spelling - The Long e Sound for y
Optional Lesson – LLG pp 220 - 221
Write About Reading – T 245
Narrative Writing – Descriptive Paragraph – T 276 - 277
Cumulative Performance Assessment – Task 3 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“All About Chile”
“Beatrix Potter”
“The Life of Jack Prelutsky ”
“The Life of Langston Hughes”
“Jack Prelutsky ”
Differentiated Comprehension T 288 - 289
Differentiated Vocabulary Strategy T 296 - 297
Options for Reteaching T 298 - 299
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T214 - 221
ASSESSMENTS
Weekly Test T 278 - 279, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 274, Narrative Writing T 276 - 277, Grammar T 274 - 275
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 19
T 301 – 398
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How are signs helpful?
Target Skill – Text and Graphic Features
Target Strategy – Question
“The Signmaker’s Assistant ”
“ The Trouble with Signs ”
Writing - Narrative Writing: Fictional Story
Focus Trait - Organization
Grammar - Commas in Dates and Places
Spelling - Words with ar
Optional Lesson- LLG pp 222 - 223
Write About Reading – T 347
Narrative Writing- Fictional Story – T 376 - 377
Cumulative Performance Assessment- Task 4 of 5
Research and Performance Task pp. xxiv - xxv
Leveled Readers
“ Signs Are Everywhere”
“Aldo and Abby”
“Finding the Party”
“Too Many Signs!”
“Sam Finds the Party”
Differentiated Comprehension T 388 - 389
Differentiated Vocabulary Strategy T 396 - 397
Options for Reteaching T 398 - 399
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 314 - 319
ASSESSMENTS
Weekly Test T 378 – 379, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 374, Narrative Writing T 376 - 377, Grammar T 374 - 375
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 20
T 401 – 503
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What makes someone a hero?
Target Skill – Compare and Contrast
Target Strategy – Monitor/Clarify
“Dex: The Heart of a Hero”
“Heroes Then and Now ”
Writing - Narrative Writing: Fictional Narrative
Focus Trait- Organization
Grammar - Commas in a Series
Spelling - Words with or, ore
Optional Lesson- LLG pp 224 - 225
Write About Reading – T 447
Narrative Writing- Fictional Narrative – T 476 - 477
Cumulative Performance Assessment- Task 5 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Everyday Hero”
“Two Heroes”
“Superheroes to the Rescue”
“ The Mysterious Superhero”
“ Superheroes Save the Day”
Differentiated Comprehension T 492 - 493
Differentiated Vocabulary Strategy T 500 - 501
Options for Reteaching T 502 - 503
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 414 - 421
ASSESSMENTS
Unit Test, Test Power 482 – 484, Weekly Test T 476 - 477 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 474, Narrative Writing T 476 - 477, Grammar T 474 - 475
After Unit 4
5 Days
Extended Reading: “Where Do Polar Bears Live?” – Lesson Plans T 505 -514
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 21
T 1 – 99
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How do animals care for their young?
Target Skill – Main Ideas and Details
Target Strategy – Infer/Predict
“Penguin Chick ”
“Emperor Penguins ”
Writing - Informative Writing: Problem-Solution Paragraph
Focus Trait - Word Choice
Grammar - What is an Adjective?
Spelling - Words with er
Optional Lesson - LLG pp 226 - 227
Write About Reading – T 45
Informative Writing- Problem-Solution Paragraph – T 76 - 77
Cumulative Performance Assessment - Task 1 of 5
Research and Media Performance Task pp. xxiv – xxv T 73
Leveled Readers
“ Antarctic Animals”
“Penguins”
“Exploring Antarctica”
“McMurdo Station”
“Going to the South Pole”
Differentiated Comprehension T 88 - 89
Differentiated Vocabulary Strategy T 96 - 97
Options for Reteaching T 98 - 99
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 14 - 21
ASSESSMENTS
Weekly Test T 78 - 79 , Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 74, Informative Writing T 76 - 77, Grammar T 74 - 75
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
3rd QUARTER
DIGITAL / PRINT TEXT
Lesson 22
T 101 – 199
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How do friends help each other?
Target Skill – Understanding Characters
Target Strategy – Question
“Gloria Who Might Be My Best Friend”
“How to Make a Kite”
Writing - Informative Writing: Compare and Contrast Paragraph
Focus Trait - Organization
Grammar - Using Adjectives
Spelling - Homophones
Optional Lesson - LLG pp 228 - 229
Write About Reading – T 145
Informative Writing - Compare and Contrast Paragraph – T 176 - 177
Cumulative Performance Assessment - Task 2 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Friendship Rules!”
“The Kite Contest ”
“Every Kind of Wish”
“Sand Castle Contest”
“Elena’s Wish”
Differentiated Comprehension T 188 - 189
Differentiated Vocabulary Strategy T 196 - 197
Options for Reteaching T 198 - 199
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 114 - 121
ASSESSMENTS
Weekly Test T 178 – 179, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 174, Informative Writing T 176 - 177, Grammar T 174 - 175
NOTES:
Language Arts
SCOPE & SEQUENCE
4th QUARTER
SUGGESTED
PACING
Unit 5
(continued from 2nd Quarter)
Unit 6
Optional
(A Review of Units 1-5)
Lessons
7-10 Days
Reading Standards for Literature
Key Ideas and Details
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 Analyze literary text development.
a. Determine the lesson or moral.
b. Retell stories, including fables and folktales from diverse cultures.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
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 be ginning introduces the story and the ending concludes the action.
RL.2.6 Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.
Integration of Knowledge and Ideas
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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.*
Range of Reading and Level of Text Complexity
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Standards for Informational Text
Key Ideas and Details
RI.2.2 Analyze informational text development.
a. Identify the main topic of a multiparagraph text.
b. Identify the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.*
Integration of Knowledge and Ideas
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.*
RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standards for Foundational Skills
Phonics and Word Recognition
RF.2.3b 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.
f Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.2.4a Read grade-level text with purpose and understanding.
b Read grade-level text orally with accuracy, appropriate rate, and expression.
Writing Standards
Text Types and Purposes
W.2.1 Write opinion pieces that introduce the topic or book being written about, express 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.
W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Research to Build and Present Knowledge
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening Standards
Comprehension and Collaboration
SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners 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 Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).
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.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.*
Language Standards
Conventions of Standard English
L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e Use adjectives and adverbs, and choose between them depending on what is to be modified.
f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Knowledge of Language
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Recognize formal and informal uses of English.
b. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).*
e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender,
skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 23
T 201 – 299
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How is art connected to the past?
Target Skill – Conclusions
Target Strategy – Summarize
“The Goat in the Rug ”
“Basket Weaving ”
Writing - Informative Writing: Informational Paragraph
Focus Trait- Word Choice
Grammar - Irregular Verbs
Spelling - Suffixes –y, -ly, -ful
Optional Lesson- LLG pp 230 - 231
Write About Reading – T 245
Informative Writing- Informational Paragraph – T 276 - 277
Cumulative Performance Assessment- Task 3 of 5
Research and Media Performance Task pp. xxiv – xxv, T 273
Leveled Readers
“Weaving”
“From Sheep to Sweater”
“Wool”
“Textiles from Around the World”
“How We Use Wool”
Differentiated Comprehension T 288 - 289
Differentiated Vocabulary Strategy T 296 - 297
Options for Reteaching T 298 - 299
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 214 - 221
ASSESSMENTS
Weekly Test T 278 – 279, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 274, Informative Writing T 276 - 277, Grammar T274 - 275
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 24
T 301 – 399
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – Why are some stories told over and over again?
Target Skill – Cause and Effect
Target Strategy – Visualize
“Half-Chicken ”
“The Lion and the Mouse ”
Writing - Informative Writing: Research Report
Focus Trait: Ideas
Grammar - Irregular Action Verbs
Spelling - Prefixes re-, un-
Optional Lesson: LLG pp 232 - 233
Write About Reading – T 345
Informative Writing - Research Report T 376 - 377
Cumulative Performance Assessment - Task 4 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“ Clever Animals”
“Favorite Fables”
“Coyote and Rabbit”
“Groundhog’s New Home”
“The Trick”
Differentiated Comprehension T 388 - 389
Differentiated Vocabulary Strategy T 396 - 397
Options for Reteaching T 398 - 399
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 314 - 321
ASSESSMENTS
Weekly Test T 378 – 379, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 374, Informative Writing T 376 - 377, Grammar T 374 - 375
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 25
T 401 – 499
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How do plants grow and change?
Target Skill – Text and Graphic Features
Target Strategy – Monitor/Clarify
“From Seed to Plant”
“Super Soil”
Writing - Informative Writing: Research Report
Focus Trait: Voice
Grammar - More Irregular Action Verbs
Spelling - Words with aw, ai, o
Optional Lesson: LLG pp 234 - 235
Write About Reading – T 443
Informative Writing - Research Report – T 472 - 473
Cumulative Performance Assessment - Task 5 of 5
Research and Media Performance Task pp. xxiv --- xxv
Leveled Readers
“Grow a Bean Plant!”
“Plant and Animal Partners”
“The Life Cycle of a Tree”
“Desert Plants”
“How a Tree Grows ”
Differentiated Comprehension T 488 - 489
Differentiated Vocabulary Strategy T 496 - 497
Options for Reteaching T 498 - 499
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 414 - 421
ASSESSMENTS
Benchmark Test, Test Power T 477 – 480, Weekly Test T 474 – 475, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 470, Informative Writing T 472 - 473, Grammar T 470 - 471
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 26
T 1 – 99
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How do some animals change as they grow?
Target Skill – Story Structure
Target Strategy – Infer/Predict
“The Mysterious Tadpole”
“From Eggs to Frogs”
Writing - Opinion Writing: Response Poem
Focus Trait- Word Choice
Grammar - Contractions
Spelling - Words with oo, ew, ue, ou
Optional Lesson - LLG pp 236 - 237
Write About Reading – T 47
Opinion Writing - Response Poem – T 76 - 77
Cumulative Performance Assessment - Task 1 of 5
Research and Media Performance Task xxiv - xxv
Leveled Readers
“The Loch Ness Monster”
“Larry the Singing Chicken”
“Planet Zogo”
“Katy’s Inventions”
“Jason and the Space Creature”
Differentiated Comprehension T 88 - 89
Differentiated Vocabulary Strategy T 96 - 97
Options for Reteaching T 98 - 99
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 14 - 21
ASSESSMENTS
Weekly Test T 78 – 79, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 74, Opinion Writing T 76 - 77, Grammar T 74 - 75
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 27
T 101 – 199
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – How can you learn about animals that lived long ago?
Target Skill – Fact and Opinion
Target Strategy – Question
“The Dog That Dug for Dinosaurs”
“La Brea Tar Pit”
Writing - Opinion Writing: Opinion Paragraph
Focus Trait- Organization
Grammar - What is an Adverb?
Spelling - Words with oo (book)
Optional Lesson - LLG pp 238 - 239
Write About Reading – T 145
Opinion Writing- Opinion Paragraph – T 176 - 177
Cumulative Performance Assessment- Task 2 of 5
Research and Media Performance Task pp. xxiv - xxv, T 173
Leveled Readers
“ Dinosaur Fossils”
“The Mysterious Bone”
“Sue Hendri ckson”
“Sir Hans Sloane”
“Sue Hendrickson: Fossil Hunter”
Differentiated Comprehension T 188 - 189
Differentiated Vocabulary Strategy T 196 - 197
Options for Reteaching T 198 - 199
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 114 - 121
ASSESSMENTS
Weekly Test T 178 - 179 , Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 174, Opinion Writing T 176 - 177, Grammar T 174 - 175
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 28
T 201 – 295
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What can you learn from reading a fairy tale?
Target Skill – Sequence of Events
Target Strategy – Analyze/Evaluate
“Yeh-Shen”
“Cinderella”
Writing - Opinion Writing: Response Paragraph
Focus Trait- Ideas
Grammar - Possessive Nouns
Spelling - Vowel Diphthongs ow, ou
Optional Lesson- LLG pp 240 - 241
Write About Reading 241– T
Opinion Writing: Response Paragraph – T 272 - 273
Cumulative Performance Assessment: Task 3 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Festival Fun in China”
“The Youngest Brother”
“The Three Princes”
“The Shoemaker”
“The King and the Princes”
Differentiated Comprehension T 284 - 285
Differentiated Vocabulary Strategy T 292 - 293
Options for Reteaching T 294 - 295
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 214 - 221
ASSESSMENTS
Weekly Test T 274 – 275, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 270, Opinion Writing T 272 - 273, Grammar T 270 - 271
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 29
T297 – 395
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – What good things happen when people work together?
Target Skill – Understanding Characters
Target Strategy – Summarize
“Two of Everything”
“Stone Soup”
Writing - Opinion Writing: Response Essay
Focus Trait - Ideas
Grammar - Possessive Pronouns
Spelling - Reading Longer Words with Long Vowels a and i
Optional Lesson: LLG pp 242 - 243
Write About Reading – T 341
Opinion Writing: Response Essay – T 372 - 373
Cumulative Performance Assessment - Task 4 of 5
Research and Media Performance Task pp. xxiv – xxv T 369
Leveled Readers
“Take a Trip to China”
“Brer Rabbit at the Well”
“Mouse and Crocodile”
“Wali Dad’s Gifts ”
“The Smart Mouse”
Differentiated Comprehension T 384 - 385
Differentiated Vocabulary Strategy T 392 - 393
Options for Reteaching T 394 - 395
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 310 - 317
ASSESSMENTS
Weekly Test T 374 – 375, Performance Assessment, Cold Reads, Examview, Assessment App,
Spelling T 370, Opinion Writing T 372 - 373, Grammar T 370 - 371
NOTES:
Language Arts
INSTRUCTIONAL ALIGNMENT
4th QUARTER
DIGITAL / PRINT TEXT
Lesson 30
T 397 – 499
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question – Why might a person from long ago still be important today?
Target Skill – Compare and Contrast
Target Strategy – Visualize
“Now & Ben”
“A Model Citizen”
Writing - Opinion Writing: Response Essay
Focus Trait: Word Choice
Grammar - Choose Between Adjectives and Adverbs
Spelling - Reading Longer Words with Long Vowels o and e
Optional Lesson - LLG pp 244 - 245
Write About Reading – T 441
Opinion Writing- Response Essay – T 472 - 473
Cumulative Performance Assessment- Task 5 of 5
Research and Media Performance Task pp. xxiv - xxv
Leveled Readers
“Philadelphia 1756 ”
“Making a Newspaper”
“America’s First Firefighters ”
“From Trails to ighwaysHi Highways”
“Firefighters in America ”
Differentiated Comprehension T 488 - 489
Differentiated Vocabulary Strategy T 496 - 497
Options for Reteaching T 498 - 499
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing – Common Core Handbook
Thinkcentral
Specialized Academic Vocabulary
T 410 - 417
ASSESSMENTS
Unit Test, Test Power T 477 -480, Weekly Test T 474 – 475, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 470, Opinion Writing T 472 - 473, Grammar T 470 - 471
After Unit 6
5 Days
Extended Reading: “Exploring Space Travel” – Lesson Plans T 501 -510