Handwriting: lowercase letters Skydivers (l, k, t, i, j ...

Prescott Unified School District: ELA Curriculum Map

Grade Level: 2nd Unit 1, Week 1: Iris and Walter Lexile: 390 AR: 2.5

Timeline: 1 Week- 1st Quarter

Big Idea: What can we learn from exploring new things?

Essential Question: What can we learn by exploring different communities?

AZCCCRS/ “I Can” Activities Assessments

Foundational Skills: 2.R.F.3 I can successfully decode words. 2.R.F.3.c I can identify and read two syllable words with long vowels. 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.3 I can describe how characters react to events and challenges. 2.R.L.10 I can use reading strategies that will help me understand more difficult texts. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. Language: 2.L.1 I can use standard English grammar for writing and speaking. 2.L.1.f I can write sentences using the correct capitalization and end punctuation. 2L.2.d I can look for and understand patterns of letters and sounds when I spell words. Writing: W.2.5 I can, with guidance and support, focus on a topic and strengthen my writing.

● Segment and blend phonemes to decode

words

● Practice Reading at an appropriate rate

● Comprehension Skill: Character and Setting

● Comprehension Strategy: Predict

● Text vocabulary (investigate, rural, urban,

brittle, creature, decision, underground) and high frequency words (we, there, can, an, your)

● Focus: sentences

● Word Work: short vowels

● Writing (Portland Binder)

○ 1. Why Writers Write ○ 2. Finding Ideas ○ 3. Topic Lists ○ 4. Topic Webs ○ 5. Writing Tools ○ 6. Writing Folder ○ 7. Getting Started

● Handwriting: lowercase letters Skydivers (l, k, t, i, j), Cannon Pops (c, a, d, o, g, q), Two days for each group

● Spelling Test: Short Vowels

● Progress Monitoring

● Fluency - 50-60 wpm

● Units of Study Pre Write Narrative

○ Narrative rubric

● AR Quiz # 44206

Writing Resources: Portland Binder Launch Unit *Ch. 5 in Guide to CC Writer’s workshop Reading Resources: Reading Street Teacher Manual 12a - 41b Realistic Fiction: Iris and Walter Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://drive.google.com/file/d/0B4YZN08qDdqXOTRWeGwtSnNWczQ/view

https://www.youtube.com/watch?v=Yjv_IWrwE6A

http://www.readworks.org/

https://newsela.com/

https://docs.google.com/document/d/108I0evlsIh5jNdwDvojakrQKxJRDldi5hBuqBi-QhhE/edit


Grade Level: 2nd Unit 1, Week 2: Exploring Space Lexile: 390 AR: 3.0

Timeline: 1 Week- Quarter 1


Essential Question: What can we learn by exploring space?


Foundational Skills: 2.R.F.3 I can successfully decode words. 2.R.F.3.c I can identify and read two-syllable words with long vowels. 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression. Informational Text: 2.R.I.2 I can read stories with more than one paragraph and explain the topic or main idea of each paragraph. 2.R.I.6 I understand the main purpose of a text and explain what the author wants to inform, explain, or describe. 2.R.I.9 I can learn information from two texts about the same topic and compare and contrast the most important points. Speaking/Listening: 2.SL.1a I can identify and follow agreed upon rules for discussion. Language: 2.L.1 I can use and write standard English grammar correctly. 2.L.1.f I can identify and write the subject of a sentence. Writing: W.2.5 I can with guidance and support strengthen writing as needed by revising and editing.

● Segment and blend phonemes to decode words.

● Practice reading at an appropriate rate.

● Comprehension Skill: Main Idea and Details

● Comprehension Strategy: Text Structure

● Text vocabulary ( ascend, descend, enormous,

journey, launch, meteorite, orbit, universe) and

high frequency words (which, their, said, if, do)

● Focus: subject of a sentence

● Word Work: long vowels (CVCe)

● Writing:

○ Quiet Environment ○ What to do when Finished ○ Adding and Changing ○ Partner Sharing ○ Word Choice ○ Spelling Tools ○ Let’s Publish ( optional) ○ Let’s Celebrate

● Handwriting: lowercase letters Bouncers

(h, b, r, n, m, p), Skiers (v, w, x, y), Two days for each group

● Spelling Test: Long vowels (CVCe)


● Fluency: 50-60 wpm

● Writing: None

● AR Quiz # 80362

Resources: Portland Binder Launch Unit *Ch. 5 in Guide to CC Writer’s workshop Reading Street Teacher Manual 42a - 67b Informational Text: Exploring Space with an Astronaut Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=bEbFbX-rHpw





Grade Level: 2nd Unit 1, Week 3: Henry and Mudge and the Starry Night - Lexile : 390 AR: 2.4



Essential Questions: 1. What can we learn by exploring nature?


Foundational Skills: 2.R.F.3 e I can identify words with similar patterns that create different sounds. 2.R.F.3.f I can read some irregularly spelled words (rule breakers). 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression Literature: 2.R.L.3 I can describe how characters react to events and challenges. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. Informational Text: 2.R.I.5 I can use text features to locate key information in texts. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL.2 I can identify and describe key ideas and details presented visually or orally. Language: 2.L.4 I can determine the meaning of unknown and multiple-meaning words. 2.L.5 I can understand how words are related by their meanings. 2.L.5.b I can describe how similar verbs have slightly different meanings. I can describe how similar adjectives have slightly different meanings. Writing: W.2.3 I can write narratives and recount a well-elaborated event. W.2.8 I can recall information from experiences in my writing. W.2.5 I can with guidance and support focus on a topic and strengthen my writing.

● Segment and blend phonemes to decode words


● Comprehension Skill: Character and Setting

● Comprehension Strategy: Monitor and Fix Up

● Text vocabulary fascinating, identify, slimy, underneath, galaxy, tranquil, wildlife, detective) and high frequency words (will, each, about, how, up)

● Focus: synonyms and predicate of a sentence

● Word Work:: Consonant Blends

● Writing

1. Discovering Small Moments

2. Capturing Story Ideas

3. Stretching out Small Moments

4. Writing with Detail

● Handwriting: lowercase letters Surfers (s, u, f, e, z) -Two days for each group.

● Work on lower case letter formation fluency - Refer to handwriting speed assessment

● Spelling Test: consonant blends



● AR Quiz # 904604, 19222

Writing Resources: Lucy Calkins: Unit 1, Bend 1, Sessions 1-4 Reading Resources: Reading Street Teacher Manual 68a - 95b Realistic Fiction: Henry and Mudge and the Starry Night Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=2zRABysAuv4





Grade Level: 2nd Unit 1, Week 4: A Walk in the Desert Lexile: 510 AR: 2.8



Essential Question: 1. What can we learn by exploring nature?


Foundational Skills: 2.R.F.3.f I can read some irregularly spelled words (rule breakers). 2.R.F.4 I can read second grade text fluently and show comprehension. I can self correct misunderstood words using context clues. Informational Text: 2.R.I.2 I can read stories with more than one paragraph and explain the topic or main idea of each paragraph 2.R.I.4 I can determine the meanings of words and phrases as they are used in a text. 2.R.I.6 I can understand the main purpose of a text and explain what the author wants to inform, explain, or describe. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL. 4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. Language: 2.L.1 I can write and speak standard English grammar correctly 2.L.2 I can use capital letters, punctuation, and spelling correctly when writing. 2.L.3 I can understand the differences between speaking or writing using informal English and formal English. Writing: W. 2.3 I can write a narrative in which I recount a well-elaborated event or sequence of events. I can write a narrative and include details, actions, thoughts, and feelings. I can write a narrative and use temporal words to signal event order. I can write a narrative and provide a sense of closure.

● Read with appropriate phrasing

● Comprehension Skill: Main Idea and Details


● Text vocabulary (arid, landform, precipitation, discovery, dunes, forbidding, haven, ledge) and high frequency words (out, them, then, she, many)

● Focus: declarative and interrogative sentence

● Word Work:: Inflected endings -s, -ed, -ing

● Writing

5. Crafting Powerful Endings

6. Making Sure Writing Makes Sense

7. Setting Goals - Plans for Writing Time

8. Revising with Intent

● Handwriting:

Double Trouble Letters - Cc, Oo, Ss, Vv, Ww, Xx, Zz

● Spelling Test: inflected endings



● AR Quiz# 904597, no quiz

Writing Resources: Lucy: Unit 1, Bend 1-2, Sessions 5-8 Reading Resources: Reading Street Teacher Manual 96a - 127b Expository Nonfiction: A Walk in the Desert Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=uw2yFf3vn94





Grade Level: 2nd Unit 1, Week 5: The Strongest One - Play Lexile: AR: 2.5



Essential Question:


Foundation Skills: 2.R.F.3 I can decode words successfully. 2.R.F.4.b I can practice oral reading of 2nd grade text with accuracy, appropriate rate, and expression. Literature: 2.R.L.1 I can identify, answer and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.7 I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: 2.S.L. 3 I can ask and answer questions about a presentation 2.S.L. 5 I can create audio recordings of stories or poems and use visuals such as drawings or photographs to draw attention to certain facts or details. Language: 2.L.1 I can use and write standard English grammar correctly. 2.L.1.f I can write, rearrange, and rewrite simple and compound sentences without changing the meaning. Writing: W. 2.3 I can write narratives in which I recount a well-elaborated event including describing actions, thoughts, and feelings. W. 2.5 I can with guidance and support, strengthen writing as needed by revising and editing.

● Read to predict and set a purpose

● Read with appropriate expression and intonation

● Comprehension Skill: Realism and Fantasy


● Text vocabulary (delicate, exhibit. genius, inquire,

resist, satisfaction, stun, sturdy) and high

frequency words (some, so, these, would, other)

● Focus: Imperative and exclamatory sentences

● Word Work:: Consonant Digraphs

● Writing:

9. Writing Moves from a Text

10. Write in Powerful Ways - Mentor Authors’

11. Write in Powerful Ways - 2nd Craft Movie

(ie.clues)

12. Revising in Meaningful Ways

● Handwriting:

Super Similar Letters

Bb,Ff,Hh,Ii,Jj,Kk,Ll,Pp,Tt,Uu,Yy

● Spelling Test: consonant digraphs



● AR Quiz # 904614, no quiz

Writing Resources: Lucy: Unit 1, Bend 2, Sessions 9-12 Reading Resources: Reading Street Teacher Manual 128a - 157b Reader Response/Play: The Strongest One Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=1b9hiBAAHmY&t=7s





Grade Level: 2nd Unit 2, Week 1: Tara and Tiree, Best Friends Lexile: 300 AR: 2.0

Timeline: 1 Week-Quarter 1

Big Idea: How can we work together?

Essential Question: 1. How can we help each other in dangerous situations?


Foundational Skills: 2.R.F.3 I can decode words successfully. 2.R.F. 4 I can read second grade text fluently and show comprehension. I can self correct misunderstood words using context clues. Literature: 2.R.L. 1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L. 5 I can recognize that a story has a beginning, middle, and end. I can describe how the events at the end of a story let me know what happened to the characters Speaking/Listening: 2.S.L.2 I can identify and describe key ideas and details presented visually or orally. 2.S.L. 3 I can ask and answer questions about a presentation. Language: 2.L.1 I can use standard English grammar correctly when writing and speaking. (nouns) CC.2.L.5 I can understand word relationships to solve unfamiliar words. Writing: W.2.3 I can write a narratives in which they recount a well-elaborated event. W. 2.5 I can, with guidance and support, revising and edit my writing. W. 2.7 I can participate in a shared writing project. W. 2.8 I can recall information from experiences in my writing to answer a question.

● Read at an appropriate rate and with accuracy.

● Comprehension Skill: Sequence


● Text vocabulary ( avalanche, blustery, courageous, fast-paced, hazard, instinct, rescue, skittish) and high frequency words (into, has, more, her, two)

● Focus: common nouns

● Word Work: r-controlled ar, or, ore

● Writing:

13. Word Choice 14 .Rereading and Quick Editing 15. Craft moves from Mentor Texts 16 Trying New Craft Move

● Handwriting:

Dangerously Different Letters - Aa, Dd,Ee,Gg,Mm,Nn,Qq,Rr

● Spelling Test: r-controlled ar, or, ore


● Fluency Expectation: 58 – 68 wpm

● AR Quiz # 904610, 65214

Writing Resources: Lucy: Unit 1, Bend 2-3, Sessions 13-16 Reading Resources: Reading Street Teach Manual 162a - 189b Nonfiction: Tara and Tiree, Fearless Friends Additional Resources: Read aloud stories www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/results?search_query=scott+foresman+tara+and+tiree+fearless+friends





Grade Level: 2nd Unit 2, Week 2: Ronald Morgan Goes to Bat Lexile: 200 AR: 1.9



Essential Question: What makes a team?

AZCCRS/ “I Can” Activities Assessments

Foundational Skill: 2.RI.1 I can ask questions to demonstrate understanding of key details. 2.RF.3 I can use my second grade phonics and word analysis skills to decode. Speaking/Listening: 2.S.L.1 I can participate in conversations with many different people, including adults. 2.S.L. 1.a I can identify and follow agreed upon rules for discussion. Language: 2L.2 I can use an apostrophe to make contractions and I can use an apostrophe in possessives. 2L.2a I can capitalize holidays,, product names and geographic names. Writing: W.2.3 Write a narrative in which I recount a well-elaborated event or short sequence of events. W.2.5 I can, with guidance and support from peers, revise and edit my writing. W.2.7 I can participate in writing projects. W.2.8 I can recall information from experiences to answer a question.

● Read with appropriate expression.

● Comprehension Skill: Realism/fantasy

● Comprehension Strategy: Prior Knowledge

● Text vocabulary ( actuate, aloft, compete,

contribute, deserve, mope, recreation, tinker)

and high frequency words (like, him, see, time,

could)

● Focus: proper nouns

● Word Work: contractions n’t, ‘s, ‘ll, ‘m

● Writing:

17. Partner Feedback

18. Editing for Publication

19. Celebration/Publication

● Weekly Test Spelling Test: contractions



● AR Quiz# - 904604, 5538

● Units of Study Post Assessment Narrative

○ Grading rubric

Writing Resources: Lucy: Unit 1, Bend 2-3, Sessions 17-19 Reading Resources: Reading Street Teach Manual 190a - 217b Realistic Fiction: Ronald Morgan Goes to Bat Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://drive.google.com/drive/u/0/folders/0B5eVJgn79LaxSXR5M0Yyd2JUa2c

https://www.youtube.com/watch?v=4xqUas4edCk





Grade Level: 2nd Unit 2, Week 3: Turtle’s Race with Beaver Lexile: 710 AR: 2.7

Timeline: 1 Week - Quarter 2

Big Idea:: How can we work together?

Essential Question: 1. How can we work together to meet people’s needs?


Foundational Skills: 2.R.F.3 I can decode words successfully. 2.R.F. 4.a I can read with purpose and understanding. Literature: Informational Text: 2.R.I. 1 I can ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during, and after I read it. 2.R.I.2 I can read stories with more than paragraph and explain the topic or main idea of each paragraph. 2.R.I.5 I can use text features to locate key information in texts. Speaking/Listening: 2.S.L.1.c I can ask questions when I do not understand. 2.W.3 I can ask and answer questions about a presentation. Language: 2.L.1.b I can identify and correctly use irregular plural nouns. 2.L.2. I can use standard capitalization, punctuation, and spelling correctly. Writing: W.2.1 I can write an opinion piece. W.2.5 I can with guidance and support focus on a topic and strengthen writing as needed.

Read with appropriate fluency that sounds like

natural speech

Comprehension Skill: sequence

Comprehension Strategy: Summarize

Text vocabulary ( coax, conflict, inhabit, ramp,

resolve, serape, startle, vacation) and high

frequency words (no, make, than, first, been)

Focus: singular and plural nouns

Word Work: r-controlled er, ir, ur

Writing:

1 - Writing Letter to Share Ideas about Characters

2 - Energy for Writing by Talking

3 - Develop New Opinions with Pictures

4 - Improve Letters by Retelling Important Parts Handwriting: Maintenance of Manuscript Evaluate children’s handwriting to assess additional handwriting lessons they may need. Consistently integrate handwriting practice into activities such as literacy stations, morning work, independent practice, and homework. Link handwriting instruction through shared reading, shared writing, and independent writing.

● Weekly Test Spelling Test: r-controlled er, ir, ur



● Unit of Study Pre Assessment Opinion

○ Grading rubric

● AR Quiz# 904615, 68295

Writing Resources: Lucy: Unit 3, Bend 1, Sessions 1-4 Reading Resources: Reading Street Teach Manual 218a - 251b Folktales: Turtle Race with Beaver Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://drive.google.com/drive/u/0/folders/0B5eVJgn79LaxOHRWTVdJeldPd0k





Grade Level: 2nd Unit 2, Week 4: The Bremen Town Musicians - Play Lexile: AR: 2.9



Essential Question: 1. Why is it a good idea to work together?


Foundational Skills: 2.R.F.3 I can decode words successfully. 2.R.F. 3.f I can read some irregularly spelled words (rule breakers). Literature: 2.R.L.1 I can identify, answer, and show the key ideas in a text according to who, what, where, when, why, and how. 2.R.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL.6 I can speak in complete sentences. Language: 2.L.1.a I can define and correctly use collective nouns. 2.L.1.b I can identify and correctly use irregular plural nouns. 2.L.2. I can use standard capitalization, punctuation, and spelling correctly. 2.L.6 I can learn and use vocabulary terms that have to do with a topic I’m learning about. Writing: 2.W.3 I can write my opinion and keep my audience in mind, and add add additional parts to strengthen my writing. 2.W.5 I can use a checklist as a guide to review and revise my writing.

● Read with appropriate fluency using letter-sound

knowledge

● Segment and blend words

● Comprehension Skill: Author’s Purpose

● Comprehension Strategy: Story Structure

● Text vocabulary (depend, familiar, insist,

miserable, partnership, solution, struggle, survival)

and high frequency words (its, who, now, people,

my)

● Focus: singular and plural nouns

● Word Work: plurals -s, -es. -ies

● Writing:

5- Keeping Audience in Mind

6 - Using a Checklist to Set Goals

7 - Writing about More than One Part of a Book

● Handwriting: Maintenance of Manuscript Evaluate children’s handwriting to assess additional handwriting lessons they may need. Consistently integrate handwriting practice into activities such as literacy stations, morning work, independent practice, and homework. Link handwriting instruction through shared reading, shared writing, and independent writing.

● Weekly Test Spelling Test: plurals -s, -es, -ies



● AR Quiz # 904612

Writing Resources: Lucy: Unit 3, Bend 1-2, Sessions 5-7 Reading Resources: Reading Street Teach Manual 252a - 281b Fairy Tale/Play: The Bremen Town Musicians Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=9f-l2QBTeD4





Grade Level: 2nd Unit 2, Week 5: A Turkey for Thanksgiving Lexile: 510 AR: 2.6



Essential Question: 1. How can we work together to solve problems?


Foundational Skills: 2.R.F.3.a I can identify the most common (CVC) and long vowel (CVCE and VCE) patterns. 2.R.F. 3.c I can identify and read two syllable words with long vowels. 2.R.F.3.f I can read some irregularly spelled words Literature: 2.R.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L.9 I can compare and contrast two or more versions of the same story by different authors and cultures. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL.3 I can ask and answer questions about a presentation. Language: 2.L.2 I can use standard capitalization, punctuation, and spelling correctly. CC.2.L.2.c I can correctly use apostrophes to form contractions and to show possession. Writing: W.2.1 I can supply multiple reasons that support my opinion in writing. W.2.5 I can strengthen writing as needed by using capital letters.

● Read with appropriate accuracy

● use word analysis skills to decode words

● Comprehension Skill: Draw Conclusions

● Comprehension Strategy: Visualize

● Text vocabulary ( banquet, decorate, dine, flare,

glimmer, holiday, participate, whispery) and high

frequency words (made, over, did, down, only)

● Focus: possessive nouns

● Word Work: long a - a, ai, ay

● Writing:

8 - Reading Closely to Generate More Writing

9 - Gathering More Evidence to Support

10 - Capital Letters


Spelling test: long a - a, ai, ay

Progress Monitoring

Fluency Expectation: 58 – 68 wpm

AR Quiz #: 904596, 6096

Writing Resources: Lucy: Unit 3, Bend 2, Sessions 8-10 Reading Resources: Reading Street Teach Manual 282a - 311b Animal Fantasy: Turkey for Thanksgiving Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 3, Week 1: Pearl and Wagner: Two Friends Lexile: 340 AR: 2.3



Essential Question: 1. Where do creative ideas come from?


Foundational Skills: 2.R.F.3.a I can identify the most common short (CVC) and long vowel (CVCE and VCE) patterns. 2.R.F.3.b I can correctly pronounce vowel teams. Literature: 2.R.L.5 I can recognize that a story has a beginning , middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. Informational Text: 2.R.I.6 I can understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. Language: 2.L.1 I can use standard English grammar and usage correctly when writing or speaking. Writing: W.2.1 I can write an opinion piece in which I introduce the book I am writing about, state my opinion, and supply reasons to support my opinion. W.2.5 I can strengthen my writing as needed by citing evidence and using quotes. W.2.6 I can publish my opinion writing using a variety of digital tools, and collaborate with my peers.

● Read at an appropriate rate

● use word analysis skills to decode words



● Text vocabulary ( construct, contraption,

daydream, foolproof, project, scrap, sidekick,

unique) and high frequency words (way, find, use,

may, water)

● Focus: verbs

●

● Word Work: long e - e, ee, ea, y

● Writing:

11 - Publishing Our Opinions

12 - Choosing a Topic for Opinion Writing

13 - Citing Evidence by Using Quotes


● Spelling Test: long e - e, ee, ea, y



● AR Quiz # 911590, 68290

Writing Resources: Lucy: Unit 3, Bend 2-3, Sessions 11-13 Reading Resources: Reading Street Teach Manual 316a - 343b Animal Fantasy: Pearl and Wagner: Two Friends Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=IP2L0MfRqak





Grade Level: 2nd Unit 3, Week 2: Dear Juno Lexile: 660 AR: 3.1, 3.4


Big Idea: What does it mean to be creative?

Essential Question: 1. In what creative ways do we communicate?


Foundational Skills: 2.R.F.3.b I can correctly pronounce vowel teams. 2.R.F.3.e I can identify words with similar patterns that create different sounds (bead/head, doll/roll, hint/pint). 2.R.F.4.b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.3 I can describe how characters react to events and challenges from a variety of genres. Informational Text: 2.R.I.5 I can use text features (captions, bold print, subheadings, glossaries, indexes, menus, and graphics) to locate key information in texts. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. Language: 2.L.1 I can use standard English grammar and usage correctly when writing or speaking. 2.L.2.b I can correctly use commas in greetings and closings of letters. Writing: 2.W.3 I can write stories in the correct order using words like before, during, and after and create an ending for my story. I can describe actions, thoughts, and feelings in my story. 2.W.5 I can write more than one draft with the help of my teachers and classmates by editing and revising.

● Read with accuracy and at an appropriate rate

● Use common vowel patterns to decode words



● Text vocabulary (correspond, cove, deaf,

footprint, imitate, postage, sign language,

transport) and high frequency words (long,

little, very, after, words)

● Focus: verbs with singular and plural nouns

● Word Work: long o - o, oa, ow

● Writing:

14 - Writing Comparisons

15 - Mid-sentence Punctuation

16 - Writing Intros and Conclusions


● Spelling Test: long o - o, oa, ow



● AR Quiz # - 904602, 2125

Writing Resources: Lucy: Unit 3, Bend 3, Sessions 14-16 Reading Resources: Reading Street Teach Manual 344a - 371b Realistic Fiction: Dear Juno Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=HVBjcmw6qec





Grade Level: 2nd Unit 3, Week 3: Anansi Goes Fishing Lexile: 420 AR: 2.3



Essential Question: 1. How can creative thinking solve a problem?


Foundational Skills: 2.R.F.3.f I can read some irregularly spelled words (rule breakers). 2.R.F.4.b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.R.L.6 I can recognize that different characters have different points of view and different voices. I can show different points of view by changing my voice when I read dialogue for each character aloud. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. Language: 2.L.1 I can use standard English grammar and usage correctly when writing or speaking. 2.L.4.d I can predict the meaning of compound words by looking for words I know within them. Writing: 2.W.3 I can write stories in the correct order using words like before, during, and after and create an ending for my story. I can describe actions, thoughts, and feelings in my story. 2.W.8 I can answer questions using information recalled or gathered.

● Read with expression

● practice reading at an appropriate rate

● Comprehension Skill: Cause and Effect


● Text vocabulary (boast, consume, contentment,

cure, gloat, incident, prey, shrewd, snicker) and

high frequency words (called, just, where, most,

know)

● Focus: verbs for past, present and future; abc

order

● Word Work: Compound Words

● Writing:

17 - Using a Checklist to Evaluate Own Writing 18

- Achieving than Setting Writing Goals

19 - Publish and Celebration

● Handwriting: Maintenance of Manuscript

Evaluate children’s handwriting to assess additional handwriting lessons they may need. Consistently integrate handwriting practice into activities such as literacy stations, morning work, independent practice, and homework. Link handwriting instruction through shared reading, shared writing, and independent writing.

● Spelling Test: Compound Words



● AR Quiz # - 904599, 10216

Writing Resources: Lucy: Unit 3, Bend 3, Sessions 17-19 Reading Resources: Reading Street Teach Manual 372a - 401b Folktales: Anansi Goes Fishing Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=uhu7JIMZ-uE





Grade Level: 2nd Unit 3, Week 4: Rosa and Blanca Lexile: 620 AR: 2.7, 3.2



Essential Question: 1. When does a creative idea lead to a surprise?


Foundational Skills: 2.R.F.3.b I can correctly pronounce common vowel teams. 2.R.F.4. I can read second grade text fluently and show comprehension. Literature: 2.R.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL. 4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. Language: 2.L.1 I can use standard English grammar and usage correctly when writing or speaking. 2.L.4.d I can predict the meaning of compound words by looking for words I know within them. Writing: W.2.2 I can write an informative text in which I introduce a topic, use facts, and provide a concluding statement. W.2.5 I can focus on a topic in a science lab book. W2.7 I can participate in shared research and record science observations. W.2.8 I can gather information from provided sources to add to my writing.

● Read with appropriate phrasing

● Decode words

● Practice reading at an fluent rate

● Comprehension Skill: Theme and Plot


● Text vocabulary (abundant, assist, beam, dismay,

efficient, forever, generous, situation) and high

frequency words (get, through, back, much, go)

● Focus: verbs (future tense)

● Word Work: long i - i, ie, igh, y

● Writing:

1. Writing about science p2

2. Procedural writing p12

3. Scientific writing process p20

4. Share scientific ideas p29

5. Using other sources p36


● Spelling Test: long i - i, ie,igh, y



● AR Quiz # - 904608, 21292

Writing Resources: Start Informative Lucy: Unit 2, Bend 1, Sessions 1-5 Reading Resources: Reading Street Teach Manual 402a - 425b Realistic Fiction: Rosa and Blanca Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=NsadwBJuPB8





Grade Level: 2nd Unit 3, Week 5: A Weed is a Flower Lexile: 710 AR# 4.2



Essential Question: 1. Where do creative ideas come from?


Foundational Skills: 2.R.F.3. I can use second grade phonics and word analysis skills to decode words. 2.R.F.4.b I can read second grade text with accuracy, appropriate rate, and expression. Informational Text: 2.R.I.1 I can ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during, and after I read it. 2.R.I.6 I can understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe. 2.R.I.7 I can study and explain how the pictures in a text are helpful in learning more about a topic. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. Language: 2.L.1.d I can identify common irregular verbs and use them correctly in the past tense (like sat, hid, told). 2.L.5.b I can describe how similar verbs like toss, throw, and hurl have slightly different meanings. Writing: W.2.2 I can write a science lab book in which I introduce a topic, use facts and definitions to develop points. W.2.5 I can, with support from peers and self assessment, strengthen my writing by revising and editing. W.2.6 I can, with guidance and support, publish a science lab book. W.2.7 I can participate in shared research and writing projects. W.2.8 I can recall information from experiences and gather information to answer a question.

● Read with expression and intonation

● Read with fluency



● Text vocabulary ( accomplish, excel, opportunity,

original, process, research,scientist, unusual) and

high frequency words (good, new, write, our, me)

● Focus: am, is, are, was, were; summarizing

information

● Word Work: comparative endings

● Writing:

6. Self assessment p44

7. Scientific writing p52

8.Using tables/charts/graphs p62


● Spelling Test: comparative endings



● AR Quiz # 904598, 29786

Writing Resources: Informative Lucy: Unit 2, Bend 1 and 2, Sessions 6-8 Reading Resources: Reading Street Teach Manual 426a - 461e Biography: A Weed is a Flower Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=-Wn-ImNCqns





Grade Level: 2nd Unit 4, Week 1: The Quilt Story Lexile: 430 AR: 2.6

Timeline: 1 Week - 3rd Quarter

Big Idea: How do things change? How do they stay the same?

Essential Question: 1. How can familiar things help us with changes?


Foundational Skills: 2.R.F.3 I can use second grade phonics and word analysis skills to decode words. 2.R.F.4.b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.L.1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.R.L.3 I can describe how characters react to events and challenges from a variety of genres. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL.2 I can identify and describe key ideas presented visually or orally. Language: 2.L.5.b I can describe how similar adjectives like thin, slender, and scrawny have slightly different meanings. 2.L.6 I can explain, give examples, and use adjectives and adverbs when describing something. Writing: W.2.2 I can write an explanatory texts in a science lab book with a new experiment. W.2.5 I can, with guidance and support from peers, strengthen my lab book as needed by using domain specific language. W.2.7 I can participate in shared research and writing projects to create a science lab book. W.2.8 I can gather information from my experiment to use in my writing.


● Comprehension Skill: Compare and Contrast


● Text vocabulary (concentration, frown, homeland,

patient, preserve, represent, tough, valuable) and

high frequency words (man, too, any, day, same)

● Focus: adjectives and our senses

● Word Work: syllables C + le

● Writing:

9. Comparing results p66

10. Generate new experiments p73

11. Domain specific language p79

● Handwriting - Introduction lowercase cursive

letters (Cursive Writing Made Easy & Fun)

○ Introductory Activities 1, 2, 3, 4

● Spelling Test: Syllables C + le


● Fluency Expectation: 74 - 84 wpm

● AR Quiz # 904633, 18406

Writing Resources: Informative Lucy: Unit 2, Bend 2, Sessions 9-11 Reading Resources: Reading Street Teach Manual 12a - 41c Realistic Fiction: The Quilt Story Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 4, Week 2: Life cycle of a Pumpkin Lexile: 640 AR: 3.4



Essential Question: 1. How do plants change over time?


Foundational Skills: CC.2.R.F.3 .b I can correctly pronounce common vowel teams. CC.2.R.F.4.b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: CC.2.R.L.4 I can define and describe how words and phrases supply rhythm and meaning in a story, poem, or song. Informational Text: CC.2.R.I.2 I can read stories with more than one paragraph and explain the topic or main idea of each paragraph. CC.2.R.I.6 I can understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe. Speaking/Listening: CC.2.SL.1 I can participate in conversations with many different people, including adults. CC.2.SL. 3 I can ask and answer questions about a presentation. Language: CC.2.L.5 I can understand how words are related. CC.2.L.5.b I can describe how similar adjectives like thin, slender, and scrawny have slightly different meanings. Writing: W.2.2 I can write informative and explanatory text in a science lab book format. W.2.5 I can, with guidance and support from adults and peers, focus on a topic and strengthen my writing as needed by revising and editing.

● Read fluently with accuracy

● Comprehension Skill: Fact and Opinion

● Comprehension Strategy: Ask Questions

● Text vocabulary (adapt, ancient,

annual,bury,massive, nutrients, sprout,

undisturbed and high frequency words (right, look,

think, also, around)

● Focus: adjectives for number, size and shape;

antonyms

● Word Work: Vowels oo, u

● Writing:

12. Information books p88

13. Drafting p94

● Handwriting (Cursive Writing Made Easy &

Fun) Introductory Activities 1, 2, 3, 4

● Spelling Test: Vowels oo, u



● AR Quiz # 904629, 60927

Writing Resources: Informative Lucy: Unit 2, Bend 3, Sessions 12-13 Reading Resources: Reading Street Teach Manual 42a - 65c Expository Nonfiction: Life Cycle of a Pumpkin Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=9xc71punaV8





Grade Level: 2nd Unit 4, Week 3: Frogs Lexile: 640 AR: 3.5



Essential Question: 1. What changes occur under the ground?


Foundational Skills: 2.R.F.3 .b I can correctly pronounce common vowel teams. 2.R.F.3.d. I can identify and read words with common prefixes and suffixes. Informational Text: 2.R.I.1 I can ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during, and after I read it. 2.R.I.5 I can use text features (captions, bold print, subheadings, glossaries, indexes, menus, and graphics) to locate key information in texts. 2.R.I.10 I can use reading strategies like asking questions, making questions, visualizing, rereading, or graphic organizers that will help me understand difficult texts. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL. 5 I can create audio recordings of stories or poems and use visuals such as drawings or photographs to draw attention to certain facts or details. Language: 2.L.5.b I can describe how similar adjectives like thin, slender, and scrawny have slightly different meanings. 2.L.6 I can learn and use vocabulary terms that have to do with a topic I’m learning about. I can explain, give examples, and use adjectives and adverbs when describing something. Writing: 2.W.2 I can select a topic, identify facts and definitions to write about the topic, and use a concluding statement. 2.W.8 I can answer questions using information recalled or gathered.

● Practice reading fluently with appropriate phrasing


● Comprehension Strategy: Graphic Organizers

● Text vocabulary (appearance, canopy, forage,

forepaw, pursue, restless,stage,transform) and

high frequency words (another, came, come, work,

three)

● Focus: adjectives that compare

● Word Work: Diphthong ou, ow

● Writing:

14. Integrating scientific info p102

15. Using comparison p108

16. Special strategies p115

17. Addressing an audience p121

● Handwriting

○ Mountain Climbers Letters

■ i and t pg. 28

● Spelling Test: Diphthongs ou, ow



● AR Quiz 10166

Writing Resources: Informative Lucy: Unit 2, Bend 3, Sessions 14-17 Reading Resources: Reading Street Teach Manual 66a - 95c Expository Nonfiction: Frogs Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 4, Week 4: I Like Where I Am Poem Lexile: AR: 2.7, 2.9



Essential Question: 1. Why are some changes difficult?


Foundational Skills: 2.R.F.3 .c I can identify and read two syllable words with long vowels. 2.R.F.4.c I can self-correct misunderstood words using context clues. ory to help describe the characters Informational Text: 2RI.1 I can ask and answer questions about the text I am reading. 2RI.2 I can identify the main topic of a text as well as the focus of specific paragraphs in the story. 2RI.3 I can describe the scientific topics in the text. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. Language: 2.L.1.e I can use adjectives and adverbs correctly. 2.L.6 I can learn and use vocabulary terms that have to do with a topic I’m learning about. I can explain, give examples, and use adjectives and adverbs when describing something. Writing: 2.W.2 I can select a topic, identify facts and definitions to write about the topic, and use a concluding statement. W.2.5 W.2.5 I can, with guidance and support from adults and peers, focus on a topic and strengthen my writing as needed by revising and editing. W.2.6 I can, with guidance and support from my teacher, publish my writing.

● Read fluently with expression.

● Decode words using vowel sounds and syllables.

● Practice reading at an appropriate rate

● Comprehension Skill: Theme and Plot

● Comprehension Strategy: Summarize

● Text vocabulary (accent, adjust, foreign, forlorn,

landmark, quiver, tease, unexpected) and high

frequency words (must, because, does, part,

even)

● Focus: Adverbs that tell when and where

● Word Work: Diphthongs oi, oy

● Writing:

● 18. Editing p125

● 19. Science exhibition p133

● Handwriting

○ Mountain Climbers Letters

■ u, w, e pg.29

● Spelling Test



● AR Quiz # - 904626, 77912

● Units of Study Post Assessment Informative

○ rubric

Writing Resources: Informative Lucy: Unit 2, Bend 3, Sessions 18-19 Reading Resources: Reading Street Teach Manual 96a - 123c Narrative Poetry: I Like Where I am Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://drive.google.com/file/d/0B4YZN08qDdqXdlo2dEdxaDdCdE0/view

https://www.youtube.com/watch?v=4KDvF6Sf_tU





Grade Level: 2nd Unit 4, Week 5: Helen Keller and the Big Storm Lexile: 520 RL: 2.7



Essential Question: 1. How do changes in the weather affect us?


Foundational Skills: 2.R.F.3 .b I can correctly pronounce common vowel teams. 2.R.F.4.b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.L.2 I can retell stories to others, including fables and folktales from cultures other than my own. I can determine the central message, lesson, or moral of a story, fable, or folktale. 2.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L 7I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: 2.SL.1 I can participate in conversations with many different people, including adults. 2.SL.4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. Language: 2.L.1.e I can use adjectives and adverbs correctly. 2.L.6 I can learn and use vocabulary terms that have to do with a topic I’m learning about. I can explain, give examples, and use adjectives and adverbs when describing something. Writing: W.2.8 I can recall information from experiences or gather information from provided sources to answer questions. W.2.3 I can write narratives recounting a well-elaborated event or short sequence of events including details to describe actions, thoughts, and feeling, use temporal words to signal event order, and provide a sense of closure.

● Read fluently with appropriate expression and

intonation.




● Text vocabulary ( breeze, condition,

funnel,predict,sparkle, swirl, terrifying, whip)

● and high frequency words (place, well, such, here,

take)

● Focus: Adverbs that tell How

● Word Work: Vowels oo, ue, ew, ei

● Writing:

1. Seeing with Poet’s Eyes

2. Listening for Line Breaks

3. Putting Powerful Thoughts in Tiny Packages

● Handwriting

○ Mountain Climbers

■ l , b pg.30

● Spelling Test: Vowels oo, ue, ew, ei



● AR Quiz # - 904623, 61517

Writing Resources: Poetry Lucy: Unit 4, Bend 1, Sessions 1-3 Reading Resources: Reading Street Teach Manual 124a - 151f Narrative Nonfiction: Hellen Keller and the Big Storm Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 5, Week 1: Firefighter Lexile: 410 AR: 2.2


Big Idea: What does it mean to be responsible?

Essential Question: 1. Why should we be responsible for doing a good job?


Foundational Skills: 2.R.F.3.d I can identify and read words with common prefixes and suffixes. 2.R.F.4 I can read second grade text fluently and show comprehension. Informational Text: 2.R.I.1 I can ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during, and after I read it. 2.R.I.6 I can use reading comprehension skills to identify cause and effect and fact and opinion to better understand what I am reading. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.3 I can ask and answer questions about a presentation. Language: 2.L.1 I can correctly use the conventions of standard English grammar and usage when writing or speaking. 2.L.4.a I can determine the meaning of a word or phrase by looking for clues in a sentence. Writing: W.2.3 I can write narratives recounting a well-elaborated event or short sequence of events including details to describe actions, thoughts, and feeling, use temporal words to signal event order, and provide a sense of closure. W.2.5 I can with guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

● Read with accuracy

● Comprehension Skill: Main Idea and Supporting

Details


● Text vocabulary (caretaker, community,

instrument, lug, operation, responsible,supplies,

teamwork) and high frequency words (why, help,

put, different, away)

● Focus: Nouns and pronouns (he, she, it, we, you,

they)

● Word Work: Suffixes -ly, -ful, -er, -or

● Writing:

4. Poets Find Poems

5. Editing Poetry

6. Searching for Precise Words

● Handwriting

○ Mountain Climbers

■ h, k pg.31

● Spelling Test: Suffixes -ly, -ful, -er, -or



● AR Quiz # - 24915

Writing Resources: Poetry Lucy: Unit 4, Bend 1 and 2, Sessions 4-6 Reading Resources: Reading Street Teach Manual 124a - 151f Narrative Nonfiction: Firefighters Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=LaMP7-Wp0H8





Grade Level: 2nd Unit 5, Week 2: One Dark Night Lexile: 620 AR: 2.5



Essential Question: What does it mean to be responsible?


Foundational Skills: 2.R.F.3.d I can identify and read words with common prefixes and suffixes. 2.R.F.4 .b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.7 I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice Language: 2.L.4 I can determine the meaning of unknown and multiple-meaning words and phrases in second grade texts. 2.L.4.a I can determine the meaning of a word or phrase by looking for clues in a sentence. 2.L.4.b I can determine how the meaning of a word changes when a prefix is added, such as happy/unhappy. Writing: W.2.5 I can with guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

● Read with accuracy and at an appropriate rate.

● Comprehension Skill: Sequence

● Comprehension Strategy: Graphic Organizer

● Text vocabulary concern, fragile, growth, litter,

pellets, pollute, protection, release) and high

frequency words (again, off, went, old, number)

● Focus: Singular and Plural Nouns

● WordWork:: Prefixes un-, re-, pre-, dis-

● Writing:

7. Patterning through Repetition

8. Poems Are Moody

9. Using Comparisons to Clarify

● Handwriting

○ Letter Climbers

■ r,, s, pg.32

● Spelling Test: Prefixes un-, re-, pre-, dis-



● AR Quiz # - 904631, 43521

Writing Resources: Poetry Lucy: Unit 4, Bend 2, Sessions 7-9 Reading Resources: Reading Street Teach Manual 180a - 207c Realistic Fiction: One Dark Night Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 5, Week 3: Bad Dog, Dodger! Lexile: 550 AR: 2.7



Essential Question: 1. How can we be responsible animal owners?


Foundational Skills: 2.R.F.3 I can use second grade phonics and word analysis skills to decode words. CC.2.R.F.4 .b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L.9 I can compare and contrast two or more versions of the same story by different authors and cultures. Speaking/Listening: 2.SL.1.c I can ask questions when I do not understand. 2.SL.5 I can create audio recordings of stories or poems and use visuals such as drawings or photographs to draw attention to certain facts or details. Language: 2.L.1 I can correctly use conventions of standard English grammar and usage when writing or speaking. 2.L.4 I can determine the meaning of unknown and multiple-meaning words and phrases in second grade texts. 2.L.4.e I can use a dictionary or glossary to look up the meaning of a word. Writing: W.2.3 I can write narratives recounting a well-elaborated event or short sequence of events including details to describe actions, thoughts, and feeling, use temporal words to signal event order, and provide a sense of closure. W.2.5 I can with guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

● Read with appropriate expression and intonation

for fluency.

● Comprehension Skill: Plot and Theme


● Text vocabulary (behavior, companion, confident,

consider, cooperate, obedient, properly,

reprimand) and high frequency words (great, tell,

men, say, small)

● Focus: Use I and me.

● Word Work: Silent Consonants

● Writing:

10. Stretching out a Comparison

11. Studying Structure

12. Close Reading of Mentor Text

● Handwriting

○ Letter Climbers

■ f, p, j pg. 33

● Spelling Test: Silent Consonants



● AR Quiz # - 904617, 59553

Writing Resources: Poetry Lucy: Unit 4, Bend 2 and 3, Sessions 10-12 Reading Resources: Reading Street Teach Manual 208a - 233f Realistic Fiction: Bad Dog, Dodger Additional Resources: Read aloud video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=qlQfBNIVEuA





Grade Level: 2nd Unit 5, Week 4: Horace and Morace Lexile: 630 AR: No AR

Timeline: 1 Week -Quarter 4


Essential Question: 1. How can we be responsible friends and neighbors?


Foundational Skills: 2.R.F.3 .f I can read some irregularly spelled words (rule breakers). 2.R.F.4 .b I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.3 I can describe how characters react to events and challenges from a variety of genres. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L.6 I can recognize that different characters have different points of view and different voices. I can show different points of view by changing my voice when I read dialogue for each character aloud. Speaking/Listening: 2.SL.1.b I can make connections between the comments of others. 2.SL.4I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. Language: 2.L.1 I can correctly use conventions of standard English grammar and usage when writing or speaking. 2.L.1.c I can use words such as myself, yourself, and ourselves correctly. 2.L.6 I can learn and use vocabulary terms that have to do with a topic I’m learning about. Writing: W.2.3 I can write narratives recounting a well-elaborated event or short sequence of events including details to describe actions, thoughts, and feeling, use temporal words to signal event order, and provide a sense of closure. W.2.5 I can with guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

● Read with appropriate expression.



● Text vocabulary advantage, appreciate,

communicate, defiant, demand, ferocious, firmly,

respect and high frequency words (every, found,

still, between, name)

● Focus: use different kinds of pronouns

● Word Work: Introduce ph, gh/f

● Writing:

13. Matching Structures to Feelings

14. Playing with Point of View

15. Revising Poems

● Handwriting: Introduction lowercase cursive letters Downhill Daredevils a, d, g,

● Spelling Test: Introduce ph, gh/f



● AR Quiz # - No AR

Writing Resources: Poetry Lucy: Unit 4, Bend 3, Sessions 13-15 Reading Resources: Reading Street Teach Manual 234a - 263c Fantasy: Horace and Morris but Mostly Dolores Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence Read Aloud Video




https://www.youtube.com/watch?v=CFcbpJAeFHw


Grade Level: 2nd Unit 5, Week 5: The Signmaker’s Assistant Lexile: 710 AR: 3.6



Essential Question: 1. How can we be responsible when we make a mistake?


Foundational Skills: 2.R.F.3 .b I can correctly pronounce common vowel teams. 2.R.F.4.a I can read second grade text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. Informational Text: 2.R.I.2 I can read stories with more than one paragraph and explain the topic or main idea of each paragraph. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.6 I can speak in complete sentences. Language: 2.L.2.c.I can use words such as myself, yourself, and ourselves correctly. 2.L.3.a. I can identify whether a writer or speaker is using formal or informal language and find informal and formal words and phrases in a text. 2.L.4.a. I can determine the meaning of a word of phrase by looking for clues in a sentence. Writing: W.2.5 I can with guidance and support, focus on a topic and strengthen writing as needed by revising and editing. W.2.6 I can with guidance and support, use a variety of digital tools to produce and publish writing, including collaboration with peers.

● Read with appropriate phrasing.

● Decode vowel patterns.

● Comprehension Skill: Realism and Fantasy


● Text vocabulary (apologize, citizen, hoard,

interrupt, judgement, protest, scold, troublemaker)

and high frequency words (should, home, big,

give, air)

● Focus: Contractions

● Word Work: Vowels aw, au, augh, al

● Writing:

16. Editing Poems

17. Presenting Poems - Author’s Celebration

● Handwriting: Introduction lowercase cursive letters Downhill Daredevils q, o, c

● Spelling Test: Vowels aw, au, augh, al



● AR Quiz # 114985

Writing Resources: Poetry Lucy: Unit 4, Bend 4, Sessions 16-17 Reading Resources: Reading Street Teach Manual 264a - 293g Humorous Fiction: The Signmaker’s Assistant Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence Read Aloud Video




https://www.youtube.com/watch?v=m30EjpQCEGc


Grade Level: 2nd Unit 6, Week 1: Just like Josh Gibson Lexile: 950 AR: 3.1


Big Idea: Are traditions and celebrations important in our lives?

Essential Question: 1. Why are sports traditions important in our country?


Foundational Skills: 2.R.F.3 I can successfully decode words. 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression. Literature: 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L.7 I can identify illustrations that support a story and use them to explain how they add meaning to the words. I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.6 I can speak in complete sentences. Language: 2.L.2 I can use capital letters, punctuation, and spelling correctly when writing. 2.L.2.a I can capitalize holidays, product names, and geographic names. Writing: 2.W.3 I can write stories in the correct order using words like before, during, and after and create an ending for my story. I can describe actions, thoughts, and feelings in my story. 2.W.5 I can write more than one draft with the help of my teachers and classmates by editing and revising.

● Practice reading at an appropriate rate and with

accuracy.

● Read words with inflected endings.



● Text vocabulary (athlete, dainty, professional,

challenge, disguise, shortstop, champion, effort)

and high frequency words (line, set, own, under,

read)

● Focus: Capital Letters

● Word Work: Contractions ‘re, ‘ve, ‘d

● Writing: Units of Study by Lucy Calkins;

Supplemental Materials include Reading Street

and teacher preference

● Handwriting: Introduction lowercase cursive letters

Lumpy Letters n, m, v,

● Spelling test: Contractions ‘re, ‘ve, ‘d



● AR Quiz # - 904628, 75659

Writing Resources:Teacher Choice - Review Reading Resources: Reading Street Teach Manual 296a - 321b Realistic Fiction: Just Like Josh Gibson Additional Resources: www.readworks.org https://newsela.com/ Handwriting Scope/Sequence





Grade Level: 2nd Unit 6, Week 2: Red, White and Blue Lexile: 480 AR: 3.2



Essential Question: 1. What traditions and celebrations involve our country’s flag?


Foundational Skills: 2.R.F.4 I can read second grade text fluently (easy, smooth, and automatic) and show comprehension. I can self-correct misunderstood words using context clues. 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression. Informational Text: 2.R.I.3 I can talk about how historical events, scientific concepts and/or steps in a scientific process are connected in a text. 2.R.I.6 I can understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe. 2.R.I.8 I can read a text and describe the points the author makes and describe the reasons why his or her ideas make sense. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.3 I can ask and answer questions about a presentation. Language: 2.L.2 I can use capital letters, punctuation, and spelling correctly when writing. 2.L.4.a I can determine the meaning of a word or phrase by looking for clues in a sentence. Writing: 2.W.3 I can write stories in the correct order using words like before, during, and after and create an ending for my story. I can describe actions, thoughts, and feelings in my story. 2.W.5 I can write more than one draft with the help of my teachers and classmates by editing and revising.


accuracy.



● Text vocabulary (allegiance, frayed, history,

independence, indivisible, patriotic, symbol, unfurl)

and high frequency words (last, never, us, left,end)

● Focus: Quotation Marks

● Word Work: Inflected Endings




● Handwriting:

Introduction lowercase cursive letters

Lumpy Letters x, y, z

● Spelling test: Inflected Endings



● AR Quiz # - 51909

Writing Resources:Teacher Choice - Review Reading Resources: Reading Street Teach Manual 322a - 349b Narrative Nonfiction: Red, White, and Blue: The Story of the American Flag Additional Resources: Read Aloud Video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=X4k_D2OKZ2o





Grade Level: 2nd Unit 6, Week 3: A Birthday Basket for Tia Lexile: 580 AR: 2.4



Essential Question: 1. Why are family celebrations special?


Foundational Skills: 2.R.F.3 I can successfully decode words. CC.2.R.F.4.a I can determine the meaning of a word or phrase by looking for clues in a sentence. Literature: 2.R.L. 1 I can identify, answer, and show the key ideas in fiction and nonfiction texts according to who, what, where, when, why, and how. 2.R.L.5 I can recognize that a story has a beginning, middle, and end and describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. 2.R.L.7 I can identify illustrations that support a story and use them to explain how they add meaning to the words. I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: 2.SL.1.a I can follow rules for discussions. 2.SL.4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. Language: 2.L.1 I can use standard English grammar for writing and speaking. 2.L.1.f I can write, rearrange, and rewrite simple and compound sentences without changing the meaning. CC.2.L.2.b I can correctly use commas in greetings and closings of letters. Writing: 2.W.3 I can write stories in the correct order using words like before, during, and after and create an ending for my story. I can describe actions, thoughts, and feelings in my story. 2.W.8 I can answer questions using information recalled or gathered.

● Use punctuation to interpret phrasing while

reading.


● Comprehension Strategy: Summarize

● Text vocabulary (angle, brilliant, celebration,

create, custom, inspect, snapshot, tradition) and

high frequency words (Review)

● Focus: commas

● Word Work: Syllables -tion, -ture




● Spelling test: Syllables -tion, -ture



● AR Quiz # - 904616, 16649

Writing Resources:Teacher Choice - Review Reading Resources: Reading Street Teach Manual 350a - 375b Realistic Fiction: A Birthday Basket for Tia Additional Resources: Read Aloud Video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=U3Hzlvu4BTg





Grade Level: 2nd Unit 6, Week 4: Cowboys Lexile: 630 - AR: 3.4



Essential Question: 1. What can we learn about cowboy traditions?


Foundational Skills: 2.R.F.3.d I can identify and read words with common prefixes and suffixes. 2.R.F.4.b I can read on-level text orally with accuracy, appropriate rate, and expression. Informational Text: 2.R.I.6 I can understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe. 2.R.I.8 I can read a text and describe the points the author makes and describe the reasons why his or her ideas make sense. Speaking/Listening: 2.SL.2 I can identify and describe key ideas and details presented visually or orally. 2.SL.3 I can ask and answer questions about a presentation. Language: 2.L.2 I can use capital letters, punctuation, and spelling correctly when writing. 2.L.2.b I can use commas in greetings and closings of letters. 2.L.4.c I can use my knowledge of a root word to see how the meanings of similar words are related. Writing: 2.W.2 I can select a topic, identify facts and definitions to write about the topic. I can use a concluding statement. 2.W.7 I can work with my classmates to research a topic and write about it.


accuracy.


● Comprehension Strategy: Graphic Organizer

● Text vocabulary (buckaroo, climate, drover, lariat,

legend, livestock, occupation, rawhide and high

frequency words (Review)

● Focus: Commas in Compound Sentences

● Word Work: : Suffixes -ness, -less




● Spelling test: Suffixes -ness, -less



● AR Quiz # - 160103

Writing Resources:Teacher Choice - Review Reading Resources: Reading Street Teach Manual 376a - 407c Narrative Nonfiction: Cowboys Additional Resources: Read Aloud Video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=d3c3JfSBxy0





Grade Level: 2nd Unit 6, Week 5:Jingle Dancer Lexile: 860 AR: 3.6



Essential Question:1. How are different traditions celebrated and shared?


Foundational Skills: CC.2.R.F.3.d I can identify and read words with common prefixes and suffixes. CC.2.R.F.4.a. I can read second grade text with purpose and understanding. Literature: CC.2.R.L.1 I can identify, answer, and show the key ideas in fiction and non-fiction texts according to who, what, where, when, why, and how. CC.2.R.L.7 I can identify illustrations that support a story and use them to explain how they add meaning to the words. I can use illustrations and words in a story to help describe the characters, setting, or plot. Speaking/Listening: CC.2.SL.4 I can tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice. CC.2.SL.5 I can create audio recordings of stories or poems and use visuals such as drawings or photographs to draw attention to certain facts or details. Language: CC.2.L.2 I can use capital letters, punctuation, and spelling correctly when writing. CC.2.L.4.a I can determine the meaning of a word or phrase by looking for clues in a sentence. Writing: CC.2.W.1 I can identify opinion, give supporting reasons using connecting words to write an opinion piece with introduction, supporting reasons, and concluding statement. CC.2.W.8 I can answer questions using information recalled or gathered.

● Predict and set purpose to aid in understanding.

● Develop a persuasive statement.

● Understand the speaker’s purpose.

● Comprehension Skill: Character, Setting and

Plot


● Text vocabulary (ceremony, compliment, culture,

evergreen, festival, fidget, multicolored, sash and

high frequency words (Review)

● Focus: The Paragraph

● Word Work:: Prefixes mis-, mid-




● Spelling test: Prefixes mis-, mid-



● AR Quiz # - 904627, 41520

Writing Resources:Teacher Choice - Review Reading Resources: Reading Street Teach Manual 408a - 435b Realistic Fiction: Jingle Dancer Additional Resources: Read Aloud Video www.readworks.org https://newsela.com/ Handwriting Scope/Sequence

https://www.youtube.com/watch?v=O0fzSZR6v8M




Supplemental ELA Teacher Resources

http://www.readworks.org Reading passages with lexile levels and text dependent questions.

http://everythingliteracy.wikispaces.com/ Common core units and resources by grade level

http://scottsboro.org/~flewis/index.html Reading street resources by grade level.

http://www.pps.k12.or.us/departments/curriculum/8431.htm Close reading lessons for Reading Street

http://everythingliteracy.wikispaces.com/

http://scottsboro.org/~flewis/index.html

http://www.pps.k12.or.us/departments/curriculum/8431.htm

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