ausd grade 2 language arts resource planning …...-·ela grade 2, unit 1, week 1 assessment...

AUSD Grade 2 Language Arts

Resource Planning Guide

I STD I RF.2.3 RF.2.4

RF.2.4a

RL.2.1 RL.2.4

RL.2.7 RL.2.10

SL.2.1

SL.2.la

SL.2.2

SL.2.3

Rl.2.4

L.2.6

L.1.4c

L.2.2bL.2.4L.2.5L.2.Sa

L.2.2L.2.2dL.2.4L.2.4cRF.2.3

RF.2.3f

L.2.4L.2.4aL.2.4bRl.2.1

W.2.3

W.2.5

W.2.4

L.2.3

L.2.1L.2.2SL.2.1

W.2.7

W.2.8

AUfo)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

f BIG IDEA: Friend; a�d Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Friends Help Friends ESSENTIAL QUESTION: How do friends depend on each other?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION

WORKSHOP SELECTION/PAIRED SELECTION

Title: "The New Kid" SHORT TEXT Strategy: Visualize Strategy: Visualize

Little Flap Learns to Fly (390)

Genre: Fiction/Fantasy Skill: Key Details Skill: Key Details

Genre: Fiction/Fantasy

Strategy: Visualize MAIN SELECTION MAIN SELECTIONS Strategy: Visualize Title: Help! A Story of

Friendship (410) Genre: Fantasy

Skill: Key Details

Genre: Fiction/Fantasy Titles: A: Cat and Dog/"Uncle Max and I" (230)

PAIRED SELECTION 0: The Quest/"Together" (340)

Title: "Crayons" E: The Quest/"lt Takes a Friend" (300)

B: Class Pets/"What Friends Do" (500)

Genre: Poetry

VOCABULARY Vocabulary Words: actions, afraid, depend, nervously, peered, perfectly, rescue, secret

Additional Domain Words: hedgehog, prickles

Additional Academic Words: characters, events, evidence,

Vocabulary Strategy: Inflectional Endings

High Frequency Words: ball, blue, both, even, for, help, put, there, why, yellow

Oral Vocabulary Words: awkward, outrageous, panic, relief, squawked

PHONICS/SPELLING Phonemic Awareness: Phoneme Blending; Phoneme Categorization; Phoneme Segmentation

Phonics/Spelling Skill: short a, i

Structural Analysis: Plural Nouns: -s, -es

FLUENCY Fluency Skill: Expression Notes:

WRITING Genre Writing: Narrative Text

Unit Writing Products: Friendly Letter, Personal Narrative

Writing Trait: Ideas: Focus on an Event

Write About Readin2: Analvze Kev Details

GRAMMAR Grammar Skill: Statements and Questions

Grammar Mechanics: Sentence Capitalization/Punctuation

Research Weekly: How do friends support and depend on one another?

Assessments:

ACCESS COMPLEX TEXT (ACT)

Reading/Writing Workshop: Genre

Literature Anthology: Connection of Ideas; Genre;

Specific Vocabulary

1

ELA Grade 2, Unit 1, Week 1 Assessment Standards and Learning Targets -· -

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.

Learning Target/s:

• I can ask questions (who, what, where, when, why, and how)

about important details in a text.

• I can answer questions (who, what, where, when, why and how)


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.

Learning Target/s:

• I can use illustrations and words to describe a story's characters.

• I can use illustrations and words to describe a story's setting.

• I can use illustrations and words to describe a story's plot.

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.

Learning Target/s: • I can ask questions (who, what, where, when, why, and how)




RF.2.3 Know and apply grade-level phonics and word analysis skills in

decoding words both in isolation and in text.

RF.2.3.a Distinguish long and short vowels when reading regularly spelled

one-syllable words.

Learning Target/s:

• I can distinguish long and short vowels when reading regularly

spelled one-syllable words. (RF.2.3a}

.,, ""' -

L.2.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.


capitalization, punctuation, and spelling when writing.

L.2.2.b Use commas in greetings and closings of letters.

Learning Target/s:

• I can use commas in greetings and closings of letters.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly

from an array of strategies.

L.2.4.a Use sentence-level context as a clue to the meaning of a word or

phrase.

Learning Target/s:

• I can use context to find the meaning of a word or phrase.

L.2.4.c Use a known root word as a clue to the meaning of an unknown

word with the same root (e.g., addition, additional).

Learning Target/s:

• I can use a root word (base) as a clue to the meaning of an

unknown word with the same root (base).

*Refer to the Common Core State Standards Curriculum Resources Binder for more information

2

AU?o)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Families Around the World ESSENTIAL QUESTION: How are families around the world the same and different?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN

LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION

RF.2.3 Title: "Dinner at Alejandro's" SHORT TEXT Strategy: Visualize Strategy: Visualize Reading/Writing Workshop: RF.2.4 Maria Celebrates Brazil (460) Connections of Ideas RF.2.4a Genre: Fiction Skill: Character, Setting, Events Skill: Character, Setting, Events RL.2.1 Genre: Fiction/Realistic Literature Anthology: RL.2.3

Strategy: Visualize Fiction MAIN SELECTION MAIN SELECTIONS Lack of Prior Knowledge; RL.2.S

Genre: Genre: Informational Text Connections of Ideas; Purpose; RL.2.7

SL.2.1 Strategy: Visualize Fiction Titles: Specific

SL.2.la A: Music in My Family/"Making Music" (250) Vocabulary SL.2.2 Skill: Character, Setting, Title: Big Red Lollipop (410) 0: Happy New Year!/"New Year's Eve" (350) SL.2.3 Events E: Happy New Year!/"New Year's Eve" (300)

PAIRED SELECTION B: I'm Down Under/"Families Around the World"

Genre: Informational Text (560}

Title: "A Look at Families"

(480)

L.2.4 VOCABULARY Vocabulary Words: aside, culture, fair, invited, language, plead, scurries, share L.2.4c Additional Domain Words: musical, triangle L.2.S Additional Academic Words: compare, exclamation, setting, L.2.Sa

Vocabulary Strategy: Root Words RF.2.3

RF.23f High Frequency Words: could, find, funny, green, how, little, one, or, see, sounds

Rl.2.4 Oral Vocabulary Words: colorful, confusing, noticed, overflowing, tasty

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Isolation; Phoneme Blending; Phoneme Segmentation L.2.2d Phonics/Spelling Skill: Short e, o, u L.2.4 Structural Analysis: Inflectional L.2.4c

Endings: -s, -es RF.2.3

RF.2.3d

RF.2.3f

RF.2.4

L.2.4 FLUENCY Fluency Skill: Expression Notes: L.2.4a

RF.2.4

RF.2.4b

W.2.3 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.8 Writing Trait: Organization: Strong Openings W.2.6

Write About Reading: Analyze Story Structure Using Text Evidence

L.2.1 GRAMMAR Grammar Skill: Commands and Exclamations L.2.2 Grammar Mechanics: Sentence Capitalization/Punctuation

SL.2.1 Research Weekly: How are celebrations, food, clothing and sports the same and different around the W.2.7 world?

Assessments:

3

ELA Grade 2, Unit 1, Week 2 Assessment Standards and Learning Targets

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.

Learning Target/s:

a. I can ask questions (who, what, where, when, why, and

how) about important details in a text.

b. I can answer questions (who, what, where, when, why and


RL.2.3 Describe how characters in a story respond to major events

and challenges

Learning Target/s:

• I can describe how characters respond to events and

challenges.

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.

Learning Target/s:

a. I can use illustrations and words to describe a story's

characters.

b. I can use illustrations and words to describe a story's

setting.

c. I can use illustrations and words to describe a story's plot.

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.

Learning Target/s:

• I can ask questions (who, what, where, when, why, and


• I can answer questions {who, what, where, when, why and


RF.2.3 Know and apply grade-level phonics and word analysis skills

in decoding words both in isolation and in text.

L.2.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.


Learning Target/s:


L.2.4.a Use sentence-level context as a clue to the meaning of a

word or phrase.

Learning Target/s:


L.2.4.c Use a known root word as a clue to the meaning of an

unknown word with the same root (e.g., addition, additional).

Learning Target/s:




4

Auffi) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

• BIG IDEA: Friends and Family-How do famllles and friends leam, grow, and help one another? JINSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Pets are Our Friends ESSENTIAL QUESTION: How can a pet be an important friend?


WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION

RF.2.3 Title: "My Partner and SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions RF.2.4 Friend" Finding Cal (410) Questions RF.2.4a Skill: Key Details: Use Illustrations RL.2.1

Genre: Fiction Genre: Fiction Skill: Character, Setting, Events: RL.2.3

Use Illustrations MAIN SELECTIONS RL.2.5

RL.2.7 Strategy: Ask and Answer Strategy: Ask and Answer Genre: Fiction

SL.2.1 Questions Questions MAIN SELECTION

SL.2.la Genre: Fiction Titles: SL.2.2 Skill: Character, Setting, A: Too Many Pets?/"My Dog Loves Me" (240) SL.2.3 Events: Use Illustrations Title: Not Norman (450) 0: A New Home For Henry/"My Best Friend Forever"

(450)

PAIRED SELECTION E: A New Home For Henry/"Hoppy" {350)

Genre: Poetry B: Hello, Koko!/"Who is My Best Friend?" (510)

Title: "My Puppy" (NP)

L.2.4 VOCABULARY Vocabulary Words: decide, different, friendship, glance, proper, relationship, stares, trade L.2.4a Additional Domain Words: goldfish L.2.4c Additional Academic Words: closing, greeting, rhyming L.2.5 Vocabulary Strategy: Sentence Clues L.2.Sa

High Frequency Words: boy, by, girl, he, here, she, small, want, were, what

Oral Vocabulary Words: apologized, gazed, partner, rummaged, scent

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Categorization; Phoneme Substitution; Phoneme Blending L.2.2d Phonics/Spelling Skill: 2-letter blends (r, s, t, I) RF.2.3 Structural Analysis: Closed Syllables RF.2.3fRF.2.4RF.2.4aRF.2.4bRF.2.4c

L.2.4 FLUENCY Fluency Skill: Intonation Notes: L.2.4aRF.2.4RF.2.4aRF.2.4b

W.2.3 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Word Choice: Precise Language W.2.8 Write About Reading: Analyze Story Structure

L.2.1 GRAMMAR Grammar Skill: Subjects L.2.2 Grammar Mechanics: Letter Punctuation L.2.Zb

SL.2.1 Research Weekly: What makes an animal a good pet? W.2.7

Assessments:


Reading/Writing Workshop:

Genre

Literature Anthology:

Purpose; Specific

Vocabulary

5

ELA Grade 2, Unit 1, Week 3, Assessment Standards and Learning Targets


why, and how to demonstrate understanding of key details in a text.

Learning Target/s:

a. I can ask questions (who, what, where, when, why, and how)


b. I can answer questions (who, what, where, when, why and ·



and challenges

Learning Target/s:


challenges.

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.

Learning Target/s:

a. I can use illustrations and words to describe a story's

characters.

b. I can use illustrations and words to describe a story's setting.







Learning Target/s:


L.2.4.a Use sentence-level context as a clue to the meaning of a

word or phrase.

Learning Target/s:



6

Aufo) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

-BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Animals Need Our Care ESSENTIAL QUESTION: How do we care for animals?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION


RF.2.3 Title: "All Kinds of Vets" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions RF.2.3a Taking Care of Pepper (520) Questions RF.2.4 Genre: Informational Text Skill: Key Details: Use Photos RF.2.4a

Genre: Informational Text/ Skill: Key Details: Use Photos Rl.2.1

Strategy: Ask and Answer Nonfiction Narrative MAIN SELECTIONS Rl.2.5

Rl.2.8 Questions MAIN SELECTION Genre: Informational Text

RL.2.1 Strategy: Ask and Answer Genre: Informational Text

SL.2.1 Questions Titles:

SL.2.lb Title: Lola and Tiva: An Unlikely A: People Helping Whales/''Working With Animals" (240) SL.2.2 Skill: Key Details: Use Friendship (630) 0: People Helping Whales/"Working With Animals" SL.2.3 Photos (550)

PAIRED SELECTION E: People Helping Whales/"Working With Animals" (470)

Text Features: Photos, Genre: Informational Text: B: People Helping Whales/"Working With Animals" (610)

Captions Interview

Title: "Animal Needs" (430)

L.2.4 VOCABULARY Vocabulary Words: allowed, care, excited, needs, roam, safe, wandered, wild L.2.4c Additional Domain Words: conservancy, rhino L.2.5 Additional Academic Words: categorize, organization, sequence, subject L.2.Sa

Vocabulary Strategy: Root Words Rl.2.4

High Frequency Words: another, done, into, move, now, show, too, water, year, your

Oral Vocabulary Words: duty, equipment, profession, satisfaction, thorough

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Categorization; Phoneme Blending L.2.2d Phonics/Spelling Skill: short a, long a: a_e L.2.4

L.2.4a Structural Analysis: Inflectional Endings: -ed, ing

RF.2.3

RF.2.3a

RF.2.3d

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Intonation Notes: RF.2.4b

W.2.2 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Organization: Sequence

Write About Reading: Analyze Key Details

L.2.1 GRAMMAR Grammar Skill: Predicates L.2.2 Grammar Mechanics: Commas in a Sequence

SL.2.1 Research Weekly: What are the basic needs of animals? W.2.7

Assessments:



Genre; Purpose

Literature Anthology: Lack of

Prior Knowledge; Specific

Vocabulary

7




Learning Target/s:






and challenges.

Learning Target/s: • I can describe how characters respond to events and

challenges.



Learning Target/s:







RF.2.3.a Distinguish long and short vowels when reading regularly

spelled one-syllable words.

Learning Target/s: • I can distinguish long and short vowels when reading

regularly spelled one-syllable words.



L.2.4.a Use sentence-level context as a clue to the meaning of a word

or phrase.

Learning Target/s: • I can use context to find the meaning of a word or phrase.



Learning Target/s: • I can use a root word (base) as a clue to the meaning of an



8

AU:fo)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Families Working Together ESSENTIAL QUESTION: What happens when families work together?



RF.2.4 Title: "Families Today" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing Workshop: RF.2.4a Families Work! (500) Questions Purpose Rl.2.1 Genre: Informational Text Skill: Key Details Rl.2.2

Genre: Informational Skill: Key Details Literature Anthology: Rl.2.5

Strategy: Ask and Answer Text/Time For Kids MAIN SELECTIONS Rl.2.7

SL.2.1 Questions MAIN SELECTION Genre: Informational Text What Makes This Text

SL.2.la Strategy: Ask and Answer Genre: Complex?: Specific Vocabulary

SL.2.2 Questions Informational Titles:

SL.2.3 Text/Time For Kids A: Families at Work/"A Family Sawmill" (300)

Skill: Key Details O: Families at Work/"A Family Sawmill" (400)

Title: Families Working E: Families at Work/"A Family Sawmill" (370)

Text Features: Photos, Together (560) B: Families at Work/"A Family Sawmill" (630)

Captions, Chart

PAIRED SELECTION

Genre: Informational Text

Title: "Why We Work" (510)

L.2.4c VOCABULARY Vocabulary Words: checks, choose, chores, cost, customers, jobs, spend, tools L.2.5 Additional Academic Words: combine, comparison, expand, L.2.Sa Vocabulary Strategy: Inflectional Endings L.1.4c High Frequency Words: all, any, goes, new, number, other, right, says, understands, work Rl.2.4

Oral Vocabulary Words: exchange, homework, lucky, members, treasure

L.2.2c PHONICS/SPELLING Phonemic Awareness: Phoneme Isolation; Phoneme Categorization; Phoneme Blending L.2.2d Phonics/Spelling Skill: short i, long i: i_e RF.2.3 Structural Analysis: Possessives RF.2.3a

RF.2.3f

L.2.Sa FLUENCY Fluency Skill: Phrasing Notes: RF.2.4

RF.2.4b

RF.2.4c

W.2.2 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Sentence Fluency: Vary Sentence Type

Write About Reading: Analyze Text Features That Inform and Explain a Topic

L.2.1 GRAMMAR Grammar Skill: Expanding and Combining Sentences L.2.lf Grammar Mechanics: Quotation Marks with Dialogue L.2.2

SL.2.1 Research Weekly: What do different people do at work? W.2.7 Unit Level: Research W.2.8 Skill: Recall Information

Unit Project: Self-select and develop from options for unit research projects.

Assessments:

9




Learning Target/s:



b. I can answer questions (who, what, where, when, why and how)


Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine

works) contribute to and clarify a text.




one-syllable words.

Learning Target/s:





L.2.1.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.)

Learning Target/s:

• I can produce 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).


capitalization, punctuation, and spelling when writing . .

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly

from an array of strategies.



Learning Target/s:




10

AUf&)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

__ BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? INSTRUCTIONAL WINDOW: , !ESSENTIAL QUESTION: What happens when families work together? INTERIM WINDOW:

STD UNIT WRAP-UP SUMMATIVE ASSESSMENT

Post Assessment Instruction

RF.2.4 FLUENCY Reader's Theater: Using Assessment Results

RF.2.4a Room For More Tested skills:

RF.2.4b

RF.2.4c

Rl.2.S COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

W.2.1 Super Skiers Skill/Strategy: o Small Group

Students:

SL.2.2 RESEARCH AND INQUIRY Research skill

SL.2.3 Choose Project Instructional strategy (ies)/activity (ies):

W.2.7

W.2.8 Science/Social Studies Connection

L.2.1 WRITING Genre Writing: Narrative Text RETEACH o Whole Group

L.2.2b Unit Writing Products: Skill/Strategy: o Small Group

L.2.3 Friendly Letter Students:

W.2.3 Personal Narrative

W.2.3 Instructional strategy (ies)/activity (ies):

W.2.5

W.2.5

W.2.6

W.2.6

EXTEND LEARNING

Level Up

Assessments:

11

Grade 2, Unit 1 ELA Learning Targets -

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.

Learning Target/s:

a. I can ask questions (who, what, where, when, why, and how) about

important details in a text.



RL.2.3 Describe how characters in a story respond to major events and challenges

Learning Target/s: • I can describe how characters respond to events and challenges.

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.

Learning Target/s:

a. I can use illustrations and words to describe a story's characters.



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.

Learning Target/s:





Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

RF.2.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words.

Learning Target/s: • I can distinguish long and short vowels when reading regularly spelled

one-syllable words. {RF.2.3a)

L.2.1 Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.

L.2.1.f Produce, expand, and rearrange complete simple and compoundsentences (e.g., The boy watched the movie; The little boy watched the movie;The action movie was watched by the little boy.)Learning Target/s:• I can produce 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.2.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.

L.2.2.b Use commas in greetings and closings of letters.Learning Target/s:


L.2.4 Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 2 reading and content, choosing flexiblyfrom an array of strategies.

L.2.4.a Use sentence-level context as a clue to the meaning of a word orphrase.


L.2.4.c Use a known root word as a clue to the meaning of an unknown wordwith the same root (e.g., addition, additional).

Learning Target/s: • I can use a root word (base) as a clue to the meaning of an unknown

word with the same root (base).


12

AU@)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

• BIG IDEA, Animal Dlscove,les - How do animals play a part In the wo�d a,ound us? I INSTRUCTIONAL WINDOW, WEEKLY CONCEPT: Animals in Nature ESSENTIAL QUESTION: H How do animals survive?

1 r READING/WRITING LITERATURE ANTHOLOGY/MAIN

: STD : COMPREHENSION WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION

RF.2.4 Title: "Swamp Life" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions

RF.2.4a A Visit to the Revise Predictions

Rl.2.4 Genre: Fiction Desert (490) Skill: Character, Setting, Plot

RL.2.1 Skill: Character, Setting, Plot

RL.2.3 Strategy: Make, Confirm, Genre: Fiction/Realistic MAIN SELECTIONS

RL.2.5 Revise Predictions Fiction MAIN SELECTION Genre: Realistic Fiction

RL.2.7 Genre:

SL.2.1 Strategy: Make, Confirm, Fiction/Realistic Fiction Titles:

SL.2.la Revise Predictions A: Hippos at the Zoo/"Hippos" (220)

SL.2.2 Title: Sled Dogs Run (480) O: Where Are They Going?/"A Whale's Journey" (440)

SL.2.3 Skill: Character, Setting, Plot E: Where Are They Going?/"A Whale's Journey" (380)

RCCR3 PAIRED SELECTION B: An Arctic Life for Us/"What is a Ptarmigan?" (600) (Anchor Standard) Genre: Informational Text/

Expository

Title: "Cold Dog, Hot Fox" (510)

L.2.4 VOCABULARY Vocabulary Words: adapt, climate, eager, freedom, fresh, sense, silence, shadows

L.2.4b Additional Academic Words: opinion

L.2.5 Vocabulary Strategy: Prefixes

L.2.2a High Frequency Words: because, cold, family, friends, have, know, off, picture, school, took

Oral Vocabulary Words: capture, chorus, croak, reason, visitor

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Blending

L.2.2d Phonics/Spelling Skill: short o, long o: o_e

RF.2.3 Structural Analysis: Doubling Final Consonants; Drop Final e: ed, -ing

RF.2.3a

RF.2.3f

RF.2.4b FLUENCY Fluency: Phrasing Notes:

W.2.3 WRITING Writing Trait: Ideas: Descriptive Details

W.2.5 Write About Reading: Analyze Illustrations

W.2.7

L.2.1 GRAMMAR Grammar Skill: Nouns

L.2.2 Grammar Mechanics: Commas in a Series

SL.2.1 Research Weekly: How do animals survive in their natural environments?

W.2.3

W.2.5

W.2.7

Assessments:



Purpose; Connections of

Ideas


What Makes This Text

Complex: Organization;

Specific Vocabulary

13


RL.2.5 Describe the overall structure of a story, including describing

how the beginning introduces the story and the ending concludes the

action.





• I can answer questions (who, what, where, when, why and






Learning Target/s: • I can distinguish long and short vowels when reading

regularly spelled one-syllable words.



L.2.3.a Compare formal and informal uses of English.


or phrase.


L.2.4.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).

Learning Target/s:

• I can determine the meaning of a word when a prefix is

added.


14

STD RF.2.4

RF.2.4a

Rl.2.4

RL.2.1

RL.2.2

RL.2.3

RL.2.5

RL.2.7

RL.2.9

SL.2.1

SL.2.la

SL.2.lb

SL.2.2

SL.2.3

L.2.4

L.2.4b

L.2.4c

L.2.5

L.2.Sa

L.2.2

L.2.2d

RF.2.3

RF.2.3a

RF.2.3f

RF.2.4

RF.2.4b

W.2.3

W.2.5

W.2.6

L.2.1

L.2.2

RL.2.1

SL.2.1

W.2.7

Auf&) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

I BIG IDEA: Animal Discoveries - How do animals play a part in the world around us? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Animals in Stories ESSENTIAL QUESTION: What can animals in stories teach us?



Title: "The Fox and the SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions

Crane"

Genre: Fiction/Fable

Strategy: Make, Confirm,

Revise

Predictions

VOCABULARY

PHONICS/SPELLING

FLUENCY

WRITING

GRAMMAR

Research

Revise Predictions The Boy Who Cried Wolf

(460) Skill: Character, Setting, Plot: Problem and Solution

Genre: Fiction/Fable

Strategy: Make, Confirm,

Revise Predictions

Skill: Character, Setting, Plot:

Problem and Solution MAIN SELECTIONS

Genre: Fable

MAIN SELECTION

Genre: Fiction/Fable Titles:

A: The Cat and the Mice/"Beware of Tiger!" (200)

Skill: Character, Setting, Plot: Title: Wolf! Wolf! (580)

Problem and Solution

PAIRED SELECTION

Genre: Informational

Text/Expository

Title: "Cinderella and Friends"

(520)

O: The Dog and the Bone/"The Dingo and His Shadow"

(440)

E: The Dog and the Bone/"The Dingo and His Shadow"

(320)

B: The Spider and the Honey Tree/"The Girl and the

Spider" (590)

Vocabulary Words: believe, delicious, feast, fond, lessons, remarkable, snatch, stories

Additional Domain Words: morsel, scrumptious

Additional Academic Words: fable, reflect, root words,

Vocabulary Strategy: Suffixes

High Frequency Words: change, cheer, fall, five, look, open, should, their, won, yes

Oral Vocabulary Words: affection, crave, frustrated, nourishment, seek

Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Blending

Phonics/Spelling Skill: short u, long u: u_e

Structural Analysis: CVCe Syllables

Fluency Skill: Expression

Writing Trait: Ideas: Supporting Details

Write About Reading: Analyze Themes

Grammar Skill: Singular and Plural Nouns

Grammar Mechanics: Commas in a Series

Weekly: How can animal fables teach us lessons?

Notes:

Assessments:


Reading/Writing

Workshop: Specific

Vocabulary; Organization



Complex: Connections of Ideas;

Specific Vocabulary

15


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.

Learning Target/s: • I can describe how an author's words supply rhythm and

meaning in a text.



action.



Learning Target/s:





Rl.2.2 Identify the main topic of a multiparagraph text as well as the

focus of specific paragraphs within the text.

Rl.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.

Learning Target/s: • I can use text features (captions, bold print, subheadings,

glossaries, indexes, electronic menus, and graphics) to locate

key information in texts.

Rl.2.7 Explain how specific images (e.g., a diagram showing how a

machine works) contribute to and clarify a text.





Learning Target/s:

• I can distinguish long and short vowels when reading

regularly spelled one-syllable words. (RF.2.3a)





or phrase.

Learning Target/s:




tell/retell).

Learning Target/s:


added.


16

AUff&) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

.BIG IDEA: Animal rnscove,ies - How do animals play a part In the wo,ld a,ound us? [INSTRUCTIONAL WINDOW:

-WEEKLY CONCEPT: Animal Habitats ESSENTIAL QUESTION: What are features of different animal habitats?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION WORKSHOP SELECTION/PAIRED SELECTION

RF.2.4 Title: "Explore a Coral Reef" SHORT TEXT Strategy: Make, Confirm, Revise Strategy: Make, Confirm, Revise Predictions

RF.2.4a A Prairie Guard Dog (490) Predictions

Rl.2.1 Genre: Informational Text Skill: Main Topic and Key Details

Rl.2.2 Genre: Informational Skill: Main Topic and Key Details

Rl.2.4 Strategy: Make, Confirm, Text/Nonfiction Narrative MAIN SELECTIONS

Rl.2.5 Revise Predictions MAIN SELECTION Genre: Informational Text

Rl.2.9 Strategy: Make, Confirm, Genre: Informational Text

RL.2.1 Revise Predictions Titles:

RL.2.7 Title: Turtle, Turtle, Watch Out! A: A Tree Full of Life/"Life in a Termite Mound" (310)

SL.2.lc Skill: Main Topic and Key (520) 0: A Tree Full of Life/"Life in a Termite Mound" (460)

SL.2.2 Details E: A Tree Full of Life/"Life in a Termite Mound" (410)

SL.2.3 PAIRED SELECTION B: A Tree Full of Life/"Life in a Termite Mound" (630)

RCCR3 Text Features: Bold Print, Genre: (Anchor Subheading, Chart, Labels Informational Text/Expository Standard)

Title: "At Home in the River" (500)

L.2.5 VOCABULARY Vocabulary Words: buried, escape, habitat, journey, nature, peeks, restless, spies

L.2.5a Additional Domain Words: hatch, raccoons

Additional Academic Words: abbreviation, collective noun, common noun,

Vocabulary Strategy: Suffixes

High Frequency Words: almost, buy, food, out, pull, saw, sky, straight, under, wash

Oral Vocabulary Words: defend, encounter, located, positive, react

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Blending

L.2.2d Phonics/Spelling Skill: Soft c and g

L.2.4 Structural Analysis: Prefixes: re-, un-, dis-

L.2.4b

L.2.4c

RF.2.3

RF.2.3d

RF.2f

L.2.5 FLUENCY Fluency Skill: Phrasing Notes:

RF.2.4

RF.2.4b

W.2.2 WRITING Writing Trait: Organization: Sequence

W.2.5 Write About Reading: Analyze Key Details

W.2.6

L.2.1 GRAMMAR Grammar Skill: Kinds of Nouns

L.2.2 Grammar Mechanics: Capital Letters

L.2.2a

SL.2.1 Research Weekly: What are the features of animal habitats?

W.2.7

Assessments:



Connections of Ideas; Genre



Complex: Connections of Ideas;

Specific Vocabulary

17




Learning Target/s:










Learning Target/s:

• I can use text features (captions, bold print, subheadings,







L.2.1.b Form and use frequently occurring irregular plural nouns

(e.g., feet, children, teeth, mice, fish).

Learning Target/s:

• I can form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth)



or phrase.

Learning Target/s:




tell/retell).

Learning Target/s:


added.


18

Auig) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

BIG IDEA: Animal Discoveries - How do animals play a part in the world around us? I INSTRUCTIONAL WINDOW:

' WEEKLY CONCEPT: Baby Animals ESSENTIAL QUESTION: How are offspring like their parents?



RF.2.4 Title: "Wild Animal SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing Workshop:

RF.2.4a Families" Eagles and Eaglets (520) Genre; Connections of Ideas

Rl.2.1 Skill: Main Topic and Key Details Skill: Main Topic and Key Details

Rl.2.2 Genre: Nonfiction Genre: Informational Literature Anthology:

Rl.2.4 Text/Expository MAIN SELECTION Genre: MAIN SELECTIONS

Rl.2.5 Strategy: Reread Nonfiction Genre: Nonfiction What Makes This Text

Rl.2.7 Strategy: Reread Complex?

SL.2.la Title: Baby Bears (590) Titles:

SL.2.2 Skill: Main Topic and Key A: Animal Families/"Tadpoles into Frogs" (320)

SL.2.3 Details PAIRED SELECTION O: Animal Families/"Tadpoles into Frogs" (490)

Genre: E: Animal Families/"Tadpoles into Frogs" (390)

Text Features: Captions, Informational Text B: Animal Families/"Tadpoles into Frogs" (600)

Diagram, Labels

Title: "From Caterpillar to

Butterfly" (560)

L.2.4 VOCABULARY Vocabulary Words: adult, alive, covered, fur, giant, groom, mammal, offspring

L.2.4a Additional Academic Words: diagram,

L.2.5 Vocabulary Strategy: Multiple Meaning Words

L.2.Sa High Frequency Words: baby, early, eight, isn't, learn, seven, start, these, try, walk

Oral Vocabulary Words: guide, leader, protect, provide, separate

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Segmentation; Phoneme Blending

L.2.2d Phonics/Spelling Skill: Consonant Digraphs: ch, tch, sh, ph, th, ng, wh

RF.2.3 Structural Analysis: Suffixes: -ful, -less

RF.2.3d

RF.2.3f

RF.2.4

RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes:

RF.2.4c

W.2.2 WRITING Writing Trait: Word Choice: Linking Words


W.2.6

L.2.1 GRAMMAR Grammar Skill: More Plural Nouns

L.2.lb Grammar Mechanics: Abbreviations

SL.2.1 Research Weekly: How are baby animals like their parents? How are they different?

W.2.7

Assessments:

19




Learning Target/s:










Learning Target/s:










L.2.1.b Form and use frequently occurring irregular plural nouns

(e.g., feet, children, teeth, mice, fish).

Learning Target/s:

• I can form and use frequently occurring irregular plural

nouns (e.g., feet, children, teeth)

L.2.3.a Compare formal and informal uses of English


or phrase.

Learning Target/s:



20

GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE II BIG IDEA: An;mal rnscoveries - How do an;mals play a part ;n the world around us? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Animals in Poems ESSENTIAL QUESTION: What do we love about animals?


WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION

RF.2.3 Title: "The Furry Alarm SHORT TEXT Strategy: Reread Strategy: Reread

Rl.2.4 Clock" "Cats and Kittens," "Desert

RL.2.1 Camels," "A Bat is Not a Bird" Skill: Key Details Skill: Key Details

RL.2.4 Genre: Poetry (N/A)

SL.2.1 Genre: Poetry MAIN SELECTION MAIN SELECTIONS

SL.2.2 Strategy: Reread Genre: Poetry Genre: Fiction

SL.2.3 Strategy: Reread

Title: "Beetles," "The Little Titles: Skill: Key Details Turtle" (N/A) A: Amira's Petting Zoo/"Sheep Season" (250)

0: Alice's New Pet/"Baby Joey" (470)

Literary Element: Rhythm PAIRED SELECTION E: Alice's New Pet/"Four Little Ducklings" (350)

Genre: Poetry B: Ava's Animals/"Nanook" (570)

Title: "Gray Goose" (N/A

L.2.4 VOCABULARY Vocabulary Words: behave, express, feathers, flapping

L.2.4a Vocabulary Strategy: Multiple Meaning Words

L.2.4c High Frequency Words: bird, far, field, flower, grow, leaves, light, orange, ready, until

L.2.4e Oral Vocabulary Words: alarm, howling, knobby, munch, problem

L.2.5L.2.Sa

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Substitution; Phoneme Blending

L.2.2d Phonics/Spelling Skill: 31etter Blends: scr, spr, str, thr, spl, shr

L.2.4 Structural Analysis: Compound Words

L.2.4dRF.2.3

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Phrasing Notes:

RF.2.4 b

W.2.4 WRITING Writing Trait: Word Choice: Precise Language

W.2.5 Write About Reading: Analyze Word Choice

W.2.6

L.2.1 GRAMMAR Grammar Skill: Possessive Nouns

L.2.2 Grammar Mechanics: Apostrophes

L.2.2cL.2.5

SL.2.1 Research Weekly: Research poems about animals. How do the poets use rhyme, rhythm, and/or word

SL.2.la choice to create imagery?

W.2.7 Unit Level: Research

Skill: Gather Information


Assessments:


Reading/Writing Workshop: Organization;

Sentence Structures;

Genre


What Makes This Text Complex: Purpose of the Text;

Specific Vocabulary

21





Learning Target/s:

• I can describe how an author's words supply rhythm and

meaning in a text.



Learning Target/s:









L.2.2.c Use an apostrophe to form contractions and frequently

occurring possessives.

Learning Target/s:

• I can capitalize geographic names.



or phrase.

Learning Target/s:



22

GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE

-.,m•-- BIG IDEA: Animal Discoveries How do animals play a part in the world around us? / INSTRUCTIONAL WINDOW: -.... :i:i •••• ESSENTIAL QUESTION: / INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT STD Post Assessment Instruction

RF.2.4 FLUENCY Reader's Theater: Using Assessment Results RF.2.4a The Secret Song Tested skills: RF.2.4b RF.2.4c Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Under the Sea Skill/Strategy: o Small Group

Students:

SL.2.3 RESEARCH AND INQUIRY Research skill SL.2.5 Choose Project Instructional strategy (ies)/activity (ies):

W.2.6W.2.7 Science/Social Studies Connection

WRITING Genre Writing: Narrative Text RETEACH o Whole GroupUnit Writing Products: Skill/Strategy: o Small GroupFriendly Letter Students:Persona I Narrative

Instructional strategy (ies)/activity (ies):

EXTEND LEARNING Level Up

Assessments:

23

Grade 2, Unit 2 ELA Learning Targets - - - -

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.

Learning Target/s:

• I can describe how an author's words supply rhythm and meaning

in a text.

RL.2.5 Describe the overall structure of a story, including describing how

the beginning introduces the story and the ending concludes the action.



Learning Target/s:

a. I can ask questions {who, what, where, when, why, and how)


b. I can answer questions {who, what, where, when, why and how)


Rl.2.2 ·Identify the main topic of a multiparagraph text as well as the focus

of specific paragraphs within the text.

Rl.2.5 .!(now 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.

Learning Target/s:


glossaries, indexes, electronic menus, and graphics) to locate key

information in texts.

Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine

works) contribute to and clarify a text.




one-syllable words.

Learning Target/s:





L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet,

children, teeth, mice, fish).

Learning Target/s:

• I can form and use frequently occurring irregular plural nouns (e.g., feet,

children,teeth)

L.2.2.c Use an apostrophe to form contractions and frequently occurring

possessives.

Learning Target/s:

• I can use an apostrophe to form contractions.



phrase.

Learning Target/s:


L.2.4.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).

Learning Target/s:

• I can determine the meaning of a word when a prefix is added.


24

STD Rl.2.1

Rl.2.2

Rl.2.S

Rl.2.6

Rl.2.7

Rl.2.8

SL.2.1

SL.2.lb

SL.2.2

SL.2.3

L.2.4

L.2.4c

L.2.5

L.2.5a

L.2.6

L.2.2

L.2.2d

RF.2.3

RF.2.3b

RF.2.3e

RF.2.3f

RF.2.4

RF.2.4a

RF.2.4b

W.2.2

W.2.S

L.2.1

L.2.2

L.2.2d

Rl.2.1

Rl.2.6

SL.2.1

W.2.7


l BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: The Earth's Forces ESSENTIAL QUESTION: How do the Earth's forces affect us?



Title: "Apples and Gravity" SHORT TEXT Strategy: Reread Strategy: Reread

Magnets Work! {560)

Genre: Nonfiction Skill: Author's Purpose Skill: Author's Purpose

Genre: Informational

Strategy: Reread Text/Expository MAIN SELECTION MAIN SELECTIONS

Genre: Genre: Informational Text

Strategy: Reread Nonfiction

Titles: Skill: Author's Purpose Title: I Fall Down {560) A: Forces at Work/"Machines to Push and Pull" (220)

0: Forces at Work/"Machines to Push and Pull" (460)

Text Features: Diagram With PAIRED SELECTION E: Forces at Work/"Machines to Push and Pull" (360)

Labels, Bold Print, Genre: B: Forces at Work/"Machines to Push and Pull" {600)

Subheadings Informational Text/Expository

Title: "Move It!" {530)

VOCABULARY Vocabulary Words: amazing, force, measure, objects, proved, speed, true, weight

Additional Domain Words: gravity

Additional Academic Words: author's purpose, comparison, contractions,

Vocabulary Strategy: Similes

High Frequency Words: about, around, good, great, idea, often, part, second, two, world

Oral Vocabulary Words: college, famous, path, planets, straight

PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhyme; Phoneme Categorization; Phoneme Blending

Phonics/Spelling Skill: Long a: a, ai, ay, ea, ei, eigh, ey

Structural Analysis: Contractions with 's, 're, 'II, 've

FLUENCY Fluency Skill: Intonation Notes:

WRITING Writing Trait: Organization: Order Ideas

Write About Readine: Analvze Author's Puroose

GRAMMAR Grammar Skill: Action Verbs

Grammar Mechanics: Abbreviations

Research Weekly: How do Earth's forces affect us?

Research the pushes and pulls in your everyday life.

Assessments:


Reading/Writing

Workshop: Genre;

Sentence Structures



Complex: Specific

Vocabulary

25




Learning Target/s: • I can ask questions {who, what, where, when, why, and how)

about important details in a text.• I can answer questions {who, what, where, when, why and







Learning Target/s: • I can use text features {captions, bold print, subheadings,



Rl.2.6 Identify the main purpose of a text, including what the author

wants to answer, explain, or describe.

Rl.2.8 Describe how reasons support specific points the author

makes in a text.

RF.2.3.b Know spelling-sound correspondences for additional

common vowel teams.

Learning Target/s: • I know spelling-sound correspondences for additional

common vowel teams.



L.2.2.d Generalize learned spelling patterns when writing words (e.g.,

cage -> badge; boy -> boil).

Learning Target/s: • I can use commas in greetings and closings of letters.

L.2.5 Demonstrate understanding of word relationships and nuances

in word meanings.

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).


26


BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Look At the Sky ESSENTIAL QUESTION: H What can we see in the sky?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN


RL.2.1 Title: "The Hidden Sun" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing

RL.2.3 Starry Night (540) Skill: Character, Setting, Plot: Sequence Workshop: Purpose

RL.2.5 Genre: Fiction Skill: Character, Setting, Plot: Sequence

SL.2.1 Genre: Fiction MAIN SELECTION Literature Anthology:

SL.2.la Strategy: Reread Genre: Fiction MAIN SELECTIONS

SL.2.2 Strategy: Reread Genre: Fiction What Makes This Text

SL.2.3 Title: Mr. Putter & Tabby See the Stars Complex: Organization;

Skill: Character, Setting, Plot: (580) Titles: Connections of Ideas; Specific

Sequence A: A Special Sunset/"Shadows and Sun Dials" Vocabulary

PAIRED SELECTION (200)

Genre: Informational Text/Expository 0: A Different Set of Stars/"Stars" (390)

E: A Different Set of Stars/"Stars" (330)

Title: "Day to Night" (550) B: Shadows in the Sky/"Eclipses" (540)

L.2.4 VOCABULARY Vocabulary Words: adventure, delighted, dreamed, enjoyed, grumbled, moonlight, neighbor, nighttime

L.2.4d Additional Domain Words: jellyroll, Big Dipper, Milky Way

L.2.5 Vocabulary Strategy: Compound Words

L.2.5a High Frequency Words: also, apart, begin, either, hundred, over, places, those, which, without

L.2.6 Oral Vocabulary Words: exactly, present, reports, telescopes, total

Rl.2.4

RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Isolation; Phoneme Substitution; Phoneme Blending; Phoneme Categorization

RF.2.3a Phonics/Spelling Skill: Long i: i, y, igh, ie

RF.2.3b Structural Analysis: Open Syllables

RF.2.3c

RF.2.3e

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Intonation Notes:

RF.2.4a

RF.2.4b


W.2.5 Write About Reading: Analyze Story Structure

W.2.6

L.2.2 GRAMMAR Grammar Skill: Present-Tense Verbs

L.2.2d Grammar Mechanics: Commas in a Series

L.2.1

RL.2.1 Research Weekly: Explore the phases of the Moon.

RL.2.5

SL.2.1

SL.2.6

W.2.7

Assessments:

27



and challenges.


challenges.



action.



Learning Target/s:






common vowel teams.

Learning Target/s:

• I know spelling-sound correspondences for additional

common vowel teams.


grammar and usage when writing or speaking. [8 lessons]


cage -> badge; boy-> boil).

Learning Target/s:


L.2.4.d Use knowledge of the meaning of individual words to predict

the meaning of compound words (e.g., birdhouse, lighthouse,

housefly; bookshelf, notebook, bookmark).

Learning Target/s:

• I can use knowledge of individual word meaning to predict

the meaning of compound words.


in word meanings.






28


-BIG IDEA, Uve and Leam - What have you learned about the world that surpr;ses you? I INSffiUCTIONAL WINDOW, WEEKLY CONCEPT: Ways People Help ESSENTIAL QUESTION: How can people help out their community?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION


Rl.2.1 Title: "Color Your SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions

Rl.2.2 Community" Lightning Lives (650) Questions

Rl.2.5 Skill: Author's Purpose

Rl.2.6 Genre: Nonfiction Narrative Genre: Informational Skill: Author's Purpose

Rl.2.8 Text/Nonfiction Narrative MAIN SELECTIONS

RL.2.1 Strategy: Ask and Answer MAIN SELECTION Genre: Narrative Nonfiction

RL.2.2 Questions Strategy: Ask and Answer Genre: Narrative Nonfiction

SL.2.1 Questions Titles:

SL.2.la Title: Biblioburro: A True Story A: City Communities/"Magic Anansi" (290)

SL.2.lb Skill: Author's Purpose from Colombia (700) 0: City Communities/"Magic Anansi" (500)

SL.2.2 E: City Communities/"Magic Anansi" (400)

SL.2.3 Text Feature: Photos With PAIRED SELECTION B: City Communities/"Magic Anansi" (620)

Captions Genre:

Fiction/Folktale

Title: "The Enormous Turnip"

(610)

L.2.4 VOCABULARY Oral Vocabulary Words: artist, celebration, commented, community, mural

L.2.4d

L.2.5

L.2.Sa

L.2.Sb

L.4.Sc

Rl.2.4

RF.2.4 PHONICS/SPELLING Phonemic Awareness: Phoneme Deletion; Phoneme Substitution; Phoneme Addition; Phoneme Blending

RF.2.4a Phonics/Spelling Skill: Long o: o, oa, ow, oe

RF.2.4b Structural Analysis: Contractions with not

RF.2.4 FLUENCY Fluency Skill: Expression Notes: RF.2.4a

RF.2.4b

W.2.5 WRITING Writing Trait: Voice: Opinions

W.2.1 Write About Reading: Analyze Author's Purpose

L.2.1 GRAMMAR Grammar Skill: Past- and Future Tense Verbs

L.2.2 Grammar Mechanics: Letter Punctuation

L.2.2b

L.2.2d

Rl.2.1 Research Weekly: How do people solve problems or help in your community?

Rl.2.6

SL.2.1

W.2.7

Assessments:


Reading/Writing

Workshop: Connections of

Ideas



Complex: Specific

Vocabulary; Sentence Structure

29




Learning Target/s:










Learning Target/s: • I can use text features (captions, bold print, subheadings,






makes in a text.


common vowel teams.


common vowel teams.





Learning Target/s:





Learning Target/s:




in word meanings.






30


BIG IDEA: Live and Learn - What have you learned about the world that surprises you? / INSTRUCTIONAL WINDOW: ' WEEKLY CONCEPT: Weather Alert! ESSENTIAL QUESTION: How does weather affect us?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEX (ACT)


Rl.2.1 Title: "Clouds All round" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing

Rl.2.2 Tornado! (660) Questions Workshop:Purpose

Rl.2.5 Genre: Expository Skill: Main Idea and Details

Rl.2.6 Strategy: Ask and Answer Genre: Informational Skill: Main Idea and Key Literature Anthology:

Rl.2.8 Questions Text/Expository Details MAIN SELECTIONS Connections of Ideas; Specific

Rl.2.9 Genre: Expository Text Vocabulary

SL.2.1 Strategy: Ask and Answer MAIN SELECTION

SL.2.2 Questions Genre: Expository Titles:

SL.2.3 A: Weather All Around/"Colors in the Sky" (290)

Skill: Main Idea and Key Title: Wild Weather (670) 0: Weather All Around/"Colors in the Sky" (460)

Details E: Weather All Around/"Colors in the Sky" (370)

PAIRED SELECTION B: Weather All Around/"Colors in the Sky" (630)

Text Features: Photos With Genre:

Captions, Bold Print, Informational Text/Expository

Subheadings, Sidebar With

Directions Title: "Can You Predict the

Weather?" (610)

L.2.5 VOCABULARY Vocabulary Words: damage, dangerous, destroy, event, harsh, prevent, warning, weather

L.2.Sa Additional Domain Words: temperature

L.2.Sb Additional Academic Words: pattern

L.4.5 Vocabulary Strategy: Antonyms

L.4.Sc High Frequency Words: after, before, every, few, first, hear, hurt, old, special, would

Rl.2.4 Oral Vocabulary Words: gloomy, pleasant, predict, reflect, rises

RF.2.3 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending Phonics/

RF.2.3b Spelling Skill: Long e: e, ee, ea, ie, y, ey, e_e

RF.2.3e Structural Analysis: -s, -es

RF.2.3f


RF.2.4a

RF.2.4b

W.2.2 WRITING Writing Trait: Organization: Strong Conclusions

W.2.8 Write About Reading: Analyze Text Features

W.2.5

L.2.1 GRAMMAR Grammar Skill: The Verb Have

L.2.2 Grammar Mechanics: Book Titles

L.2.2d

Rl.2.1 Research Weekly: How can people stay safe in extreme weather?

Rl.2.2

SL.2.1

W.2.7

Assessments:

31




action.







Rl.2.2 Identify the main topic of a multi-paragraph text as well as the





Learning Target/s:







makes in a text.

&l..


common vowel teams.

Learning Target/s:


common vowel teams.





Learning Target/s:



in word meanings.






32


BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Express Yourself ESSENTIAL QUESTION: How do you express yourself?



Rl.2.1 Title: "Why People Drum" SHORT TEXT Strategy: Ask and Answer Questions Strategy: Ask and Answer Questions Reading/Writing

Rl.2.2 "They've Got the Beat!" {620) Workshop: Organization;

Rl.2.5 Genre: Time For Kids Skill: Main Idea and Key Details Skill: Main Idea and Key Details Sentence Structures

Rl.2.6 Genre: Time For Kids

Rl.2.7 Strategy: Ask and Answer MAIN SELECTION MAIN SELECTIONS Literature Anthology:

Rl.2.8 Questions Strategy: Ask and Answer Genre: Time For Kids Genre: Informational Text

SL.2.1 Questions What Makes This Text

SL.2.2 Title: Many Ways to Enjoy Music Titles: Complex: Purpose of

SL.2.3 Skill: Main Idea and Key (680) A: The Sounds ofTrash/"Talking Underwater" (410) Text; Specific Vocabulary

Details 0: The Sounds ofTrash/"Talking Underwater" {530)

PAIRED SELECTION E: The Sounds of Trash/"Talking Underwater" (380)

Text Features: Photos With Genre: Time For Kids B: The Sounds of Trash/"Talking Underwater" (590)

Captions, Bar Graph Title: "A Musical Museum" (640)

L.2.4 VOCABULARY Vocabulary Words: cheered, concert, instrument, movements, music, rhythm, sounds, understand

L.2.4b Additional Academic Words: blend, combine,

L.2.4c Vocabulary Strategy: Prefixes

L.2.Sa High Frequency Words: America, beautiful, began, climbed, come, country, didn't, give, live, turned

L.3.5 Oral Vocabulary Words: communicate, festivals, respect, squeezing, tradition

L.3.Sa

L.4.Sc

Rl.2.4

RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition and Deletion; Identify and Generate Alliteration; Phoneme Blending

RF.2.3a Phonics/Spelling Skill: Long u: u_e, ew, ue, u

RF.2.3c Structural Analysis: Comparative Endings: -er, est

RF.2.3f


RF.2.4a

RF.2.4c

W.2.1 WRITING Writing Trait: Sentence Fluency: Vary Sentence Length


L.2.1 GRAMMAR Grammar Skill:

L.2.lf Combining and Rearranging Sentences

L.2.2 Grammar Mechanics: Sentence Punctuation

L.2.2d

Rl.2.1 Research Weekly: How do different musical instruments work?

Rl.2.2 Unit Level: Research

SL.2.1 Skill: Parts of the Library Unit Project: Self-select and develop from options for unit research

W.2.2 projects.

W.2.7

Assessments:

33













Learning Target/s:







makes in a text.



L.2.1.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).

Learning Target/s:

• I can produce 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).


cage -> badge; boy-> boil).

Learning Target/s:




tell/retell).

Learning Target/s:


added.


in word meanings.






34


__ BIG IDEA: Live and Learn What have you learned about the world that surprises you? INSTRUCTIONAL WINDOW: INTERIM WINDOW: -... 1::1::1, ... ESSENTIAL QUESTION: What happens when families work together?

UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction


RF.2.4a I'll Be the Dragon Tested skills:

RF.2.4b RF.2.4c

Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

W.2.1 Antarctica-Bound Skill/Strategy: o Small GroupStudents:


SL.2.la Choose Project Instructional strategy (ies)/activity (ies):

SL.2.lc

W.2.7 Science/Social Studies Connection

W.2.1 WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.2.5 Unit Writing Products: Skill/Strategy: o Small Group

W.2.6 Friendly Letter Students:Personal Narrative

Instructional strategy (ies)/activity (ies):


�ssessments:

35

Grade 2, Unit 3 ELA Learning Targets -

RL.2.3 Describe how characters in a story respond to major events and

challenges

Learning Target/s:

• I can describe how characters respond to events and challenges

RL.2.5 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action.



Learning Target/s:





Rl.2.2 Identify the main topic of a multiparagraph text as well as the focus of

specific paragraphs within the text.


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

information in a text efficiently.

Learning Target/s:

• I can use text features (captions, bold print, subheadings, glossaries,

indexes, electronic menus, and graphics) to locate key information in

texts.

Rl.2.6 Identify the main purpose of a text, including what the author wants to

answer, explain, or describe.

Rl.2.8 Describe how reasons support specific points the author makes in a text.

RF.2.3.b Know spelling-sound correspondences for additional common vowel

teams.

Learning Target/s:

• I know spelling-sound correspondences for additional common vowel

teams.

L.2.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.2.1.f Produce, expand, and rearrange complete simple and compoundsentences (e.g., The boy watched the movie; The little boy watched themovie; The action movie was watched by the little boy).

Learning Target/s:

• I can produce 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).

• I can expand and rearrange complete simple and compound

sentences.

L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage ->

badge; boy -> boil).

Learning Target/s:


L.2.4.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).

Learning Target/s:


L.2.4.d Use knowledge of the meaning of individual words to predict the

meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

Learning Target/s:

• I can use knowledge of individual word meaning to predict the

meaning of compound words.

L.2.5 Demonstrate understanding of word relationships and nuances in word

meanings.

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).

* Refer to the Common Core State Standards Curriculum Resources Binder for more information

36


' BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Different Places ESSENTIAL QUESTION: H What makes different parts of the world different?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT)


Rl.2.1 Title: "Where Do You Live?" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing

Rl.2.2 Alaska: A Special Place (560) Workshop: Visual

Rl.2.3 Genre: Expository Skill: Connections Within a Skill: Connections Within a Text: Compare and Contrast Display About a Region

Rl.2.5 Genre: Expository Text: Compare and Contrast

Rl.2.7 Strategy: Reread MAIN SELECTIONS Literature Anthology:

Rl.2.9 Strategy: Reread MAIN SELECTION Genre: Expository Text Analyze Ideas Across

SL.2.1 Genre: Texts

SL.2.lc Skill: Connections Informational Text/Expository Titles:

SL.2.2 Within a Text: Compare and A: Rocky Mountain National Park/"Yellowstone" (320)

SL.2.3 Contrast Title: Rain Forests (580) 0: Rocky Mountain National Park/"Yellowstone" (540)

SL.2.6 E: Rocky Mountain National Park/"Yellowstone" (430)

Text Features: Map, Key, PAIRED SELECTION 8: Rocky Mountain National Park/"Yellowstone" (630)

Labels, Subheadings _Genre:

Informational Text/Expository

Title: "African Savannas" (680)

L.2.4 VOCABULARY Vocabulary Words: eerie, growth, layers, lively, location, region, seasons, temperate

L.2.4d Additional Domain Words: Amazon, equator, tropical

L.2.5 Vocabulary Strategy: Compound Words

L.2.5a High Frequency Words: below, colors, don't, down, eat, many, morning, sleep, through, very

Rl.2.4 Oral Vocabulary Words: factories, harbors, produce, timber, valleys

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Identity; Phoneme Categorization; Phoneme Blending

L.2.2d Phonics/Spelling Skill: Silent Letters wr, kn, gn, mb, sc

RF.2.3 Structural Analysis: Prefixes/Suffixes

RF.2.3f


RF.2.4a

W.2.2 WRITING Writing Trait: Ideas: Focus on a Topic

W.2.5 Write About Reading: Analyze Ideas Across Texts

W.2.6

L.2.1 GRAMMAR Grammar Skill: Linking Verbs

L.2.2 Grammar Mechanics: Capitalization of Proper Nouns

L.2.2a

L.2.2d

Rl.2.1 Research Weekly: Explore the land features, plants, animals, and climate of a region.

Rl.2.5

Rl.2.7

SL.2.1

W.2.7

Assessments:

37




Learning Target/s:





Rl.2.3 Describe the connection between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text.

Learning Target/s:

a. I can describe the connection between a series of historical

events in a text.

b. I can describe the connection between specific ideas or

concepts in a text.

c. I can describe the steps in technical procedures in a text.




Learning Target/s:










tell/retell).

Learning Target/s:


added.




Learning Target/s:








38


' BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW:

-m•::1::1 WEEKLY CONCEPT: Earth Changes ESSENTIAL QUESTION: How does the Earth change?



Rl.2.1 Title: "Earth Changes" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing

Rl.2.2 Into the Sea (650) Workshop: Prior

Rl.2.3 Genre: Expository Skill: Connections Within a Skill: Connections Within a Text: Cause and Effect Knowledge; Organization

Rl.2.5 Genre: Expository Text: Cause and Effect

SL.2.1 Strategy: Reread MAIN SELECTIONS Literature Anthology:

SL.2.2 Strategy: Reread MAIN SELECTION Genre: Expository Text

SL.2.3 Genre: What Makes This Text

Skill: Connections Within a Informational Text/Expository Titles: Complex: Specific Vocabulary

Text: Cause and Effect A: Earthquakes/"Glaciers" (350)

Title: Volcanoes (680) O: Earthquakes/"Glaciers" (530)

Text Features: Photos, Bold E: Earthquakes/"Glaciers" (430)

Print, Subheadings PAIRED SELECTION B: Earthquakes/"Glaciers" (630)

Genre:


Title: "To The Rescue" (750)

L.2.2 VOCABULARY Vocabulary Words: active, Earth, explode, island, local, properties, solid, steep

L.2.2d Additional Domain Words: erupt, lava

L.2.4 Additional Academic Words: time-order words

L.2.4a Vocabulary Strategy: Sentence Clues

L.2.4d High Frequency Words: animal, away, building, found, from, Saturday, thought, today, toward, watch

L.2.5 Oral Vocabulary Words: carved, glide, sphere, suddenly, surface

L.2.Sa

Rl.2.4

RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Blending; Phoneme Substitution

RF.2.3b Phonics/Spelling Skill: r-controlled vowels/Qr/er, ir, ur, or

RF.2.3f Structural Analysis: Inflectional Endings

RF.24. FLUENCY Fluency Skill: Phrasing Notes:

RF.2.4a

W.2.2 WRITING Writing Trait: Word Choice: Time-Order Words

W.2.5 Write About Reading: Analyze Author's Word Choice

W.2.6

W.2.8

L.2.1 GRAMMAR Grammar Skill: Helping Verbs

L.2.ld Grammar Mechanics: Quotation Marks

L.2.2

L.2.2d

Rl.2.1 Research Weekly: How do natural events change the earth?

Rl.2.3

SL.2.1

W.2.7

Assessments:

39




Learning Target/s:







Learning Target/s:


events in a text.


concepts in a text.





Learning Target/s:








L.2.1.d Form and use the past tense of frequently occurring irregular

verbs (e.g., sat, hid, told).

Learning Target/s:

• I can form and use the past tense of frequently occurring

irregular verbs (e.g., sat, told).


or phrase.

Learning Target/s:




Learning Target/s:






Learning Target/s:








40


.BIG IDEA, Ou, LKe/0"' wo,ld - How do dKfoent en�ronment, make the wo,ld an lnte,e,ting place? I INSTRUCTIONAL WINDOW, WEEKLY CONCEPT: Our Culture Makes Us ESSENTIAL QUESTION: How are kids around the world different?

Special


LEVELED READER/MAIN SELECTION/PAIRED SELECTION WORKSHOP SELECTION/PAIRED SELECTION

RL.2.1 Title: "My New School" SHORT TEXT Strategy: Visualize Strategy: Visualize

RL.2.3 Happy New Year! (590) Skill: Character, Setting, Plot: Compare

RL.2.5 Genre: Realistic Fiction and Contrast Skill: Character, Setting Plot: Compare and Contrast

RL.2.6 Genre: Realistic Fiction

RL.2.7 Strategy: Visualize MAIN SELECTION MAIN SELECTIONS

Rll.6 Strategy: Visualize Genre: Realistic Fiction Genre: Realistic Fiction

SL.2.1 Title: Dear Primo: A Letter to My Cousin Titles:

SL.2.lb Skill: Character, Setting, (610) A: Sharing Cultures/"Music Around the World" (350)

SL.2.2 Plot: Compare and Contrast 0: A New Life in lndia/"Dress Around the World" (480)

SL.2.3 PAIRED SELECTION E: A New Life in lndia/"Dress Around the World"

Genre: Informational Text/Expository (440)

Title: "Games Around the World" {600) B: Akita and Carlo/"Food Around the World" (620)

L.2.5 VOCABULARY Vocabulary Words: common, costume, customs, favorite, parade, surrounded, travels, wonder

L.2.Sa Additional Domain Words: cousin, primo

L.2.6 Additional Academic Words: voice

Rl.2.4 Vocabulary Strategy: Similes

High Frequency Words: ago, carry, certain, everyone, heavy, outside, people, problem, together, warm

Oral Vocabulary Words: accompanies assigns, crowded, locker, usual

L.2.1 PHONICS/SPELLING Phonemic Awareness: Generate Rhyme; Initial Sound and Substitution; Phoneme Blending

L.2.lb Phonics/Spelling Skill: r-controlled vowels/or/or, ore, oar;/ar/ar

L.2.2 Structural Analysis: Irregular Plurals

L.2.2d

RF.2.3

RF.2.3e

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Expression Notes:

RF.2.4b

W.2.3 WRITING Writing Trait: Voice: Show Feelings

W.2.5 Write About Reading: Analyze How an Author Compares Characters and Events

W.2.6

W.2.8

L.2.1 GRAMMAR Grammar Skill: Irregular Verbs

L.2.ld Grammar Mechanics: Book Titles

L.2.2

Rl.2.1 Research Weekly: Research games from around the world. How are they played?

RL.2.1

RL.2.5

SL.2.1

W.2.7

Assessments:


Reading/Writing

Workshop: Prior Knowledge



Complex: Organization;

Sentence Structure; Specific

Vocabulary

41



and challenges

Learning Target/s:


challenges.




Learning Target/s:

• I can describe how an author's words supply rhythm and

meaning in a text.



action.



Learning Target/s:











Learning Target/s:








42


• BIG IDEA, ou, Lffe/ou, wo,ld - How do dfffe,ent emrironments make the world an ;,te,e,Hng plaa,? I INSmUCTIONAL WIN DOW,

WEEKLY CONCEPT: Folktales About Nature ESSENTIAL QUESTION: How can we understand nature?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION


RL.2.1 Title: "How Thunder and SHORT TEXT Strategy: Visualize Strategy: Visualize

RL.2.2 Lightning Came to Be" "Why the Sun and the Moon

RL.2.5 Live in the Sky (N/A) Skill:Theme Skill: Theme

RL.2.6 Genre: Folktale/Drama

RL.2.7 Visualize Genre: Play MAIN SELECTION MAIN SELECTIONS SL.2.1 Genre: Genre: Folktale

SL.2.2 Strategy: Visualize Folktale/Drama

SL.2.3 Titles: Skill: Theme Title: How the Beetle Got A: Why Turtles Live in Water/"Why Corn Has Silk" (290)

Her Colors (N/A) 0: How Butterflies Came to Be/"How the Rainbow Was

Made" (440)

PAIRED SELECTION E: How Butterflies Came to Be/"How the Rainbow Was

Genre: Fiction/Folktale Made" (340)

B: Why Spider Has 8 Thin Legs/"Why There Are Stars"

Title: "How the Finch Got Its (600)

Colors" (600)

L.2.4 VOCABULARY Vocabulary Words: ashamed, boast, dash, holler, plenty, similarities, victory, wisdom

L.2.4c Vocabulary Strategy: Root Words

L.2.5 High Frequency Words: again, behind, eyes, gone, happened, house, inside, neither, stood, young

L.2.Sa Oral Vocabulary Words: blustery, chilly, drenched, drizzle, task

Rl.2.4

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Blending; Identify Syllables

L.2.2d Phonics/Spelling Skill: r-controlled vowels/Tr/eer, ere, ear

RF.2.3 Structural Analysis: Abbreviations

RF.2.3d

RF.2.3eRF.2.3f


RF.2.4b

W.2.3 WRITING Writing Trait: Ideas: Develop Character

W.2.5 Write About Reading: Analyze Theme

W.2.6

L.2.2 GRAMMAR Grammar Skill: Irregular Verbs

L.2.1 Grammar Mechanics: Letter Punctuation

L.2.ldRL.2.1 Research Weekly: How do folktales from different cultures explain nature?

RL.2.2SL.2.1

W.2.7

Assessments:


Reading/Writing Workshop: Genre;

Purpose


What Makes This Text Complex: Specific Vocabulary

43

ELA Grade 2, Unit 4, Week 4 Assessment Standards and Learning Targets WWW. I WWSWC%L,WWW rmw�.:am

RL.2.2 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral.

Learning Target/s:

• I can retell a story, fable, or folktale.

• I can tell the central message, lesson, or moral of a story.


and challenges

Learning Target/s:


challenges.





meaning in a text.



action.







Learning Target/s:





Learning Target/s:








44


BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW:

WEE KL V CONCEPT: Poems ESSENTIAL QUESTION: What excites us about nature?

About Nature



RL.2.1 Title: "Redwood National SHORT TEXT Strategy: Visualize Strategy: Visualize Reading/Writing

RL.2.2 Forest," "The Amazing "Snow Shape," "Nature Workshop: Purpose;

RL.2.4 Meadow," "The Sahara Walk," "In the Sky" (N/A) Skill: Theme Skill: Theme Connections of Ideas

RL.2.5 Desert"

RL.2.10 Genre: Poetry MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.2.1 Genre: Poetry Genre: Poetry Genre: Fiction

SL.2.la Strategy: Visualize What Makes This Text

SL.2.2 Strategy: Visualize Title: "April Rain Song," "Rain Titles: Complex:

SL.2.3 Skill: Theme Literary Poem" (N/A) A: A Hike in the Woods/"The Woods" (340) Specific Vocabulary

Element: Repetition 0: A Little World/"See a Star" (500)

PAIRED SELECTION E: A Little World/"By the Sea" (400)

Genre: Poetry B: Star Party/"Moon" (590)

Title:

"Helicopters," "Windy Tree"

(N/A)

L.2.4 VOCABULARY Vocabulary Words: drops, excite, outdoors, pale

L.2.4c Additional Academic Words: sensory words

L.2.5 Vocabulary Strategy: Similes

L.2.5a High Frequency Words among, bought, knew, never, once, soon, sorry, talk, touch, upon

L.2.6 Oral Vocabulary Words: broad, dunes, plump, swaying, twirling

Rl.2.4

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending

L.2.2d Phonics/Spelling Skill: r-controlled vowels/ar/are, air, ear, ere

RF.2.3 Structural Analysis: r-controlled Vowel Syllables

RF.2.3f


W.2.5 WRITING Writing Trait: Word Choice: Sensory Words

W.2.6 Write About Reading: Analyze Word Choice and .Provide Opinion

W.2.8

L.2.1 GRAMMAR Grammar Skill: Contractions

L.2.2 Grammar Mechanics: Contractions/ Apostrophes

L.2.2c

L.2.2d

RL.2.1 Research Weekly: Research nature poems. How are similes used in poems about nature?

RL.2.4 Unit Level: Research Skill: Taking Notes

SL.2.1 Unit Project: Self-select and develop from options for unit research projects.

SL.2.la

W.2.7

Assessments:

45


RL.2.2 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral.

Learning Target/s:

• I can retell a story, fable, or folktale.

• I can tell the central message, lesson, or moral of a story.





meaning in a text.







Learning Target/s:




Learning Target/s:








46


-.1h•11.-1_BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW: -... ,:1:1,.. ESSENTIAL QUESTION: J INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT STD Post Assessment Instruction

RF.2.4 FLUENCY Reader's Theater: Using Assessment Results RF.2.4a A Whale of a Story Tested skills: RF.2.4b RF.2.4c Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Hope for the Everglades Skill/Strategy: o Small Group

Students:

SL.2.1 RESEARCH AND INQUIRY Research skill SL.2.la Choose Project Instructional strategy (ies)/activity (ies):

SL.2.lb W.2.6 Science/Social Studies Connection W.2.7

L.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole GroupRL.2.4 Unit Writing Products: Skill/Strategy: o Small GroupSL.2.5 Friendly Letter Students:W.2.3 Personal Narrative W.2.5 Instructional strategy (ies)/activity (ies): W.2.6W.2.8


�ssessments:

47

Grade 2, Unit 4 ELA Learning Targets

RL.2.2 Recount stories, including fables and folktales from diverse cultures,

and determine their central message, lesson, or moral.

Learning Target/s:

a. I can retell a story, fable, or folktale.

b. I can tell the central message, lesson, or moral of a story.

RL.2.3 Describe how characters in a story respond to major events and

challenges

Learning Target/s:

• I can describe how characters respond to events and challenges.

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.

Learning Target/s:

• I can describe how an author's words supply rhythm and meaning

in a text.

RL.2.5 Describe the overall structure of a story, including describing how

the beginning introduces the story and the ending concludes the action.



Learning Target/s:







Learning Target/s:

a. I can describe the connection between a series of historical events

in a text.

b. I can describe the connection between specific ideas or concepts in

a text.


,


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

or information in a text efficiently.

Learning Target/s:


glossaries, indexes, electronic menus, and graphics) to locate key

information in texts.





L.2.1.d Form and use the past tense of frequently occurring irregular verbs

(e.g., sat, hid, told).

Learning Target/s:

• I can form and use the past tense of frequently occurring irregular

verbs (e.g., sat, told}.

L.2.2.c Use an apostrophe to form contractions and frequently occurring

possessives.

Learning Target/s:



phrase.

Learning Target/s:


L.2.4.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).

Learning Target/s:



48




Learning Target/s:



L.2.4.d Use knowledge of the meaning of individual words to predict the

meaning of compound words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).

Learning Target/s:

• I can use knowledge of individual word meaning to predict the

meaning of compound words.

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).


49


BIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Being a Good Citizen ESSENTIAL QUESTION: What do good citizens do?

I STD I COMPREHENSIONREADING/WRITING LITERATURE ANTHOLOGY/MAIN


Rl.2.1 Title: "A Boy Named Martin SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.2.5 A Difficult Decision (510) Workshop: Organization;

RL.2.2 Genre: Realistic Fiction Skill: Point of View Skill: Point of View Sentence Structure

RL.2.6 Genre: Realistic Fiction

SL.2.1 Strategy: Summarize MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.2.la Strategy: Summarize Genre: Realistic Fiction Genre: Realistic Fiction

SL.2.lb Title: Grace for President (580) What Makes This Text

SL.2.2 Skill: Point of View Titles: Complex: Specific

SL.2.3 PAIRED SELECTION A: Fixing the Playground/"Hero" (340) Vocabulary; Prior

Genre: O: The Food Crew/"A School Feeds Others" (480) Knowledge; Connections of

Informational Text/Nonfiction E: The Food Crew/"A School Feeds Others" (430) Ideas

Narrative B: How Many Greats?/"Freedom Walk" (620)

Title: "Helping to Make Smiles"

(520)

L.2.4 VOCABULARY Vocabulary Words: champion, determined, issues, promises, responsibility, rights, volunteered, votes

L.2.4d Additional Domain Words: electoral, constituents, candidate

L.2.5 Additional Academic Words: quotation marks,

L.2.5a Vocabulary Strategy: Suffixes

Rl.2.4 High Frequency Words answer, been, body, build, head, heard, minutes, myself, pretty, pushed

Oral Vocabulary Words: calm, concern, exhausted, offered, treat

L.2.1 PHONICS/SPELLING Phonemic Awareness: Phoneme Reversal; Initial and Final Sound Substitution; Phoneme Blending

L.2.lb Phonics/Spelling Skill: Diphthongs ou, ow

L.2.2 Structural Analysis: Irregular Plurals

L.2.2d

RF.2.3

RF.2.3b

RF.2.3f


RF.2.4a

RF.2.4b

W.2.3 WRITING Writing Trait: Ideas: Descriptive Details

W.2.5 Write About Reading: Analyze Point of View

W.2.6

L.2.1 GRAMMAR Grammar Skill: Pronouns

L.2.2 Grammar Mechanics: Quotation Marks

RL.2.1 Research Weekly: How can kids be good citizens at school and in the community?

RL.2.6

SL.2.1

W.2.7

W.2.8

Assessments:

51


RL.2.6 Acknowledge differences in the points of view of characters,

including by speaking in a different voice for each character when

reading dialogue aloud.


common vowel teams.


common vowel teams.




52


BIG IDEA: Let's Make a Difference - How can people make a difference? ! INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Cooperation Works! ESSENTIAL QUESTION: How do people get along?



Rl.2.1 Title: "My First Day" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.2.5 Soccer Friends (510) Workshop: Genre

RL.2.2 Genre: Summarize Skill: Point of View Skill: Point of View

RL.2.3 Genre: Fiction Literature Anthology:

RL.2.5 Strategy: Reread MAIN SELECTION MAIN SELECTIONS

RL.2.6 Strategy: Summarize Genre: Fiction Genre: Fiction What Makes This Text

SL.2.1 Complex: Connections of Ideas;

SL.2.la Skill: Point of View Title: Once Upon a Baby Titles: Organization; Specific

SL.2.lb Brother (560) A: Rainy Day/"Boys and Girls Club" (350) Vocabulary

SL.2.2 O: Thirteen Is a Crowd/"Big Brothers Big Sisters" (500)

SL.2.3 PAIRED SELECTION Genre: E: Thirteen Is a Crowd/"Big Brothers Big Sisters" (400)

Informational Text/Expository B: Partners/"4-H" (660)

Title: "Bully-Free Zone" (640)

L.2.4 VOCABULARY Vocabulary Words: amused, cooperate, describe, entertained, imagination, interact, patient, peaceful

L.2.4a Additional Domain Words: brainstormed

L.2.5 Vocabulary Strategy: Idioms

L.2.5a High Frequency Words: brought, busy, else, happy, I'll, laugh, love, maybe, please, several

RL.2.4 Oral Vocabulary Words: audience, decorate, instructions, pretended, shiver

L.2.1 PHONICS/SPELLING Phonemic Awareness: Phoneme Blending; Phoneme Substitution; Phoneme Segmentation; Phoneme Deletion

L.2.2 Phonics/Spelling Skill: Diphthongs oy, oi

L.2.2d Structural Analysis: Consonant+ le (el, al) Syllables

RF.2.3

RF.2.3b

RF.2.3d

RF.2.3f


RF.2.4a

RF.2.4b

W.2.3 WRITING Writing Trait: Sentence Fluency: Vary Sentence Length

W.2.5 Write About Reading: Analyze Point of View

W.2.6

L.2.1 GRAMMAR Grammar Skill: Pronouns I and Me, We and Us

L.2.lc Grammar Mechanics: Capitalizing the Pronoun I

L.2.2

Rl.2.1 Research Weekly: How do people get along in different settings and situations?

RL.2.6

SL.2.1

SL.2.la

W.2.7

Assessments:

53



and challenges


challenges.






Learning Target/s:


events in a text.


concepts in a text.



common vowel teams.


common vowel teams.




or phrase.



54


IBIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Our Heroes ESSENTIAL QUESTION: What do heroes do?



Rl.2.1 Title: "A Hero On and Off SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.2.3 Skis" Cesar Chavez (600) Workshop: Genre

Rl.2.5 Skill: Connections Within a Text: Skill: Connections Within a Text: Sequence

Rl.2.6 Genre: Informational Genre: Informational Sequence Literature Anthology: Specific

Rl.2.8 Text/Biography Text/Biography MAIN SELECTIONS Vocabulary

RL.2.2 MAIN SELECTION Genre: Biography

SL.2.1 Strategy: Summarize Strategy: Summarize Genre:

SL.2.lb Informational Text/Biography Titles:

SL.2.2 Skill: Connections Within a A: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"

SL.2.3 Text: Sequence Title: Brave Bessie (650) (380)

0: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"

Text Features: Bold Print, PAIRED SELECTION (550)

Subheadings, Timeline Genre: Fiction/Legend E: Rudy Garcia-Tolson/''The Unsinkable Molly Brown"

(470)

Title: "The Legend of Kate Shelley" B: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"

(640) (640)

L.2.4a VOCABULARY Vocabulary Words: agree, challenging, discover, heroes, interest, perform, study, succeed

L.2.4c Vocabulary Strategy: Synonyms

L.2.4e High Frequency Words air, along, always, draw, during, ever, meant, nothing, story, won't

L.2.5 Oral Vocabulary Words: competing, inspired, limited, overcome, refused

Rl.2.4

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending

L.2.2d Phonics/Spelling Skill: Variant Vowels:/u/oo, u, u_e, ew, ue, ui; /u/ oo, ou, u

RF.2.3 Structural Analysis: Contractions with not

RF.2.3f

RF.2.Sb

RF.2.4 FLUENCY Fluency Skill: Phrasing Notes: RF.2.4a

W.2.2 WRITING Writing Trait: Organization: Sequence

W.2.6 Write About Reading: Analyze Sequence

L.2.1 GRAMMAR Grammar Skill: Possessive Pronouns

L.2.2 Grammar Mechanics: Capitalization of Proper Nouns

L.2.2a

Ll.1

Ll.ld

Rl.2.1 Research Weekly: Explore the life of an American hero.

RL.2.3

SL.2.1

W.2.2

Assessments:

55

ELA Grade 2, Unit 5, Week 3 Assessment Standards and Learning Targets cnnw.tm ... mAe&k2.:ZZCX�lt- S--SZ:- . MS ta z = ====- Cl!l.£§&3&0 m.z &Lil SJ -c.ww


and challenges

Learning Target/s:


challenges.



Learning Target/s:


events in a text.


concepts in a text.



common vowel teams.

Learning Target/s:


common vowel teams.




or phrase.



56



' WEEKLY CONCEPT: Preserving Our Earth ESSENTIAL QUESTION: How can we protect the Earth?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN


RL.2.3 Title: "Clean Water" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions Reading/Writing

RL.2.5 The Art Project (660) Revise Predictions Workshop: Specific

RL.2.6 Genre: Fiction Skill: Character, Setting, Plot: Problem and Solution Vocabulary; Sentence Clues

SL.2.lc Genre: Fiction Skill: Character, Setting, Plot:

SL.2.2 Strategy: Make, Confirm, Problem and Solution MAIN SELECTIONS Literature Anthology:

SL.2.3 Revise Predictions Strategy: Make, Genre: Fiction

SL.2.6 Confirm, Revise Predictions MAIN SELECTION What Makes This Text

Genre: Fiction Titles: Complex: Connections of Ideas;

Skill: Character, Setting, A: Let's Carpool/"The Clean Air Campaign" (350) Specific Vocabulary

Plot: Problem and Solution Title: The Woodcutter's Gift O: Our Beautiful Tree/"Dirt!" (550)

(690) E: Our Beautiful Tree/"Dirt!" (440)

B: Family Night Unplugged/"Tips For Saving Power"

PAIRED SELECTION (640)

Genre:


Title: "Earth's Resources"

(600)

L.2.4 VOCABULARY Vocabulary Words: curious, distance, Earth resources, enormous, gently, proudly, rarely, supply

L.2.4a Additional Academic Words: cause and effect,

L.2.5 Vocabulary Strategy: Homophones

L.2.Sa High Frequency Words city, father, mother, o'clock, own, questions, read, searching, sure, though

Rl.2.4 Oral Vocabulary Words: hesitated, memorable, pollution, reasons, suggest

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Deletion; Phoneme Blending; Phoneme Addition

RF.2.3 Phonics/Spelling Skill: Variant Vowels:/6/a, aw, au, augh, al, ough

RF.2.3b Structural Analysis: Vowel Team Syllables

RF.2.3f


RF.2.4a

RF.2.4b


W.2.5 Write About Reading: Analyze Character, Setting, and Plot

W.2.6

W.2.8

L.2.2 GRAMMAR Grammar Skill: Contractions

L.2.2c Grammar Mechanics: Contractions/Possessive Pronouns

RL.2.1 Research Weekly: How can recycling different items and materials help protect the earth?

RL.2.3

SL.2.1

W.2.7

Assessments:

57



and challenges

Learning Target/s:


challenges.





common vowel teams.

Learning Target/s:


common vowel teams.





Learning Target/s:



or phrase.

Learning Target/s:



58



WEEKL V CONCEPT: Rights and Rules ESSENTIAL QUESTION: Why are rules important?



Rl.2.1 Title: "Town Rules" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions Reading/Writing

Rl.2.3 Visiting the Revise Predictions Workshop: Specific

Rl.2.4 Genre: Time For Kids Past (610) Skill: Connections With a Text: Cause and Effect Vocabulary; Purpose

Rl.2.5 Skill: Connections Within a

Rl.2.7 Strategy: Make, Confirm, Genre: Time For Kids Text: Cause and Effect MAIN SELECTIONS Literature Anthology:

RL.2.3 Revise Predictions Genre: Expository Text Purpose of a Text; Specific

SL.2.1 Strategy: Make, Confirm, MAIN SELECTION Vocabulary

SL.2.2 Revise Predictions Genre: Time For Kids Titles:

SL.2.3 A: Government Rules/"Pool Rules" (460)

Skill: Connections Within a Title: Setting the Rules (610) 0: Government Rules/"Pool Rules" (540)

Text: Cause and Effect Paired Selection E: Government Rules/"Pool Rules" (490)

B: Government Rules/"Pool Rules" {670)

Text Features: Subheadings, Genre: Time For Kids

Chart

Title: "American Symbols"

{650)

L.2.4 VOCABULARY Vocabulary Words: exclaimed, finally, form, history, public, rules, united, writers

L.2.4a Additional Academic Words: alphabetical order,, symbols

L.2.4c Vocabulary Strategy: Multiple Meaning Words

L.2.5 High Frequency Words: anything, children, everybody, instead, paper, person, voice, whole, woman, words

L.2.Sa Oral Vocabulary Words: elected, permission, recycle, services, transportation

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Reversal; Phoneme Blending

L.2.2d Phonics/Spelling Skill: Short Vowel Digraphs:/e/ea;/u/ou;/i/y

RF.2.3e Structural Analysis: Alphabetical Order (two letters)

RF.2.3f

RF2.3


W.2.2 WRITING Writing Trait: Voice: Formal vs. Informal

W.2.5 Write About Reading: Analyze Cause and Effect

W.2.6

L.2.1 GRAMMAR Grammar Skill: Pronoun-Verb Agreement

L.2.2 Grammar Mechanics: Book Titles

L.2.3

L.2.3a

Rl.2.3 Research Weekly: Explore the history and significance of an American symbol.

SL.2.1 Unit Level: Research

W.2.7 Skill: Review Parts of the Library


Assessments:

59




Learning Target/s:


events in a text.


concepts in a text.




RF.2.3.e Identify words with inconsistent but common spelling-sound

correspondences.

Learning Target/s:

• I can identify words with inconsistent but common spelling

sound correspondences.




or phrase.

Learning Target/s:



60


-,BIG IDEA: let's Make a Difference How can people make a difference? I INSTRUCTIONAL WINDOW:

ESSENTIAL QUESTION: I INTERIM WINDOW:

UNIT WRAP-UPSUMMATIVE ASSESSMENT

STD Post Assessment InstructionRF.2.4 FLUENCY Reader's Theater: Using Assessment ResultsRF.2.4a The Search for the Magic Lake Tested skills: RF.2.4bRF.2.4cRl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Good Deeds Add Up! Skill/Strategy: o Small Group

Students:

SL.2.2 RESEARCH AND INQUIRY Research skillSL.2.3 Choose Project Instructional strategy (ies)/activity (ies):


W.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole GroupW.2.5 Unit Writing Products: Skill/Strategy: o Small Group W.2.6 Friendly Letter Students:

Personal NarrativeInstructional strategy (ies)/activity (ies):

EXTEND LEARNINGLevel Up

Assessments:

61



and challenges

Learning Target/s:


challenges






Learning Target/s:


events in a text.


concepts in a text.





common vowel teams.

Learning Target/s:


common vowel teams.

RF.2.3.e Identify words with inconsistent but common spelling-sound

correspondences.

Learning Target/s:

• I can identify words with inconsistent but common spelling

sound correspondences.





Learning Target/s:



or phrase.

Learning Target/s:

• I can use conte.xt to find the meaning of a word or phrase.


62

Grade 2, ELA Learning Targets

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.

Learning Target/s:



b. I can answer questions (who, what, where, when, why and how) about


RL.2.2 Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

Learning Target/s:

a. I can retell a story, fable, or folktale.

b. I can tell the central message, lesson, or moral of a story.

RL.2.3 Describe how characters in a story respond to major events and challenges

Learning Target/s:

• I can describe how characters respond to events and challenges.

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.

Learning Target/s:

• I can describe how an author's words supply rhythm and meaning in a

text.

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 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.

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.

Learning Target/s:

a. I can use illustrations and words to describe a story's characters.



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.

Learning Target/s:



b. I can answer questions (who, what, where, when, why and how) about


Rl.2.2 Identify the main topic of a multi paragraph text as well as the focus of

specific paragraphs within the text.

Rl.2.3 Describe the connection between a series of historical events, scientific ideas

or concepts, or steps in technical procedures in a text.

Learning Target/s:

a. I can describe the connection between a series of historical events in a

text.

b. I can describe the connection between specific ideas or concepts in a

text.


Rl.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.

Learning Target/s:

• I can use text features (captions, bold print, subheadings, glossaries,

indexes, electronic menus, and graphics) to locate key information in

texts.

Rl.2.6 Identify the main purpose of a text, including what the author wants to

answer, explain, or describe.

Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine works)

contribute to and clarify a text.

Rl.2.8 Describe how reasons support specific points the author makes in a text.

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding

words both in isolation and in text.


63


. BIG IDEA: How On Earth? - What keeps our world working? j INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Plant Myths and Facts ESSENTIAL QUESTION: What do myths help us understand?



Rl.2.1 Title: "The Bluebell" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing RL.2.2 Why Fir Tree Keeps His Workshop: Genre

RL.2.6 Genre: Fiction/Myth Leaves (560) Skill: Author's Purpose Skill: Theme

SL.2.1 Literature Anthology: SL.2.la Strategy: Reread Genre: Myth MAIN SELECTION MAIN SELECTIONS SL.2.lb Genre: Genre: Myth What Makes This Text SL.2.2 Strategy: Reread Informational Text/Expository Complex: Specific

SL.2.3 Titles: Vocabulary

Skill: Theme Title: The Golden Flower (590) A: The Apples of ldun/"Tomatoes" (400)

O: Hercules and the Golden Apples/"Apples" (550)

PAIRED SELECTION E: Hercules and the Golden Apples/"Apples" (440)

Genre: B: Demeter and Persephone/"Pomegranate" {630}


Title: "The Pumpkin Patch"

(600)

L.2.4 VOCABULARY Vocabulary Words: appeared, crops, develop, edge, golden, rustled, shining, stages

L.2.4a Additional Domain Words: Puerto Rico

L.2.4d Additional Academic Words: adjective, myth, point of view,

L.2.5 Vocabulary Strategy: Sentence Clues

L.2.6 High Frequency Words: door, front, order, probably, remember, someone, tomorrow, what's, worry, yesterday

Rl.2.4 Oral Vocabulary Words: disturb, entire, magnificent, stumbled, trembled

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Make Oral Rhymes; Phoneme Addition; Phoneme Blending; Phoneme Deletion

L.2.2d Phonics/Spelling Skill: Closed Syllables and Open Syllables

RF.2.3 Structural Analysis: Compound Words

RF.2.3c

RF.2.3f


RF.2.4b

W.2.3 WRITING Writing Trait: Organization: Strong Openings

W.2.6 Write About Reading: Analyze Theme

W.2.5

L.2.1 GRAMMAR Grammar Skill: Adjectives

L.2.le Grammar Mechanics: Commas in a Series

L.2.2Rl.2.1 Research Weekly: Research a plant and what it needs to grow.

SL.2.1

SL.2.lc

Assessments:

64


. BIG IDEA: How On Earth? - What keeps our world working? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: We Need Energy ESSENTIAL QUESTION: How do we use energy?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN SELECTION/PAIRED LEVELED READER/MAIN SELECTION/PAIRED ACCESS COMPLEX TEXT (ACT)

WORKSHOP SELECTION SELECTION

Rl.2.1 Title: "How Does Energy SHORT TEXT Strategy: Summarize Strategy: Reread Reading/Writing Rl.2.3 Make Your Hair Stand Up?" Pedal Power (660) Workshop: Sentence Rl.2.5 Skill: Main Idea and Key Skill: Author's Purpose Structure; Specific Vocabulary Rl.2.6 Genre: I nformationa I Genre: Informational Details Rl.2.7

Text/Expository Text/Expository MAIN SELECTIONS Literature Anthology: Rl.2.8

SL.2.1 MAIN SELECTION Genre: Informational Text

SL.2.2 Strategy: Reread Strategy: Reread Genre: Informational Text/Expository What Makes This Text

SL.2.3 Titles: Complex: Genre; Connections

Skill: Author's Purpose Title: My Light (680) A: Wind Power/"A Solar House" (630) of Ideas; Specific Vocabulary

O: Wind Power/"A Solar House" (550)

Text Features: Photos With PAIRED SELECTION E: Wind Power/"A Solar House" (490)

Captions, Subheadings, Genre: B: Wind Power/"A Solar House" (690)

Diagram, Labels Informational Text/

Narrative Nonfiction

Title: "The Power of Water"

(650)

L.2.4 VOCABULARY Vocabulary Words: electricity, energy, flows, haul, power, silent, solar, underground L.2.4a Additional Domain Words: dam, generators L.2.4c Vocabulary Strategy: Paragraph Clues L.2.5

High Frequency Words: alone, became, beside, four, hello, large, notice, round, suppose, surprised L.4.5

L.4.ScOral Vocabulary Words: charge, effects, rushes, slight, streak

Rl.2.4

L.2.2 PHONICS/SPELLING Phonemic Awareness: Initial Phoneme Addition; Phoneme Segmentation; Initial Phoneme Substitution L.2.2d Phonics/Spelling Skill: CVCe Syllables RF.2.3

RF.2.3c

Structural Analysis: Prefixes/Suffixes

RF.2.3d

RF.2.3f

FLUENCY Fluency Skill: Intonation Notes: RF.2.4

W.2.2 WRITING Writing Trait: Word Choice: Content Words W.2.5 Write About Reading: Analyze Author's Purpose

L.2.1 GRAMMAR Grammar Skill: Articles and This, That, These, and Those L.2.2 Grammar Mechanics: Names and Titles

Rl.2.1 Research Weekly: How do we use different forms of energy in our everyday lives? Rl.2.6

W.2.2

W.2.7

Assessments:

65


. IBIG IDEA: How On Earth? - What keeps our world working? !INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Team Up to Explore ESSENTIAL QUESTION: Why is teamwork important?



Rl.2.1 Title: "Teamwork in Space" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing Rl.2.2 Dive Teams (660) Workshop: Prior Knowledge; Rl.2.5 Genre: Informational Skill: Main Idea and Key Details Skill: Main Idea and Key Details Connections of Ideas Rl.2.6 Text/Expository Genre: Informational Rl.2.7

Text/Expository MAIN SELECTION MAIN SELECTIONS Literature Anthology: Rl.2.8

SL.2.1 Strategy: Summarize Genre: Informational Text/Expository Genre: Informational Text

SL.2.2 Strategy: Summarize What Makes This Text

SL.2.3 Title: Astronaut Handbook (790) Titles: Complex: Sentence

Skill: Main Idea and Key A: Digging For Sue/"Ancient Ship Discovered!" (430) Structure; Specific

Details PAIRED SELECTION 0: Digging For Sue/"Ancient Ship Discovered!" (550) Vocabulary

Genre: Informational Text/ E: Digging For Sue/"Ancient Ship Discovered!" (470)

Text Features: Photos With Narrative Nonfiction B: Digging For Sue/"Ancient Ship Discovered!" (670)

Captions, Map, Labels

Title: "Teamwork to the Top" (720)

L.2.5 VOCABULARY Vocabulary Words: exploration, important, machines, prepare, repair, result, scientific, teamwork L.2.Sa Additional Domain Words: astronaut, satellites L.4,Sc Vocabulary Strategy: Greek and Latin Roots L.4.5 High Frequency Words above, brother, follow, listen, month, soft, something, song, who's, wind L2.4

Oral Vocabulary Words: attach, collect, deliver, experiments, nations L2.4c

L4.4b

Rl.2.4

L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Segmentation and Blending; Phoneme Addition and Deletion L.2.2c Phonics/Spelling Skill: Consonant+ le (el, al) Syllables L.2.2d Structural Analysis: Contractions/Possessives RF.2.3

RF.2.3c

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes: RF.2.4b

W.2.2 WRITING Writing Trait: Ideas: Supportive Details W.2.5 Write About Reading: Analyze Text Features W.2.6

L.2.1 GRAMMAR Grammar Skill: Adjectives That Compare L.2.le Grammar Mechanics: Apostrophes L.2.2

L.2.2c

Rl.2.1 Research Weekly: Research a place you'd like to travel and explore with a team. What jobs will need Rl.2.2 to be done? What job will each team member have? Rl.2.5

SL.2.1

SL.2.lb

W.2.7

W.2.8

Assessments:

66


. IBIG IDEA: How On Earth? - What keeps our world working? I INSTRUCTIONAL WINDOW:

' 'WEEKLY CONCEPT: Money Matters ESSENTIAL QUESTION: How do we use money

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN SELECTION/PAIRED LEVELED READER/MAIN SELECTION/PAIRED

ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION SELECTION

RI.Z.Z Title: "Keep the Change!" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing Rl.2.3 The Life of a Dollar Bill {660) Workshop: Organization;

RI.Z.S Genre: Informational Skill: Connections Skill: Point of View Genre

Rl.2.7 Text/Expository Genre: Informational Within a Text: Problem and Solution

RL.2.1 Text/Expository MAIN SELECTIONS Literature Anthology: RL.Z.Z Strategy: Summarize MAIN SELECTION Genre: Fiction Organization; Specific

SL.2.1 Strategy: Summarize Genre: Informational Text/Expository Vocabulary; Genre

SL.2.lc Titles:

SL.2.2 Skill: Connections Title: Money Madness (780) A: How to Be a Smart Shopper {450)

SL.2.3 Within a Text: Problem and 0: How to Be a Smart Shopper {540)

Solution PAIRED SELECTION E: How to Be a Smart Shopper " {500)

Genre: B: How to Be a Smart Shopper {680)

Text Features: Photos With Fiction/Myth

Captions, Graph, Labels,

Subheadings Title: "King Midas and the Golden Touch" (720)

L.2.4 VOCABULARY Vocabulary Words: invented, money, prices, purchase, record, system, value, worth

L.Z.4c Additional Domain Words: credit cards

L.2.5 Vocabulary Strategy: Paragraph Clues

L.2.Sa High Frequency Words: against, anymore, complete, enough, river, rough, sometimes, stranger, terrible, window

L.4.4a Oral Vocabulary Words: charity, image, popular, portrait, symbol

Rl.2.4

L.Z.Z PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Reversal

L.Z.Zd Phonics/Spelling Skill: Vowel Team Syllables

RF.2.3 Structural Analysis: Comparative Endings: -er, est (with spelling changes)

RF.Z.3bRF.2.3c

RF.2.3f

RF.2.4 FLUENCY Fluency Skill: Intonation Notes: RF.2.4a

W.2.2 WRITING Writing Trait: Organization: Strong Conclusions

W.2.5 Write About Reading: Analyze Text Connections

W.2.6

L.2.1 GRAMMAR Grammar Skill: Adverbs and Prepositional Phrases

L.2.le Grammar Mechanics: Capitalization

L.Z.ZL.2.2a

Rl.2.1 Research Weekly: Where does money come from and where does it go?

Rl.2.3RI.Z.SW.2.7

Assessments:

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-IG IDEA: How On Earth? - What keeps our world work;ng? IINSll!UCTIONAL WINDOW,

'WEEKLY CONCEPT: The World of Ideas ESSENTIAL QUESTION: Where can your imagination take you?



RL.2.2 Title: "Give Me a Brown SHORT TEXT" Strategy: Summarize RL.2.4 Box," "Music Sends Me" A Box of RL.2.6 Crayons," "What Story is Skill: Point of View RL.2.10 Genre: Poetry This?," "The Ticket" (N/A) SL.2.1

MAIN SELECTION SL.2.lc

SL.2.2 Strategy: Summarize Genre: Poetry Genre: Poetry

SL.2.3

Strategy: Summarize Title: "Books to the

Ceiling," "I've Got This

Skill: Point of View Covered," "Eating While

Reading" (N/A)

Literary Element: Rhyme

PAIRED SELECTION

Genre: Poetry

Title: "Clay Play(N/A)

L.2.4 VOCABULARY Vocabulary Words: create, dazzling, imagination, seconds L.2.4c Additional Academic Words: blend, L.2.5 Vocabulary Strategy: Metaphors

LEVELED READER/MAIN SELECTION/PAIRED SELECTION

Strategy: Summarize

Skill: Point of View

MAIN SELECTIONS

Genre: Fiction

Titles:

A: Matt's Journey/"Autumn Leaves," "The Orchestra"

(430)

0: A Fantastic Day!/"A Butterfly Life," "Circus Day" (560)

E: A Fantastic Day!/"Pablo and I," "My Tiny Friend" (470)

B: A Day in Ancient Rome/"Lost and Found," "My Magic

Car" (640)


Reading/Writing

Workshop: Purpose;

Lack of Prior Knowledge



Complex?

L.2.Sa High Frequency Words: afternoon, ahead, anyone, everything, pretended, scientist, somehow, throughout, trouble, wherever

L.2.6

RL.2.4 Oral Vocabulary Words: flash, igloo, moat, orchestra, snore

L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Segmentation L.2.2d Phonics/Spelling Skill: r-controlled Vowel Syllables RF.2.3 Structural Analysis: Three (or more) Syllable Words RF.2.3f


W.2.3 WRITING Writing Trait: Word Choice: Strong Words W.2.5 Write About Reading: Analyze Point of View W.2.6

L.2.1 GRAMMAR Grammar Skill: Adjectives and Adverbs L.2.le Grammar Mechanics: Sentence Punctuation L.2.2

L.2.6 Research Weekly: Explore poetry and a poet's use of imagery. SL.2.1 Unit Level: Research W.2.7 Skill: Visual Displays and Multimedia Presentations


Assessments:

_,,,_. __

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INSTRUCTIONAL WINDOW: 1,rn

•.a BIG IDEA: How On Earth? What keeps our world working?

1::11"1,.,--. 0

ESSENTIAL QUESTION: What happens when families work together? INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction


RF.2.4a Mother Goose to the Rescue Tested skills:

RF.2.4b

RF.2.4c

Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

W.2.1 Flight School Skill/Strategy: o Small GroupStudents:


SL.2.3 Choose Project Instructional strategy (ies)/activity (ies):


L.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.2.2 Unit Writing Products: Skill/Strategy: o Small Group

W.2.5 Friendly Letter Students:

W.2.6 Personal Narrative Instructional strategy (ies)/activity (ies):

EXTEND LEARNING

Level Up

Assessments:

69

Grade 2, ELA Learning Targets

RF.2.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words.

Learning Target/s:

• I can distinguish long and short vowels when reading regularly spelled

one-syllable words. (RF.2.3a)

RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.

Learning Target/s:

• I know spelling-sound correspondences for additional common vowel

teams.

RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.

Learning Target/s:

• I can identify words with inconsistent but common spelling-sound

correspondences.

L.2.1 Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.

L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet,children, teeth, mice, fish).

Learning Target/s:

• I can form and use frequently occurring irregular plural nouns (e.g., feet,

children, teeth)

L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g.,sat, hid, told).

Learning Target/s:

• I can form and use the past tense of frequently occurring irregular verbs

(e.g., sat, told).

L.2.1.f Produce, expand, and rearrange complete simple and compound sentences(e.g., The boy watched the movie; The little boy watched the movie; The actionmovie was watched by the little boy.)

Learning Target/s:

• I can produce 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.2.2 Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.

L.2.2.b Use commas in greetings and closings of letters.Learning Target/s:


L.2.Z.c Use an apostrophe to form contractions and frequently occurringpossessives.

Learning Target/s:


L.Z.2.d Generalize learned spelling patterns when writing words (e.g., cage->badge; boy -> boil).

Learning Target/s:


L.Z.3.a Compare formal and informal uses of English.

L.Z.4 Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on grade 2 reading and content, choosing flexibly from an arrayof strategies.

L.Z.4.a Use sentence-level context as a clue to the meaning of a word or phrase.Learning Target/s:


L.Z.4.b Determine the meaning of the new word formed when a known prefix isadded to a known word (e.g., happy/unhappy, tell/retell}.

Learning Target/s:


L.Z.4.c Use a known root word as a clue to the meaning of an unknown word withthe same root (e.g., addition, additional).

Learning Target/s:

• I can use a root word (base) as a clue to the meaning of an unknown

word with the same root (base).


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Grade 2, ELA Learning Targets -

L.2.4.d Use knowledge of the meaning of individual words to predict the meaning

of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark).

Learning Target/s:

• I can use knowledge of individual word meaning to predict the meaning

of compound words.

L.2.5 Demonstrate understanding of word relationships and nuances in word

meanings.

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).


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ausd grade 2 language arts resource planning …...-·ela grade 2, unit 1, week 1 assessment...

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