Collierville Schools Second Grade Language Arts Quarter 4 Scope and Sequence

Interactive Read Aloud TitlesMonth Type Title Author Lexile

March FictionCloudy with a Chance of

Meatballs Judi Barrett AD730LMarch Non-Fiction What is the World Made of? Kathleen Zoehfeld 560LApril Fiction Keesha's Bright Idea Eleanor May AD510LApril Non-Fiction The Story of Ruby Bridges Robert Cole 730L

May FictionFounder's Force—Benjamin

Franklin Kyle McElhaney NoneMay Non-Fiction Amazing Plant Powers Loreen Leedy NC770L

Quarter 2 Writing AssessmentsWeeks 1-4 Weeks 4-6 Weeks 7-9

2.RI.IKI.9, 2.RI.CS.5, 2.RI.KID.3, 2.WTTP.2• Cold read, independent write: After reading

Pedal Power and The Power of Water, explain how the different types of energy are alike and different.

2.RI.CS.5, 2.RL.KID.3, 2.RL.CS.6, W.TTP.3 Cold read, independent write: After reading

Pedal Power and Wind Power, pretend you are the wind and tell a story that explains how you provide energy.

2.RI.IKI.8, 2.RI.CS.5, 2.RI.KID.3, 2.W.TTP.1 Cold read, independent write: After reading

Pedal Power and Wind Power, write an opinion piece that states which type of energy you believe to be the most effective. Use as least three reasons or examples from the text that support your opinion.

2.RI.KID.1-4, 2.RI.CS.4-6, 2.RI.IKI.7, 2.2.PDW.6, 2.W.RBPK.7-8, 2.W.TTP.2, 2.SL.CC.1-4After reading The Moon Book, “The Astronaut Handbook,” “Day to Night,” and Shadows in the Sky, complete the group project below:Pretend you are an astronaut going on a mission to space. Using the provided text set, work in small groups to research characteristics of space. Then, use a digital tool to create and publish a response that details what one might see in either the day or night time.

2.RI.KID.1-3, 2.FL.SC.6f, 2.W.PDW.4-5, 2.W.TTP.2After reading From Seed to Plant and Amazing Plant Powers, use the previous expository writing (from Q1) to revise and add additional details from the BOTH texts.

Quarter 4

Pacing Standards Learning Targets Texts and Resources Assessment / Writing

2.FL.PWR.3

2.RI.KID.1, 2.RL.KID.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.FL.WC.4c. Spell words with suffixes that require consonant doubling, dropping silent -e, and changing y to i

2.RI.CS.6 Identify the main purpose of a text, including what an author wants to answer, explain, or describe.

2.RI.IKI.9 Compare and contrast the most important points presented by two texts on the same topic. 

2.RI.IKI.8 Describe how reasons support specific points an author makes in a text.

2.FL.VA.7a.iv.iv. Use knowledge of the meaning of individual words to predict the meaning of compound words.

2.FL.SC.6e2.FL.SC.6f

Foundational Literacy:• I can recognize and

write words with suffixes that require consonant doubling, dropping silent –e, and changing y to i.

• I can decode and write CVCe words.

• I can use my word knowledge to understand compound words.

• I can use adjectives and adverbs to make a sentence clearer when writing.

Reading:• I can describe who,

what, when, where, why, and how.

• I can identify key details in text.

• I can identify who, what, when, where, why, and how based on a text.

• I can determine the central message or lesson (moral) in stories such as fables and folktales. I can retell a story.

• I can recount (retell) stories such as fables and folktales.

• I can identify key details in a text by asking “who, what, where, when, why, and how.”

Wonders Literature AnthologyUnit 6 Weeks 1-3 Texts:

RequiredPedal Power The Power of Water My Light

Suggested Why Fir Tree Keeps His Leaves The Golden Flower: A Taino Myth from Puerto RicoDive Teams Astronaut Handbook

Unit 4 Weeks 2-4 Texts: Into the SeaVolcanoes

Wonders Leveled Readers

Teacher Read AloudsCloudy With a Chance of MeatballsWhat is the World Made of?

2.FL.PWR.3.c.Teacher created or Wonders phonics assessment where students apply second grade phonics skills to decode regularly spelled two-syllable words.

2.RL.KID.1- 2.RL.KID.2Teacher created or Wonders Assessment. Cold read, identifying key details in text and recounting stories and their morals. Draw and write comparisons of two organisms' life cycles (ex. frog and butterfly)

2.FL.WC.4.cTeacher-created assessment where students recognize and write words with suffixes that require consonant doubling, dropping silent –e, and changing y to I.

2.FL.PWR.3.Teacher created assessment where students decode and write CVCe words.

2.RI.KID.1, 2.RI.CS.6, & 2.RI.IKI.8Wonders or Teacher created assessment on author's purpose.ORCold read informational passage(s), answering key details, identifying the main purpose or author's purpose, and describing how reasons support specific points author makes in text.

2.FL.VA.7a.iv.Teacher created assessment where students use word knowledge to determine the meaning of compound words.

Weeks 1-4

• I can identify key details in a text by asking “who, what, where, when, why, and how.”

• I can formulate questions (who, what, where, when, why, and how) based on a non-fiction text.

• I can answer questions (who, what, where, when, why, and how) based on a text to demonstrate understanding.

• I can identify the author’s main purpose of a text.

• I can tell why the author wrote the text.

• I can understand what the author is trying to teach when I read nonfiction.

• I can tell what the author wants me to know.

• I can explain why the author includes certain details in a text.

• I can tell how the words the author used helped me understand.

• I can identify the main topic in a text.

• I can identify the focus of a paragraph.

• I can understand what the author is trying to teach when I read nonfiction.

• I can tell what the author’s purpose is.

2.FL.SC.6Teacher created assessment where students use adjectives and adverbs to make a sentence clearer when writing.

2.RI.IKI.9, 2.RI.CS.5, 2.RI.KID.3, 2.WTTP.2Cold read, independent write: After reading Pedal Power and Wind Power, explain how the different types of energy are alike and different.

2.RI.CS.5, 2.RL.KID.3, 2.RL.CS.6, W.TTP.3Cold read, independent write: After reading Pedal Power and Wind Power, pretend you are the wind and tell a story that explains how you provide energy.

2.RI.IKI.8, 2.RI.CS.5, 2.RI.KID.3, 2.2.TTP.1Cold read, independent write: After reading Pedal Power and Wind Power, write an opinion piece that states which type of energy your believe to be the most effective. Use as least three reasons or examples from the text that support your opinion.

• I can explain why the author includes certain details in a text.

• I can tell how the words the author used helped me understand.

Weeks 4-6

2.FL.PWR.3b. Know spelling-sound correspondences for additional common vowel teams. [Wonders U6:W4]

2.RI.KID.3Describe how characters in a story respond to major events and challenges. 

2.FL.VA.7a.iiiiii. Use a known root word as a clue to the meaning of an unknown word with the same root. [Wonders U6:W4]

2.W.TTP.2Write informative/explanatory texts.a. Introduce a topic. b. Use facts and definitions to

provide information. c. Provide a concluding statement or

section.

2.W.PDW.6

Foundational Literacy:• I can identify long and

short sounds made by vowel teams (families).

• I can figure out the meaning of a word by knowing the meaning of parts of the word.

• I can identify context clues within a sentence to construct meanings of unknown/multiple meaning words.

• I can decode and write words with common prefixes and suffixes

• I can put events or ideas in order.

• I can explain how events or ideas go together.

• I can determine point of view of a character.

• I can determine when one character’s point of view is different from another.

• I can describe how words and phrases add meaning to a story.

Wonders Literature AnthologyRequired“Day to Night” U-3, Wk 2“The Astronaut Handbook” U-6, Wk 3

Wonders Leveled ReadersRequiredShadows in the Sky

Unit 6 Weeks 4-5 Texts: SuggestedThe Life of a Dollar Bill Money MadnessBooks to the Ceiling I’ve Got This Covered Eating While Reading

Teacher Read AloudsThe Moon Book (reread from Q3)Keesha’s Bright IdeasWhat is the World Made of?

Teacher-chosen novel studysuggestions:Magic Treehouse Charlotte's Web BunniculaBecause of Winn Dixie Shiloh

2.FL.PWR.3.bTeacher-created phonics assessment where students identify long and short vowel sounds made by vowel teams.

2.RI.KID.3Teacher-created or Wonders Assessment.OR Cold read and identify/explain the problem and solution.

2.FL.VA.7a, i., iii.Wonders or Teacher-created assessment.TSW use context clues to determine word meanings. TSW use root word clues to determine meaning of an unknown word with the same root.

2.RI.KID.1-4, 2.RI.CS.4-6, 2.RI.IKI.7, 2.2.PDW.6, 2.W.RBPK.7-8, 2.W.TTP.2, 2.SL.CC.1-4After reading The Moon Book, “The Astronaut Handbook,” “Day to Night,” and Shadows in the Sky, complete the group project below:Pretend you are an astronaut going on a mission to space. Using the provided text set, work in small groups to research characteristics of space. Then, use a digital tool to create and publish a response that details what one might see in either the day or night time.

2.FL.PWR.3d

2.RL.CS.6[Wonders U6:W5]Determine when characters have different points of view.

2.RL.CS.4[Wonders U6:W5]Describe how words and phrases supply meaning in a story, poem, or song.

2.SL.CC.1Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts.

2.SL.CC.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2.SL.PKI.5Add audio or visual elements to stories or recounts of experiences, when appropriate, to clarify ideas, thoughts, and feelings.

2.SL.PKI.6[Wonders U6:W5]

• I can find key ideas or details from text read aloud or information presented aloud or digitally.

Writing:• I can introduce a topic.• I can use facts and

definitions to give more information.

• I can write a concluding statement or section.

• I can focus on a topic in writing.

• I can revise and edit my work.I can use digital tools to publish writing.

• I can work with others to write.

• I can write my thoughts and ideas about a topic or book I have read.

• I can use words that link my ideas and my reasons.

• I can give reasons for my opinions.

Speaking and Listening:• I can follow rules

for discussion.• I can participate on

conversations with others.

• I can ask questions during discussions.

• I can ask and answer a question about what a speaker says.

• I can remember and tell others the important

2.RL.CS.6Thinking Map with key details to identify different points of view

2.RL.CS.4, 2.W.TTP.1, 2.SL.CC.1, 2.SL.CC.2 SL.PKI.5 2.SL.PKI.6Wonders Integration Project: Review a PoemReviews should include:-what you thought about the poem: opinions and tell how the poem connects to creativity and imagination-illustration- include a picture to go with the poem-work with a partner to create their review.-Include the title and poet’s name as well as their own names.-Read aloud their poem during their presentation.

details that I have read or heard.

Week7-9

2.RL.KID.1

2.RL.KID.2

2.RL.KID.3

2.RL.IKI.7

2.W.TTP.1Write opinion pieces on topics or texts.a. Introduce topic or text.b. State an opinion.c. Supply reasons to support the opinion.d. Use linking words to connect the reasons to the opinion.e. Provide a concluding statement or section.

2.W.TTP.2Write informative/explanatory texts.d. Introduce a topic. e. Use facts and definitions to

provide information. f. Provide a concluding statement or

section.

2.W.PDW.4

2.SL.CC.1Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd grade topics and texts.

2.SL.CC.2Recount or describe key ideas or details from a text read aloud or information presented orally or

Foundational Literacy:Reading: I can identify and describe

who, what, when, where, why, and how. I can identify key details in text.

I can determine the central message or lesson (moral) in stories such as fables and folktales.

I can recount (retell) stories such as fables and folktales.

I can tell how characters in a story respond to parts in a story.

I can tell the points of view of different characters.

I can identify the characteristics of fiction including character, setting, and plot.

I can find key ideas or details from text read aloud or information presented aloud or digitally.

Writing: I can use story details and

illustrations to describe characters, setting and plot from a print or digital text.

I can write my thoughts and ideas about a topic or book I have read.

I can introduce my topic or book.

I can use words that link my ideas and my reasons.

I can give reasons for my opinions.

I can write a closing statement.

I can introduce a topic. I can use facts and

Wonders Literature AnthologyUnit 4 Weeks 2-4 Texts:SuggestedInto the SeaVolcanoesTo The Rescue Why the Sun and Moon Live in the Sky

Wonders Leveled Readers

IRA titles from list aboveFounder's Force—BenjaminFranklinAmazing Plant Power

Teacher-chosen novel studysuggestions:Magic Treehouse Charlotte's Web BunniculaBecause of Winn Dixie Shiloh

2.RI.KID.1-3, 2.FL.SC.6f, 2.W.PDW.4-5, 2.W.TTP.2

After reading From Seed to Plant and Amazing Plant Powers, use the previous expository writing (from Q1) to revise and add additional details from the BOTH texts.

Teacher-created rubrics, assessments, orprojects including reading comprehension, fluency, writing, and speaking:

2.RL.KID.12.RL.KID.22.RL.KID.32.RL.IKI.72.W.TTP.12.W.TTP.22.W.PDW.42.W.PDW.52.W.RW.102.SL.CC.12.SL.CC.22.SL.PKI.6

through other media. definitions to give more information.

I can write a concluding statement or section.

I can write clearly. I can develop and

organize my ideas. I can focus on a

topic in writing. I can revise and edit my

work. I can write for long or

short periods of time, depending on my task.

I can choose a writing structure to fit my task, purpose, and/or audience.

I can identify the different purposes for writing.

Speaking and Listening: I can follow rules for

discussion. I can participate on

conversations with others. I can ask questions during discussions.

I can ask and answer a speaker says.

I can remember and tell others the important details that I have read or heard.

I can use complete sentences when I answer questions.

The following standards are

reinforced every

quarter:

Foundational Literacy• 2.FL.PWR.3g Decode grade-level texts with purpose and understanding.• 2.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding of words; reread as necessary.

• 2.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including usingadjectives and adverbs to describe.

• 2.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. d. Write most common, frequently used words and most irregular words. e. Consult reference materials, including beginning dictionaries, to check and correct spelling. f. Print legibly in manuscript; write many upper and lowercase letters in cursive.

Reading Literature• 2.RL.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

text. • 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.• 2.RL.KID.3 Describe how characters in a story respond to major events and challenges.• 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its

characters, setting, or plot.• 2.RL.RRTC.10 Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding

at the high end as needed.

Reading Informational Text• 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in

a text.• 2.RI.CS.5 Know and use various text features to locate key facts or information in a text efficiently.• 2.RI.RRTC.10 Read and comprehend stories and informational texts throughout the grades 2-3 text complexity band proficiently,

with scaffolding at the high end as needed.

Writing• 2.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)

• 2.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing.

• 2.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency.

Speaking and Listening• 2.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 2nd

grade topics and texts.• 2.SL.CC.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.• 2.SL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.