gloucestertownshipschools.entest.org 2 Wonders C… · Web viewgloucestertownshipschools.entest.org
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Gloucester Township Public Schools English Language Arts Grade 2 –Unit 1: Friends Help Friends Time Frame: 6 Weeks Description: The Big Idea: How do families and friends learn, grow, and help one another? Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice Friendly Letter; Personal Narrative: Focus on an Event, Analyze key details Unit Overview Reading Strategy Reading Skill Writing Grammar, Mechanics Speaking and Listening Word Work Visualize Key details Trait ideas Expanding and combining sentences Readers theater Short a, I,o, e, u Ask and answer questions Character, setting, events Trait organization Sentence, Capitalization, punctuation Fluency: accuracy, rate, expression Ending: -s,-es,-ed,- ing Trait Word choice Letter punctuation Publishing celebration Two letter blends: (t,s,r,l) Trait sentence fluency Comma after sequence word Closed syllables Quotation marks Long a_e, i_e predicates possessives
Transcript of gloucestertownshipschools.entest.org 2 Wonders C… · Web viewgloucestertownshipschools.entest.org
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 1: Friends Help Friends
Time Frame: 6 Weeks
Description: The Big Idea: How do families and friends learn, grow, and help one another?Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice Friendly Letter; Personal Narrative: Focus on an Event, Analyze key details
Unit OverviewReading Strategy
Reading Skill
Writing Grammar, Mechanics
Speaking and Listening
Word Work
Visualize Key details Trait ideas Expanding and combining sentences
Readers theater Short a, I,o, e, u
Ask and answer questions
Character, setting, events
Trait organization Sentence, Capitalization, punctuation
Fluency: accuracy, rate, expression
Ending: -s,-es,-ed,-ing
Trait Word choice Letter punctuation Publishing celebration Two letter blends: (t,s,r,l)Trait sentence fluency
Comma after sequence word
Closed syllables
Quotation marks Long a_e, i_e
predicates possessives
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [13 lessons]
L.2.2.b Use commas in greetings and closings of letters. [1 lesson]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
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. [5 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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
Week 1: Meeting A Need
Essential Question:How do friends depend on
each other?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting-practice weekly spelling words
Technology
ReadingInteractive Read AloudTitle: The New KidGenre: Fiction/FantasyStrategy: VisualizationSkill: Key details
Reading/Writing WorkshopComprehensionShort Text: Little Flap Learns to FlyLexile: 390LGenre: Fiction/FantasyStrategy: VisualizeSkill: Key details
Literature AnthologyStrategy: VisualizeSkill: Key details
Main SelectionTitle: Help! A Story of FriendshipGenre: Fiction/FantasyLexile: 410L
Paired SelectionTitle: CrayonsGenre: PoetryLexile: NP
Fluency Skill: Expression
Leveled ReadersStrategy: VisualizeSkill: Key details
Main SelectionsGenre: Fantasy
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Smart Start Wonders Assessment
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
are happy that makes me happy). [5 lessons] RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes). [8 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [21 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [2 lessons]
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. [13 lessons]
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. [5 lessons]
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. [10 lessons]
RL.2.10 By the end of the year, read and
A: Cat and Dog Lexile:230LO: The Quest Lexile:340L E: The Quest Lexile:300LB: Class PetsLexile: 500L
Paired SelectionsGenre: PoetryA: Uncle Max and I O: Together E: It Takes a FriendB: What Friends Do
Access Complex Text (ACT)Reading/Writing Workshop: Genre
Literature Anthology: Connection of Ideas; Genre; Specific Vocabulary
LanguageVocabularyVocabulary Words: actions, afraid, depend, nervously, peered, perfectly, rescue, secret
High Frequency Words: ball, blue, both, even, for, help, put, there, why, yellow
Additional Domain Words: hedgehog, prickles
Additional Academic Words: characters,events,evidence
Vocabulary Strategy: inflectional endings
Phonics/Spelling Skill: Short a/i
comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [6 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [3 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [1 lesson]
W.2.8 Recall information from experiences or
GrammarGrammar Skill: Statements and QuestionsGrammar Mechanics: Sentence capitalization/punctuation
WritingWriting Trait: Ideas: Focus on an EventWrite to Research: Write a comparisonWrite About Reading: Analyze key details
Research & InquiryWeekly: How do friends support and depend on one another?
Handwriting –-practice weekly spelling words
Technology – Go Digital!
gather information from provided sources to answer a question. [1 lesson]
W.2.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [11 lessons]
L.2.2.b Use commas in greetings and closings of letters. [1 lesson]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
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. [8 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [4 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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). [3 lessons]
RF.2.3 Know and apply grade-level phonics and
Week 2: Families Around the World
Essential Question:How are families around the world the same and different?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting-practice weekly spelling words
Technology
ReadingInteractive Read AloudTitle: Dinner at Alejandro’sGenre: FictionStrategy: Visualize
Reading/Writing WorkshopComprehensionShort Text: Maria Celebrate BrazilLexile: 460LGenre: Realistic Fiction, FictionStrategy: VisualizeSkill: Character, Setting, Events
Literature AnthologyStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionTitle: Big Red LollipopGenre: Informational TextLexile: 480LPaired SelectionTitle: A Look at FamiliesGenre: Informational TextLexile: 480L
Fluency Skill: Expression
Leveled ReadersStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionsGenre: Informational TextA: Music in My FamilyLexile: 250L
Grade 25, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
word analysis skills in decoding words. [36 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [1 lesson]
RF.2.3.d Decode words with common prefixes and suffixes. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [11 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [5 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
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. [2 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [12 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [2 lessons]
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. [1 lesson]
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. [9 lessons]
O: Happy New YearLexile: 350LE: Happy New YearLexile: 300LB: I’m Down UnderLexile: 560L
Paired SelectionsGenre: FictionA: Making MusicO: New Year’s EveE: New Year’s EveB: Families Around the World
Access Complex Text (ACT)Reading/Writing Workshop: Connections of Ideas
Literature Anthology: Lack of Prior Knowledge; Connections of Ideas; Purpose; Specific Vocabulary
Language
Vocabularyaside, culture, fair, invited, language,plead, scurries, share
High Frequency Wordscould, find, funny, green, how,little, one, or, see, sounds
Additional Domain Words:musical, triangle
Additional Academic Words:compare, exclamation, setting,
Vocabulary Strategy: Root words
Phonics/Spelling Skill: Short e,o,u
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [6 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [3 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Structural Analysis: Inflectional Endings: -s, -es
Grammar Skill: Commands and Exclamations
Grammar Mechanics: Sentence Capitalization/ Punctuation
WritingWriting Trait: Organization: Strong Openings
Write to Research: Write a comparison
Write About Reading: Analyze Story Structure Using Text Evidence
Research & InquiryWeekly: How are celebrations, food, clothing and sports the same and different around the world?
Handwriting-practice weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [2 lessons]
L.2.2 Demonstrate command of the conventions
Week 3: Pets are our Friends
Essential Question:How can a pet be an important
ReadingInteractive Read AloudTitle: My Partner And FriendGenre: Fiction
Grade 2, Wonders, McGraw-Hill, 2014
Wonders Weekly Assessment
of standard English capitalization, punctuation, and spelling when writing. [12 lessons]
L.2.2.b Use commas in greetings and closings of letters. [6 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
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. [4 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [4 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [6 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [40 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [9 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [9 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [3 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the
friend?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting-practice weekly spelling words
Technology
Strategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Finding CalLexile: 410LGenre: FictionStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events: Use illustrations
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events: Use illustrationsMain SelectionTitle: Not NormanGenre: FictionLexile:450LPaired SelectionTitle: My PuppyGenre: PoetryLexile: NP
Fluency Skill: Intonation
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key details: Use illustrationsMain SelectionsGenre: FictionA: Too Many PetsLexile: 240LO: A New Home for HenryLexile450E: A New Home for HenryLexile: 350LB: Hello,Koko!Lexile: 510L
Paired SelectionsGenre: Poetry
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Fluency Assessment
Writer’s Workshop Pieces
same topic. [4 lessons] 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. [8 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [10 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [2 lessons]
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. [9 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [7 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [3 lessons]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]
Titles:A: My Dog Loves MeO: My Best Friend ForeverE: HoppyB: Who is My Best Friend
Access Complex Text (ACT)Reading/Writing Workshop: Genre
Literature Anthology: Purpose; Specific Vocabulary
LanguageVocabularyVocabulary Words: decide, different, friendship, glance, proper, relationship, stares, trade
Additional Domain Words: goldfishAdditional Academic Words:closing,, greeting, rhyming
High-Frequency Words:boy, by, girl, he, here, she,small, want, were, what
Vocabulary Strategy: Sentence Clues
Phonics/Spelling Skill: 2-letterblends (r, s, t, l)
Structural Analysis: Closed Syllables
Grammar Skill: Subjects
Grammar Mechanics: Letter
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
PunctuationWriting
Writing Trait: Word Choice: Precise Language
Write About Reading: Analyze Story Structure
Research & InquiryWeekly: What makes an animal a good pet?
Handwriting-practice weekly spelling wordsTechnology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [2 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [2 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
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). [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [26 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [20 lessons]
Week 4: Animals Need Our Care
Essential Question:How do we care for animals?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting-practice weekly spelling words
Technology
ReadingInteractive Read AloudTitle: All Kinds of VetsGenre: Informational TextStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Taking Care of PepperLexile: 520LGenre: Informational Text/Nonfiction NarrativeStrategy: Ask and Answer QuestionsSkill: Key Details: Use PhotosText Features: Photos, CaptionsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Key Details: Use Photos
Main SelectionTitle: Lola and Tiva:An Unlikely FriendshipGenre: Informational TextLexile:630L
Paired SelectionTitle: Animal Needs
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.2.3.d Decode words with common prefixes and suffixes. [6 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [7 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [7 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [13 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [9 lessons]
RI.2.8 Describe how reasons support specific points the author makes in a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
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. [8 lessons]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [5 lessons]
Genre: Informational Text: InterviewLexile: 430L
Fluency Skill: Intonation
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key details: Use photosMain SelectionsGenre: Informational textA: People Helping WhalesLexile: 240LO: People Helping WhalesLexile: 550LE: People Helping WhalesLexile: 360LB: People Helping WhalesLexile: 610L
Paired SelectionsGenre: Informational TextTitles:A: Working With AnimalsO: Working With AnimalsE: Working With AnimalsB: Working With AnimalsAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Purpose
Literature Anthology: Lack of Prior Knowledge; Specific Vocabulary
LanguageVocabularyVocabulary Words: allowed, care, excited, needs, roam, safe, wandered, wild
Additional Domain Words: conservancy, rhino
RL.2.3 Describe how characters in a story respond to major events and challenges. [1 lesson]
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. [5 lessons]
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. [6 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [12 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [4 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Additional Academic Words:categorize, organization,sequence, subject
High-Frequency Words:another, done, into, move, now,show, too, water, year, your
Vocabulary Strategy: Root Words
Phonics/Spelling Skill: short a, long a: a_e
Structural Analysis: Inflectional Endings: -ed, -ing
Grammar Skill: Predicates
Grammar Mechanics: Commas in a Sequence
WritingWriting Trait: Organization: SequenceWrite About Reading: Analyze Key Details
Research & InquiryWeekly: What are the basic needs of animals?
Handwriting-practice weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [5 lessons]
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). [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [13 lessons]
L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. [8 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [1 lesson]
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. [2 lessons]
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). [5 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]
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). [4 lessons]
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [2 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [10 lessons]
RF.2.3.a Distinguish long and short vowels when
Week 5: Families Working Together
Essential Question:What happens when families work together?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting-practice weekly spelling words
Technology
ReadingInteractive Read AloudTitle: Families TodayGenre: Informational TextStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Families WorkLexile: 500LGenre: Informational Text/Time for KidsStrategy: Ask and Answer QuestionsSkill: Key DetailsText Features: Photos, Captions, ChartLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionTitle: Families Working TogetherGenre: Informational Text/Time For KidsLexile:560L
Paired SelectionTitle: Why We WorkGenre: Informational TextLexile: 510L
Fluency Skill: Phrasing
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key detailsMain SelectionsGenre: Informational textA: Families At WorkLexile: 300LO: Families At WorkLexile: 400L
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
reading regularly spelled one-syllable words. [16 lessons]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [9 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [16 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [11 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [3 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [2 lessons]
RL.2.6 Acknowledge differences in the points of
E: Families At WorkLexile: 370LB: Families At WorkLexile: 630L
Paired SelectionsGenre: Informational TextTitles:A: A Family SawmillO: A Family SawmillE: A Family SawmillB: A Family Sawmill
Access Complex Text (ACT)Reading/Writing Workshop: Purpose
Literature Anthology: What Makes This Text Complex?; Specific
Vocabulary
Language
Vocabulary
Vocabulary Words: checks, choose, chores, cost, customers, jobs, spend, tools
Additional Domain Words:
Additional Academic Words: combine, comparison, expand
High-Frequency Words:all, any, goes, new, number, other,right, says, understands, work
Vocabulary Strategy: Inflectional Endings
Phonics/Spelling Skill: short i, long i: i_e
view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [12 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [4 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [2 lessons]
W.2.4 (Begins in grade 3) [1 lesson] W.2.5 With guidance and support from adults
and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Structural Analysis: Possessives
Grammar Skill: Expanding and Combining Sentences
Grammar Mechanics: Quotation Marks with Dialogue
WritingWriting Trait: Analyze Text Features That Inform and Explain a Topic
Write About Reading: Analyze Text Features That Inform and Explain a Topic
Research & Inquiry
Weekly: What do different people do at work?Research Skill: Recall InformationUnit Project: Self-select and developfrom options for unit research projects.
Handwriting-practice weekly spelling words
Technology – Go Digital!
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [5 lessons]
RF.2.4.a Read on-level text with purpose and
Week 6Review and Assess
ReadingReader’s Theatre: Focus on Vocabulary
Grade 2, Wonders,
*Benchmark*Wonders Unit
understanding. [5 lessons] RF.2.4.b Read on-level text orally with accuracy,
appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing
Reading
Writing
Research and Inquiry
Technology
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallySkimming and ScanningNavigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills Skimming and Scanning
Navigating Links
McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Assessment
Published Genre Pieces
about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [1 lesson]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 2: Animal Discoveries
Time Frame: 6 Weeks
Description: The Big Idea: How do animals play a part in the world around us?Unit 2 Comprehension Skills and Strategies: reread, identify character, setting, and plot. Make, confirm, and revise predictions. Vocabulary Strategies: context clues Writing: Students learn and use Informative/Explanatory Text, How-to Text; How-to Directions.
Unit overview
Reading Strategy
Reading Skill
Writing Grammar, Mechanics
Speaking and Listening
Word Work
Make, confirm, revise, predictions
Main Topic and Key details
Trait ideas Expanding and combining sentences
Readers theater Short ,o, u
reread Character, setting, plot
Trait organization Capital letters Fluency: accuracy, rate, expression
Inflectional Ending: -ed,-ing
Trait Word choice
Singular, plural, possessive nouns
Publishing celebration Prefixes: re-, un-,dis-Suffixes: -ful,-less
Trait linking words
Comma in a series 3-letter blends: scr,spr,str,thr,spl,shr
abbreviations Long u_e, o_e
apostrophes Diagraphs: ch,-tch,sh,ph,th,ng,wh
CVCe
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English
Week 1: Animals in Nature
Essential Question:How do animals play a
part in the world around us?
Reading
Language
ReadingInteractive Read AloudTitle: Swamp LifeGenre: FictionStrategy: Make, confirm, revise predictionsSkill: character, setting, plot
Reading/Writing WorkshopComprehensionShort Text: A Visit to the Dessert
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
capitalization, punctuation, and spelling when writing. [13 lessons]
L.2.2.b Use commas in greetings and closings of letters. [1 lesson]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
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. [5 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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). [5 lessons]
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [8 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual
- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Lexile: 490LGenre: Fiction/Real FictionStrategy: Make, confirm, revise predictionsSkill: character, setting, plot
Literature AnthologyStrategy: Make, confirm, revise predictionsSkill: character, setting, plot
Main SelectionTitle: Sled Dogs RunGenre: Fiction/Real FictionLexile: 480L
Paired SelectionTitle: Cold Dog Hot FoxGenre: Informational/ExpositoryLexile: 510L
Fluency Skill: Phrasing
Leveled ReadersStrategy: Make, confirm, revise predictionsSkill: character, setting, plot
Main SelectionsGenre: Realistic Fiction
A: Hippos at the Zoo Lexile:220LO: Where Are They Going ? Lexile: 440L E: Where Are They Going? Lexile:380LB: An Artic Life for UsLexile: 600L
sounds (phonemes). [5 lessons] RF.2.3 Know and apply grade-level phonics
and word analysis skills in decoding words. [21 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [2 lessons]
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. [13 lessons]
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. [5 lessons]
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. [10 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [6 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
Paired SelectionsGenre: Informational TextA: Hippos O: A Whale’s JourneyE: A Whale’s JourneyB: What is a Ptarmigan?
Access Complex Text (ACT)Reading/Writing Workshop: Purpose; Connections of Ideas
Literature Anthology: What Makes This Text Complex?; Organization; Specific Vocabulary
LanguageVocabularyVocabulary Words: adapt, climate, eager, freedom, fresh, sense, silence, shadows
High Frequency Words: because, cold, family, friends, have, know, off, picture, school, took
Additional Domain Words: N/A
Oral Vocabulary Words: capture, chorus, croak, reason, visitor
Additional Academic Words: opinion
Vocabulary Strategy: Prefixes
Phonics
Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Blending
Phonics/ Spelling Skill: short o, long
ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
W.2.3 Write narratives in which they recount
a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [3 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [1 lesson]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
W.2.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]
o: o_e
Structural Analysis: Doubling Final Consonants; Drop Final e: -ed, -ing
Grammar
Grammar Skill: NounsGrammar Mechanics: Commas in a series
Writing
Writing Trait: Ideas Descriptive Details
Write About Reading: Analyze illustrations
Research & InquiryWeekly: How do animals survive in their natural environments?
Handwriting Practice with weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the Week 2: Animals in Reading Grade 2, Wonders, Wonders Weekly
conventions of standard English grammar and usage when writing or speaking. [5 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [9 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [7 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [4 lessons]
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). [2 lessons]
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). [2 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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). [5 lessons]
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [1 lesson]
Stories
Essential Question:What can animals in stories teach us?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Interactive Read AloudTitle: The FoxGenre: Fiction/FableStrategy: Make, Confirm, Revise PredictionsReading/Writing WorkshopComprehensionShort Text: The Boy who Cried WolfLexile: 460LGenre: Fiction/FableStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Literature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Main Selection:Title: Wolf! Wolf!Genre: Fiction/FableLexile: 580L
Paired Selection:Title: Cinderella and FriendsGenre: Informational Text/ExpositoryLexile: 520L
Fluency Skill: Expression
Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionsGenre: FableA: The Cat and the Mice
McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [22 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [20 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [6 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [3 lessons]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [2 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [12 lessons]
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. [1 lesson]
Lexile: 220LO: The Dog and the BoneLexile: 440LE: The dog and the BoneLexile: 320LB:The Spider and the Honey TreeLexile: 590L
Paired SelectionsGenre: FableA: Beware of TigerO: The Dingo and His ShadowE: The Dingo and His ShadowB:The Girl and the Spider
Access Complex Text (ACT)
Reading/Writing Workshop: Specific Vocabulary; Organization
Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Specific Vocabulary
LanguageVocabularybelieve, delicious, feast, fond,lessons, remarkable, snatch, stories
High Frequency Wordschange, cheer, fall,five, look,open, should, their, won, yes
Oral Vocabulary Words: affection,crave, frustrated, nourishment, seekAdditional Domain Words:morsel,scrumptious
Additional Academic Words:fable, reflect, root words,
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [15 lessons]
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. [1 lesson]
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [13 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [3 lessons]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4
Vocabulary Strategy: Suffixes
Phonics
Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Blending
Phonics/ Spelling Skill: short u, long u: u_e
Structural Analysis: CVCe Syllables
Grammar
Grammar Skill: Singular and Plural Nouns
Grammar Mechanics: Commas in a Series
WritingWriting Trait: Ideas: Supporting DetailsWrite to Research: N/A
Write About Reading: Analyze Themes
Research & InquiryWeekly: How can animal fables teach us lessons?Handwriting – Practice with weekly
spelling wordsTechnology – Go Digital!
lessons] W.2.6 With guidance and support from adults,
use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [4 lessons]
L.2.1.a Use collective nouns (e.g., group). [2 lessons]
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [1 lesson]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [10 lessons]
L.2.2.a Capitalize holidays, product names, and geographic names. [5 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [7 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
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,
Week 3: Animal Habitats
Essential Question:What are features of different animal habitats?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Explore a Coral ReefGenre: Informational TextStrategy: Make, Confirm, Revise PredictionsReading/Writing WorkshopComprehensionShort Text: Prairie Guard DogLexile: 480LGenre: Informational Text/Nonfiction NarrativeStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key DetailsText Features: Bold Print, Subheading, Chart, LabelsLiterature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key Details
Main SelectionTitle: Turtle, Turtle, Watch OutGenre: Informational TextLexile:520LPaired SelectionTitle: At Home in the RiverGenre: Informational/Text ExpositoryLexile: 500LFluency Skill: Phrasing
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
tell/retell). [2 lessons] 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). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [5 lessons]
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [1 lesson]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [19 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [8 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [5 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [14 lessons]
RI.2.2 Identify the main topic of a
Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Main Topic and Key Details
Main SelectionsGenre: Informational TextA: A Tree Full of LifeLexile: 310LO: A A Tree Full of LifeLexile:460LE: A Tree Full of LifeLexile: 410LB: A Tree Full of LifeLexile: 630L
Paired SelectionsGenre: Informational TextTitles:A: Life in a Termite MoundO: Life in a Termite MoundE: Life in a Termite MoundB: Life in a Termite Mound
Access Complex Text (ACT)
Reading/Writing Workshop: Connections of Ideas; Genre
Literature Anthology: What Makes This Text Complex?; Connections of
Ideas; Specific Vocabulary
LanguageVocabularyVocabulary Words: buried, escape, habitat, journey, nature, peeks, restless, spiesAdditional Domain Words: hatch, raccoons
multiparagraph text as well as the focus of specific paragraphs within the text. [12 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [6 lessons]
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. [1 lesson]
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. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [10 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in
Additional Academic Words:abbreviation, collective noun,common noun,
High-Frequency Words:almost, buy, food, out, pull, saw, sky, straight, under, wash
Oral Vocabulary Words:defend, encounter, located, positive,react
Vocabulary Strategy: Suffixes
Phonics
Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Blending
Phonics/Spelling Skill: Soft c and g
Structural Analysis: Prefixes: re-, un-, dis-
Grammar
Grammar Skill: Kinds of Nouns
Grammar Mechanics: Capital Letters
WritingWriting Trait: Organization: Sequence
Write About Reading: Analyze Key Details
Research & InquiryWeekly: What are the features of
which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [2 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
animal habitats?
HandwritingPractice with weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [3 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [6 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [4 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between
Week 4: Baby AnimalsEssential Question:
How are offspring like their parents??
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Wild Animal FamiliesGenre: NonfictionStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Eagles and EagletsLexile: 520LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Main topic and Key DetailsText Features: Captions, Diagram, LabelsLiterature AnthologyStrategy: RereadSkill: Main topic and Key Details
Main SelectionTitle: Baby BearsGenre: NonfictionLexile:590L
Paired SelectionTitle: From Caterpillar to Butterfly
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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). [4 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [28 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [10 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [1 lesson]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [4 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [20 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [14 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
Genre: Informational TextLexile: 560L
Fluency Skill:Pronunciation
Leveled ReadersStrategy: RereadSkill: Main topic and Key Details
Main SelectionsGenre: NonfictionA: Animal FamiliesLexile: 320LO: Animal FamiliesLexile: 490LE: Animal FamiliesLexile: 390LB: Animal FamiliesLexile: 600L
Paired SelectionsGenre: Informational TextTitles:A: Tadpoles Into FrogsO: Tadpoles Into FrogsE: Tadpoles Into FrogsB: Tadpoles Into Frogs
Access Complex Text (ACT)
Reading/Writing Workshop: Genre; Connections of Ideas
Literature Anthology: What Makes This Text Complex?
LanguageVocabularyVocabulary Words: adult, alive, covered, fur, giant, groom, mammal,
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [2 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [2 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [1 lesson]
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. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [6 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [3 lessons]
offspring
Additional Domain Words: N/A
Additional Academic Words:diagram
High-Frequency Words:baby, early, eight, isn't,learn, seven, start, these, try,walkOral Vocabulary Words: affection,crave, frustrated, nourishment, seek
Vocabulary Strategy: Multiple-Meaning Words
PhonicsPhonemic Awareness: Identify and Generate Rhymes; Phoneme
Segmentation; Phoneme Blending
Phonics/Spelling Skill: Consonant Digraphs: ch, -tch, sh, ph, th, ng, wh
Structural Analysis: Suffixes:-ful, -less
GrammarGrammar Skill: More Plural Nouns
Grammar Mechanics: Abbreviations
WritingWriting Trait: Word Choice: Linking Words
Write About Reading: Analyze Key Details
Research & InquiryWeekly: How are baby animals like
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
their parents? How are they different?
Handwriting – Practice with weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [8 lessons]
L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. [5 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [3 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [6 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
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). [1 lesson]
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of
Week 5: Animals in Poems
Essential Question:What do we love about animals?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: The Furry Alarm ClockGenre: PoetryStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: "Cats and Kittens," "Desert Camels," "A Bat is Not a Bird"Lexile: NPGenre: PoetryStrategy: Ask and Answer QuestionsSkill: Key DetailsLiterary Element: Rhythym
Literature AnthologyStrategy: RereadSkill: Key Details
Main SelectionTitle: Beetles," "The Little Turtle"Genre: PoetryLexile:NP
Paired SelectionTitle: Gray GooseGenre: PoetryLexile: NP
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [8 lessons]
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [7 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [4 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [13 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.4 Determine the meaning of words and
Fluency Skill: Phrasing
Leveled ReadersStrategy: RereadSkill: Key DetailsMain SelectionsGenre: FictionA: Animals Petting ZooLexile: 250LO: Alice’s New PetLexile: 470LE: Alices’ New PetLexile: 350LB: Ava’s AnimalsLexile: 570L
Paired SelectionsGenre: PoetryA: Sheep SeasonO: Baby JoeyE: Four Little DucklingsB: Nanook
Access Complex Text (ACT)Reading/Writing Workshop: Purpose
Literature Anthology: What Makes This Text Complex?; Specific
VocabularyLanguage
VocabularyVocabulary Words: checks, choose, chores, cost, customers, jobs, spend, toolsAdditional Domain Words:Additional Academic Words: combine, comparison, expandHigh-Frequency Words:all, any, goes, new, number, other,right, says, understands, work
Vocabulary Strategy: Inflectional Endings
phrases in a text relevant to a grade 2 topic or subject area. [4 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [9 lessons]
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. [7 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [11 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record
Phonics/Spelling Skill: short i, long i: i_e
Structural Analysis: Possessives
Grammar Skill: Expanding and Combining Sentences
Grammar Mechanics: Quotation Marks with Dialogue
WritingWriting Trait: Analyze Text Features That Inform and Explain a Topic
Write About Reading: Analyze Text Features That Inform and Explain a Topic
Research & Inquiry
Weekly: What do different people do at work?Research Skill: Recall InformationUnit Project: Self-select and developfrom options for unit research projects.
Handwriting Practice with weekly spelling words
Technology – Go Digital!
science observations). [2 lessons] W.2.9 (Begins in grade 4) [1 lesson] RF.2.4 Read with sufficient accuracy and
fluency to support comprehension. [5 lessons] RF.2.4.a Read on-level text with purpose and
understanding. [5 lessons] RF.2.4.b Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy, Expression
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallySkimming and ScanningNavigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Unit Assessment
Wonders Fluency Assessment
Published Genre Pieces
with peers. [1 lesson] W.2.7 Participate in shared research and
writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 3: Live, Learn
Time Frame: 6 Weeks
Description: The Big Idea: What have you learned about the world that surprises you? Unit 2 Comprehension Skills and Strategies: reread, author’s purpose, identify character, setting, and plot, sequence, ask and answer questions, main idea. Make, confirm, revise predictions. Vocabulary Strategies: context clues Writing: Students learn and write Opinion Letters; Book Review.
Unit OverviewReading Strategy
Reading Skill Writing Grammar, Mechanics
Speaking and Listening
Word Work
Ask and answer questions
Main Topic and Key details
Trait voice Verb: have Readers theater Contractions with ‘s, ‘re, ‘ll, ‘veContractions with not
Reread Character, setting, plot
Trait organization Sentence and letter Punctuation
Fluency: accuracy, rate, expression, inotation
Open syllables
Author’s purpose Trait Word choice Book titles Publishing celebration Plural –s, -es
Trait sentence fluency
Combining and rearranging sentences
Comparative endings –er, -est
Commas in a series Long a, ai, ay, ea, ei eigh, ey, I, y, igh, ie, o, oa, ow, oe, e, ee, ea, ie, y, ey, e_e, u_e, ew, ue, u
Past and future-tense verbs
Present tense verbs
abbreviations
Standards Topics Activities Resources Assessment L.2.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [5 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [5 lessons]
L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. [4 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [2 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the
Week 1:Weekly Concept: The
Earth’s Forces
Essential Question:How do the Earth's forces affect us?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingInteractive Read AloudTitle: Apples and GravityGenre: NonfictionStrategy: reread
Reading/Writing Workshop
ComprehensionShort Text: Magnets WorkLexile: 560LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Author’s purposeText Features: Diagram With Labels, Bold Print, Subheadings
Literature AnthologyStrategy: RereadSkill: Author’s purpose
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
same root (e.g., addition, additional). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [4 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [3 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [29 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [6 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [3 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [12 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [7 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [4 lessons]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [12 lessons]
Technology Main SelectionTitle: I Fall DownGenre: NonfictionLexile: 560L
Paired SelectionTitle: Move ItGenre: Informational Text/ExpositoryLexile: 530L
Fluency Skill: Intonation
Leveled ReadersStrategy: RereadSkill: Author’s purpose
Main SelectionsGenre: Informational Text
A: Forces at Work Lexile:220LO: Forces at Work
Lexile: 460L E: Forces at Work Lexile:360LB: Forces at WorkLexile: 600L
Paired SelectionsGenre: Informational TextA: Machines to Push and Pull O: Machines to Push and PullE: Machines to Push and PullB: Machines to Push and Pull
Access Complex Text (ACT)
Reading/Writing Workshop:
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [2 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [8 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.8 Describe how reasons support specific points the author makes in a text. [4 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [3 lessons]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [2 lessons]
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. [2 lessons]
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. [2 lessons]
RL.2.8 (Not applicable to literature) [1
Genre; Sentence Structures
Literature Anthology: What Makes This Text Complex?;Specific Vocabulary
LanguageVocabularyVocabulary Words: amazing, force, measure, objects, proved, speed, true, weight
High Frequency Words: about, around, good, great, idea, often, part, second, two, world
Additional Domain Words: gravity
Oral Vocabulary Words: college, famous, path, planets, straight
Additional Academic Words:author's purpose,comparison,contractions,
Vocabulary Strategy: Similes
Phonics
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, 'll, 've
lesson] SL.2.1 Participate in collaborative
conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [11 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [5 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Grammar
Grammar Skill: Action verbsGrammar Mechanics: Abbreviations
Writing
Writing Trait: Organization: Order Ideas
Write About Reading: Analyze Author’s Purpose
Research & InquiryWeekly: How do Earth's forces affect us? Research the pushes and pulls in your everyday life.
Handwriting Practice weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [5 lessons]
L.2.2.d Generalize learned spelling patterns
Week 2:Weekly Concept: Look At the Sky
Essential Question:What can we see in the sky?
Reading
ReadingInteractive Read AloudTitle: The Hidden SunGenre: Fiction Strategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Starry NightLexile: 540L
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
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. [3 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [2 lessons]
R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. [1 lesson]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [19 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [4 lessons]
RF.2.3.b Know spelling-sound
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Genre: FictionStrategy: RereadSkill: Character, Setting, Plot: Sequence
Literature AnthologyStrategy: RereadSkill: Character, Setting, Plot: SequenceMain Selection:Title: Mr. Putter & Tabby See the StarsGenre: FictionLexile: 580L
Paired Selection:Title: Day to NightGenre: Informational Text/ExpositoryLexile: 550L
Fluency Skill: Expression
Leveled ReadersStrategy: RereadSkill: Character, Setting, Plot: SequenceMain SelectionsGenre: FictionA: A Special SunsetLexile: 200LO: A Different Set of StarsLexile: 390LE: A Different Set of StarsLexile: 330LB:Shadows in the SkyLexile: 540L
Paired SelectionsGenre: Informational Text
correspondences for additional common vowel teams. [10 lessons]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [5 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [3 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [1 lesson]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [8 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [8 lessons]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [2 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [1 lesson]
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
A: Shadows and Sun DialsO: StarsE: StarsB:Eclipses
Access Complex Text (ACT)
Reading/Writing Workshop: Purpose
Literature Anthology: What Makes This Text Complex?; Organization;Connections of Ideas; Specific Vocabulary
LanguageVocabularyadventure, delighted, dreamed,enjoyed, grumbled, moonlight, neighbor, nighttime
High Frequency Wordsalso, apart, begin, either,hundred, over, places, those,which, without
Oral Vocabulary Words: exactly, present, reports, telescopes, total
Additional Domain Words:jellyroll, Big Dipper, Milky Way
Additional Academic Words:N/A
Vocabulary Strategy: Compound Words
Phonics
repeated lines) supply rhythm and meaning in a story, poem, or song. [1 lesson]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [17 lessons]
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. [2 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [11 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [6 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and
Phonemic Awareness: Phoneme Isolation; Phoneme Substitution; Phoneme Blending; Phoneme Categorization
Phonics/Spelling Skill: Long i: i, y, igh, ieStructural Analysis: Open Syllables
GrammarGrammar Skill: Present-Tense Verbs
Grammar Mechanics: Commas in a Series
WritingWriting Trait: Word Choice: Linking Words
Write to Research: N/A
Write About Reading: Analyze Story Structure
Research & InquiryWeekly: Explore the phases of the Moon.Handwriting – Practice weekly
spelling words
Technology – Go Digital!
strengthen writing as needed by revising and editing. [2 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [4 lessons]
L.2.1.a Use collective nouns (e.g., group). [2 lessons]
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [1 lesson]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [10 lessons]
L.2.2.a Capitalize holidays, product names, and geographic names. [5 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [7 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2
Week 3:Weekly Concept: Ways People Help
Essential Question:How can people help out their community?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read Aloud
Title: Color Your CommunityGenre: Nonfiction/NarrativeStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: Ways People HelpLexile: 650LGenre: Informational Text/Nonfiction NarrativeStrategy: Ask and answer questionsSkill: Author’s PurposeText Features: Photos With Captions
Literature AnthologyStrategy: Ask and answer questionsSkill: Author’s Purpose
Main SelectionTitle: Biblioburro: A True Story from ColombiaGenre: Narrative NonfictionLexile:700LPaired Selection
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
lessons] 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). [2 lessons]
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). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [5 lessons]
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [1 lesson]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [19 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [8 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with
Title: The Enormous TurnipGenre: Fiction/FolktaleLexile: 610L
Fluency Skill: Expression
Leveled ReadersStrategy: Ask and answer questionsSkill: Author’s Purpose
Main SelectionsGenre: Narrative NonfictionA: City CommunitiesLexile: 290LO: City CommunitiesLexile:470LE: City CommunitiesLexile: 400LB: City CommunitiesLexile: 620L
Paired SelectionsGenre: FolktaleTitles:A: Magic AnansiO: Magic AnansiE: Magic AnansiB: Magic Anansi
Access Complex Text (ACT)
Reading/Writing Workshop: Connections of Ideas;
Literature Anthology: What Makes This Text Complex?; Specific Vocabulary; Sentence Structure
LanguageVocabulary
accuracy, appropriate rate, and expression on successive readings. [5 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [14 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [12 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [6 lessons]
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. [1 lesson]
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. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [10 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
Vocabulary Words: across, borrow, countryside, ideas, insists, lonely, solution, villages
Additional Domain Words: burro, Colombia
Additional Academic Words:narrator
High-Frequency Words:better, group, long, more, only,our, started, three, who, won't
Oral Vocabulary Words:artist, celebration, commented, community, mural
Vocabulary Strategy: Synonyms
PhonicsPhonemic Awareness: Phoneme Deletion; Phoneme Substitution; Phoneme Addition; Phoneme Blending
Phonics/Spelling Skill: Long o: o, oa, ow, oe
Structural Analysis: Contractions with not
GrammarGrammar Skill: Past- and Future-Tense VerbsGrammar Mechanics: Letter Punctuation
WritingWriting Trait: Voice: Opinions
Write About Reading: Analyze
presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [2 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Author's Purpose
Research & InquiryWeekly: How do people solve
problems or help in your community?
Handwriting Practice weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [8 lessons]
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [4 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [7 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
Week 4:Weekly Concept:Weather Alert
Essential Question:How does weather affect us?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
ReadingInteractive Read AloudTitle: Clouds All Around UsGenre: ExpositoryStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: TornadosLexile: 660LGenre: Informational Text/ExpositoryStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Photos With
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [2 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [5 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]
L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). [2 lessons]
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). [3 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [20 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [19 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]
RF.2.4.b Read on-level text orally with
Research and Inquiry
Handwriting
Technology
Captions, Bold Print, Subheadings, Sidebar With DirectionsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Main SelectionTitle: Wild WeatherGenre: ExpositoryLexile:670L
Paired SelectionTitle: Can You Predict the WEatherGenre: Informational Text/Expository Lexile: 610L
Fluency Skill: Phrasing
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Main SelectionsGenre: Expository TextA: Weather All AroundLexile: 290LO: Weather All AroundLexile: 460LE: Weather All AroundLexile: 370LB: Weather All AroundLexile: 630L
Paired SelectionsGenre: Expository TextTitles:A: Colors in the Sky
accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [18 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [13 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]
RI.2.8 Describe how reasons support specific points the author makes in a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [5 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [7 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a
O: Colors in the SkyE: Colors in the SkyB: Colors in the Sky
Access Complex Text (ACT)
Reading/Writing Workshop: Purpose
Literature Anthology: Connections of Ideas; Specific
Vocabulary
LanguageVocabularyVocabulary Words: damage, dangerous, destroy, event, harsh, prevent, warning, weather
Additional Domain Words: temperature
Additional Academic Words:Pattern
High-Frequency Words:after, before, every, few, first,hear, hurt, old, special, would
Oral Vocabulary Words: gloomy, pleasant, predict, reflect, rises
Vocabulary Strategy: -Antonyms
PhonicsPhonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme
topic or issue. [2 lessons] W.2.1 Write opinion pieces in which they
introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [1 lesson]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Blending
Phonics/Spelling Skill: Long e: e, ee, ea, ie, y, ey, e_eStructural Analysis: -s, -es
GrammarGrammar Skill: The Verb Have
Grammar Mechanics: Book titles
WritingWriting Trait: Organization: Strong Conclusions
Write About Reading: Analyze Text Features
Research & InquiryWeekly: How can people stay safe in extreme weather?
Handwriting Practice weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [3 lessons]
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). [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [6 lessons]
L.2.2.d Generalize learned spelling patterns
Week 5:Weekly Concept: Express Yourself
Essential Question:How do you express yourself?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Interactive Read AloudTitle: Why People DrumGenre: Time for KidsStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: They’ve Got the Beat! "Lexile: 620LGenre: Time for KidsStrategy: Ask and Answer Questions
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
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. [3 lessons]
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). [3 lessons]
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). [2 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [3 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [22 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [15 lessons]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [9 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [13 lessons]
RF.2.4.a Read on-level text with purpose
Writing
Research and Inquiry
Handwriting
Technology
Skill: Main Idea and Key DetailsText Features: Photos With Captions, Bar GraphLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionTitle: Many Ways to Enjoy MusicGenre: Time for KidsLexile:680L
Paired SelectionTitle: A Musical MuseumGenre: Time for KidsLexile: 640L
Fluency Skill: Phrasing
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational TextA: The Sounds of TrashLexile: 410LO: The Sounds of TrashLexile: 530LE: The Sounds of TrashLexile: 380LB: The Sounds of TrashLexile: 590L
Paired SelectionsGenre: Informational TextA: Talking UnderwaterO: Talking UnderwaterE: Talking UnderwaterB: Talking Underwater
and understanding. [5 lessons] RF.2.4.b Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [18 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [12 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [4 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [3 lessons]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [3 lessons]
RI.2.8 Describe how reasons support specific points the author makes in a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [7 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
Access Complex Text (ACT)Reading/Writing Workshop Organization; Sentence Structures
Literature Anthology: What Makes This Text Complex?; Purpose of Text; Specific Vocabulary
LanguageVocabularyVocabulary Words: cheered, concert, instrument, movements, music, rhythm, sounds, understand
Additional Domain Words: N/A
Additional Academic Words: blend,combine,
High-Frequency Words:America, beautiful, began, climbed,come, country, didn't, give, live,turned
Oral Vocabulary Words: communicate, festivals, respect, squeezing, tradition
Vocabulary Strategy: Prefixes
PhonicsPhonemic Awareness: Phoneme Addition and Deletion; Identify and Generate Alliteration; Phoneme Blending
Phonics/Spelling Skill: Long u:
presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [4 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
u_e, ew, ue, u
Structural Analysis: Comparative Endings: -er, -est
GrammarGrammar Skill: Combining and Rearranging SentencesGrammar Mechanics: Sentence Punctuation
WritingWriting Trait: Sentence Fluency: Vary Sentence Length
Write About Reading: Analyze Key Details
Research & Inquiry
Weekly: How do different musical instruments work?
Research Skill: Parts of the LibraryUnit Project: Self-select and developfrom options for unit research projects.
HandwritingPractice weekly spelling words
Technology – Go Digital!
RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy, Expression
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallySkimming and ScanningNavigating LinksPracticing/Reinforcing Phonics, spelling, vocabulary skills
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Unit Assessment
Wonders Fluency Assessment
Published Genre Pieces
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [1 lesson]
W.2.7 Participate in shared research and writing projects [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 4: Our Life / Our World
Time Frame: 6 WeeksDescription: The Big Idea: Our Life/Our WorldHow do different environments make the world an interesting place?
Unit 4 Comprehension Skills and Strategies: visualize, reread, character, setting, plot: compare and contrast. Vocabulary Strategies: compound words, sentence clues, similes, root words, Writing: ideas, word choice, voice, narrative, poems.
Unit OverviewReading Strategy
Reading Skill Writing Grammar, Mechanics Speaking and Listening
Word Work
visualize Connections within text: Compare and contrast
Trait voice Helping, irregular and linking verbs
Readers theater r- Controlled vowels er, ur,ir, or, ore, oar, ar, eer, ere, ear, are, air
reread Connections within text: Cause and effect
Trait word choice
Capitalization of proper nouns and book titles
Fluency: pronunciation, phrasing, expression
Silent letters: wr, kn, gn, mb, sc
Plot: Compare and contrast
Quotation marks Publishing celebration Inflectional endings
Theme Letter punctuation
Contractions, apostrophes in contractions
Standards Topics Activities Resources AssessmentL.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [11 lessons]L.2.2.a Capitalize holidays, product names, and geographic names. [2 lessons]L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [6 lessons]L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]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. [3 lessons]L.2.4.b Determine the meaning of the new
Week 1: Different Places
Essential Question:.What makes different
parts of the world different??
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingInteractive Read AloudTitle: “Where Do you Live?"Genre ExpositoryStrategy: Reread
QuestionsReading/Writing Workshop.ComprehensionShort Text: Alaska: A Special PlaceLexile: 560LGenre: ExpositoryStrategy: RereadSkill: Connections Within a Text: Compare and ContrastText Features: Map, Key, Labels, Subheadings
Literature AnthologyStrategy: RereadSkill: Connections Within a Text: Compare and Contrast
Grade 2 Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [1 lesson]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). [3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]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). [3 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [31 lessons]RF.2.3.d Decode words with common prefixes and suffixes. [8 lessons]RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [2 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [6 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [7 lessons]RF.2.4.a Read on-level text with purpose and understanding. [7 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.2.4.c Use context to confirm or self-
Technology Main SelectionGenre: Informational Text/ExpositoryTitle: Rain ForestsLexile: 580LPaired SelectionGenre: Informational Text/ExpositoryTitle: "African Savannas"Lexile: 680L Fluency Skill: Pronunciation
Leveled ReadersStrategy: RereadSkill: Connections Within a Text: Compare and ContrastMain SelectionsGenre: Expository Text
Titles:A: Rocky Mountain National ParkO: Rocky Mountain National ParkE: Rocky Mountain National ParkB: Rocky Mountain National Park
Paired SelectionsGenre: Expository Text
Titles:A: "Yellowstone"O: "Yellowstone"E: "Yellowstone"B: "Yellowstone"
LexilesA: 320LO: 540LE: 430LB: 630LAccess Complex Text (ACT)Reading/Writing Workshop: Visual Display about a Region
correct word recognition and understanding, rereading as necessary. [1 lesson]RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [10 lessons]RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [1 lesson]RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [10 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [2 lessons]RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [8 lessons]SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]SL.2.2 Recount or describe key ideas or details from a text read aloud or
Literature Anthology: Analyze ideas across texts
LanguageVocabularyVocabulary Words:eerie, growth, layers, lively, location, region, seasons, temperate
Additional Academic Vocabulary:equator tropicalHigh Frequency Words:below, colors, don't, down, eat, many, morning, sleep, through, veryOral Vocabulary:factories, harbors, produce, timbers, valleysVocabulary Strategy: Compound Words
Phonemic Awareness:Phoneme Identity; Phoneme Categorization; Phoneme Blending
Phonics/Spelling Skill: Silent Letters wr, kn, gn, mb, sc
Structural Analysis: Prefixes/Suffixes – un, dis, ful, mis
Writing Trait: Focus on a Topic
Grammar Skill: Linking VerbsGrammar Mechanics: Capitalization of Proper Nouns
Write About Reading: Analyze Ideas Across Texts
Research Weekly: Explore the land features, plants, animals, and climate of a region.
Meri, 06/30/14,
Which ones?
information presented orally or through other media. [3 lessons]SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [3 lessons]W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Unit 4: Narrative TextFictional Narrative;
Poem
Handwriting Practice using weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [4 lessons]
L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g.,
Week 2: Earth Changes
Essential Question:How does the Earth
change?
ReadingInteractive Read AloudTitle: "Earth Changes"Genre: ExpositoryStrategy: Reread
Reading/Writing Workshop
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgra
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop
Meri, 08/05/14,
Is this the writing activity? It doesn’t seem to go with the Research skill…
sat, hid, told). [5 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [3 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [2 lessons]L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]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. [5 lessons]L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]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). [1 lesson]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). [1 lesson]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]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
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ComprehensionShort Text: Into the SeaLexile: 650LGenre: ExpositoryStrategy: RereadSkill: Connections Within a Text: Cause and EffectText Features: Photos, Bold Print, Subheadings
Literature AnthologyStrategy: RereadSkill: Connections Within a Text: Cause and EffectMain SelectionGenre: Informational Text/ExpositoryTitle: VolcanoesLexile: 680LPaired SelectionGenre: Informational Text/ExpositoryTitle: "To The Rescue"Lexile: 750LFluency Skill: Phrasing
Leveled ReadersStrategy: RereadSkill: Connections Within a Text: Cause and EffectMain SelectionsGenre: Expository Text
Titles:A: EarthquakesO: EarthquakesE: EarthquakesB: Earthquakes
Paired SelectionsGenre: Expository Text
Titles:
w-hill.com
Gloucester Township Share Network
Pieces
makes me happy). [2 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [19 lessons]RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [10 lessons]RF.2.3.d Decode words with common prefixes and suffixes. [4 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [3 lessons]RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [1 lesson]RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [14 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,
A: "Glaciers"O: "Glaciers"E: "Glaciers"B: "Glaciers"
LexilesA: 350LO: 530LE: 430LB: 630LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, Organization
Literature Anthology: What Makes This Text Complex?; Specific Vocabulary
LanguageVocabulary Words:active, Earth, explode, island, local, properties, solid, steepAdditional Domain Vocabulary:erupt, lava
Additional Academic Vocabulary:time-order wordsHigh Frequency Words:animal, away, building, found, from, Saturday, thought, today,Oral Vocabulary:carved, glide, sphere, suddenly, surfaceVocabulary Strategy: Sentence Clues
Phonemic Awareness:Phoneme Segmentation; Phoneme Blending; Phoneme Substitution
Phonics/Spelling Skill: r-controlled vowels /ûr/ er, ir, ur, orStructural Analysis: Inflectional Endings
glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]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. [1 lesson]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. [1 lesson]SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [3 lessons]SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [3 lessons]W.2.3 Write narratives in which they recount a well-elaborated event or short
Grammar Skill: Helping VerbsGrammar Mechanics: Quotation Marks
WritingWriting Trait: Word Choice; Time-Order Words
Write About Reading: Analyze Author’s Word Choice
Research & InquiryWeekly: How do natural events change the Earth?
Handwriting Practice using weekly spelling words
Technology – Go Digital!
Meri, 06/30/14,
Are the quotation marks going to be used here for direct quotes from a text? It’s a good move, if so.
sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [2 lessons]L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [8 lessons]L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [7 lessons]L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [4 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [10 lessons]L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
Week 3: Our Culture Makes Us Special
Essential Question:How are kids around the world different?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingInteractive Read AloudTitle: "My New School"Genre: Realistic FictionStrategy: Visualize
Reading/Writing WorkshopComprehensionShort Text: “Happy New Year!"Lexile: 590LGenre: Realistic FictionStrategy: VisualizeSkill: Character, Setting, Plot: Compare and Contrast
Literature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Compare and ContrastMain SelectionGenre: Realistic Fiction
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
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. [3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]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). [5 lessons] RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [7 lessons]RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [5 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [1 lesson]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [9 lessons]RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
Technology Title: Dear Primo: A Letter to My CousinLexile: 610L
Paired SelectionGenre: Informational Text: ExpositoryTitle: "Games Around the World”Lexile: 600LFluency Skill: Expression
Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Compare and ContrastMain SelectionsGenre: Realistic FictionTitles:A: Sharing CulturesO: A New Life in IndiaE: A New Life in IndiaB: Akita and Carlo
Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Music Around the World"O: "Dress Around the World"E: "Dress Around the World"B: "Food Around the World"LexilesA: 350LO:480LE: 440LB: 620LAccess Complex Text (ACT)Reading/Writing Workshop: Prior KnowledgeLiterature Anthology: What Makes this Text Complex ?; Organization; Sentence Structure, Specific Vocabulary
Language
in a text. [2 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [4 lessons]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. [2 lessons]RL.2.3 Describe how characters in a story respond to major events and challenges. [10 lessons]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. [1 lesson]RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [4 lessons]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. [1 lesson]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. [7 lessons]RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
Vocabulary
Vocabulary Words:common, costume, customs, favorite, parade, surrounded, travels, wonderAdditional Domain Words:cousin, primoAdditional Academic Vocabulary:voiceHigh Frequency Words:ago, carry, certain, everyone, heavy, outside, people, problem, together, warmOral Vocabulary:accompanies, assigns, crowded, locker, usualVocabulary Strategy: Similes
Phonemic Awareness:Generate Rhyme; Initial Sound and Substitution; Phoneme Blending
Phonics/Spelling Skill: r-controlled vowels /ôr/ or, ore, oar; /är/ arStructural Analysis: Irregular Plurals
Grammar Skill: Irregular VerbsGrammar Mechanics: Book Titles
WritingWriting Trait: Voice: Show FeelingsWrite About Reading: Analyze How an Author Compares Characters and Events
Research & InquiryWeekly: Games from around the world. How are they played?
Handwriting Practice using weekly spelling words
Meri, 06/30/14,
Great one!
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [4 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [9 lessons]L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [6 lessons]L.2.2 Demonstrate command of the conventions of standard English
Week 4: Folktales About Nature
Essential Question:How can we understand nature?
Reading
ReadingInteractive Read AloudTitle: "How Thunder and Lightning Came to Be"Genre: Folktale/DramaStrategy: Visualize
Reading/Writing WorkshopComprehension
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
capitalization, punctuation, and spelling when writing. [11 lessons]L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]L.2.3.a Compare formal and informal uses of English. [1 lesson]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. [3 lessons]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). [3 lessons]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]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). [2 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [24 lessons]RF.2.3.d Decode words with common prefixes and suffixes. [1 lesson]RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [13 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Text: "Why the Sun and the Moon Live in the Sky"Lexile: NPGenre: PlayStrategy: VisualizeSkill: Theme
Literature AnthologyStrategy: VisualizeSkill: ThemeMain SelectionGenre: Folktale/DramaTitle: How the Beetle Got Her ColorsLexile: NP
Paired SelectionGenre: Fiction/FolktaleTitles: “How the Finch Got Its Colors”Lexile: 600L
Fluency Skill: ExpressionLeveled Readers
Strategy: VisualizeSkill: ThemeMain SelectionsGenre: FolktaleTitles:A: Why Turtles Live in the WaterO: How the Rainbow Was MadeE: How the Rainbow Was MadeB: Why Spider Has 8 Thin Legs
Paired SelectionsGenre: FolktaleTitles:A: "Why Corn Has Silk"O: “How The Rainbow Was Made”E: "How The Rainbow Was Made”B: "Why There Are Stars"
Gloucester Township Share Network
lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [10 lessons]RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [5 lessons]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]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. [2 lessons]RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [12 lessons]RL.2.3 Describe how characters in a story respond to major events and challenges. [1 lesson]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. [1 lesson]RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [5 lessons]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. [1 lesson]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. [8
LexilesA: 290LO: 440LE: 340LB: 600L
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Purpose
Literature Anthology: Specific Vocabulary
LanguageVocabularyVocabulary Words: ashamed, boast, dash, holler, plenty, similarities, victory, wisdomHigh Frequency Words: again, behind, eyes, gone, happened, house, inside, neither, stood, youngOral Vocabulary Words: blustery, chilly, drenched, drizzle, task
Vocabulary Strategy: Root WordsPhonemic Awareness: Phoneme Segmentation; Phoneme Blending; Identify SyllablesPhonics/Spelling Skill: r-controlled vowels /îr/ eer, ere, earStructural Analysis: Abbreviations
Grammar Skill: Irregular VerbsGrammar Mechanics: Letter Punctuation
WritingWriting Trait: Ideas: Develop CharacterWrite About Reading: Analyze
lessons]RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [4 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [1 lesson]W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [3 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2
ThemeResearch & Inquiry
Weekly: How do folktales from different cultures explain nature?
Handwriting Practice using weekly spelling words
Technology – Go Digital!
lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [6 lessons]L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [9 lessons]L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. [4 lessons]L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [7 lessons]L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]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. [2 lessons]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). [1 lesson]L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [6 lessons]L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]L.2.6 Use words and phrases acquired through conversations, reading and being
Week 5: Poems About Nature
Essential Question:What excites us about nature?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: "Redwood National Forest," "The Amazing Meadow," "The Sahara Desert"Genre: PoetryStrategy: VisualizeReading/Writing Workshop ComprehensionShort Text: "Snow Shape," "Nature Walk," "In the Sky"Lexile: NPGenre: PoetryStrategy: VisualizeSkill: ThemeLiterary Element: Repetition
Literature AnthologyStrategy: VisualizeSkill: ThemeMain SelectionGenre: PoetryTitle: "April Rain Song," "Rain Poem"Lexile: NP
Paired SelectionGenre: PoetryTitle: "Helicopters," "Windy Tree"Lexile: NPFluency Skill: Phrasing
Leveled ReadersStrategy: VisualizeSkill: ThemeMain Selections
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). [5 lessons]RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [32 lessons]RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [6 lessons]RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [8 lessons]RF.2.4.a Read on-level text with purpose and understanding. [4 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]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. [6 lessons]RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [13 lessons]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. [12 lessons]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. [1
Genre: FictionTitles:A: A Hike in the WoodsO: A Little WorldE: A Little WorldB: Star Party
Paired SelectionsGenre: PoemTitles:A: "The Woods"O: "See a Star"E: "By the Sea"B: "Moon"
LexilesA: 340LO: 500LE: 400LB: 590LAccess Complex Text (ACT)Reading/ Writing Workshop: Purpose; Connection of IdeasLiterature Anthology: Specific Vocabulary
LanguageVocabularyVocabulary Words: drops, excite, outdoors, paleAdditional Academic Words: sensory wordsHigh Frequency Words: among, bought, knew, never, once, soon, sorry, talk, touch, uponOral Vocabulary Words: broad, dunes, plump, swaying, twirling
Vocabulary Strategy: Similes
Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending
lesson]RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [3 lessons]SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [6 lessons]SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [1 lesson]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]W.2.6 With guidance and support from adults, use a variety of digital tools to
Phonics/Spelling Skill: r-controlled vowels /âr/ are, air, ear, ereStructural Analysis: r-controlled Vowel Syllables
Grammar Skill: ContractionsGrammar Mechanics: Contractions/Apostrophes
WritingWriting Trait: Word Choice: Sensory WordsWrite About Reading: Analyze Word Choice and Provide Opinion
Research & InquiryWeekly: Research nature poems. How are similes used in poems about nature?
Unit Level:Research Skill: Taking NotesUnit Project: Self-select and develop from options for unit research projects.
Handwriting Practice using weekly spelling words
Technology – Go Digital!
Meri, 06/30/14,
When do you teach about similes? Sensory words are taught above. I think that’s a good skill to reflect in this research.
produce and publish writing, including in collaboration with peers. [3 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [5 lessons]RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [3 lessons]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. [1 lesson]SL.2.1 Participate in collaborative
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
End of Unit Assessment
Read the following poem by Emily Dickinson:
Make me a picture of the sun -
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Unit Assessment
Wonders Fluency Assessment
Published Genre Pieces
conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
So I can hang it in my room.And make believe I'm getting warmWhen others call it "Day"!
Draw me a Robin - on a stem -So I am hearing him, I'll dream,And when the Orchards stop their tune -Put my pretense - away -
Say if it's really - warm at noon -Whether it's Buttercups - that "skim" -Or Butterflies - that "bloom"?Then - skip - the frost - upon the lea -And skip the Russet - on the tree -Let's play those - never come!
1. Choose three sensory words in the poem and explain how they make the reader feel.2. What does the author think about pretending? How do you know?3. Choose two places and compare them. How are they the same? How are they different?4. If you could go anywhere in the world, where would you go? Why?
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 5: Let’s Make a Difference
Time Frame: 6 WeeksDescription: The Big Idea: How can people make a difference?
Unit OverviewReading Strategy
Reading Skill Writing Grammar, Mechanics
Speaking and Listening
Word Work
Summarize Connections within text: sequence
Trait ideas Capitalization proper nouns
Readers theater Diphthongs: ou, ow, oy, oi
Make, confirm, and revise predictions
Connections within text: Cause and effect
Trait sentence fluency
Capitalization pronoun I and book titles
Fluency: pronunciation, phrasing, expression, intonation, rate, accuracy
Variant vowels
Plot: problem and solution
Trait organization
Pronouns I and me, we and us
Publishing celebration plurals
Point of view Trait word choice and voice
Possessive pronouns Constants plus le
Contractions Contractions with not
Pronoun word agreement Short vowel digraphs: e, /ea/, u, /ou/, /l/, y
Standards Topics Activities Resources Assessment L.2.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [11 lessons]
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [4 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [3 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
Week 1Weekly Concept: Being a Good Citizen
Essential Question: What do good citizens do?"
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Reading
Interactive Read AloudTitle: "A Boy Named Martin"Genre: Realistic Fiction
Strategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: A Difficult DecisionLexile: 510LGenre: Realistic FictionStrategy: SummarizeSkill: Point of View
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
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. [4 lessons]
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). [2 lessons]
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). [1 lesson]
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). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]
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). [3 lessons]
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [2 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [9 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [15 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
Research and Inquiry
Handwriting
Technology
Literature AnthologyStrategy: SummarizeSkill: Point of View
Main SelectionGenre: Realistic FictionTitle: Grace for PresidentLexile: 580L
Paired SelectionGenre: Informational Text/Nonfiction Narrative
Title: "Helping to Make Smiles"Lexile: 520L
Leveled Readers
Strategy: SummarizeSkill: Point of View
Main SelectionsGenre: Realistic Fiction Titles:A: Fixing the Playground O: The Food CrewE: The Food CrewB: How Many Greats?
Paired SelectionsGenre: Narrative Nonfiction
Titles: A: "Hero" O: "A School Feeds Others"E: "A School Feeds Others" B: "Freedom Walk"Lexiles
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [6 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
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. [1 lesson]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [3 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [2 lessons]
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. [12 lessons]
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about
A: 340LO: 480LE: 430LB: 620L
Access Complex Text (ACT)Reading/Writing Workshop: Organization; Sentence Structure
Literature Anthology: What Makes This Text Complex?; Specific Vocabulary; Prior Knowledge; Connections of Ideas
LanguageVocabulary Words: champion, determined, issues, promises, responsibility, rights, volunteered, votes
Additional Domain Words: electoral, constituents, candidate
Additional Academic Words: quotation marks
Vocabulary Strategy: Suffixes
High-Frequency WordsHigh-Frequency Words: answer, been, body, build, head, heard, minutes, myself, pretty,
grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
pushed
Oral Vocabulary WordsOral Vocabulary Words: calm, concern, exhausted, offered, treat
PhonicsPhonemic Awareness: Phoneme Reversal; Initial and Final Sound Substitution; Phoneme Blending
Phonics/Spelling Skill: Diphthongs ou, ow
Structural Analysis: Irregular Plurals
Fluency SkillIntonation
Writing
Unit 5: Informative/ Explanatory Text
Explanatory Writing;Compare/Contrast Writing
Writing Trait: Ideas: Descriptive Details
Grammar Skill: Pronouns
Grammar Mechanics: Quotation Marks
Write About Reading: Analyze
Point of View
Research & InquiryWeekly: How can kids be good citizens at school and in the community?
HandwritingPractice using weekly spelling words
Technology – Go Digital
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [9 lessons]
L.2.1.c Use reflexive pronouns (e.g., myself, ourselves). [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [3 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [2 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [3 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between
Week 2Weekly Concept: Cooperation Works!
Essential Question: How do people get along?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "My First Day"Genre: SummarizeStrategy: Reread
Reading/Writing WorkshopComprehension
Short Text: Soccer FriendsLexile: 510LGenre: FictionStrategy: Summarize
Skill: Point of View
Literature AnthologyStrategy: Summarize
Skill: Point of View
Main SelectionGenre: Fiction
Title: Once Upon a Baby Brother
Lexile: 560L
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
Meri, 06/30/14,
I like this topic. I think it can be rephrased to “How can recycling help protect the earth?” unless you were going for “What items can be recycled, and how does recycling them help the earth?” If you answer the first question, it will get into some very technical scientific concepts, such as greenhouse gases, manufacturing energy, and landfill waste. That’s fine, but it might be a lot to bite off. Another option is to ask “What does it mean to reduce, reuse, and recycle?”
Meri, 06/30/14,
This may be a little broad. You could narrow it to either the school or community, or you could ask “What are some kids doing to be good citizens?” or “What can I do to be a good citizen?” Since the writing skill is compare and contrast, you might want to have them research two different “student citizens” and compare and contrast what they did for their school or community.
words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]
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). [4 lessons]
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [2 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [14 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [24 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [2 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [3 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [9 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [7 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [2 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine
Paired SelectionGenre: Informational Text/ExpositoryTitle: "Bully-Free Zone"Lexile: 640L
Leveled ReadersStrategy: Summarize
Skill: Point of ViewMain SelectionsGenre: Fiction Titles:A: Rainy Day O: Thirteen Is a CrowdE: Thirteen Is a CrowdB: Partners
Paired SelectionsGenre: Informational TextTitles: A: "Boys and Girls Club" O: "Big Brothers Big Sisters"E: "Big Brothers Big Sisters" B: "4-H"LexilesA: 350LO: 500LE: 400LB: 660L
Access Complex Text (ACT)
Reading/Writing Workshop: Genre
Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Organization; Specific Vocabulary
their central message, lesson, or moral. [1 lesson]
RL.2.3 Describe how characters in a story respond to major events and challenges. [3 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [5 lessons]
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. [12 lessons]
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [3 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
LanguageVocabulary Words: amused, cooperate, describe, entertained, imagination, interact, patient, peaceful
Additional Domain Words: brainstormed
Vocabulary Strategy: Idioms
High-Frequency WordsHigh-Frequency Words: brought, busy, else, happy, I'll, laugh, love, maybe, please, severalOral Vocabulary WordsOral Vocabulary Words: audience, decorate, instructions, pretended, shiver
PhonicsPhonemic Awareness: Phoneme Blending; Phoneme Substitution; Phoneme Segmentation; Phoneme Deletion
Phonics/Spelling Skill: Diphthongs oy, oi
Structural Analysis: Consonant
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [3 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
+ le (el, al) Syllables
Fluency SkillExpression
WritingUnit 5: Informative/ Explanatory Text
Explanatory Writing;Compare/Contrast WritingWriting Trait: Sentence Fluency: Vary Sentence Length
Grammar Skill: Pronouns I and Me, We and Us
Grammar Mechanics: Capitalizing the Pronoun I
Write About Reading: Analyze Point of View
Research & InquiryWeekly: How do people get along in different settings and situations?
HandwritingPractice using weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [2 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [12 lessons]
Week 3Weekly Concept: Our Heroes
Essential Question: What do heroes do?
Reading
ReadingInteractive Read Aloud
Title: "A Hero On and Off Skis"
Genre: Informational Text/Biography
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connnected.mcgraw-hill.com
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
Meri, 06/30/14,
Is this complete?
Meri, 06/30/14,
Is there an associated activity?
L.2.2.a Capitalize holidays, product names, and geographic names. [4 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [5 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [2 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
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). [5 lessons]
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [5 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [14 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [17 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Strategy: Summarize
Reading/Writing WorkshopComprehension
Short Text: César ChávezLexile: 600LGenre: Informational Text/BiographyStrategy: SummarizeSkill: Connections Within a Text: SequenceText Features: Bold Print, Subheadings, Timeline
Literature Anthology
Strategy: Summarize
Skill: Connections Within a Text: Sequence
Main SelectionGenre: Informational Text/BiographyTitle: Brave BessieLexile: 650L
Paired SelectionGenre: Fiction/ LegendTitle: "The Legend of Kate Shelley"Lexile: 640LLeveled ReadersStrategy: SummarizeSkill: Connections Within a Text: SequenceMain SelectionsGenre: Biography Titles:
Gloucester Township Share Network
lessons] RF.2.4 Read with sufficient accuracy and
fluency to support comprehension. [10 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [8 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [3 lessons]
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [11 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [1 lesson]
RI.2.8 Describe how reasons support specific points the author makes in a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about
A: Rudy Garcia-Tolson O: Rudy Garcia-TolsonE: Rudy Garcia-TolsonB: Rudy Garcia-Tolson
Paired SelectionsGenre: Biography
Titles: A: "The Unsinkable Molly Brown" O: "The Unsinkable Molly Brown"E: "The Unsinkable Molly Brown" B: "The Unsinkable Molly Brown"LexilesA: 380LO: 550LE: 470LB: 640L
Access Complex Text (ACT)
Reading/Writing Workshop: Genre
Literature Anthology: Specific Vocabulary
LanguageVocabulary Words: agree, challenging, discover, heroes, interest, perform, study, succeed
grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [8 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Vocabulary Strategy: Synonyms
High-Frequency WordsHigh-Frequency Words: air, along, always, draw, during, ever, meant, nothing, story, won't
Oral Vocabulary WordsOral Vocabulary Words: competing, inspired, limited, overcome, refused
PhonicsPhonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending
Phonics/Spelling Skill: Variant Vowels: /ü/ oo, u, u_e, ew, ue, ui; /ů/ oo, ou, u
Structural Analysis: Contractions with not
Fluency Skillphrasing
WritingUnit 5: Informative/
Explanatory Text
Explanatory Writing;Compare/Contrast Writing
Writing Trait: Organization: Sequence
Grammar Skill: Possessive Pronouns
Grammar Mechanics: Capitalization of Proper Nouns
Write About Reading: Analyze SequenceResearch & Inquiry
Weekly: Explore the life of an American hero.
Handwriting – Practice using weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [5 lessons]
L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives. [6 lessons]
L.2.3 Use knowledge of language and its
Week 4Weekly Concept: Preserving Our Earth
Essential Question: How can we protect the Earth?
Reading
Language- Phonics- Vocabulary
ReadingInteractive Read Aloud
Title: "Clean Water"Genre: FictionStrategy: Make, Confirm, Revise Predictions
Reading/Writing WorkshopComprehension
Short Text: The Art Project
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [3 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [4 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [4 lessons]
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). [5 lessons]
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [6 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [14 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [26 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [6 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [11 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [8 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Lexile: 660LGenre: FictionStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Literature AnthologyStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Main SelectionGenre: FictionTitle: The Woodcutter’s GiftLexile: 690L
Paired SelectionGenre: Informational Text/ExpositoryTitle: "Earth’s Resources"Lexile: 600L
Leveled ReadersStrategy: Make, Confirm, Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Main SelectionsGenre: Fiction Titles:A: Let's Carpool O: Our Beautiful TreeE: Our Beautiful TreeB: Family Night Unplugged
Paired SelectionsGenre: Informational Text
successive readings. [3 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [1 lesson]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
RL.2.3 Describe how characters in a story respond to major events and challenges. [11 lessons]
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [1 lesson]
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. [2 lessons]
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
SL.2.6 Produce complete sentences when appropriate to task and situation in order to
Titles: A: "The Clean Air Campaign"
O: "Dirt!"E: "Dirt!" B: "Tips For Saving Power"LexilesA: 350LO: 550LE: 470LB: 640LAccess Complex Text (ACT)
Reading/Writing Workshop: Specific Vocabulary; Sentence Clues
Literature Anthology: What Makes This Text Complex?; Connections of Ideas; Specific Vocabulary
LanguageVocabulary Words: curious, distance, Earth resources, enormous, gently, proudly, rarely, supplyAdditional Academic Words:cause and effect,
Vocabulary Strategy: Homophones
High-Frequency WordsHigh-Frequency Words: city, father, mother,
provide requested detail or clarification. [1 lesson]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [3 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
o'clock, own, questions, read, searching, sure, though
Oral Vocabulary WordsOral Vocabulary Words: hesitated, memorable, pollution, reasons, suggest
PhonicsPhonemic Awareness: Identify Syllables; Phoneme Deletion; Phoneme Blending; Phoneme Addition
Phonics/Spelling Skill: Variant Vowels: /ô/ a, aw, au, augh, al, ough
Structural Analysis: Vowel Team Syllables
Fluency SkillIntonation
WritingUnit 5: Informative/ Explanatory Text
Explanatory Writing;Compare/Contrast Writing
Writing Trait: Word Choice: Linking Words
Grammar Skill: Contractions
Grammar Mechanics: Contractions/ Possessive Pronouns
Write About Reading: Analyze Character, Setting, and Plot
Research & InquiryWeekly: How can recycling different items and materials help protect the earth?
HandwritingPractice using weekly spelling words
Technology – Go Digital! L.2.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [13 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [4 lessons]
L.2.3.a Compare formal and informal uses of English. [6 lessons]
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. [3 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [4 lessons]
L.2.4.c Use a known root word as a clue to the
Week 5Weekly Concept: Rights and Rules
Essential Question: Why are rules important?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Test Preparation
Technology
Reading
Interactive Read AloudTitle: "Town Rules"Genre: Time For KidsStrategy: Make, Confirm, Revise Predictions
Reading/Writing WorkshopComprehensionShort Text: Visiting the PastLexile: 610LGenre: Time For KidsStrategy: Make, Confirm, Revise PredictionsSkill: Connections Within a Text: Cause and EffectText Features: Subheadings, Chart
Literature Anthology
Strategy: Make, Confirm, Revise Predictions
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
Meri, 06/30/14,
Again, very broad. They could research conflict resolution…?
meaning of an unknown word with the same root (e.g., addition, additional). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [5 lessons]
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). [4 lessons]
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. [3 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [9 lessons]
RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. [1 lesson]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [1 lesson]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [16 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [13 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [5 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to
Skill: Connections Within a Text: Cause and Effect
Main SelectionGenre: Time For KidsTitle: Setting the RulesLexile: 610L
Paired SelectionGenre: Time For KidsTitle: "American Symbols"Lexile: 650L
Leveled Readers
Strategy: Make, Confirm, Revise Predictions
Skill: Connections With a Text: Cause and Effect
Main SelectionsGenre: Expository TextTitles:A: Government Rules O: Government RulesE: Government RulesB: Government Rules
Paired SelectionsGenre: Expository TextTitles: A: "Pool Rules" O: "Pool Rules"E: "Pool Rules" B: "Pool Rules"
LexilesA: 460L
demonstrate understanding of key details in a text. [2 lessons]
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [15 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [3 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [3 lessons]
O: 540LE: 490LB: 670LAccess Complex Text (ACT)
Reading/Writing Workshop: Specific Vocabulary; Purpose
Literature Anthology: Purpose of a Text; Specific Vocabulary
LanguageVocabulary Words: exclaimed, finally, form, history, public, rules, united, writers
Additional Academic Words:alphabetical order,, symbols
Vocabulary Strategy: Multiple-Meaning Words
High-Frequency WordsHigh-Frequency Words: anything, children, everybody, instead, paper, person, voice, whole, woman, words
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [1 lesson]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [3 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.9 (Begins in grade 4) [1 lesson]
Oral Vocabulary WordsOral Vocabulary Words: elected, permission, recycle, services, transportation
Phonics
Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Reversal; Phoneme Blending
Phonics/Spelling Skill: Short Vowel Digraphs: /e/ ea; /u/ ou; /i/ y
Structural Analysis: Alphabetical Order (two letters)
Fluency SkillPronunciation
Writing
Unit 5: Informative/ Explanatory Text
Explanatory Writing;Compare/Contrast Writing
Writing Trait: Voice: Formal vs. Informal
Grammar Skill: Pronoun-Verb Agreement
Grammar Mechanics: Book TitlesWrite About Reading: Analyze
Cause and Effect
Research & Inquiry
Weekly: Explore the history and significance of an American symbol.
Unit Level:Research Skill: Review Parts of the LibraryUnit Project: Self-select and develop from options for unit research projects.
Handwriting – Practice using weekly spelling words
Technology – Go Digital! RF.2.4 Read with sufficient accuracy and
fluency to support comprehension. [6 lessons] RF.2.4.a Read on-level text with purpose and
understanding. [6 lessons] RF.2.4.b Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.2.10 By the end of the year, read and
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
Reading
Reader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
Writing
Share Your Writing
Portfolio Choice
Research and Inquiry
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Unit Assessment
Wonders Fluency Assessment
Published Genre Pieces
comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Beginning Research
Unit Projects
Presentation of Ideas
Technology
Reading Digitally
Notetaking
Skimming and Scanning
Navigating Links
End of Unit Assessment1. What does a good citizen do?2. What does it mean to “make a difference”? Give 2-3 examples from the texts you read.3. What is the difference between a right and a responsibility?4. What is the most important action you can take to help protect the earth? Why?
Gloucester Township Public SchoolsEnglish Language Arts Grade 2 –Unit 6: How on Earth?
Time Frame: 6 Weeks
Description: How on Earth? What keeps our world working? Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice informative/explanatory writing, summaries, and research.
Unit OverviewReading Strategy Reading Skill Writing Grammar,
MechanicsSpeaking and
ListeningWord Work
Summarize Theme Trait ideas Adjectives adjectives that compare
Readers theater Closed and open syllables
Reread Authors purpose Trait word choice Commas in series Fluency: pronunciation, phrasing, expression, intonation, rate, accuracy
CVCe syllables
Main ideas and key details
Trait organization Articles and this, these, and those
Publishing celebration Prefixes and suffixes
Point of view Apostrophes with possessive nouns
Compound words
Connections within text; problem and solution
Adverbs and prepositional phases
Contractions and possessives
adverbs
Standards Topics Activities Resources Assessment L.2.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [2 lessons]
L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified. [5 lessons]
Week 1Weekly Concept: Plant Myths
and Facts
Essential Question: What do myths help us understand?
ReadingInteractive Read AloudTitle: The BluebellGenre: Fiction/MythStrategy: Reread
Reading/Writing
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [8 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
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). [1 lesson]
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). [4 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [5 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [26 lessons]
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
WorkshopComprehensionShort Text: Why Fir Tree Keeps His LeavesLexile: 560LGenre: MythStrategy: RereadSkill: Theme
Literature AnthologyStrategy: Reread
Skill: Theme
Main SelectionGenre: Fiction/MythTitle: The Golden Flower: A Taino Myth from Puerto RicoLexile: 590L
Paired SelectionGenre: Informational Text/ExpositoryTitle: A Pumpkin PlantLexile: 600L
Leveled ReadersStrategy: RereadSkill: Theme
Main Selections:Genre: MythA: The Apples of IdunO: Hercules and the Golden ApplesE: Hercules and the Golden ApplesB: Demeter and Persephone
Paired SelectionsGenre: Informational Text
Gloucester Township Share Network
Pieces
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [12 lessons]
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [11 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [8 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [3 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [3 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [3 lessons]
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. [1 lesson]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [13 lessons]
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.
A: TomatoesO: ApplesE: ApplesB: Pomegranate
Lexiles:A: 400LO: 550LE: 440LB: 630L
Access Complex Text (ACT)Reading/Writing Workshop: Genre
Literature Anthology: What Makes This Text Complex?; Specific Vocabulary
LanguageVocabulary Words:Appeared, crops, develop, edge, golden, rustled, shining, stagesAdditional Domain Words: Puerto RicoAdditional Academic Words:Adjective, myth, point of viewVocabulary Strategy: Sentence Clues High Frequency WordsHigh-Frequency Words: door, front, order, probably, remember, someone, tomorrow, what’s, worry, yesterday
Oral Vocabulary WordsOral Vocabulary Words:
[1 lesson] RL.2.9 Compare and contrast two or
more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings,
disturb, entire, magnificent, stumbled, trembled
PhonicsPhonemic Awareness: Identify and Make Oral Rhymes; Phoneme Addition; Phoneme Blending; Phoneme DeletionPhonics/Spelling Skill: Closed Syllables and Open SyllablesStructural Analysis: Compound Words
Fluency SkillFluency Skill: Expression
WritingWriting Trait: Organization: Strong Openings
Grammar Skill: Adjectives
Grammar Mechanics: Commas in a Series
Write About Reading:Analyze Theme
ResearchWeekly: Research a plant and what it needs to grow
Handwriting – Practice using weekly spelling words
Technology – Go Digital!
use temporal words to signal event order, and provide a sense of closure. [2 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [7 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [7 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [4 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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). [4 lessons]
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). [1 lesson]
L.2.5 Demonstrate understanding of
Week 2: We Need Energy
Essential Question:How do we use energy?
Reading
Language
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: How Does Energy Make Your Hair Stand Up?Genre: Informational Text/ExpositoryStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Pedal PowerLexile: 660LGenre: Informational Text/ExpositoryStrategy: RereadSkill: Author’s PurposeText Features: Photos with Captions, Subheadings, Diagram, Labels
Literature AnthologyStrategy: RereadSkill: Author’s Purpose
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
word relationships and nuances in word meanings. [3 lessons]
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). [4 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [12 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [1 lesson]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [20 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [4 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [4 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [9 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [8 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [6 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [1 lesson]
RI.2.3 Describe the connection between
Main SelectionTitle: My LightGenre: Informational Text/ExpositoryLexile: 680L
Paired SelectionTitle: The Power of WaterGenre: Informational Text/ExpositoryLexile: 650L
Leveled ReadersStrategy: RereadSkill: Author’s PurposeMain SelectionsGenre: Informational TextA: Wind PowerO: Wind PowerE: Wind PowerB: Wind Power
Paired SelectionsGenre: Informational TextA: A Solar HouseO: A Solar HouseE: A Solar HouseB: A Solar House
Lexiles:A:440LO:550LE:490LB:690L
Access Complex Text (ACT)
Reading/Writing Workshop: Sentence
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [1 lesson]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [2 lessons]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [11 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.8 Describe how reasons support specific points the author makes in a text. [9 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [4 lessons]
SL.2.3 Ask and answer questions about
Structure; Specific Vocabulary
Literature Anthology: What Makes This Text Complex?; Genre; Connections of Ideas; Specific Vocabulary
Language
VocabularyVocabulary Words: electricity, energy, flows, haul, power, silent, solar, undergroundAdditional Domain Words: dam, generatorsVocabulary Strategy: Paragraph Clues
High Frequency WordsHigh Frequency Words: alone, became, beside, four, hello, large, notice, round, suppose, surprised
Oral Vocabulary WordsOral Vocabulary Words: charge, effects, rushes, slight, streak
PhonicsPhonemic Awareness: Initial Phoneme Addition; Phoneme Segmentation; Initial Phoneme SubstitutionPhonics/Spelling Skill: CVCe Syllables
Structural Analysis:
what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [7 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [2 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
Prefixes/Suffixes
Fluency SkillFluency Skill: Intonation
WritingWriting Trait: Word Choice: Content Words
Grammar Skill: Articles and This, That, These, and ThoseGrammar Mechanics: Names and Titles
Write About Reading: Analyze Author’s Purpose
ResearchWeekly: How do we use different forms of energy in our everyday lives?
Handwriting – Practice using weekly spelling words
Technology – Go Digital!
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.2.1.c Use reflexive pronouns (e.g., myself, ourselves). [4 lessons]
L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified. [5 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]
L.2.2.c Use an apostrophe to form
Week 3: Team Up to Explore
Essential Question:Why is teamwork important?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
ReadingReading/Writing WorkshopComprehensionShort Text: Dive TeamsLexile: 660LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Main Idea and Key DetailsText Features:Photos with Captions, Map, Labels
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
contractions and frequently occurring possessives. [8 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [3 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [4 lessons]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [2 lessons]
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). [4 lessons]
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [4 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [5 lessons]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [17 lessons]
RF.2.3.f Recognize and read grade-
Research and Inquiry
Handwriting
Technology
Literature AnthologyStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionTitle: Astronaut HandbookGenre: Informational Text: ExpositoryLexile: 790L
Paired SelectionTitle: Teamwork to the TopGenre: Informational Text: Narrative NonfictionLexile: 720L
Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key Details
Main SelectionsGenre: Informational TextA: Digging for SueO: Digging for SueE: Digging for SueB: Digging for Sue
Paired SelectionsGenre: Informational TextA: Ancient Ship DiscoveredO: Ancient Ship DiscoveredE: Ancient Ship DiscoveredB: Ancient Ship Discovered
Lexiles:A:430LO: 550LE:470LB:670L
appropriate irregularly spelled words. [6 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [8 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [7 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [2 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [9 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [3 lessons]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [10 lessons]
RI.2.8 Describe how reasons support specific points the author makes in a text. [6 lessons]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Connection of Ideas
Literature Anthology: What Makes This Text Complex?; Sentence Structure; Specific Vocabulary
LanguageVocabularyVocabulary Words: exploration, important, machines, prepare, repair, result, scientific, teamworkAdditional Domain Words: astronaut, satellitesVocabulary Strategy: Greek and Latin Roots
High Frequency WordsHigh Frequency Words: above, brother, follow, listen, month, soft, something, song, who’s, wind
Oral Vocabulary WordsOral Vocabulary Words: attach, collect, deliver, experiments, nations
PhonicsPhonemic Awareness: Identify Syllables; Phoneme
peers and adults in small and larger groups. [1 lesson]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [3 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [4 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Segmentation and Blending; Phoneme Addition and DeletionPhonics/Spelling Skill: Consonant + le (el, al) Syllables
Structural Analysis: Contractions/Possessives
Fluency SkillFluency Skill: Pronunciation
WritingWriting Trait: Ideas: Supportive Details
Grammar Skill: Adjectives that CompareGrammar Mechanics: Apostrophes
Write About Reading: Analyze Text Features
ResearchWeekly: Research a place you’d like to travel and explore with a team. What jobs will need to be done? What job will each team member have?
Handwriting – Practice using weekly spelling words
Technology – Go Digital!
[1 lesson] L.2.1.e Use adjectives and adverbs, and
choose between them depending on what is to be modified. [6 lessons]
L.2.2.a Capitalize holidays, product names, and geographic names. [4 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [3 lessons]
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [2 lessons]
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
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). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [3 lessons]
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). [5 lessons]
R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [1 lesson]
Week 4: Money Matters
Essential Question:How do we use money?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Keep the ChangeGenre: Informational Text: ExpositoryStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: The Life of a Dollar BillLexile: 660LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Connections Within a Text: Problem and SolutionText Features: Photos with Captions, Graph, Labels, Subheadings
Literature AnthologyStrategy: SummarizeSkill: Connections Within a Text: Problem and SolutionMain SelectionGenre: Informational Text/ ExpositoryTitle: Money MadnessLexile: 780L
Paired SelectionGenre: Fiction/MythTitle: King Midas and the Golden TouchLexile: 720L
Leveled ReadersStrategy: SummarizeSkill: Connections Within
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [5 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [14 lessons]
RF.2.3.c Decode regularly spelled two-syllable words with long vowels. [16 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [4 lessons]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [8 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [7 lessons]
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [2 lessons]
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [5 lessons]
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade
Problem and SolutionMain SelectionsGenre: Informational TextA: How to Be a Smart ShopperO: How to Be a Smart ShopperE: How to Be a Smart ShopperB: How to Be a Smart Shopper
Paired SelectionsGenre: MythA: The Golden FleeceO: The Golden FleeceE: The Golden FleeceB: The Golden Fleece
Lexiles:A: 450LO: 540LE: 500LB: 680L
Access Complex Text (ACT)Reading/Writing Workshop: Organization; Genre
Literature Anthology: Organization; Specific Vocabulary; Genre
Language
VocabularyVocabulary Words: invented, money, prices, purchase, record, system, value, worthAdditional Domain Words:
2 topic or subject area. [1 lesson] RI.2.5 Know and use various text
features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [2 lessons]
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [7 lessons]
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [1 lesson]
RI.2.8 Describe how reasons support specific points the author makes in a text. [1 lesson]
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. [4 lessons]
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. [1 lesson]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. [1
credit cardsVocabulary Strategy: Paragraph Clues
High Frequency WordsHigh Frequency Words: against, anymore, complete, enough, river, rough, sometimes, stranger, terrible, window
Oral Vocabulary WordsOral Vocabulary Words: charity, image, popular, portrait, symbol
PhonicsPhonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme ReversalPhonics/Spelling Skill: Vowel Team Syllables
Structural Analysis: Comparative Endings: -er,, –est (with spelling changes)
Fluency SkillFluency Skill: Intonation
WritingWriting Trait: Organization: Strong Conclusions
Grammar Skill: Adverbs and Prepositional Phrases
Grammar Mechanics:
lesson] SL.2.2 Recount or describe key ideas or
details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [4 lessons]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [3 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [3 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
CapitalizationWrite About Reading: Analyze Text Connections
Research & InquiryWeekly: Where does money come from and where does it go?
HandwritingPractice using weekly
spelling words
Technology – Go Digital!
L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified. [6 lessons]
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [7 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). [10 lessons]
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [1 lesson]
Week 5: The World of Ideas
Essential Question:Where can your imagination take you?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
ReadingInteractive Read AloudTitle: Give Me a Brown Box, Music Sends MeGenre: PoetryStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Texts: A Box of Crayons, What Story is This, The Ticket
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
L.2.3.a Compare formal and informal uses of English. [1 lesson]
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. [1 lesson]
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). [1 lesson]
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. [5 lessons]
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [1 lesson]
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). [9 lessons]
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. [30 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [1 lesson]
RF.2.3.f Recognize and read grade-appropriate irregularly spelled words. [2 lessons]
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [5 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
Writing
Research and Inquiry
Handwriting
Technology
Lexile: NPGenre: PoetryStrategy: SummarizeSkill: Point of ViewLiterary Element:Rhyme
Literature AnthologyStrategy: SummarizeSkill: Point of ViewMain SelectionGenre: GenreTitles: Books to the Ceiling, I’ve Got This Covered, Eating While ReadingLexile: NPPaired SelectionGenre: PoetryTitle: Clay Play, CrayonsLexile: NP
Leveled ReadersStrategy: SummarizeSkill: Point of ViewMain SelectionsGenre: FictionA: Matt’s JourneyO: A Fantastic DayE: A Fantastic DayB: A Day in Ancient Rome
Paired SelectionsGenre: PoemA: Autumn Leaves, The OrchestraO: A Butterfly Life, Circus DayE: Pablo and I, My Tiny FriendB: Lost and Found, My Magic Car
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [2 lessons]
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. [10 lessons]
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. [14 lessons]
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [4 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. [3 lessons]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.2.1.c Ask for clarification and further explanation as needed about the
Lexiles:A: 430LO: 560LE: 470LB: 640L
Access Complex Text (ACT)Reading/Writing Workshop: Purpose; Lack of Prior Knowledge
Literature Anthology: What Makes This Text Complex
LanguageVocabularyVocabulary Words: create dazzling imagination, seconds
Additional Academic Words: blend
Vocabulary Strategy: Metaphors
High Frequency WordsHigh Frequency Words: afternoon, ahead, anyone, everything, pretended, scientist, somehow, throughout, trouble, wherever
Oral Vocabulary WordsOral Vocabulary Words: flash, igloo, moat, orchestra, snore
topics and texts under discussion. [1 lesson]
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [2 lessons]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [2 lessons]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [1 lesson]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [5 lessons]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [2 lessons]
PhonicsPhonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme SegmentationPhonics/Spelling Skill: r-controlled Vowel SyllablesStructural Analysis: Three (or more) Syllable Words
FluencyFluency Skill: Expression
WritingWriting Trait: Word Choice: Strong Words
Grammar Skill: Adjectives and AdverbsGrammar Mechanics: Sentence Punctuation
Write About Reading: Analyze Point of View
Research & InquiryWeekly: Explore poetry and a poet’s use of imagery
Unit Level Research Skill: Visual Displays and Multimedia PresentationsUnit Project: Self-select and develop from options for unit research projects
Unit Level Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects
Handwriting – Practice using weekly spelling words
Technology – Go Digital! RF.2.4 Read with sufficient accuracy
and fluency to support comprehension. [6 lessons]
RF.2.4.a Read on-level text with purpose and understanding. [6 lessons]
RF.2.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [1 lesson]
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingResearch ReportListening to PresentationsPortfolio Choice
Research and InquiryVisual Displays and Multimedia PresentationsSynthesize and Present
TechnologyReading Digitally
Grade 2, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Unit Assessment
Wonders Fluency Assessment
Published Genre Pieces
groups. [1 lesson]
SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [1 lesson]
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [1 lesson]
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [1 lesson]
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [1 lesson]
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [2 lessons]
W.2.7 Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science observations). [1 lesson]
Appendix A Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons
Watch videos to learn information and concepts
Encourage students to visulaize events as they read
Study using flash cards
Model by demonstrating tasks or showing a finished product
Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read directions aloud to themselves.
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions
Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose ExamplesTo provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose ExamplesTo allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plansStrategy #9: Options for self-regulation
Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for AccommodationHigh Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given
incomplete informationTiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan, based
on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in
Allow gifted students to work independently using a contract for goal setting and accountability
designing and completing work according to specifications.
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).
K-2
Beginning Level: Preproduction (Newcomers)
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Ask questions that require yes or no, or 1-3 word answers
Grade progress
K-2
Early Production (ELLs who have been in the United States between 1-2 years)
Use simplified, abbreviated text material
Provide continued listening activities and visuals
Use photo albums
Allow role playing
Supply create ideas workbook
Use simple word to ask questions
At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response
Allow extra time to complete tests
Modify number and length of the assignments
Use of word bank all the time to help them
Oral presentations
Projects instead of reports based on learning style of student
K-2
Intermediate Level:
Allow extra time to complete tests. Use short written or verbal measures frequently
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
Grades 3-5
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
