Language Arts Curriculum Grade 2 - Schools

Lyndhurst Public Schools

Lyndhurst, NJ

Language Arts Curriculum

Grade 2

Dr. James Corino Adopted: September 2015 Mrs. Elba Alves Castrovinci Interim Superintendent K-3 Literacy Coordinator

The ELA Curriculum for Kindergarten – Grade 3 include the following:

1. Interdisciplinary Connections are integrated throughout activities in the curriculum map. These connections include but are not limited to the following:

• Social Studies • Fine Arts • Music • Science

2. Integration of Technology (Standards 8.1 and 8.2) and 21st Century Skills (Standards 9.1 and 9.3) are integrated through all activities. Critical Thinking and Problem Solving are listed in the header of the section of map where each standard is addressed. Activities include but are limited to the following:

• Group Projects • Creating visual displays • Publishing texts • Power Point Presentations • Webquests • On-‐line Tests and Quizzes

3. Modifications for students in Special Education and In-‐Class Support Classes are based each student's individual IEPs. In addition, educators have resources to provide modifications for English Language Learners and advanced learners. Modifications include but are not limited to:

• Extended time for assessments • Large print • Guided notes • Graphic organizers • Less choices on tests

ELA CURRICULUM MAP GRADE 2

September/October Unit 1 (4 Weeks) Unit Question: What can we learn from exploring new places and things? Cross Disciplinary Connection: Communities (Social Studies) Unit 1.1 Iris & Walter CCSS: Reading-‐ RL2.1, RL2.3, RL2.7 Foundational-‐ RF2.3 Speaking and Listening -‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency

(Sight Words) Suggested Centers for the Week Assessment Literacy

Portfolio What information helps readers make good predictions? How do we approach writing? How does each step in the writing process impact writing?

Comprehension Skill & Strategy Character and Setting Predict Phonics Short Vowels Grammar & Conventions Sentences Writing Getting Ready for Core Writing

beautiful country friend front someone somewhere

Introduce one or two of these centers per week to establish classroom management routine. Independent Reading Buddy Reading Leveled Pearson Readers: City Mouse and Country Mouse The New Kid City Friends, Country Friends Guided Reading Celebration Press Readers Word Work Listening/Technology

Weekly Assessment Fresh Reads Spelling Test

DRA2 Assessment/Running Records (3 weeks) Letter/Sound Identification (as needed)

Unit 1.2 Exploring Space with an Astronaut Cross Disciplinary Connections: Solar System, Space Exploration (Science) CCSS: Reading-‐ RI2.1, RI2.2, RI2.5, RI2.8 Foundational-‐ RF2.3 Speaking and Listening -‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Writing-‐ 2.3 Essential Questions Skills and Objectives High Frequency


Portfolio How do we locate main ideas and details in informational text? How do we approach writing? How does each step in the writing process impact writing?

Comprehension Skill & Strategy Main Idea and Details Text Structure Phonics Long Vowels CVCe Grammar & Conventions Subjects Writing Getting Ready for Core Writing

everywhere live machines move woman work world

Introduce one or two of these centers per week to establish classroom management routine. Independent Reading Buddy Reading Leveled Pearson Readers: Being An Astronaut Space Walk Explore the Galaxy Guided Reading Celebration Press Readers Word Work Listening/Technology


DRA2 Assessment/Running Records (3 weeks) Letter/Sound Identification (as needed)

Unit 1.3 Henry and Mudge Cross Disciplinary Connection: Solar System, Night Sky, Stars (Science) CCSS: Reading-‐ RL2.1, RL2.3, RL2.7 Foundational-‐ RF2.3 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1,L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we locate and analyze story elements

Comprehension Skill & Strategy

bear build

Introduce one or two of these centers per week to establish

Weekly Assessment

DRA2 Assessment/Running

(character, setting)? How does each step in the writing process impact writing?

Character and Setting Monitor and Fix Up Phonics Consonant Blends Grammar & Conventions Predicates Writing Getting Ready for Core Writing

couldn’t father love mother straight

classroom management routine. Independent Reading Buddy Reading Leveled Pearson Readers: Pup Camps Out Let’s Camp at Crescent Lake A Home in the Wilderness Guided Reading Celebration Press Readers Word Work Listening/Technology

Fresh Reads Spelling Test

Records (3 weeks) Letter/Sound Identification (as needed)

Unit 1.4 A Walk in the Dessert Cross Disciplinary Connection: Deserts (Deserts) CCSS: Reading-‐ RI2.1, RI2.2, RI2.5, RI2.8 Foundational-‐ RF2.3 Writing -‐ W2.3, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we find the main idea and supporting details in informational text? What is narrative

writing writing?

Comprehension Skill & Strategy Main Idea and Details Text Structure Phonics Inflected Endings Grammar & Conventions Statements & Questions

animals early eyes full warm water

Introduce one or two of these centers per week to establish classroom management routine. Independent Reading Buddy Reading Leveled Pearson Readers: Desert A Walk in the Mountains Trek to the Top Guided Reading

Weekly Assessment Fresh Reads Spelling Test Narrative Drafts

Narrative Writing Sample (Pre)

Writing Narrative Writing: Beginning, Middle, & End

Celebration Press Readers Word Work Listening/Technology

Month(s): October/November Unit 2 (5 Weeks) Unit Question: How can we work together? Unit 2.1 Tara and Tiree, Fearless Friends Cross Disciplinary Connection: Heroes, Community Services (Social Studies) CCSS: Reading-‐ RL2.1, RL2.7 Foundational-‐ RF2.3 Writing-‐ W2.3, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language CCSS: L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How does the sequence of events help us understand text? How do writers organize their narratives?

Comprehension Skill & Strategy Sequence Predict Phonics r-‐Controlled ar, or, ore Grammar & Conventions Nouns Writing Narrative Writing: Beginning, Middle & End

break family heard listen once pull

Independent Reading Buddy Reading Leveled Pearson Readers: Dogs to the Rescue What to Do in an Emergency Amazing Animals Guided Reading Celebration Press Readers Word Work Listening/Technology


Unit 2.2 Ronald Morgan Goes to Bat Cross Disciplinary Connection: Responsibility, Cooperation and Teamwork (Social Studies) CCSS: Reading-‐ RL2.1, RL2.5 Foundational-‐ RF2.3 Writing -‐ W2.3, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do readers use their prior knowledge to improve understanding of text? How do writers organize their narratives?

Comprehension Skill & Strategy Realism and Fantasy Prior Knowledge Phonics Contractions Grammar & Conventions Proper Nouns Writing Narrative Writing: Beginning, Middle & End

certainly either great laugh second worst you’re

Independent Reading Buddy Reading Leveled Pearson Readers: Let’s Play Ball Warm and Fuzzy The First Game Guided Reading Celebration Press Readers Word Work Listening/Technology


Unit 2.3 Turtle’s Race with Beaver Cross Disciplinary Connection: Habitats, Ecosystems (Science) CCSS: Reading-‐ RL2.1, RL2.2, RL2.3 Foundational-‐ RF 2.3 Writing-‐ W2.3, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do readers identify sequence text structures?

Comprehension Skill & Strategy Sequence

above ago enough

Independent Reading Buddy Reading

Weekly Assessment Fresh Reads

Narrative (Post) High Frequency

How do writers organize their narratives?

Summarize Phonics r-‐Controlled Vowels –er, -‐ir, -‐ur Grammar & Conventions Singular and Plural Nouns Writing Narrative Writing: Beginning, Middle & End

toward whole word

Leveled Pearson Readers: Busy Beavers The Busy, Lively, Sleepy, and Quiet Pond Sea Turtles At Risk Guided Reading Celebration Press Readers Word Work Listening/Technology

Spelling Test Informational

Paragragh

Word Knowledge

Unit 2.4 The Bremen Town Musicians Cross Disciplinary Connection: Survival, Living Things, Environment, Interdependence (Science) CCSS Reading-‐ RL2.1, RL2.4, RL2.5 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How can we identify an author’s purpose for a text? How do we organize information for writing?

Comprehension Skill & Strategy Author’s Purpose Story Structure Phonics Plurals Grammar & Conventions Plural Nouns that Change Spelling

bought people pleasant probably scared shall sign

Independent Reading Buddy Reading Leveled Pearson Readers: Dogs at Work Jun and Pepper Grow Up Silver and Stripes Guided Reading Celebration Press Readers Word Work

Weekly Assessment Fresh Reads Spelling Test Informational

Paragraph

High Frequency Word Knowledge

Writing Paragraph Writing Using Informational Topics

Listening/Technology

Unit 3.3 Anansi Goes Fishing Cross Disciplinary Connection: Forces and Motion, Tools and Machines, Inventions (Science) CCSS: Reading-‐ RL2.1, RL2.2 Foundational-‐ RF2.3, RF2.4 Writing -‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we identify cause and effect relationships in text? How do we organize information for writing?

Comprehension Skill & Strategy Cause and Effect Monitor and Fix Up Phonics Compound Words Grammar & Conventions Verbs (past, present, future) Writing Paragraph Writing Using Informational Topics

been believe caught finally today tomorrow whatever

Independent Reading Buddy Reading Leveled Pearson Readers: Casting Nets Insect or Arachnid Animal Helpers Guided Reading Celebration Press Readers Word Work Listening/Technology


Unit 2.5 A Turkey for Thanksgiving Cross Disciplinary Connection: Thanksgiving, National Celebrations, Traditions (Social Studies)

CCSS: Reading-‐ RL2.1, RL2.3 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do readers find details within the text to help draw conclusions? How do we organize information for writing?

Comprehension Skill & Strategy Draw Conclusions Visualize Phonics Long a: a, ai, ay Grammar & Conventions Possessive Nouns Writing Paragraph Writing Using Informational Topics

behind brought door everybody minute promise sorry

Independent Reading Buddy Reading Leveled Pearson Readers: Together For Thanksgiving Giving Thanks Around the World The Pilgrim’s First Year Guided Reading Celebration Press Readers Word Work Listening/Technology

Weekly Assessment Fresh Reads Spelling Test Unit 2 Assessment

Unit 2 Benchmark Assessment

Month(s): December Author Study (2 Weeks) Unit Question: How can studying one author influence our own writing or life experiences? Author Study – Patricia Polacco Reading-‐ RL 2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.10, RI 2.1, 2.2, 2.4 Foundational-‐ RF 2.3, RF 2.4 Writing-‐ W2.1, 2.2, 2.3, 2.5, 2.6 Speaking and Listening-‐ SL2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Language-‐ L2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Essential Questions Skills and Objectives High Frequency


Portfolio How does an author’s own life shape what and how she/he writes?

Comprehension Skill & Strategy Character Traits

Vocabulary and language development

Independent Reading

Written Reader’s Responses

How do our words and actions impact our friends and family for good or bad? How do we organize information for writing?

Author’s purpose Story Structure Point of View Theme Writing Paragraph Writing Using Informational Topics

Guided Reading Celebration Press Readers Word Work Listening/Technology

Writing Explanatory Response

Month(s): January Unit 3 (4 Weeks) Unit Question: What does it mean to be creative? Unit 3.1 Pearl and Wagner Cross Disciplinary Connection: Forces and Motions, Tools and Machines, Inventions (Science) CCSS: Reading-‐ RL2.1, RL2.5 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we locate and analyze story elements (setting, character, plot, problem, solution)? How do effective writer’s inform, explain, and report information?

Comprehension Skill & Strategy Story Structure Author’s Purpose Phonics Long e: e, ee, ea, y Grammar & Conventions Verbs Writing

guess pretty science shoe village watch won

Independent Reading Buddy Reading Leveled Pearson Readers: The Science Fair Dotty’s Dots The Sidekick Guided Reading Celebration Press Readers Word Work


Paragraph

Informative Sample (Pre)

Informative/Explanatory Writing


Unit 3.2 Dear Juno Cross Disciplinary Connection: Comparing Cultures, Communication, Geography (Social Studies) CCSS: Reading-‐ RL2.1, RL2.3, RL2.7 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do readers find details within the text to help draw conclusions? How do we organize information for writing?

Comprehension Skill & Strategy Draw Conclusions Visualize Phonics Long o, o, oa, ow Grammar & Conventions Verbs with Singular and Plural Nouns Writing Paragraph Writing Using Informational Topics

answer company faraway parents picture school wash

Independent Reading Buddy Reading Leveled Pearson Readers: How Does the Mail Work Mina’s Day Mail it… From Here to There Guided Reading Celebration Press Readers Word Work Listening/Technology


Paragraph Paragraph

DRA2 Assessment

Unit 3.4 Rosa and Blanca

Cross Disciplinary Connection: Family, Culture, Food, Geography (Social Studies) CCSS: Reading-‐RL2.1 Foundational-‐ RF2.3 Writing -‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we identify an author’s theme within a text? How do effective writer’s inform, explain, and report information?

Comprehension Skill & Strategy Theme and Plot Predict Phonics Long i: I, ie, igh,y Grammar & Conventions Verbs Writing Informative/Explanatory

alone buy daughters half many their youngest

Independent Reading Buddy Reading Leveled Pearson Readers: Shy Ana An International Food Fair The Tortilla Factory Guided Reading Celebration Press Readers Word Work Listening/Technology

Weekly Assessment Fresh Reads Spelling Test Informational Draft

DRA2 Assessment

Unit 3.5 A Weed is a Flower Cross Disciplinary Connection: Plants, Farming, Scientist (Science) CCSS: Reading-‐ RI2.1, RI2.3, RI, 2.10 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do cause and effect relationships help me understand text? How do effective writer’s inform, explain, and report information?

Comprehension Skill & Strategy Cause and effect Monitor and Fix up Phonics Comparative endings

clothes hours money neighbor only question taught

Independent Reading Buddy Reading Leveled Pearson Readers: An Orange Float Thomas Adams Invents Chewing Gum Ideas to Inventions


DRA2 Assessment

Grammar & Conventions Verbs Writing Informative/Explanatory


Month(s): February/March Unit 4 (5 Weeks) Unit Question: How do things change? How do they say the same? Unit 4.1 The Quilt Story Cross Disciplinary Connection: Settlers, Shelter, Crafts (Social Studies) CCSS: Reading-‐ RL2.1, RL2.5 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we compare and contrast characters and settings in one text? How do effective writer’s inform, explain, and report information?

Comprehension Skill & Strategy Compare and Contrast Story Structure Phonics Syllables C + le Grammar & Conventions Adjectives Writing Informative/Explanatory

blankets pretended quilt stuffing trunks unpacked wrapped

Independent Reading Buddy Reading Leveled Pearson Readers: The Butterfly Quilt Quilting Memories Windows to the Past Guided Reading Celebration Press Readers Word Work Listening/Technology

Weekly Assessment Fresh Reads Spelling Test Informational Draft

Unit 4.2 Life Cycle of a Pumpkin Cross Disciplinary Connection: Life Cycle, Plants (Science) CCSS: Reading-‐ RI2.1, RI2.7, RI2.10 Foundational-‐ RF2.3 Writing-‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we use facts and opinions to understand what we have read? How do effective writer’s inform, explain, and report information?

Comprehension Skill & Strategy Fact and Opinion Ask Questions Phonics Vowels oo, u Grammar & Conventions Adjectives Writing Informative/Explanatory

bumpy fruit harvest root smooth soil vine

Independent Reading Buddy Reading Leveled Pearson Readers: Grow a Tomato It’s Alive Many Plants, Many Places Guided Reading Celebration Press Readers Word Work Listening/Technology


Informative Writing (Post)

Unit 4.3 Frogs Cross Disciplinary Connection: Life Cycles, Animals, Amphibians (Science) CCSS: Reading-‐ RI2.1, RI2.2, RI2.10 Foundational-‐ RF2.3, RF2.4 Writing -‐ W2.2, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1,

L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How does compare and contrast help me understand text?

Comprehension Skill & Strategy Compare and Contrast Graphic Organizer

crawls insects pond powerful

Independent Reading Buddy Reading Leveled Pearson Readers:

Weekly Assessment Fresh Reads


How do writers use details to support their opinion?

Phonics Diphthongs ou, ow/ou Grammar & Conventions Adjectives that compare Writing Opinion

shed skin wonderful

A Frog’s Life Frog Friends The Wonderful World of Birds Guided Reading Celebration Press Readers Word Work Listening/Technology

Spelling Test Opinion Writing Sample (Pre)

Unit 4.4 I Like Where I Am Cross Disciplinary Connection: Communities, Moving (Social Studies) CCSS: Reading-‐ RL2.1, RL2.4 Foundational-‐ RF2.3 Writing-‐ W2.1, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we find details within the text to explain how the author developed the theme? How do writers use details to support their opinion?

Comprehension Skill & Strategy Theme and Plot Summarize Phonics Diphthongs oi, oy Grammar & Conventions Adverbs Writing Opinion

block chuckle fair giant strong tears trouble

Independent Reading Buddy Reading Leveled Pearson Readers: A Big Change Moving Day Simone’s Travels Guided Reading Celebration Press Readers Word Work Listening/Technology



Unit 4.5 Helen Keller and the Big Storm Cross Disciplinary Connection: Weather, Senses, Braille (Science) CCSS: Reading-‐ RL2.1, RL2.10 Foundational-‐ RF2.3 Writing-‐ W2.1, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1 L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do readers distinguish between facts and opinions presented in text? How do writers use details to support their opinion?

Comprehension Skill & Strategy Fact and Opinion Ask Questions Phonics Vowels oo, ue, ew, ui Grammar & Conventions Adverbs Writing Opinion

angry branches clung fingers picnic pressing special

Independent Reading Buddy Reading Leveled Pearson Readers: Special Beach Day Watch Out Here Comes a Storm Guided Reading Celebration Press Readers Word Work Listening/Technology



Month(s): April Poetry Unit (2 Weeks) Unit Question: How do poets use language? Unit Poetry (Pilot)* CCSS: Reading-‐ RL 2.1, 2.4, 2.10 Foundational-‐ RF 2.3, RF 2.4 Writing-‐ 2.6, 2.7, 2.8 Speaking and Listening-‐ SL 2.2, 2.3, 2.5 Language-‐ L2.5 2.6

Essential Questions Skills and Objectives Word Work Suggested Centers for the Week Assessment Literacy Portfolio

What is poetry? How do poets use language? How do writers use details to support their opinion? How do effective writers hook and hold their readers?

Comprehension Skill & Strategy Making inferences Analyze words and phrases Citing textual evidence to Support answers and conclusions Writing Opinion Narrative Writing: 5Ws & H Realistic Fiction

Poetic language & Terminology *TBD

Independent Reading Guided Reading Celebration Press Readers Word Work Listening/Technology *TBD

*TBD Opinion Writing Sample (Post)

* TBD (to be determined for pilot)

Month(s): April/May Unit 5 (5 Weeks) Unit Question: What does it mean to be responsible? Unit 5.1 Firefighter Cross Disciplinary Connection: Community Helpers (Social Studies) CCSS: Reading-‐ RI2.1, RI2.2, RI2.5, RI2.8, RI2.10 Foundational-‐ RF2.3 Writing-‐ W2.1, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1. L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we locate main ideas and details in informational text? How do effective writers hook and hold

Comprehension Skill & Strategy Main Idea & Supporting Details Text Structure Phonics Suffixes –ly, -‐ful, -‐er, -‐or

building burning masks quickly roar station tightly

Independent Reading Buddy Reading Leveled Pearson Readers: Community Helpers Who Can Help? Goods and Services


their readers? Grammar & Conventions Pronouns Writing Narrative Writing: 5Ws & H Realistic Fiction


Unit 5.2 One Dark Night Cross Disciplinary Connection: Weather (Science) CCSS: Reading-‐ RL2.1, RL2.7 Foundational-‐ RF2.3 Writing-‐ W2.1, W2.5 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How does the sequence of events help us understand text? How do effective writers hook and hold their readers?

Comprehension Skill & Strategy Sequence Graphic Organizer Phonics Prefixes un-‐, re-‐, pre-‐, dis-‐ Grammar & Conventions Singular and Plural Pronouns Writing Narrative Writing: 5Ws & H Realistic Fiction

flashes lightening pounds pours rolling storm thunder

Independent Reading Buddy Reading Leveled Pearson Readers: Horse Rescue Animal Shelters A Day in the Life of a Vet Guided Reading Celebration Press Readers Word Work Listening/Technology


Unit 5.3 Bad Dog, Dodger Cross Disciplinary Connection: Citizenship, Responsibility, Pet Care (Social Studies) CCSS Reading-‐ RL2.1, RL2.7 Foundational-‐ RF2.3, L2.4 Writing-‐ W2.1, W2.5 Speaking and Listening -‐ SL2.1, SL2.2 Language -‐ L2.1 , L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How can we combine story details and our own experiences to make inferences that help us understand the text? How do effective writers hook and hold their readers?

Comprehension Skill & Strategy Prior Knowledge Plot and Theme Phonics Silent Consonants Grammar & Conventions I and me Writing Narrative Writing: 5Ws & H Realistic Fiction

chased chewing dripping grabbed practice treat wagged

Independent Reading Buddy Reading Leveled Pearson Readers: Sally and the Wild Puppy Hubert and Frankie Training Peanut Guided Reading Celebration Press Readers Word Work Listening/Technology


Unit 5.4 Horace and Morris but Mostly Dolores Cross Disciplinary Connection: Friendship, Fairness, Respect (Social Studies) CCSS: Reading-‐ RL2.1, Foundational-‐ RF2.3 Writing-‐ W2.2, 2.5, 2.6, 2.7, 2.8 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How can we identify an Comprehension Skill adventure Independent Reading Weekly Assessment

author’s purpose for a text? What are effective pre-‐writing methods? How do we organize information for a research piece?

& Strategy Author’s Purpose Ask Questions Phonics ph, gh/f Grammar & Conventions Pronouns Writing Research Writing

climbed clubhouse exploring greatest truest wondered

Buddy Reading Leveled Pearson Readers: What an Adventure You Can Make a Difference Taking Care of the Earth Guided Reading Celebration Press Readers Word Work Listening/Technology

Fresh Reads Spelling Test

DRA2 Assessment

Unit 5.5 The Signmaker’s Assistant Cross Disciplinary Connection: Goods and Services, Rights and Responsibilities (Social Studies) CCSS: Reading-‐ RL2.3 RL2.10 Foundational-‐ RF2.3 Writing-‐ W2.2, 2.5, 2.6, 2.7, 2.8 Speaking and Listening-‐ SL2.1, SL2.2 Language-‐

L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How do we use details to distinguish between reality and fantasy? What are effective pre-‐writing methods? How do we organize information for a research piece?

Comprehension Skill & Strategy Realism and Fantasy Monitor and Fix Up Phonics Vowels aw, au, augh, al Grammar & Conventions Contractions Writing Research Writing

afternoon blame idea important signmaker townspeople

Independent Reading Buddy Reading Leveled Pearson Readers: Grandpa’s Sign Freda’s Signs Marty’s Job Guided Reading Celebration Press Readers Word Work


DRA2 Assessment


6.1 Just Like Josh Gibson Cross Disciplinary Connection: American Heroes, Cultural Traditions, History of Baseball, Geography, Maps (Social Studies) CCSS: Reading-‐ RL2.1, RL2.5 Foundational-‐ RF2.3 Writing-‐ W2.2, 2.5, 2.6, 2.7, 2.8 Speaking and Listening-‐ SL2.1, 2.2 Language-‐ L2.1, L2.2 Essential Questions Skills and Objectives High Frequency


Portfolio How does compare and contrast help us understand text? What are effective pre-‐writing methods? How do we organize information for a research piece?

Comprehension Skill & Strategy Compare and Contrast Visualize Phonics Contractions Grammar & Conventions Capital Letters Writing Research Writing

bases cheers field plate sailed threw

Independent Reading Buddy Reading Leveled Pearson Readers: Three of the Greats Women in Baseball Baseball Heroes Guided Reading Celebration Press Readers Word Work Listening/Technology


DRA2 Assessment


Month(s):May/June Picture Book Study (3 Weeks) Unit Question: How are fairy tales from different cultures similar and different? Unit Cinderella (See Unit Plan) CCSS: Reading-‐ RL 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.9, 2.10, RI 2.1, 2.2, 2.4, 2.5, 2.8, 2.10 Foundational-‐ RF 2.3, RF 2.4

Writing-‐ W2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 Speaking and Listening-‐ SL2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Language-‐ L2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Essential Questions Skills and Objectives Word Work Suggested Centers for the Week Assessment Literacy

Portfolio How are fairy tales from different cultures similar and different? How do authors teach life lessons through stories? What are effective pre-‐writing methods? How do we organize information for a research piece?

Comprehension Skill & Strategy Character Traits Compare and Contrast Point of View Theme Writing Research Writing

Vocabulary and language development

Independent Reading Guided Reading Celebration Press Readers Word Work Listening/Technology

Written Reader’s Responses Writing Explanatory Response

Language Arts Curriculum Grade 2 - Schools

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