Post on 04-Feb-2020
AUSD Grade 2 Language Arts
Resource Planning Guide
I STD I RF.2.3 RF.2.4
RF.2.4a
RL.2.1 RL.2.4
RL.2.7 RL.2.10
SL.2.1
SL.2.la
SL.2.2
SL.2.3
Rl.2.4
L.2.6
L.1.4c
L.2.2bL.2.4L.2.5L.2.Sa
L.2.2L.2.2dL.2.4L.2.4cRF.2.3
RF.2.3f
L.2.4L.2.4aL.2.4bRl.2.1
W.2.3
W.2.5
W.2.4
L.2.3
L.2.1L.2.2SL.2.1
W.2.7
W.2.8
AUfo)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
f BIG IDEA: Friend; a�d Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Friends Help Friends ESSENTIAL QUESTION: How do friends depend on each other?
COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
Title: "The New Kid" SHORT TEXT Strategy: Visualize Strategy: Visualize
Little Flap Learns to Fly (390)
Genre: Fiction/Fantasy Skill: Key Details Skill: Key Details
Genre: Fiction/Fantasy
Strategy: Visualize MAIN SELECTION MAIN SELECTIONS Strategy: Visualize Title: Help! A Story of
Friendship (410) Genre: Fantasy
Skill: Key Details
Genre: Fiction/Fantasy Titles: A: Cat and Dog/"Uncle Max and I" (230)
PAIRED SELECTION 0: The Quest/"Together" (340)
Title: "Crayons" E: The Quest/"lt Takes a Friend" (300)
B: Class Pets/"What Friends Do" (500)
Genre: Poetry
VOCABULARY Vocabulary Words: actions, afraid, depend, nervously, peered, perfectly, rescue, secret
Additional Domain Words: hedgehog, prickles
Additional Academic Words: characters, events, evidence,
Vocabulary Strategy: Inflectional Endings
High Frequency Words: ball, blue, both, even, for, help, put, there, why, yellow
Oral Vocabulary Words: awkward, outrageous, panic, relief, squawked
PHONICS/SPELLING Phonemic Awareness: Phoneme Blending; Phoneme Categorization; Phoneme Segmentation
Phonics/Spelling Skill: short a, i
Structural Analysis: Plural Nouns: -s, -es
FLUENCY Fluency Skill: Expression Notes:
WRITING Genre Writing: Narrative Text
Unit Writing Products: Friendly Letter, Personal Narrative
Writing Trait: Ideas: Focus on an Event
Write About Readin2: Analvze Kev Details
GRAMMAR Grammar Skill: Statements and Questions
Grammar Mechanics: Sentence Capitalization/Punctuation
Research Weekly: How do friends support and depend on one another?
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop: Genre
Literature Anthology: Connection of Ideas; Genre;
Specific Vocabulary
1
ELA Grade 2, Unit 1, Week 1 Assessment Standards and Learning Targets -· -
RL.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and how)
about important details in a text.
RL.2.7 Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
Learning Target/s:
• I can use illustrations and words to describe a story's characters.
• I can use illustrations and words to describe a story's setting.
• I can use illustrations and words to describe a story's plot.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Learning Target/s: • I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and how)
about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly spelled
one-syllable words.
Learning Target/s:
• I can distinguish long and short vowels when reading regularly
spelled one-syllable words. (RF.2.3a}
.,, ""' -
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.2.b Use commas in greetings and closings of letters.
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or
phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.c Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
2
AU?o)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Families Around the World ESSENTIAL QUESTION: How are families around the world the same and different?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RF.2.3 Title: "Dinner at Alejandro's" SHORT TEXT Strategy: Visualize Strategy: Visualize Reading/Writing Workshop: RF.2.4 Maria Celebrates Brazil (460) Connections of Ideas RF.2.4a Genre: Fiction Skill: Character, Setting, Events Skill: Character, Setting, Events RL.2.1 Genre: Fiction/Realistic Literature Anthology: RL.2.3
Strategy: Visualize Fiction MAIN SELECTION MAIN SELECTIONS Lack of Prior Knowledge; RL.2.S
Genre: Genre: Informational Text Connections of Ideas; Purpose; RL.2.7
SL.2.1 Strategy: Visualize Fiction Titles: Specific
SL.2.la A: Music in My Family/"Making Music" (250) Vocabulary SL.2.2 Skill: Character, Setting, Title: Big Red Lollipop (410) 0: Happy New Year!/"New Year's Eve" (350) SL.2.3 Events E: Happy New Year!/"New Year's Eve" (300)
PAIRED SELECTION B: I'm Down Under/"Families Around the World"
Genre: Informational Text (560}
Title: "A Look at Families"
(480)
L.2.4 VOCABULARY Vocabulary Words: aside, culture, fair, invited, language, plead, scurries, share L.2.4c Additional Domain Words: musical, triangle L.2.S Additional Academic Words: compare, exclamation, setting, L.2.Sa
Vocabulary Strategy: Root Words RF.2.3
RF.23f High Frequency Words: could, find, funny, green, how, little, one, or, see, sounds
Rl.2.4 Oral Vocabulary Words: colorful, confusing, noticed, overflowing, tasty
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Isolation; Phoneme Blending; Phoneme Segmentation L.2.2d Phonics/Spelling Skill: Short e, o, u L.2.4 Structural Analysis: Inflectional L.2.4c
Endings: -s, -es RF.2.3
RF.2.3d
RF.2.3f
RF.2.4
L.2.4 FLUENCY Fluency Skill: Expression Notes: L.2.4a
RF.2.4
RF.2.4b
W.2.3 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.8 Writing Trait: Organization: Strong Openings W.2.6
Write About Reading: Analyze Story Structure Using Text Evidence
L.2.1 GRAMMAR Grammar Skill: Commands and Exclamations L.2.2 Grammar Mechanics: Sentence Capitalization/Punctuation
SL.2.1 Research Weekly: How are celebrations, food, clothing and sports the same and different around the W.2.7 world?
Assessments:
3
ELA Grade 2, Unit 1, Week 2 Assessment Standards and Learning Targets
RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and
how) about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
RL.2.7 Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters,
setting, or plot.
Learning Target/s:
a. I can use illustrations and words to describe a story's
characters.
b. I can use illustrations and words to describe a story's
setting.
c. I can use illustrations and words to describe a story's plot.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and
how) about important details in a text.
• I can answer questions {who, what, where, when, why and
how) about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills
in decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.2.2.b Use commas in greetings and closings of letters.
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.a Use sentence-level context as a clue to the meaning of a
word or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
4
Auffi) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
• BIG IDEA: Friends and Family-How do famllles and friends leam, grow, and help one another? JINSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Pets are Our Friends ESSENTIAL QUESTION: How can a pet be an important friend?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION
RF.2.3 Title: "My Partner and SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions RF.2.4 Friend" Finding Cal (410) Questions RF.2.4a Skill: Key Details: Use Illustrations RL.2.1
Genre: Fiction Genre: Fiction Skill: Character, Setting, Events: RL.2.3
Use Illustrations MAIN SELECTIONS RL.2.5
RL.2.7 Strategy: Ask and Answer Strategy: Ask and Answer Genre: Fiction
SL.2.1 Questions Questions MAIN SELECTION
SL.2.la Genre: Fiction Titles: SL.2.2 Skill: Character, Setting, A: Too Many Pets?/"My Dog Loves Me" (240) SL.2.3 Events: Use Illustrations Title: Not Norman (450) 0: A New Home For Henry/"My Best Friend Forever"
(450)
PAIRED SELECTION E: A New Home For Henry/"Hoppy" {350)
Genre: Poetry B: Hello, Koko!/"Who is My Best Friend?" (510)
Title: "My Puppy" (NP)
L.2.4 VOCABULARY Vocabulary Words: decide, different, friendship, glance, proper, relationship, stares, trade L.2.4a Additional Domain Words: goldfish L.2.4c Additional Academic Words: closing, greeting, rhyming L.2.5 Vocabulary Strategy: Sentence Clues L.2.Sa
High Frequency Words: boy, by, girl, he, here, she, small, want, were, what
Oral Vocabulary Words: apologized, gazed, partner, rummaged, scent
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Categorization; Phoneme Substitution; Phoneme Blending L.2.2d Phonics/Spelling Skill: 2-letter blends (r, s, t, I) RF.2.3 Structural Analysis: Closed Syllables RF.2.3fRF.2.4RF.2.4aRF.2.4bRF.2.4c
L.2.4 FLUENCY Fluency Skill: Intonation Notes: L.2.4aRF.2.4RF.2.4aRF.2.4b
W.2.3 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Word Choice: Precise Language W.2.8 Write About Reading: Analyze Story Structure
L.2.1 GRAMMAR Grammar Skill: Subjects L.2.2 Grammar Mechanics: Letter Punctuation L.2.Zb
SL.2.1 Research Weekly: What makes an animal a good pet? W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop:
Genre
Literature Anthology:
Purpose; Specific
Vocabulary
5
ELA Grade 2, Unit 1, Week 3, Assessment Standards and Learning Targets
RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and ·
how) about important details in a text.
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
RL.2.7 Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters,
setting, or plot.
Learning Target/s:
a. I can use illustrations and words to describe a story's
characters.
b. I can use illustrations and words to describe a story's setting.
c. I can use illustrations and words to describe a story's plot.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.2.b Use commas in greetings and closings of letters.
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.a Use sentence-level context as a clue to the meaning of a
word or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
6
Aufo) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Animals Need Our Care ESSENTIAL QUESTION: How do we care for animals?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
RF.2.3 Title: "All Kinds of Vets" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions RF.2.3a Taking Care of Pepper (520) Questions RF.2.4 Genre: Informational Text Skill: Key Details: Use Photos RF.2.4a
Genre: Informational Text/ Skill: Key Details: Use Photos Rl.2.1
Strategy: Ask and Answer Nonfiction Narrative MAIN SELECTIONS Rl.2.5
Rl.2.8 Questions MAIN SELECTION Genre: Informational Text
RL.2.1 Strategy: Ask and Answer Genre: Informational Text
SL.2.1 Questions Titles:
SL.2.lb Title: Lola and Tiva: An Unlikely A: People Helping Whales/''Working With Animals" (240) SL.2.2 Skill: Key Details: Use Friendship (630) 0: People Helping Whales/"Working With Animals" SL.2.3 Photos (550)
PAIRED SELECTION E: People Helping Whales/"Working With Animals" (470)
Text Features: Photos, Genre: Informational Text: B: People Helping Whales/"Working With Animals" (610)
Captions Interview
Title: "Animal Needs" (430)
L.2.4 VOCABULARY Vocabulary Words: allowed, care, excited, needs, roam, safe, wandered, wild L.2.4c Additional Domain Words: conservancy, rhino L.2.5 Additional Academic Words: categorize, organization, sequence, subject L.2.Sa
Vocabulary Strategy: Root Words Rl.2.4
High Frequency Words: another, done, into, move, now, show, too, water, year, your
Oral Vocabulary Words: duty, equipment, profession, satisfaction, thorough
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Categorization; Phoneme Blending L.2.2d Phonics/Spelling Skill: short a, long a: a_e L.2.4
L.2.4a Structural Analysis: Inflectional Endings: -ed, ing
RF.2.3
RF.2.3a
RF.2.3d
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Intonation Notes: RF.2.4b
W.2.2 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Organization: Sequence
Write About Reading: Analyze Key Details
L.2.1 GRAMMAR Grammar Skill: Predicates L.2.2 Grammar Mechanics: Commas in a Sequence
SL.2.1 Research Weekly: What are the basic needs of animals? W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop:
Genre; Purpose
Literature Anthology: Lack of
Prior Knowledge; Specific
Vocabulary
7
ELA Grade 2, Unit 1, Week 4 Assessment Standards and Learning Targets
RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
RL.2.3 Describe how characters in a story respond to major events
and challenges.
Learning Target/s: • I can describe how characters respond to events and
challenges.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly
spelled one-syllable words.
Learning Target/s: • I can distinguish long and short vowels when reading
regularly spelled one-syllable words.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s: • I can use context to find the meaning of a word or phrase.
L.2.4.c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Learning Target/s: • I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
8
AU:fo)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Families Working Together ESSENTIAL QUESTION: What happens when families work together?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RF.2.4 Title: "Families Today" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing Workshop: RF.2.4a Families Work! (500) Questions Purpose Rl.2.1 Genre: Informational Text Skill: Key Details Rl.2.2
Genre: Informational Skill: Key Details Literature Anthology: Rl.2.5
Strategy: Ask and Answer Text/Time For Kids MAIN SELECTIONS Rl.2.7
SL.2.1 Questions MAIN SELECTION Genre: Informational Text What Makes This Text
SL.2.la Strategy: Ask and Answer Genre: Complex?: Specific Vocabulary
SL.2.2 Questions Informational Titles:
SL.2.3 Text/Time For Kids A: Families at Work/"A Family Sawmill" (300)
Skill: Key Details O: Families at Work/"A Family Sawmill" (400)
Title: Families Working E: Families at Work/"A Family Sawmill" (370)
Text Features: Photos, Together (560) B: Families at Work/"A Family Sawmill" (630)
Captions, Chart
PAIRED SELECTION
Genre: Informational Text
Title: "Why We Work" (510)
L.2.4c VOCABULARY Vocabulary Words: checks, choose, chores, cost, customers, jobs, spend, tools L.2.5 Additional Academic Words: combine, comparison, expand, L.2.Sa Vocabulary Strategy: Inflectional Endings L.1.4c High Frequency Words: all, any, goes, new, number, other, right, says, understands, work Rl.2.4
Oral Vocabulary Words: exchange, homework, lucky, members, treasure
L.2.2c PHONICS/SPELLING Phonemic Awareness: Phoneme Isolation; Phoneme Categorization; Phoneme Blending L.2.2d Phonics/Spelling Skill: short i, long i: i_e RF.2.3 Structural Analysis: Possessives RF.2.3a
RF.2.3f
L.2.Sa FLUENCY Fluency Skill: Phrasing Notes: RF.2.4
RF.2.4b
RF.2.4c
W.2.2 WRITING Genre Writing: Narrative Text W.2.5 Unit Writing Products: Friendly Letter, Personal Narrative W.2.6 Writing Trait: Sentence Fluency: Vary Sentence Type
Write About Reading: Analyze Text Features That Inform and Explain a Topic
L.2.1 GRAMMAR Grammar Skill: Expanding and Combining Sentences L.2.lf Grammar Mechanics: Quotation Marks with Dialogue L.2.2
SL.2.1 Research Weekly: What do different people do at work? W.2.7 Unit Level: Research W.2.8 Skill: Recall Information
Unit Project: Self-select and develop from options for unit research projects.
Assessments:
9
ELA Grade 2, Unit 1, Week 5 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and how)
about important details in a text.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly spelled
one-syllable words.
Learning Target/s:
• I can distinguish long and short vowels when reading regularly
spelled one-syllable words.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.f Produce, expand, and rearrange complete simple and compound
sentences (e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy.)
Learning Target/s:
• I can produce complete simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing . .
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
L.2.4.c Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
10
AUf&)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
__ BIG IDEA: Friends and Family-How do families and friends learn, grow, and help one another? INSTRUCTIONAL WINDOW: , !ESSENTIAL QUESTION: What happens when families work together? INTERIM WINDOW:
STD UNIT WRAP-UP SUMMATIVE ASSESSMENT
Post Assessment Instruction
RF.2.4 FLUENCY Reader's Theater: Using Assessment Results
RF.2.4a Room For More Tested skills:
RF.2.4b
RF.2.4c
Rl.2.S COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group
W.2.1 Super Skiers Skill/Strategy: o Small Group
Students:
SL.2.2 RESEARCH AND INQUIRY Research skill
SL.2.3 Choose Project Instructional strategy (ies)/activity (ies):
W.2.7
W.2.8 Science/Social Studies Connection
L.2.1 WRITING Genre Writing: Narrative Text RETEACH o Whole Group
L.2.2b Unit Writing Products: Skill/Strategy: o Small Group
L.2.3 Friendly Letter Students:
W.2.3 Personal Narrative
W.2.3 Instructional strategy (ies)/activity (ies):
W.2.5
W.2.5
W.2.6
W.2.6
EXTEND LEARNING
Level Up
Assessments:
11
Grade 2, Unit 1 ELA Learning Targets -
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how) about
important details in a text.
b. I can answer questions (who, what, where, when, why and how)
about important details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges
Learning Target/s: • I can describe how characters respond to events and challenges.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Target/s:
a. I can use illustrations and words to describe a story's characters.
b. I can use illustrations and words to describe a story's setting.
c. I can use illustrations and words to describe a story's plot.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and how)
about important details in a text.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words.
Learning Target/s: • I can distinguish long and short vowels when reading regularly spelled
one-syllable words. {RF.2.3a)
L.2.1 Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.
L.2.1.f Produce, expand, and rearrange complete simple and compoundsentences (e.g., The boy watched the movie; The little boy watched the movie;The action movie was watched by the little boy.)Learning Target/s:• I can produce complete simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the movie; The action movie
was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.
L.2.2.b Use commas in greetings and closings of letters.Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaningwords and phrases based on grade 2 reading and content, choosing flexiblyfrom an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word orphrase.
Learning Target/s: • I can use context to find the meaning of a word or phrase.
L.2.4.c Use a known root word as a clue to the meaning of an unknown wordwith the same root (e.g., addition, additional).
Learning Target/s: • I can use a root word (base) as a clue to the meaning of an unknown
word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
12
AU@)GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
• BIG IDEA, Animal Dlscove,les - How do animals play a part In the wo�d a,ound us? I INSTRUCTIONAL WINDOW, WEEKLY CONCEPT: Animals in Nature ESSENTIAL QUESTION: H How do animals survive?
1 r READING/WRITING LITERATURE ANTHOLOGY/MAIN
: STD : COMPREHENSION WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION
RF.2.4 Title: "Swamp Life" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions
RF.2.4a A Visit to the Revise Predictions
Rl.2.4 Genre: Fiction Desert (490) Skill: Character, Setting, Plot
RL.2.1 Skill: Character, Setting, Plot
RL.2.3 Strategy: Make, Confirm, Genre: Fiction/Realistic MAIN SELECTIONS
RL.2.5 Revise Predictions Fiction MAIN SELECTION Genre: Realistic Fiction
RL.2.7 Genre:
SL.2.1 Strategy: Make, Confirm, Fiction/Realistic Fiction Titles:
SL.2.la Revise Predictions A: Hippos at the Zoo/"Hippos" (220)
SL.2.2 Title: Sled Dogs Run (480) O: Where Are They Going?/"A Whale's Journey" (440)
SL.2.3 Skill: Character, Setting, Plot E: Where Are They Going?/"A Whale's Journey" (380)
RCCR3 PAIRED SELECTION B: An Arctic Life for Us/"What is a Ptarmigan?" (600) (Anchor Standard) Genre: Informational Text/
Expository
Title: "Cold Dog, Hot Fox" (510)
L.2.4 VOCABULARY Vocabulary Words: adapt, climate, eager, freedom, fresh, sense, silence, shadows
L.2.4b Additional Academic Words: opinion
L.2.5 Vocabulary Strategy: Prefixes
L.2.2a High Frequency Words: because, cold, family, friends, have, know, off, picture, school, took
Oral Vocabulary Words: capture, chorus, croak, reason, visitor
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Blending
L.2.2d Phonics/Spelling Skill: short o, long o: o_e
RF.2.3 Structural Analysis: Doubling Final Consonants; Drop Final e: ed, -ing
RF.2.3a
RF.2.3f
RF.2.4b FLUENCY Fluency: Phrasing Notes:
W.2.3 WRITING Writing Trait: Ideas: Descriptive Details
W.2.5 Write About Reading: Analyze Illustrations
W.2.7
L.2.1 GRAMMAR Grammar Skill: Nouns
L.2.2 Grammar Mechanics: Commas in a Series
SL.2.1 Research Weekly: How do animals survive in their natural environments?
W.2.3
W.2.5
W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop:
Purpose; Connections of
Ideas
Literature Anthology:
What Makes This Text
Complex: Organization;
Specific Vocabulary
13
ELA Grade 2, Unit 2, Week 1 Assessment Standards and Learning Targets
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s: • I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly
spelled one-syllable words.
Learning Target/s: • I can distinguish long and short vowels when reading
regularly spelled one-syllable words.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.3.a Compare formal and informal uses of English.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s: • I can use context to find the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is
added.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
14
STD RF.2.4
RF.2.4a
Rl.2.4
RL.2.1
RL.2.2
RL.2.3
RL.2.5
RL.2.7
RL.2.9
SL.2.1
SL.2.la
SL.2.lb
SL.2.2
SL.2.3
L.2.4
L.2.4b
L.2.4c
L.2.5
L.2.Sa
L.2.2
L.2.2d
RF.2.3
RF.2.3a
RF.2.3f
RF.2.4
RF.2.4b
W.2.3
W.2.5
W.2.6
L.2.1
L.2.2
RL.2.1
SL.2.1
W.2.7
Auf&) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
I BIG IDEA: Animal Discoveries - How do animals play a part in the world around us? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Animals in Stories ESSENTIAL QUESTION: What can animals in stories teach us?
COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
Title: "The Fox and the SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions
Crane"
Genre: Fiction/Fable
Strategy: Make, Confirm,
Revise
Predictions
VOCABULARY
PHONICS/SPELLING
FLUENCY
WRITING
GRAMMAR
Research
Revise Predictions The Boy Who Cried Wolf
(460) Skill: Character, Setting, Plot: Problem and Solution
Genre: Fiction/Fable
Strategy: Make, Confirm,
Revise Predictions
Skill: Character, Setting, Plot:
Problem and Solution MAIN SELECTIONS
Genre: Fable
MAIN SELECTION
Genre: Fiction/Fable Titles:
A: The Cat and the Mice/"Beware of Tiger!" (200)
Skill: Character, Setting, Plot: Title: Wolf! Wolf! (580)
Problem and Solution
PAIRED SELECTION
Genre: Informational
Text/Expository
Title: "Cinderella and Friends"
(520)
O: The Dog and the Bone/"The Dingo and His Shadow"
(440)
E: The Dog and the Bone/"The Dingo and His Shadow"
(320)
B: The Spider and the Honey Tree/"The Girl and the
Spider" (590)
Vocabulary Words: believe, delicious, feast, fond, lessons, remarkable, snatch, stories
Additional Domain Words: morsel, scrumptious
Additional Academic Words: fable, reflect, root words,
Vocabulary Strategy: Suffixes
High Frequency Words: change, cheer, fall, five, look, open, should, their, won, yes
Oral Vocabulary Words: affection, crave, frustrated, nourishment, seek
Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Blending
Phonics/Spelling Skill: short u, long u: u_e
Structural Analysis: CVCe Syllables
Fluency Skill: Expression
Writing Trait: Ideas: Supporting Details
Write About Reading: Analyze Themes
Grammar Skill: Singular and Plural Nouns
Grammar Mechanics: Commas in a Series
Weekly: How can animal fables teach us lessons?
Notes:
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing
Workshop: Specific
Vocabulary; Organization
Literature Anthology:
What Makes This Text
Complex: Connections of Ideas;
Specific Vocabulary
15
ELA Grade 2, Unit 2, Week 2 Assessment Standards and Learning Targets
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
Learning Target/s: • I can describe how an author's words supply rhythm and
meaning in a text.
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s: • I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly
spelled one-syllable words.
Learning Target/s:
• I can distinguish long and short vowels when reading
regularly spelled one-syllable words. (RF.2.3a)
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.3.a Compare formal and informal uses of English.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is
added.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
16
AUff&) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
.BIG IDEA: Animal rnscove,ies - How do animals play a part In the wo,ld a,ound us? [INSTRUCTIONAL WINDOW:
-WEEKLY CONCEPT: Animal Habitats ESSENTIAL QUESTION: What are features of different animal habitats?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION WORKSHOP SELECTION/PAIRED SELECTION
RF.2.4 Title: "Explore a Coral Reef" SHORT TEXT Strategy: Make, Confirm, Revise Strategy: Make, Confirm, Revise Predictions
RF.2.4a A Prairie Guard Dog (490) Predictions
Rl.2.1 Genre: Informational Text Skill: Main Topic and Key Details
Rl.2.2 Genre: Informational Skill: Main Topic and Key Details
Rl.2.4 Strategy: Make, Confirm, Text/Nonfiction Narrative MAIN SELECTIONS
Rl.2.5 Revise Predictions MAIN SELECTION Genre: Informational Text
Rl.2.9 Strategy: Make, Confirm, Genre: Informational Text
RL.2.1 Revise Predictions Titles:
RL.2.7 Title: Turtle, Turtle, Watch Out! A: A Tree Full of Life/"Life in a Termite Mound" (310)
SL.2.lc Skill: Main Topic and Key (520) 0: A Tree Full of Life/"Life in a Termite Mound" (460)
SL.2.2 Details E: A Tree Full of Life/"Life in a Termite Mound" (410)
SL.2.3 PAIRED SELECTION B: A Tree Full of Life/"Life in a Termite Mound" (630)
RCCR3 Text Features: Bold Print, Genre: (Anchor Subheading, Chart, Labels Informational Text/Expository Standard)
Title: "At Home in the River" (500)
L.2.5 VOCABULARY Vocabulary Words: buried, escape, habitat, journey, nature, peeks, restless, spies
L.2.5a Additional Domain Words: hatch, raccoons
Additional Academic Words: abbreviation, collective noun, common noun,
Vocabulary Strategy: Suffixes
High Frequency Words: almost, buy, food, out, pull, saw, sky, straight, under, wash
Oral Vocabulary Words: defend, encounter, located, positive, react
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Blending
L.2.2d Phonics/Spelling Skill: Soft c and g
L.2.4 Structural Analysis: Prefixes: re-, un-, dis-
L.2.4b
L.2.4c
RF.2.3
RF.2.3d
RF.2f
L.2.5 FLUENCY Fluency Skill: Phrasing Notes:
RF.2.4
RF.2.4b
W.2.2 WRITING Writing Trait: Organization: Sequence
W.2.5 Write About Reading: Analyze Key Details
W.2.6
L.2.1 GRAMMAR Grammar Skill: Kinds of Nouns
L.2.2 Grammar Mechanics: Capital Letters
L.2.2a
SL.2.1 Research Weekly: What are the features of animal habitats?
W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop:
Connections of Ideas; Genre
Literature Anthology:
What Makes This Text
Complex: Connections of Ideas;
Specific Vocabulary
17
ELA Grade 2, Unit 2, Week 3 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.b Form and use frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
Learning Target/s:
• I can form and use frequently occurring irregular plural
nouns (e.g., feet, children, teeth)
L.2.3.a Compare formal and informal uses of English.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is
added.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
18
Auig) GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Animal Discoveries - How do animals play a part in the world around us? I INSTRUCTIONAL WINDOW:
' WEEKLY CONCEPT: Baby Animals ESSENTIAL QUESTION: How are offspring like their parents?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RF.2.4 Title: "Wild Animal SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing Workshop:
RF.2.4a Families" Eagles and Eaglets (520) Genre; Connections of Ideas
Rl.2.1 Skill: Main Topic and Key Details Skill: Main Topic and Key Details
Rl.2.2 Genre: Nonfiction Genre: Informational Literature Anthology:
Rl.2.4 Text/Expository MAIN SELECTION Genre: MAIN SELECTIONS
Rl.2.5 Strategy: Reread Nonfiction Genre: Nonfiction What Makes This Text
Rl.2.7 Strategy: Reread Complex?
SL.2.la Title: Baby Bears (590) Titles:
SL.2.2 Skill: Main Topic and Key A: Animal Families/"Tadpoles into Frogs" (320)
SL.2.3 Details PAIRED SELECTION O: Animal Families/"Tadpoles into Frogs" (490)
Genre: E: Animal Families/"Tadpoles into Frogs" (390)
Text Features: Captions, Informational Text B: Animal Families/"Tadpoles into Frogs" (600)
Diagram, Labels
Title: "From Caterpillar to
Butterfly" (560)
L.2.4 VOCABULARY Vocabulary Words: adult, alive, covered, fur, giant, groom, mammal, offspring
L.2.4a Additional Academic Words: diagram,
L.2.5 Vocabulary Strategy: Multiple Meaning Words
L.2.Sa High Frequency Words: baby, early, eight, isn't, learn, seven, start, these, try, walk
Oral Vocabulary Words: guide, leader, protect, provide, separate
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Segmentation; Phoneme Blending
L.2.2d Phonics/Spelling Skill: Consonant Digraphs: ch, tch, sh, ph, th, ng, wh
RF.2.3 Structural Analysis: Suffixes: -ful, -less
RF.2.3d
RF.2.3f
RF.2.4
RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes:
RF.2.4c
W.2.2 WRITING Writing Trait: Word Choice: Linking Words
W.2.5 Write About Reading: Analyze Key Details
W.2.6
L.2.1 GRAMMAR Grammar Skill: More Plural Nouns
L.2.lb Grammar Mechanics: Abbreviations
SL.2.1 Research Weekly: How are baby animals like their parents? How are they different?
W.2.7
Assessments:
19
ELA Grade 2, Unit 2, Week 4 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.b Form and use frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
Learning Target/s:
• I can form and use frequently occurring irregular plural
nouns (e.g., feet, children, teeth)
L.2.3.a Compare formal and informal uses of English
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
20
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE II BIG IDEA: An;mal rnscoveries - How do an;mals play a part ;n the world around us? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Animals in Poems ESSENTIAL QUESTION: What do we love about animals?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
WORKSHOP SELECTION/PAIRED SELECTION LEVELED READER/MAIN SELECTION/PAIRED SELECTION
RF.2.3 Title: "The Furry Alarm SHORT TEXT Strategy: Reread Strategy: Reread
Rl.2.4 Clock" "Cats and Kittens," "Desert
RL.2.1 Camels," "A Bat is Not a Bird" Skill: Key Details Skill: Key Details
RL.2.4 Genre: Poetry (N/A)
SL.2.1 Genre: Poetry MAIN SELECTION MAIN SELECTIONS
SL.2.2 Strategy: Reread Genre: Poetry Genre: Fiction
SL.2.3 Strategy: Reread
Title: "Beetles," "The Little Titles: Skill: Key Details Turtle" (N/A) A: Amira's Petting Zoo/"Sheep Season" (250)
0: Alice's New Pet/"Baby Joey" (470)
Literary Element: Rhythm PAIRED SELECTION E: Alice's New Pet/"Four Little Ducklings" (350)
Genre: Poetry B: Ava's Animals/"Nanook" (570)
Title: "Gray Goose" (N/A
L.2.4 VOCABULARY Vocabulary Words: behave, express, feathers, flapping
L.2.4a Vocabulary Strategy: Multiple Meaning Words
L.2.4c High Frequency Words: bird, far, field, flower, grow, leaves, light, orange, ready, until
L.2.4e Oral Vocabulary Words: alarm, howling, knobby, munch, problem
L.2.5L.2.Sa
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhymes; Phoneme Substitution; Phoneme Blending
L.2.2d Phonics/Spelling Skill: 31etter Blends: scr, spr, str, thr, spl, shr
L.2.4 Structural Analysis: Compound Words
L.2.4dRF.2.3
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Phrasing Notes:
RF.2.4 b
W.2.4 WRITING Writing Trait: Word Choice: Precise Language
W.2.5 Write About Reading: Analyze Word Choice
W.2.6
L.2.1 GRAMMAR Grammar Skill: Possessive Nouns
L.2.2 Grammar Mechanics: Apostrophes
L.2.2cL.2.5
SL.2.1 Research Weekly: Research poems about animals. How do the poets use rhyme, rhythm, and/or word
SL.2.la choice to create imagery?
W.2.7 Unit Level: Research
Skill: Gather Information
Unit Project: Self-select and develop from options for unit research projects.
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop: Organization;
Sentence Structures;
Genre
Literature Anthology:
What Makes This Text Complex: Purpose of the Text;
Specific Vocabulary
21
ELA Grade 2, Unit 2, Week 5 Assessment Standards and Learning Targets
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
Learning Target/s:
• I can describe how an author's words supply rhythm and
meaning in a text.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions (who, what, where, when, why and
how) about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.c Use an apostrophe to form contractions and frequently
occurring possessives.
Learning Target/s:
• I can capitalize geographic names.
L.2.3.a Compare formal and informal uses of English.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
22
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-.,m•-- BIG IDEA: Animal Discoveries How do animals play a part in the world around us? / INSTRUCTIONAL WINDOW: -.... :i:i •••• ESSENTIAL QUESTION: / INTERIM WINDOW:
UNIT WRAP-UP SUMMATIVE ASSESSMENT STD Post Assessment Instruction
RF.2.4 FLUENCY Reader's Theater: Using Assessment Results RF.2.4a The Secret Song Tested skills: RF.2.4b RF.2.4c Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Under the Sea Skill/Strategy: o Small Group
Students:
SL.2.3 RESEARCH AND INQUIRY Research skill SL.2.5 Choose Project Instructional strategy (ies)/activity (ies):
W.2.6W.2.7 Science/Social Studies Connection
WRITING Genre Writing: Narrative Text RETEACH o Whole GroupUnit Writing Products: Skill/Strategy: o Small GroupFriendly Letter Students:Persona I Narrative
Instructional strategy (ies)/activity (ies):
EXTEND LEARNING Level Up
Assessments:
23
Grade 2, Unit 2 ELA Learning Targets - - - -
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or
song.
Learning Target/s:
• I can describe how an author's words supply rhythm and meaning
in a text.
RL.2.5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions {who, what, where, when, why, and how)
about important details in a text.
b. I can answer questions {who, what, where, when, why and how)
about important details in a text.
Rl.2.2 ·Identify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text.
Rl.2.5 .!(now and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts
or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate key
information in texts.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
RF.2.3.a Distinguish long and short vowels when reading regularly spelled
one-syllable words.
Learning Target/s:
• I can distinguish long and short vowels when reading regularly
spelled one-syllable words.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
Learning Target/s:
• I can form and use frequently occurring irregular plural nouns (e.g., feet,
children,teeth)
L.2.2.c Use an apostrophe to form contractions and frequently occurring
possessives.
Learning Target/s:
• I can use an apostrophe to form contractions.
L.2.3.a Compare formal and informal uses of English.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or
phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known
prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is added.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
24
STD Rl.2.1
Rl.2.2
Rl.2.S
Rl.2.6
Rl.2.7
Rl.2.8
SL.2.1
SL.2.lb
SL.2.2
SL.2.3
L.2.4
L.2.4c
L.2.5
L.2.5a
L.2.6
L.2.2
L.2.2d
RF.2.3
RF.2.3b
RF.2.3e
RF.2.3f
RF.2.4
RF.2.4a
RF.2.4b
W.2.2
W.2.S
L.2.1
L.2.2
L.2.2d
Rl.2.1
Rl.2.6
SL.2.1
W.2.7
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
l BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: The Earth's Forces ESSENTIAL QUESTION: How do the Earth's forces affect us?
COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
Title: "Apples and Gravity" SHORT TEXT Strategy: Reread Strategy: Reread
Magnets Work! {560)
Genre: Nonfiction Skill: Author's Purpose Skill: Author's Purpose
Genre: Informational
Strategy: Reread Text/Expository MAIN SELECTION MAIN SELECTIONS
Genre: Genre: Informational Text
Strategy: Reread Nonfiction
Titles: Skill: Author's Purpose Title: I Fall Down {560) A: Forces at Work/"Machines to Push and Pull" (220)
0: Forces at Work/"Machines to Push and Pull" (460)
Text Features: Diagram With PAIRED SELECTION E: Forces at Work/"Machines to Push and Pull" (360)
Labels, Bold Print, Genre: B: Forces at Work/"Machines to Push and Pull" {600)
Subheadings Informational Text/Expository
Title: "Move It!" {530)
VOCABULARY Vocabulary Words: amazing, force, measure, objects, proved, speed, true, weight
Additional Domain Words: gravity
Additional Academic Words: author's purpose, comparison, contractions,
Vocabulary Strategy: Similes
High Frequency Words: about, around, good, great, idea, often, part, second, two, world
Oral Vocabulary Words: college, famous, path, planets, straight
PHONICS/SPELLING Phonemic Awareness: Identify and Generate Rhyme; Phoneme Categorization; Phoneme Blending
Phonics/Spelling Skill: Long a: a, ai, ay, ea, ei, eigh, ey
Structural Analysis: Contractions with 's, 're, 'II, 've
FLUENCY Fluency Skill: Intonation Notes:
WRITING Writing Trait: Organization: Order Ideas
Write About Readine: Analvze Author's Puroose
GRAMMAR Grammar Skill: Action Verbs
Grammar Mechanics: Abbreviations
Research Weekly: How do Earth's forces affect us?
Research the pushes and pulls in your everyday life.
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing
Workshop: Genre;
Sentence Structures
Literature Anthology:
What Makes This Text
Complex: Specific
Vocabulary
25
ELA Grade 2, Unit 3, Week 1 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s: • I can ask questions {who, what, where, when, why, and how)
about important details in a text.• I can answer questions {who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s: • I can use text features {captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Rl.2.8 Describe how reasons support specific points the author
makes in a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s: • I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.d Generalize learned spelling patterns when writing words (e.g.,
cage -> badge; boy -> boil).
Learning Target/s: • I can use commas in greetings and closings of letters.
L.2.5 Demonstrate understanding of word relationships and nuances
in word meanings.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
26
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Look At the Sky ESSENTIAL QUESTION: H What can we see in the sky?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RL.2.1 Title: "The Hidden Sun" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing
RL.2.3 Starry Night (540) Skill: Character, Setting, Plot: Sequence Workshop: Purpose
RL.2.5 Genre: Fiction Skill: Character, Setting, Plot: Sequence
SL.2.1 Genre: Fiction MAIN SELECTION Literature Anthology:
SL.2.la Strategy: Reread Genre: Fiction MAIN SELECTIONS
SL.2.2 Strategy: Reread Genre: Fiction What Makes This Text
SL.2.3 Title: Mr. Putter & Tabby See the Stars Complex: Organization;
Skill: Character, Setting, Plot: (580) Titles: Connections of Ideas; Specific
Sequence A: A Special Sunset/"Shadows and Sun Dials" Vocabulary
PAIRED SELECTION (200)
Genre: Informational Text/Expository 0: A Different Set of Stars/"Stars" (390)
E: A Different Set of Stars/"Stars" (330)
Title: "Day to Night" (550) B: Shadows in the Sky/"Eclipses" (540)
L.2.4 VOCABULARY Vocabulary Words: adventure, delighted, dreamed, enjoyed, grumbled, moonlight, neighbor, nighttime
L.2.4d Additional Domain Words: jellyroll, Big Dipper, Milky Way
L.2.5 Vocabulary Strategy: Compound Words
L.2.5a High Frequency Words: also, apart, begin, either, hundred, over, places, those, which, without
L.2.6 Oral Vocabulary Words: exactly, present, reports, telescopes, total
Rl.2.4
RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Isolation; Phoneme Substitution; Phoneme Blending; Phoneme Categorization
RF.2.3a Phonics/Spelling Skill: Long i: i, y, igh, ie
RF.2.3b Structural Analysis: Open Syllables
RF.2.3c
RF.2.3e
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Intonation Notes:
RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Word Choice: Linking Words
W.2.5 Write About Reading: Analyze Story Structure
W.2.6
L.2.2 GRAMMAR Grammar Skill: Present-Tense Verbs
L.2.2d Grammar Mechanics: Commas in a Series
L.2.1
RL.2.1 Research Weekly: Explore the phases of the Moon.
RL.2.5
SL.2.1
SL.2.6
W.2.7
Assessments:
27
ELA Grade 2, Unit 3, Week 2 Assessment Standards and Learning Targets
RL.2.3 Describe how characters in a story respond to major events
and challenges.
Learning Target/s: • I can describe how characters respond to events and
challenges.
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. [8 lessons]
L.2.2.d Generalize learned spelling patterns when writing words (e.g.,
cage -> badge; boy-> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.d Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict
the meaning of compound words.
L.2.5 Demonstrate understanding of word relationships and nuances
in word meanings.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
28
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-BIG IDEA, Uve and Leam - What have you learned about the world that surpr;ses you? I INSffiUCTIONAL WINDOW, WEEKLY CONCEPT: Ways People Help ESSENTIAL QUESTION: How can people help out their community?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Color Your SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions
Rl.2.2 Community" Lightning Lives (650) Questions
Rl.2.5 Skill: Author's Purpose
Rl.2.6 Genre: Nonfiction Narrative Genre: Informational Skill: Author's Purpose
Rl.2.8 Text/Nonfiction Narrative MAIN SELECTIONS
RL.2.1 Strategy: Ask and Answer MAIN SELECTION Genre: Narrative Nonfiction
RL.2.2 Questions Strategy: Ask and Answer Genre: Narrative Nonfiction
SL.2.1 Questions Titles:
SL.2.la Title: Biblioburro: A True Story A: City Communities/"Magic Anansi" (290)
SL.2.lb Skill: Author's Purpose from Colombia (700) 0: City Communities/"Magic Anansi" (500)
SL.2.2 E: City Communities/"Magic Anansi" (400)
SL.2.3 Text Feature: Photos With PAIRED SELECTION B: City Communities/"Magic Anansi" (620)
Captions Genre:
Fiction/Folktale
Title: "The Enormous Turnip"
(610)
L.2.4 VOCABULARY Oral Vocabulary Words: artist, celebration, commented, community, mural
L.2.4d
L.2.5
L.2.Sa
L.2.Sb
L.4.Sc
Rl.2.4
RF.2.4 PHONICS/SPELLING Phonemic Awareness: Phoneme Deletion; Phoneme Substitution; Phoneme Addition; Phoneme Blending
RF.2.4a Phonics/Spelling Skill: Long o: o, oa, ow, oe
RF.2.4b Structural Analysis: Contractions with not
RF.2.4 FLUENCY Fluency Skill: Expression Notes: RF.2.4a
RF.2.4b
W.2.5 WRITING Writing Trait: Voice: Opinions
W.2.1 Write About Reading: Analyze Author's Purpose
L.2.1 GRAMMAR Grammar Skill: Past- and Future Tense Verbs
L.2.2 Grammar Mechanics: Letter Punctuation
L.2.2b
L.2.2d
Rl.2.1 Research Weekly: How do people solve problems or help in your community?
Rl.2.6
SL.2.1
W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing
Workshop: Connections of
Ideas
Literature Anthology:
What Makes This Text
Complex: Specific
Vocabulary; Sentence Structure
29
ELA Grade 2, Unit 3, Week 3 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s: • I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Rl.2.8 Describe how reasons support specific points the author
makes in a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s: • I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.d Generalize learned spelling patterns when writing words (e.g.,
cage -> badge; boy -> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.d Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict
the meaning of compound words.
L.2.5 Demonstrate understanding of word relationships and nuances
in word meanings.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
30
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Live and Learn - What have you learned about the world that surprises you? / INSTRUCTIONAL WINDOW: ' WEEKLY CONCEPT: Weather Alert! ESSENTIAL QUESTION: How does weather affect us?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEX (ACT)
WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Clouds All round" SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing
Rl.2.2 Tornado! (660) Questions Workshop:Purpose
Rl.2.5 Genre: Expository Skill: Main Idea and Details
Rl.2.6 Strategy: Ask and Answer Genre: Informational Skill: Main Idea and Key Literature Anthology:
Rl.2.8 Questions Text/Expository Details MAIN SELECTIONS Connections of Ideas; Specific
Rl.2.9 Genre: Expository Text Vocabulary
SL.2.1 Strategy: Ask and Answer MAIN SELECTION
SL.2.2 Questions Genre: Expository Titles:
SL.2.3 A: Weather All Around/"Colors in the Sky" (290)
Skill: Main Idea and Key Title: Wild Weather (670) 0: Weather All Around/"Colors in the Sky" (460)
Details E: Weather All Around/"Colors in the Sky" (370)
PAIRED SELECTION B: Weather All Around/"Colors in the Sky" (630)
Text Features: Photos With Genre:
Captions, Bold Print, Informational Text/Expository
Subheadings, Sidebar With
Directions Title: "Can You Predict the
Weather?" (610)
L.2.5 VOCABULARY Vocabulary Words: damage, dangerous, destroy, event, harsh, prevent, warning, weather
L.2.Sa Additional Domain Words: temperature
L.2.Sb Additional Academic Words: pattern
L.4.5 Vocabulary Strategy: Antonyms
L.4.Sc High Frequency Words: after, before, every, few, first, hear, hurt, old, special, would
Rl.2.4 Oral Vocabulary Words: gloomy, pleasant, predict, reflect, rises
RF.2.3 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending Phonics/
RF.2.3b Spelling Skill: Long e: e, ee, ea, ie, y, ey, e_e
RF.2.3e Structural Analysis: -s, -es
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Phrasing Notes:
RF.2.4a
RF.2.4b
W.2.2 WRITING Writing Trait: Organization: Strong Conclusions
W.2.8 Write About Reading: Analyze Text Features
W.2.5
L.2.1 GRAMMAR Grammar Skill: The Verb Have
L.2.2 Grammar Mechanics: Book Titles
L.2.2d
Rl.2.1 Research Weekly: How can people stay safe in extreme weather?
Rl.2.2
SL.2.1
W.2.7
Assessments:
31
ELA Grade 2, Unit 3, Week 4 Assessment Standards and Learning Targets
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s: • I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multi-paragraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Rl.2.8 Describe how reasons support specific points the author
makes in a text.
&l..
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.d Generalize learned spelling patterns when writing words (e.g.,
cage -> badge; boy -> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.5 Demonstrate understanding of word relationships and nuances
in word meanings.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
32
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Live and Learn - What have you learned about the world that surprises you? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Express Yourself ESSENTIAL QUESTION: How do you express yourself?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Why People Drum" SHORT TEXT Strategy: Ask and Answer Questions Strategy: Ask and Answer Questions Reading/Writing
Rl.2.2 "They've Got the Beat!" {620) Workshop: Organization;
Rl.2.5 Genre: Time For Kids Skill: Main Idea and Key Details Skill: Main Idea and Key Details Sentence Structures
Rl.2.6 Genre: Time For Kids
Rl.2.7 Strategy: Ask and Answer MAIN SELECTION MAIN SELECTIONS Literature Anthology:
Rl.2.8 Questions Strategy: Ask and Answer Genre: Time For Kids Genre: Informational Text
SL.2.1 Questions What Makes This Text
SL.2.2 Title: Many Ways to Enjoy Music Titles: Complex: Purpose of
SL.2.3 Skill: Main Idea and Key (680) A: The Sounds ofTrash/"Talking Underwater" (410) Text; Specific Vocabulary
Details 0: The Sounds ofTrash/"Talking Underwater" {530)
PAIRED SELECTION E: The Sounds of Trash/"Talking Underwater" (380)
Text Features: Photos With Genre: Time For Kids B: The Sounds of Trash/"Talking Underwater" (590)
Captions, Bar Graph Title: "A Musical Museum" (640)
L.2.4 VOCABULARY Vocabulary Words: cheered, concert, instrument, movements, music, rhythm, sounds, understand
L.2.4b Additional Academic Words: blend, combine,
L.2.4c Vocabulary Strategy: Prefixes
L.2.Sa High Frequency Words: America, beautiful, began, climbed, come, country, didn't, give, live, turned
L.3.5 Oral Vocabulary Words: communicate, festivals, respect, squeezing, tradition
L.3.Sa
L.4.Sc
Rl.2.4
RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition and Deletion; Identify and Generate Alliteration; Phoneme Blending
RF.2.3a Phonics/Spelling Skill: Long u: u_e, ew, ue, u
RF.2.3c Structural Analysis: Comparative Endings: -er, est
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes:
RF.2.4a
RF.2.4c
W.2.1 WRITING Writing Trait: Sentence Fluency: Vary Sentence Length
W.2.5 Write About Reading: Analyze Key Details
L.2.1 GRAMMAR Grammar Skill:
L.2.lf Combining and Rearranging Sentences
L.2.2 Grammar Mechanics: Sentence Punctuation
L.2.2d
Rl.2.1 Research Weekly: How do different musical instruments work?
Rl.2.2 Unit Level: Research
SL.2.1 Skill: Parts of the Library Unit Project: Self-select and develop from options for unit research
W.2.2 projects.
W.2.7
Assessments:
33
ELA Grade 2, Unit 3, Week 5 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s: • I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
Rl.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Rl.2.8 Describe how reasons support specific points the author
makes in a text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.f Produce, expand, and rearrange complete simple and
compound sentences (e.g., The boy watched the movie; The little boy
watched the movie; The action movie was watched by the little boy).
Learning Target/s:
• I can produce complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
L.2.2.d Generalize learned spelling patterns when writing words (e.g.,
cage -> badge; boy-> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is
added.
L.2.5 Demonstrate understanding of word relationships and nuances
in word meanings.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
34
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
__ BIG IDEA: Live and Learn What have you learned about the world that surprises you? INSTRUCTIONAL WINDOW: INTERIM WINDOW: -... 1::1::1, ... ESSENTIAL QUESTION: What happens when families work together?
UNIT WRAP-UP SUMMATIVE ASSESSMENT
STD Post Assessment Instruction
RF.2.4 FLUENCY Reader's Theater: Using Assessment Results
RF.2.4a I'll Be the Dragon Tested skills:
RF.2.4b RF.2.4c
Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group
W.2.1 Antarctica-Bound Skill/Strategy: o Small GroupStudents:
SL.2.1 RESEARCH AND INQUIRY Research skill
SL.2.la Choose Project Instructional strategy (ies)/activity (ies):
SL.2.lc
W.2.7 Science/Social Studies Connection
W.2.1 WRITING Genre Writing: Narrative Text RETEACH o Whole Group
W.2.5 Unit Writing Products: Skill/Strategy: o Small Group
W.2.6 Friendly Letter Students:Personal Narrative
Instructional strategy (ies)/activity (ies):
EXTEND LEARNING Level Up
�ssessments:
35
Grade 2, Unit 3 ELA Learning Targets -
RL.2.3 Describe how characters in a story respond to major events and
challenges
Learning Target/s:
• I can describe how characters respond to events and challenges
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how) about
important details in a text.
b. I can answer questions (who, what, where, when, why and how)
about important details in a text.
Rl.2.2 Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings, glossaries,
indexes, electronic menus, and graphics) to locate key information in
texts.
Rl.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Rl.2.8 Describe how reasons support specific points the author makes in a text.
RF.2.3.b Know spelling-sound correspondences for additional common vowel
teams.
Learning Target/s:
• I know spelling-sound correspondences for additional common vowel
teams.
L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.2.1.f Produce, expand, and rearrange complete simple and compoundsentences (e.g., The boy watched the movie; The little boy watched themovie; The action movie was watched by the little boy).
Learning Target/s:
• I can produce complete simple and compound sentences (e.g., The
boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
• I can expand and rearrange complete simple and compound
sentences.
L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage ->
badge; boy -> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.4.b Determine the meaning of the new word formed when a known prefix
is added to a known word (e.g., happy/unhappy, tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is added.
L.2.4.d Use knowledge of the meaning of individual words to predict the
meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict the
meaning of compound words.
L.2.5 Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs
to describe (e.g., When other kids are happy that makes me happy).
* Refer to the Common Core State Standards Curriculum Resources Binder for more information
36
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
' BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Different Places ESSENTIAL QUESTION: H What makes different parts of the world different?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT)
WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Where Do You Live?" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing
Rl.2.2 Alaska: A Special Place (560) Workshop: Visual
Rl.2.3 Genre: Expository Skill: Connections Within a Skill: Connections Within a Text: Compare and Contrast Display About a Region
Rl.2.5 Genre: Expository Text: Compare and Contrast
Rl.2.7 Strategy: Reread MAIN SELECTIONS Literature Anthology:
Rl.2.9 Strategy: Reread MAIN SELECTION Genre: Expository Text Analyze Ideas Across
SL.2.1 Genre: Texts
SL.2.lc Skill: Connections Informational Text/Expository Titles:
SL.2.2 Within a Text: Compare and A: Rocky Mountain National Park/"Yellowstone" (320)
SL.2.3 Contrast Title: Rain Forests (580) 0: Rocky Mountain National Park/"Yellowstone" (540)
SL.2.6 E: Rocky Mountain National Park/"Yellowstone" (430)
Text Features: Map, Key, PAIRED SELECTION 8: Rocky Mountain National Park/"Yellowstone" (630)
Labels, Subheadings _Genre:
Informational Text/Expository
Title: "African Savannas" (680)
L.2.4 VOCABULARY Vocabulary Words: eerie, growth, layers, lively, location, region, seasons, temperate
L.2.4d Additional Domain Words: Amazon, equator, tropical
L.2.5 Vocabulary Strategy: Compound Words
L.2.5a High Frequency Words: below, colors, don't, down, eat, many, morning, sleep, through, very
Rl.2.4 Oral Vocabulary Words: factories, harbors, produce, timber, valleys
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Identity; Phoneme Categorization; Phoneme Blending
L.2.2d Phonics/Spelling Skill: Silent Letters wr, kn, gn, mb, sc
RF.2.3 Structural Analysis: Prefixes/Suffixes
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes:
RF.2.4a
W.2.2 WRITING Writing Trait: Ideas: Focus on a Topic
W.2.5 Write About Reading: Analyze Ideas Across Texts
W.2.6
L.2.1 GRAMMAR Grammar Skill: Linking Verbs
L.2.2 Grammar Mechanics: Capitalization of Proper Nouns
L.2.2a
L.2.2d
Rl.2.1 Research Weekly: Explore the land features, plants, animals, and climate of a region.
Rl.2.5
Rl.2.7
SL.2.1
W.2.7
Assessments:
37
ELA Grade 2, Unit 4, Week 1 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.4.b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is
added.
L.2.4.d Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict
the meaning of compound words.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
38
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
' BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW:
-m•::1::1 WEEKLY CONCEPT: Earth Changes ESSENTIAL QUESTION: How does the Earth change?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Earth Changes" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing
Rl.2.2 Into the Sea (650) Workshop: Prior
Rl.2.3 Genre: Expository Skill: Connections Within a Skill: Connections Within a Text: Cause and Effect Knowledge; Organization
Rl.2.5 Genre: Expository Text: Cause and Effect
SL.2.1 Strategy: Reread MAIN SELECTIONS Literature Anthology:
SL.2.2 Strategy: Reread MAIN SELECTION Genre: Expository Text
SL.2.3 Genre: What Makes This Text
Skill: Connections Within a Informational Text/Expository Titles: Complex: Specific Vocabulary
Text: Cause and Effect A: Earthquakes/"Glaciers" (350)
Title: Volcanoes (680) O: Earthquakes/"Glaciers" (530)
Text Features: Photos, Bold E: Earthquakes/"Glaciers" (430)
Print, Subheadings PAIRED SELECTION B: Earthquakes/"Glaciers" (630)
Genre:
Informational Text/Expository
Title: "To The Rescue" (750)
L.2.2 VOCABULARY Vocabulary Words: active, Earth, explode, island, local, properties, solid, steep
L.2.2d Additional Domain Words: erupt, lava
L.2.4 Additional Academic Words: time-order words
L.2.4a Vocabulary Strategy: Sentence Clues
L.2.4d High Frequency Words: animal, away, building, found, from, Saturday, thought, today, toward, watch
L.2.5 Oral Vocabulary Words: carved, glide, sphere, suddenly, surface
L.2.Sa
Rl.2.4
RF.2.3 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Blending; Phoneme Substitution
RF.2.3b Phonics/Spelling Skill: r-controlled vowels/Qr/er, ir, ur, or
RF.2.3f Structural Analysis: Inflectional Endings
RF.24. FLUENCY Fluency Skill: Phrasing Notes:
RF.2.4a
W.2.2 WRITING Writing Trait: Word Choice: Time-Order Words
W.2.5 Write About Reading: Analyze Author's Word Choice
W.2.6
W.2.8
L.2.1 GRAMMAR Grammar Skill: Helping Verbs
L.2.ld Grammar Mechanics: Quotation Marks
L.2.2
L.2.2d
Rl.2.1 Research Weekly: How do natural events change the earth?
Rl.2.3
SL.2.1
W.2.7
Assessments:
39
ELA Grade 2, Unit 4, Week 2 Assessment Standards and Learning Targets
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate
key information in texts.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.d Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
Learning Target/s:
• I can form and use the past tense of frequently occurring
irregular verbs (e.g., sat, told).
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
L.2.4.d Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict
the meaning of compound words.
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
40
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
.BIG IDEA, Ou, LKe/0"' wo,ld - How do dKfoent en�ronment, make the wo,ld an lnte,e,ting place? I INSTRUCTIONAL WINDOW, WEEKLY CONCEPT: Our Culture Makes Us ESSENTIAL QUESTION: How are kids around the world different?
Special
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION WORKSHOP SELECTION/PAIRED SELECTION
RL.2.1 Title: "My New School" SHORT TEXT Strategy: Visualize Strategy: Visualize
RL.2.3 Happy New Year! (590) Skill: Character, Setting, Plot: Compare
RL.2.5 Genre: Realistic Fiction and Contrast Skill: Character, Setting Plot: Compare and Contrast
RL.2.6 Genre: Realistic Fiction
RL.2.7 Strategy: Visualize MAIN SELECTION MAIN SELECTIONS
Rll.6 Strategy: Visualize Genre: Realistic Fiction Genre: Realistic Fiction
SL.2.1 Title: Dear Primo: A Letter to My Cousin Titles:
SL.2.lb Skill: Character, Setting, (610) A: Sharing Cultures/"Music Around the World" (350)
SL.2.2 Plot: Compare and Contrast 0: A New Life in lndia/"Dress Around the World" (480)
SL.2.3 PAIRED SELECTION E: A New Life in lndia/"Dress Around the World"
Genre: Informational Text/Expository (440)
Title: "Games Around the World" {600) B: Akita and Carlo/"Food Around the World" (620)
L.2.5 VOCABULARY Vocabulary Words: common, costume, customs, favorite, parade, surrounded, travels, wonder
L.2.Sa Additional Domain Words: cousin, primo
L.2.6 Additional Academic Words: voice
Rl.2.4 Vocabulary Strategy: Similes
High Frequency Words: ago, carry, certain, everyone, heavy, outside, people, problem, together, warm
Oral Vocabulary Words: accompanies assigns, crowded, locker, usual
L.2.1 PHONICS/SPELLING Phonemic Awareness: Generate Rhyme; Initial Sound and Substitution; Phoneme Blending
L.2.lb Phonics/Spelling Skill: r-controlled vowels/or/or, ore, oar;/ar/ar
L.2.2 Structural Analysis: Irregular Plurals
L.2.2d
RF.2.3
RF.2.3e
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Expression Notes:
RF.2.4b
W.2.3 WRITING Writing Trait: Voice: Show Feelings
W.2.5 Write About Reading: Analyze How an Author Compares Characters and Events
W.2.6
W.2.8
L.2.1 GRAMMAR Grammar Skill: Irregular Verbs
L.2.ld Grammar Mechanics: Book Titles
L.2.2
Rl.2.1 Research Weekly: Research games from around the world. How are they played?
RL.2.1
RL.2.5
SL.2.1
W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing
Workshop: Prior Knowledge
Literature Anthology:
What Makes This Text
Complex: Organization;
Sentence Structure; Specific
Vocabulary
41
ELA Grade 2, Unit 4, Week 3 Assessment Standards and Learning Targets
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
Learning Target/s:
• I can describe how an author's words supply rhythm and
meaning in a text.
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
Rl.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and
how) about important details in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.d Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
Learning Target/s:
• I can form and use the past tense of frequently occurring
irregular verbs (e.g., sat, told).
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
42
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
• BIG IDEA, ou, Lffe/ou, wo,ld - How do dfffe,ent emrironments make the world an ;,te,e,Hng plaa,? I INSmUCTIONAL WIN DOW,
WEEKLY CONCEPT: Folktales About Nature ESSENTIAL QUESTION: How can we understand nature?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION
WORKSHOP SELECTION/PAIRED SELECTION
RL.2.1 Title: "How Thunder and SHORT TEXT Strategy: Visualize Strategy: Visualize
RL.2.2 Lightning Came to Be" "Why the Sun and the Moon
RL.2.5 Live in the Sky (N/A) Skill:Theme Skill: Theme
RL.2.6 Genre: Folktale/Drama
RL.2.7 Visualize Genre: Play MAIN SELECTION MAIN SELECTIONS SL.2.1 Genre: Genre: Folktale
SL.2.2 Strategy: Visualize Folktale/Drama
SL.2.3 Titles: Skill: Theme Title: How the Beetle Got A: Why Turtles Live in Water/"Why Corn Has Silk" (290)
Her Colors (N/A) 0: How Butterflies Came to Be/"How the Rainbow Was
Made" (440)
PAIRED SELECTION E: How Butterflies Came to Be/"How the Rainbow Was
Genre: Fiction/Folktale Made" (340)
B: Why Spider Has 8 Thin Legs/"Why There Are Stars"
Title: "How the Finch Got Its (600)
Colors" (600)
L.2.4 VOCABULARY Vocabulary Words: ashamed, boast, dash, holler, plenty, similarities, victory, wisdom
L.2.4c Vocabulary Strategy: Root Words
L.2.5 High Frequency Words: again, behind, eyes, gone, happened, house, inside, neither, stood, young
L.2.Sa Oral Vocabulary Words: blustery, chilly, drenched, drizzle, task
Rl.2.4
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Blending; Identify Syllables
L.2.2d Phonics/Spelling Skill: r-controlled vowels/Tr/eer, ere, ear
RF.2.3 Structural Analysis: Abbreviations
RF.2.3d
RF.2.3eRF.2.3f
RF.2.4 FLUENCY Fluency Skill: Expression Notes: RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Ideas: Develop Character
W.2.5 Write About Reading: Analyze Theme
W.2.6
L.2.2 GRAMMAR Grammar Skill: Irregular Verbs
L.2.1 Grammar Mechanics: Letter Punctuation
L.2.ldRL.2.1 Research Weekly: How do folktales from different cultures explain nature?
RL.2.2SL.2.1
W.2.7
Assessments:
ACCESS COMPLEX TEXT (ACT)
Reading/Writing Workshop: Genre;
Purpose
Literature Anthology:
What Makes This Text Complex: Specific Vocabulary
43
ELA Grade 2, Unit 4, Week 4 Assessment Standards and Learning Targets WWW. I WWSWC%L,WWW rmw�.:am
RL.2.2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
Learning Target/s:
• I can retell a story, fable, or folktale.
• I can tell the central message, lesson, or moral of a story.
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
Learning Target/s: • I can describe how an author's words supply rhythm and
meaning in a text.
RL.2.5 Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the
action.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.d Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
Learning Target/s:
• I can form and use the past tense of frequently occurring
irregular verbs (e.g., sat, told).
L.2.4.c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
44
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW:
WEE KL V CONCEPT: Poems ESSENTIAL QUESTION: What excites us about nature?
About Nature
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RL.2.1 Title: "Redwood National SHORT TEXT Strategy: Visualize Strategy: Visualize Reading/Writing
RL.2.2 Forest," "The Amazing "Snow Shape," "Nature Workshop: Purpose;
RL.2.4 Meadow," "The Sahara Walk," "In the Sky" (N/A) Skill: Theme Skill: Theme Connections of Ideas
RL.2.5 Desert"
RL.2.10 Genre: Poetry MAIN SELECTION MAIN SELECTIONS Literature Anthology:
SL.2.1 Genre: Poetry Genre: Poetry Genre: Fiction
SL.2.la Strategy: Visualize What Makes This Text
SL.2.2 Strategy: Visualize Title: "April Rain Song," "Rain Titles: Complex:
SL.2.3 Skill: Theme Literary Poem" (N/A) A: A Hike in the Woods/"The Woods" (340) Specific Vocabulary
Element: Repetition 0: A Little World/"See a Star" (500)
PAIRED SELECTION E: A Little World/"By the Sea" (400)
Genre: Poetry B: Star Party/"Moon" (590)
Title:
"Helicopters," "Windy Tree"
(N/A)
L.2.4 VOCABULARY Vocabulary Words: drops, excite, outdoors, pale
L.2.4c Additional Academic Words: sensory words
L.2.5 Vocabulary Strategy: Similes
L.2.5a High Frequency Words among, bought, knew, never, once, soon, sorry, talk, touch, upon
L.2.6 Oral Vocabulary Words: broad, dunes, plump, swaying, twirling
Rl.2.4
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending
L.2.2d Phonics/Spelling Skill: r-controlled vowels/ar/are, air, ear, ere
RF.2.3 Structural Analysis: r-controlled Vowel Syllables
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Phrasing Notes:
W.2.5 WRITING Writing Trait: Word Choice: Sensory Words
W.2.6 Write About Reading: Analyze Word Choice and .Provide Opinion
W.2.8
L.2.1 GRAMMAR Grammar Skill: Contractions
L.2.2 Grammar Mechanics: Contractions/ Apostrophes
L.2.2c
L.2.2d
RL.2.1 Research Weekly: Research nature poems. How are similes used in poems about nature?
RL.2.4 Unit Level: Research Skill: Taking Notes
SL.2.1 Unit Project: Self-select and develop from options for unit research projects.
SL.2.la
W.2.7
Assessments:
45
ELA Grade 2, Unit 4, Week 5 Assessment Standards and Learning Targets
RL.2.2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
Learning Target/s:
• I can retell a story, fable, or folktale.
• I can tell the central message, lesson, or moral of a story.
RL.2.4 Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
Learning Target/s: • I can describe how an author's words supply rhythm and
meaning in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.c Use an apostrophe to form contractions and frequently
occurring possessives.
Learning Target/s:
• I can capitalize geographic names.
L.2.4.c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
L.2.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using
adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
46
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-.1h•11.-1_BIG IDEA: Our Life/Our World - How do different environments make the world an interesting place? I INSTRUCTIONAL WINDOW: -... ,:1:1,.. ESSENTIAL QUESTION: J INTERIM WINDOW:
UNIT WRAP-UP SUMMATIVE ASSESSMENT STD Post Assessment Instruction
RF.2.4 FLUENCY Reader's Theater: Using Assessment Results RF.2.4a A Whale of a Story Tested skills: RF.2.4b RF.2.4c Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Hope for the Everglades Skill/Strategy: o Small Group
Students:
SL.2.1 RESEARCH AND INQUIRY Research skill SL.2.la Choose Project Instructional strategy (ies)/activity (ies):
SL.2.lb W.2.6 Science/Social Studies Connection W.2.7
L.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole GroupRL.2.4 Unit Writing Products: Skill/Strategy: o Small GroupSL.2.5 Friendly Letter Students:W.2.3 Personal Narrative W.2.5 Instructional strategy (ies)/activity (ies): W.2.6W.2.8
EXTEND LEARNING Level Up
�ssessments:
47
Grade 2, Unit 4 ELA Learning Targets
RL.2.2 Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
Learning Target/s:
a. I can retell a story, fable, or folktale.
b. I can tell the central message, lesson, or moral of a story.
RL.2.3 Describe how characters in a story respond to major events and
challenges
Learning Target/s:
• I can describe how characters respond to events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or
song.
Learning Target/s:
• I can describe how an author's words supply rhythm and meaning
in a text.
RL.2.5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Learning Target/s:
• I can ask questions (who, what, where, when, why, and how)
about important details in a text.
• I can answer questions (who, what, where, when, why and how)
about important details in a text.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical events
in a text.
b. I can describe the connection between specific ideas or concepts in
a text.
c. I can describe the steps in technical procedures in a text.
,
Rl.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts
or information in a text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings,
glossaries, indexes, electronic menus, and graphics) to locate key
information in texts.
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words both in isolation and in text.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1.d Form and use the past tense of frequently occurring irregular verbs
(e.g., sat, hid, told).
Learning Target/s:
• I can form and use the past tense of frequently occurring irregular
verbs (e.g., sat, told}.
L.2.2.c Use an apostrophe to form contractions and frequently occurring
possessives.
Learning Target/s:
• I can capitalize geographic names.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or
phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known
prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Learning Target/s:
• I can determine the meaning of a word when a prefix is added.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
48
Grade 2, Unit 4 ELA Learning Targets
L.2.4.c Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an
unknown word with the same root (base).
L.2.4.d Use knowledge of the meaning of individual words to predict the
meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict the
meaning of compound words.
L.2.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and
adverbs to describe (e.g., When other kids are happy that makes me
happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
49
50
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Being a Good Citizen ESSENTIAL QUESTION: What do good citizens do?
I STD I COMPREHENSIONREADING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "A Boy Named Martin SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing
Rl.2.5 A Difficult Decision (510) Workshop: Organization;
RL.2.2 Genre: Realistic Fiction Skill: Point of View Skill: Point of View Sentence Structure
RL.2.6 Genre: Realistic Fiction
SL.2.1 Strategy: Summarize MAIN SELECTION MAIN SELECTIONS Literature Anthology:
SL.2.la Strategy: Summarize Genre: Realistic Fiction Genre: Realistic Fiction
SL.2.lb Title: Grace for President (580) What Makes This Text
SL.2.2 Skill: Point of View Titles: Complex: Specific
SL.2.3 PAIRED SELECTION A: Fixing the Playground/"Hero" (340) Vocabulary; Prior
Genre: O: The Food Crew/"A School Feeds Others" (480) Knowledge; Connections of
Informational Text/Nonfiction E: The Food Crew/"A School Feeds Others" (430) Ideas
Narrative B: How Many Greats?/"Freedom Walk" (620)
Title: "Helping to Make Smiles"
(520)
L.2.4 VOCABULARY Vocabulary Words: champion, determined, issues, promises, responsibility, rights, volunteered, votes
L.2.4d Additional Domain Words: electoral, constituents, candidate
L.2.5 Additional Academic Words: quotation marks,
L.2.5a Vocabulary Strategy: Suffixes
Rl.2.4 High Frequency Words answer, been, body, build, head, heard, minutes, myself, pretty, pushed
Oral Vocabulary Words: calm, concern, exhausted, offered, treat
L.2.1 PHONICS/SPELLING Phonemic Awareness: Phoneme Reversal; Initial and Final Sound Substitution; Phoneme Blending
L.2.lb Phonics/Spelling Skill: Diphthongs ou, ow
L.2.2 Structural Analysis: Irregular Plurals
L.2.2d
RF.2.3
RF.2.3b
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Intonation Notes:
RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Ideas: Descriptive Details
W.2.5 Write About Reading: Analyze Point of View
W.2.6
L.2.1 GRAMMAR Grammar Skill: Pronouns
L.2.2 Grammar Mechanics: Quotation Marks
RL.2.1 Research Weekly: How can kids be good citizens at school and in the community?
RL.2.6
SL.2.1
W.2.7
W.2.8
Assessments:
51
ELA Grade 2, Unit 5, Week 1 Assessment Standards and Learning Targets
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.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s: • I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
52
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Let's Make a Difference - How can people make a difference? ! INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Cooperation Works! ESSENTIAL QUESTION: How do people get along?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "My First Day" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing
Rl.2.5 Soccer Friends (510) Workshop: Genre
RL.2.2 Genre: Summarize Skill: Point of View Skill: Point of View
RL.2.3 Genre: Fiction Literature Anthology:
RL.2.5 Strategy: Reread MAIN SELECTION MAIN SELECTIONS
RL.2.6 Strategy: Summarize Genre: Fiction Genre: Fiction What Makes This Text
SL.2.1 Complex: Connections of Ideas;
SL.2.la Skill: Point of View Title: Once Upon a Baby Titles: Organization; Specific
SL.2.lb Brother (560) A: Rainy Day/"Boys and Girls Club" (350) Vocabulary
SL.2.2 O: Thirteen Is a Crowd/"Big Brothers Big Sisters" (500)
SL.2.3 PAIRED SELECTION Genre: E: Thirteen Is a Crowd/"Big Brothers Big Sisters" (400)
Informational Text/Expository B: Partners/"4-H" (660)
Title: "Bully-Free Zone" (640)
L.2.4 VOCABULARY Vocabulary Words: amused, cooperate, describe, entertained, imagination, interact, patient, peaceful
L.2.4a Additional Domain Words: brainstormed
L.2.5 Vocabulary Strategy: Idioms
L.2.5a High Frequency Words: brought, busy, else, happy, I'll, laugh, love, maybe, please, several
RL.2.4 Oral Vocabulary Words: audience, decorate, instructions, pretended, shiver
L.2.1 PHONICS/SPELLING Phonemic Awareness: Phoneme Blending; Phoneme Substitution; Phoneme Segmentation; Phoneme Deletion
L.2.2 Phonics/Spelling Skill: Diphthongs oy, oi
L.2.2d Structural Analysis: Consonant+ le (el, al) Syllables
RF.2.3
RF.2.3b
RF.2.3d
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Expression Notes:
RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Sentence Fluency: Vary Sentence Length
W.2.5 Write About Reading: Analyze Point of View
W.2.6
L.2.1 GRAMMAR Grammar Skill: Pronouns I and Me, We and Us
L.2.lc Grammar Mechanics: Capitalizing the Pronoun I
L.2.2
Rl.2.1 Research Weekly: How do people get along in different settings and situations?
RL.2.6
SL.2.1
SL.2.la
W.2.7
Assessments:
53
ELA Grade 2, Unit 5, Week 2 Assessment Standards and Learning Targets
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s: • I can describe how characters respond to events and
challenges.
RL.2.6 Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s: • I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s: • I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
54
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
IBIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Our Heroes ESSENTIAL QUESTION: What do heroes do?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "A Hero On and Off SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing
Rl.2.3 Skis" Cesar Chavez (600) Workshop: Genre
Rl.2.5 Skill: Connections Within a Text: Skill: Connections Within a Text: Sequence
Rl.2.6 Genre: Informational Genre: Informational Sequence Literature Anthology: Specific
Rl.2.8 Text/Biography Text/Biography MAIN SELECTIONS Vocabulary
RL.2.2 MAIN SELECTION Genre: Biography
SL.2.1 Strategy: Summarize Strategy: Summarize Genre:
SL.2.lb Informational Text/Biography Titles:
SL.2.2 Skill: Connections Within a A: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"
SL.2.3 Text: Sequence Title: Brave Bessie (650) (380)
0: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"
Text Features: Bold Print, PAIRED SELECTION (550)
Subheadings, Timeline Genre: Fiction/Legend E: Rudy Garcia-Tolson/''The Unsinkable Molly Brown"
(470)
Title: "The Legend of Kate Shelley" B: Rudy Garcia-Tolson/"The Unsinkable Molly Brown"
(640) (640)
L.2.4a VOCABULARY Vocabulary Words: agree, challenging, discover, heroes, interest, perform, study, succeed
L.2.4c Vocabulary Strategy: Synonyms
L.2.4e High Frequency Words air, along, always, draw, during, ever, meant, nothing, story, won't
L.2.5 Oral Vocabulary Words: competing, inspired, limited, overcome, refused
Rl.2.4
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Categorization; Phoneme Blending
L.2.2d Phonics/Spelling Skill: Variant Vowels:/u/oo, u, u_e, ew, ue, ui; /u/ oo, ou, u
RF.2.3 Structural Analysis: Contractions with not
RF.2.3f
RF.2.Sb
RF.2.4 FLUENCY Fluency Skill: Phrasing Notes: RF.2.4a
W.2.2 WRITING Writing Trait: Organization: Sequence
W.2.6 Write About Reading: Analyze Sequence
L.2.1 GRAMMAR Grammar Skill: Possessive Pronouns
L.2.2 Grammar Mechanics: Capitalization of Proper Nouns
L.2.2a
Ll.1
Ll.ld
Rl.2.1 Research Weekly: Explore the life of an American hero.
RL.2.3
SL.2.1
W.2.2
Assessments:
55
ELA Grade 2, Unit 5, Week 3 Assessment Standards and Learning Targets cnnw.tm ... mAe&k2.:ZZCX�lt- S--SZ:- . MS ta z = ====- Cl!l.£§&3&0 m.z &Lil SJ -c.ww
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s: • I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
56
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:
' WEEKLY CONCEPT: Preserving Our Earth ESSENTIAL QUESTION: How can we protect the Earth?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
RL.2.3 Title: "Clean Water" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions Reading/Writing
RL.2.5 The Art Project (660) Revise Predictions Workshop: Specific
RL.2.6 Genre: Fiction Skill: Character, Setting, Plot: Problem and Solution Vocabulary; Sentence Clues
SL.2.lc Genre: Fiction Skill: Character, Setting, Plot:
SL.2.2 Strategy: Make, Confirm, Problem and Solution MAIN SELECTIONS Literature Anthology:
SL.2.3 Revise Predictions Strategy: Make, Genre: Fiction
SL.2.6 Confirm, Revise Predictions MAIN SELECTION What Makes This Text
Genre: Fiction Titles: Complex: Connections of Ideas;
Skill: Character, Setting, A: Let's Carpool/"The Clean Air Campaign" (350) Specific Vocabulary
Plot: Problem and Solution Title: The Woodcutter's Gift O: Our Beautiful Tree/"Dirt!" (550)
(690) E: Our Beautiful Tree/"Dirt!" (440)
B: Family Night Unplugged/"Tips For Saving Power"
PAIRED SELECTION (640)
Genre:
Informational Text/Expository
Title: "Earth's Resources"
(600)
L.2.4 VOCABULARY Vocabulary Words: curious, distance, Earth resources, enormous, gently, proudly, rarely, supply
L.2.4a Additional Academic Words: cause and effect,
L.2.5 Vocabulary Strategy: Homophones
L.2.Sa High Frequency Words city, father, mother, o'clock, own, questions, read, searching, sure, though
Rl.2.4 Oral Vocabulary Words: hesitated, memorable, pollution, reasons, suggest
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Deletion; Phoneme Blending; Phoneme Addition
RF.2.3 Phonics/Spelling Skill: Variant Vowels:/6/a, aw, au, augh, al, ough
RF.2.3b Structural Analysis: Vowel Team Syllables
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Intonation Notes:
RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Word Choice: Linking Words
W.2.5 Write About Reading: Analyze Character, Setting, and Plot
W.2.6
W.2.8
L.2.2 GRAMMAR Grammar Skill: Contractions
L.2.2c Grammar Mechanics: Contractions/Possessive Pronouns
RL.2.1 Research Weekly: How can recycling different items and materials help protect the earth?
RL.2.3
SL.2.1
W.2.7
Assessments:
57
ELA Grade 2, Unit 5, Week 4 Assessment Standards and Learning Targets
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges.
RL.2.6 Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional
common vowel teams.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.c Use an apostrophe to form contractions and frequently
occurring possessives.
Learning Target/s:
• I can capitalize geographic names.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
58
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
BIG IDEA: Let's Make a Difference - How can people make a difference? I INSTRUCTIONAL WINDOW:
WEEKL V CONCEPT: Rights and Rules ESSENTIAL QUESTION: Why are rules important?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Town Rules" SHORT TEXT Strategy: Make, Confirm, Strategy: Make, Confirm, Revise Predictions Reading/Writing
Rl.2.3 Visiting the Revise Predictions Workshop: Specific
Rl.2.4 Genre: Time For Kids Past (610) Skill: Connections With a Text: Cause and Effect Vocabulary; Purpose
Rl.2.5 Skill: Connections Within a
Rl.2.7 Strategy: Make, Confirm, Genre: Time For Kids Text: Cause and Effect MAIN SELECTIONS Literature Anthology:
RL.2.3 Revise Predictions Genre: Expository Text Purpose of a Text; Specific
SL.2.1 Strategy: Make, Confirm, MAIN SELECTION Vocabulary
SL.2.2 Revise Predictions Genre: Time For Kids Titles:
SL.2.3 A: Government Rules/"Pool Rules" (460)
Skill: Connections Within a Title: Setting the Rules (610) 0: Government Rules/"Pool Rules" (540)
Text: Cause and Effect Paired Selection E: Government Rules/"Pool Rules" (490)
B: Government Rules/"Pool Rules" {670)
Text Features: Subheadings, Genre: Time For Kids
Chart
Title: "American Symbols"
{650)
L.2.4 VOCABULARY Vocabulary Words: exclaimed, finally, form, history, public, rules, united, writers
L.2.4a Additional Academic Words: alphabetical order,, symbols
L.2.4c Vocabulary Strategy: Multiple Meaning Words
L.2.5 High Frequency Words: anything, children, everybody, instead, paper, person, voice, whole, woman, words
L.2.Sa Oral Vocabulary Words: elected, permission, recycle, services, transportation
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Deletion; Phoneme Segmentation; Phoneme Reversal; Phoneme Blending
L.2.2d Phonics/Spelling Skill: Short Vowel Digraphs:/e/ea;/u/ou;/i/y
RF.2.3e Structural Analysis: Alphabetical Order (two letters)
RF.2.3f
RF2.3
RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes:
W.2.2 WRITING Writing Trait: Voice: Formal vs. Informal
W.2.5 Write About Reading: Analyze Cause and Effect
W.2.6
L.2.1 GRAMMAR Grammar Skill: Pronoun-Verb Agreement
L.2.2 Grammar Mechanics: Book Titles
L.2.3
L.2.3a
Rl.2.3 Research Weekly: Explore the history and significance of an American symbol.
SL.2.1 Unit Level: Research
W.2.7 Skill: Review Parts of the Library
Unit Project: Self-select and develop from options for unit research projects.
Assessments:
59
ELA Grade 2, Unit 5, Week 5 Assessment Standards and Learning Targets
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RF.2.3.e Identify words with inconsistent but common spelling-sound
correspondences.
Learning Target/s:
• I can identify words with inconsistent but common spelling
sound correspondences.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use context to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
60
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-,BIG IDEA: let's Make a Difference How can people make a difference? I INSTRUCTIONAL WINDOW:
ESSENTIAL QUESTION: I INTERIM WINDOW:
UNIT WRAP-UPSUMMATIVE ASSESSMENT
STD Post Assessment InstructionRF.2.4 FLUENCY Reader's Theater: Using Assessment ResultsRF.2.4a The Search for the Magic Lake Tested skills: RF.2.4bRF.2.4cRl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupW.2.7 Good Deeds Add Up! Skill/Strategy: o Small Group
Students:
SL.2.2 RESEARCH AND INQUIRY Research skillSL.2.3 Choose Project Instructional strategy (ies)/activity (ies):
W.2.7W.2.6 Science/Social Studies Connection
W.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole GroupW.2.5 Unit Writing Products: Skill/Strategy: o Small Group W.2.6 Friendly Letter Students:
Personal NarrativeInstructional strategy (ies)/activity (ies):
EXTEND LEARNINGLevel Up
Assessments:
61
Grade 2, Unit 5 ELA Learning Targets
RL.2.3 Describe how characters in a story respond to major events
and challenges
Learning Target/s:
• I can describe how characters respond to events and
challenges
RL.2.6 Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
Rl.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical
events in a text.
b. I can describe the connection between specific ideas or
concepts in a text.
c. I can describe the steps in technical procedures in a text.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RF.2.3.b Know spelling-sound correspondences for additional
common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional
common vowel teams.
RF.2.3.e Identify words with inconsistent but common spelling-sound
correspondences.
Learning Target/s:
• I can identify words with inconsistent but common spelling
sound correspondences.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.2.c Use an apostrophe to form contractions and frequently
occurring possessives.
Learning Target/s:
• I can use an apostrophe to form contractions.
L.2.4.a Use sentence-level context as a clue to the meaning of a word
or phrase.
Learning Target/s:
• I can use conte.xt to find the meaning of a word or phrase.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
62
Grade 2, ELA Learning Targets
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how) about
important details in a text.
b. I can answer questions (who, what, where, when, why and how) about
important details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
Learning Target/s:
a. I can retell a story, fable, or folktale.
b. I can tell the central message, lesson, or moral of a story.
RL.2.3 Describe how characters in a story respond to major events and challenges
Learning Target/s:
• I can describe how characters respond to events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
Learning Target/s:
• I can describe how an author's words supply rhythm and meaning in a
text.
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
Learning Target/s:
a. I can use illustrations and words to describe a story's characters.
b. I can use illustrations and words to describe a story's setting.
c. I can use illustrations and words to describe a story's plot.
Rl.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Learning Target/s:
a. I can ask questions (who, what, where, when, why, and how) about
important details in a text.
b. I can answer questions (who, what, where, when, why and how) about
important details in a text.
Rl.2.2 Identify the main topic of a multi paragraph text as well as the focus of
specific paragraphs within the text.
Rl.2.3 Describe the connection between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text.
Learning Target/s:
a. I can describe the connection between a series of historical events in a
text.
b. I can describe the connection between specific ideas or concepts in a
text.
c. I can describe the steps in technical procedures in a text.
Rl.2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
Learning Target/s:
• I can use text features (captions, bold print, subheadings, glossaries,
indexes, electronic menus, and graphics) to locate key information in
texts.
Rl.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Rl.2.7 Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Rl.2.8 Describe how reasons support specific points the author makes in a text.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding
words both in isolation and in text.
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
63
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
. BIG IDEA: How On Earth? - What keeps our world working? j INSTRUCTIONAL WINDOW:
WEEKLY CONCEPT: Plant Myths and Facts ESSENTIAL QUESTION: What do myths help us understand?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT)
WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "The Bluebell" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing RL.2.2 Why Fir Tree Keeps His Workshop: Genre
RL.2.6 Genre: Fiction/Myth Leaves (560) Skill: Author's Purpose Skill: Theme
SL.2.1 Literature Anthology: SL.2.la Strategy: Reread Genre: Myth MAIN SELECTION MAIN SELECTIONS SL.2.lb Genre: Genre: Myth What Makes This Text SL.2.2 Strategy: Reread Informational Text/Expository Complex: Specific
SL.2.3 Titles: Vocabulary
Skill: Theme Title: The Golden Flower (590) A: The Apples of ldun/"Tomatoes" (400)
O: Hercules and the Golden Apples/"Apples" (550)
PAIRED SELECTION E: Hercules and the Golden Apples/"Apples" (440)
Genre: B: Demeter and Persephone/"Pomegranate" {630}
Informational Text/Expository
Title: "The Pumpkin Patch"
(600)
L.2.4 VOCABULARY Vocabulary Words: appeared, crops, develop, edge, golden, rustled, shining, stages
L.2.4a Additional Domain Words: Puerto Rico
L.2.4d Additional Academic Words: adjective, myth, point of view,
L.2.5 Vocabulary Strategy: Sentence Clues
L.2.6 High Frequency Words: door, front, order, probably, remember, someone, tomorrow, what's, worry, yesterday
Rl.2.4 Oral Vocabulary Words: disturb, entire, magnificent, stumbled, trembled
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify and Make Oral Rhymes; Phoneme Addition; Phoneme Blending; Phoneme Deletion
L.2.2d Phonics/Spelling Skill: Closed Syllables and Open Syllables
RF.2.3 Structural Analysis: Compound Words
RF.2.3c
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Expression Notes: RF.2.4a
RF.2.4b
W.2.3 WRITING Writing Trait: Organization: Strong Openings
W.2.6 Write About Reading: Analyze Theme
W.2.5
L.2.1 GRAMMAR Grammar Skill: Adjectives
L.2.le Grammar Mechanics: Commas in a Series
L.2.2Rl.2.1 Research Weekly: Research a plant and what it needs to grow.
SL.2.1
SL.2.lc
Assessments:
64
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
. BIG IDEA: How On Earth? - What keeps our world working? j INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: We Need Energy ESSENTIAL QUESTION: How do we use energy?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY /MAIN SELECTION/PAIRED LEVELED READER/MAIN SELECTION/PAIRED ACCESS COMPLEX TEXT (ACT)
WORKSHOP SELECTION SELECTION
Rl.2.1 Title: "How Does Energy SHORT TEXT Strategy: Summarize Strategy: Reread Reading/Writing Rl.2.3 Make Your Hair Stand Up?" Pedal Power (660) Workshop: Sentence Rl.2.5 Skill: Main Idea and Key Skill: Author's Purpose Structure; Specific Vocabulary Rl.2.6 Genre: I nformationa I Genre: Informational Details Rl.2.7
Text/Expository Text/Expository MAIN SELECTIONS Literature Anthology: Rl.2.8
SL.2.1 MAIN SELECTION Genre: Informational Text
SL.2.2 Strategy: Reread Strategy: Reread Genre: Informational Text/Expository What Makes This Text
SL.2.3 Titles: Complex: Genre; Connections
Skill: Author's Purpose Title: My Light (680) A: Wind Power/"A Solar House" (630) of Ideas; Specific Vocabulary
O: Wind Power/"A Solar House" (550)
Text Features: Photos With PAIRED SELECTION E: Wind Power/"A Solar House" (490)
Captions, Subheadings, Genre: B: Wind Power/"A Solar House" (690)
Diagram, Labels Informational Text/
Narrative Nonfiction
Title: "The Power of Water"
(650)
L.2.4 VOCABULARY Vocabulary Words: electricity, energy, flows, haul, power, silent, solar, underground L.2.4a Additional Domain Words: dam, generators L.2.4c Vocabulary Strategy: Paragraph Clues L.2.5
High Frequency Words: alone, became, beside, four, hello, large, notice, round, suppose, surprised L.4.5
L.4.ScOral Vocabulary Words: charge, effects, rushes, slight, streak
Rl.2.4
L.2.2 PHONICS/SPELLING Phonemic Awareness: Initial Phoneme Addition; Phoneme Segmentation; Initial Phoneme Substitution L.2.2d Phonics/Spelling Skill: CVCe Syllables RF.2.3
RF.2.3c
Structural Analysis: Prefixes/Suffixes
RF.2.3d
RF.2.3f
FLUENCY Fluency Skill: Intonation Notes: RF.2.4
W.2.2 WRITING Writing Trait: Word Choice: Content Words W.2.5 Write About Reading: Analyze Author's Purpose
L.2.1 GRAMMAR Grammar Skill: Articles and This, That, These, and Those L.2.2 Grammar Mechanics: Names and Titles
Rl.2.1 Research Weekly: How do we use different forms of energy in our everyday lives? Rl.2.6
W.2.2
W.2.7
Assessments:
65
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
. IBIG IDEA: How On Earth? - What keeps our world working? !INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Team Up to Explore ESSENTIAL QUESTION: Why is teamwork important?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN LEVELED READER/MAIN SELECTION/PAIRED SELECTION ACCESS COMPLEX TEXT (ACT)
WORKSHOP SELECTION/PAIRED SELECTION
Rl.2.1 Title: "Teamwork in Space" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing Rl.2.2 Dive Teams (660) Workshop: Prior Knowledge; Rl.2.5 Genre: Informational Skill: Main Idea and Key Details Skill: Main Idea and Key Details Connections of Ideas Rl.2.6 Text/Expository Genre: Informational Rl.2.7
Text/Expository MAIN SELECTION MAIN SELECTIONS Literature Anthology: Rl.2.8
SL.2.1 Strategy: Summarize Genre: Informational Text/Expository Genre: Informational Text
SL.2.2 Strategy: Summarize What Makes This Text
SL.2.3 Title: Astronaut Handbook (790) Titles: Complex: Sentence
Skill: Main Idea and Key A: Digging For Sue/"Ancient Ship Discovered!" (430) Structure; Specific
Details PAIRED SELECTION 0: Digging For Sue/"Ancient Ship Discovered!" (550) Vocabulary
Genre: Informational Text/ E: Digging For Sue/"Ancient Ship Discovered!" (470)
Text Features: Photos With Narrative Nonfiction B: Digging For Sue/"Ancient Ship Discovered!" (670)
Captions, Map, Labels
Title: "Teamwork to the Top" (720)
L.2.5 VOCABULARY Vocabulary Words: exploration, important, machines, prepare, repair, result, scientific, teamwork L.2.Sa Additional Domain Words: astronaut, satellites L.4,Sc Vocabulary Strategy: Greek and Latin Roots L.4.5 High Frequency Words above, brother, follow, listen, month, soft, something, song, who's, wind L2.4
Oral Vocabulary Words: attach, collect, deliver, experiments, nations L2.4c
L4.4b
Rl.2.4
L.2.2 PHONICS/SPELLING Phonemic Awareness: Identify Syllables; Phoneme Segmentation and Blending; Phoneme Addition and Deletion L.2.2c Phonics/Spelling Skill: Consonant+ le (el, al) Syllables L.2.2d Structural Analysis: Contractions/Possessives RF.2.3
RF.2.3c
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Pronunciation Notes: RF.2.4b
W.2.2 WRITING Writing Trait: Ideas: Supportive Details W.2.5 Write About Reading: Analyze Text Features W.2.6
L.2.1 GRAMMAR Grammar Skill: Adjectives That Compare L.2.le Grammar Mechanics: Apostrophes L.2.2
L.2.2c
Rl.2.1 Research Weekly: Research a place you'd like to travel and explore with a team. What jobs will need Rl.2.2 to be done? What job will each team member have? Rl.2.5
SL.2.1
SL.2.lb
W.2.7
W.2.8
Assessments:
66
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
. IBIG IDEA: How On Earth? - What keeps our world working? I INSTRUCTIONAL WINDOW:
' 'WEEKLY CONCEPT: Money Matters ESSENTIAL QUESTION: How do we use money
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN SELECTION/PAIRED LEVELED READER/MAIN SELECTION/PAIRED
ACCESS COMPLEX TEXT (ACT) WORKSHOP SELECTION SELECTION
RI.Z.Z Title: "Keep the Change!" SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing Rl.2.3 The Life of a Dollar Bill {660) Workshop: Organization;
RI.Z.S Genre: Informational Skill: Connections Skill: Point of View Genre
Rl.2.7 Text/Expository Genre: Informational Within a Text: Problem and Solution
RL.2.1 Text/Expository MAIN SELECTIONS Literature Anthology: RL.Z.Z Strategy: Summarize MAIN SELECTION Genre: Fiction Organization; Specific
SL.2.1 Strategy: Summarize Genre: Informational Text/Expository Vocabulary; Genre
SL.2.lc Titles:
SL.2.2 Skill: Connections Title: Money Madness (780) A: How to Be a Smart Shopper {450)
SL.2.3 Within a Text: Problem and 0: How to Be a Smart Shopper {540)
Solution PAIRED SELECTION E: How to Be a Smart Shopper " {500)
Genre: B: How to Be a Smart Shopper {680)
Text Features: Photos With Fiction/Myth
Captions, Graph, Labels,
Subheadings Title: "King Midas and the Golden Touch" (720)
L.2.4 VOCABULARY Vocabulary Words: invented, money, prices, purchase, record, system, value, worth
L.Z.4c Additional Domain Words: credit cards
L.2.5 Vocabulary Strategy: Paragraph Clues
L.2.Sa High Frequency Words: against, anymore, complete, enough, river, rough, sometimes, stranger, terrible, window
L.4.4a Oral Vocabulary Words: charity, image, popular, portrait, symbol
Rl.2.4
L.Z.Z PHONICS/SPELLING Phonemic Awareness: Phoneme Segmentation; Phoneme Substitution; Phoneme Reversal
L.Z.Zd Phonics/Spelling Skill: Vowel Team Syllables
RF.2.3 Structural Analysis: Comparative Endings: -er, est (with spelling changes)
RF.Z.3bRF.2.3c
RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Intonation Notes: RF.2.4a
W.2.2 WRITING Writing Trait: Organization: Strong Conclusions
W.2.5 Write About Reading: Analyze Text Connections
W.2.6
L.2.1 GRAMMAR Grammar Skill: Adverbs and Prepositional Phrases
L.2.le Grammar Mechanics: Capitalization
L.Z.ZL.2.2a
Rl.2.1 Research Weekly: Where does money come from and where does it go?
Rl.2.3RI.Z.SW.2.7
Assessments:
67
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
-IG IDEA: How On Earth? - What keeps our world work;ng? IINSll!UCTIONAL WINDOW,
'WEEKLY CONCEPT: The World of Ideas ESSENTIAL QUESTION: Where can your imagination take you?
STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY/MAIN
WORKSHOP SELECTION/PAIRED SELECTION
RL.2.2 Title: "Give Me a Brown SHORT TEXT" Strategy: Summarize RL.2.4 Box," "Music Sends Me" A Box of RL.2.6 Crayons," "What Story is Skill: Point of View RL.2.10 Genre: Poetry This?," "The Ticket" (N/A) SL.2.1
MAIN SELECTION SL.2.lc
SL.2.2 Strategy: Summarize Genre: Poetry Genre: Poetry
SL.2.3
Strategy: Summarize Title: "Books to the
Ceiling," "I've Got This
Skill: Point of View Covered," "Eating While
Reading" (N/A)
Literary Element: Rhyme
PAIRED SELECTION
Genre: Poetry
Title: "Clay Play(N/A)
L.2.4 VOCABULARY Vocabulary Words: create, dazzling, imagination, seconds L.2.4c Additional Academic Words: blend, L.2.5 Vocabulary Strategy: Metaphors
LEVELED READER/MAIN SELECTION/PAIRED SELECTION
Strategy: Summarize
Skill: Point of View
MAIN SELECTIONS
Genre: Fiction
Titles:
A: Matt's Journey/"Autumn Leaves," "The Orchestra"
(430)
0: A Fantastic Day!/"A Butterfly Life," "Circus Day" (560)
E: A Fantastic Day!/"Pablo and I," "My Tiny Friend" (470)
B: A Day in Ancient Rome/"Lost and Found," "My Magic
Car" (640)
ACCESS COMPLEX TEXT (ACT)
Reading/Writing
Workshop: Purpose;
Lack of Prior Knowledge
Literature Anthology:
What Makes This Text
Complex?
L.2.Sa High Frequency Words: afternoon, ahead, anyone, everything, pretended, scientist, somehow, throughout, trouble, wherever
L.2.6
RL.2.4 Oral Vocabulary Words: flash, igloo, moat, orchestra, snore
L.2.2 PHONICS/SPELLING Phonemic Awareness: Phoneme Addition; Phoneme Substitution; Phoneme Segmentation L.2.2d Phonics/Spelling Skill: r-controlled Vowel Syllables RF.2.3 Structural Analysis: Three (or more) Syllable Words RF.2.3f
RF.2.4 FLUENCY Fluency Skill: Expression Notes:
W.2.3 WRITING Writing Trait: Word Choice: Strong Words W.2.5 Write About Reading: Analyze Point of View W.2.6
L.2.1 GRAMMAR Grammar Skill: Adjectives and Adverbs L.2.le Grammar Mechanics: Sentence Punctuation L.2.2
L.2.6 Research Weekly: Explore poetry and a poet's use of imagery. SL.2.1 Unit Level: Research W.2.7 Skill: Visual Displays and Multimedia Presentations
Unit Project: Self-select and develop from options for unit research projects.
Assessments:
_,,,_. __
68
GRADE 2 LANGUAGE ARTS RESOURCE PLANNING GUIDE
INSTRUCTIONAL WINDOW: 1,rn
•.a BIG IDEA: How On Earth? What keeps our world working?
1::11"1,.,--. 0
ESSENTIAL QUESTION: What happens when families work together? INTERIM WINDOW:
UNIT WRAP-UP SUMMATIVE ASSESSMENT
STD Post Assessment Instruction
RF.2.4 FLUENCY Reader's Theater: Using Assessment Results
RF.2.4a Mother Goose to the Rescue Tested skills:
RF.2.4b
RF.2.4c
Rl.2.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group
W.2.1 Flight School Skill/Strategy: o Small GroupStudents:
SL.2.1 RESEARCH AND INQUIRY Research skill
SL.2.3 Choose Project Instructional strategy (ies)/activity (ies):
W.2.6W.2.7 Science/Social Studies Connection
L.2.2 WRITING Genre Writing: Narrative Text RETEACH o Whole Group
W.2.2 Unit Writing Products: Skill/Strategy: o Small Group
W.2.5 Friendly Letter Students:
W.2.6 Personal Narrative Instructional strategy (ies)/activity (ies):
EXTEND LEARNING
Level Up
Assessments:
69
Grade 2, ELA Learning Targets
RF.2.3.a Distinguish long and short vowels when reading regularly spelled onesyllable words.
Learning Target/s:
• I can distinguish long and short vowels when reading regularly spelled
one-syllable words. (RF.2.3a)
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.
Learning Target/s:
• I know spelling-sound correspondences for additional common vowel
teams.
RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.
Learning Target/s:
• I can identify words with inconsistent but common spelling-sound
correspondences.
L.2.1 Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.
L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet,children, teeth, mice, fish).
Learning Target/s:
• I can form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth)
L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g.,sat, hid, told).
Learning Target/s:
• I can form and use the past tense of frequently occurring irregular verbs
(e.g., sat, told).
L.2.1.f Produce, expand, and rearrange complete simple and compound sentences(e.g., The boy watched the movie; The little boy watched the movie; The actionmovie was watched by the little boy.)
Learning Target/s:
• I can produce complete simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the movie; The action movie
was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
L.2.2.b Use commas in greetings and closings of letters.Learning Target/s:
• I can use commas in greetings and closings of letters.
L.2.Z.c Use an apostrophe to form contractions and frequently occurringpossessives.
Learning Target/s:
• I can use an apostrophe to form contractions.
L.Z.2.d Generalize learned spelling patterns when writing words (e.g., cage->badge; boy -> boil).
Learning Target/s:
• I can use commas in greetings and closings of letters.
L.Z.3.a Compare formal and informal uses of English.
L.Z.4 Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on grade 2 reading and content, choosing flexibly from an arrayof strategies.
L.Z.4.a Use sentence-level context as a clue to the meaning of a word or phrase.Learning Target/s:
• I can use context to find the meaning of a word or phrase.
L.Z.4.b Determine the meaning of the new word formed when a known prefix isadded to a known word (e.g., happy/unhappy, tell/retell}.
Learning Target/s:
• I can determine the meaning of a word when a prefix is added.
L.Z.4.c Use a known root word as a clue to the meaning of an unknown word withthe same root (e.g., addition, additional).
Learning Target/s:
• I can use a root word (base) as a clue to the meaning of an unknown
word with the same root (base).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
70
Grade 2, ELA Learning Targets -
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning
of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
Learning Target/s:
• I can use knowledge of individual word meaning to predict the meaning
of compound words.
L.2.5 Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.6 Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to describe
(e.g., When other kids are happy that makes me happy).
*Refer to the Common Core State Standards Curriculum Resources Binder for more information
71