HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade21CurriculumGuidesarelivingdocumentsdevelopedbyHooverCitySchools’educatorstoprovideeffectiveframeworksforteachingtheAlabamaCollegeandCareerReadyStandardsineachgrade.Theymayberevisedfromyeartoyeartobetterpromotestudentlearning.YearataGlanceCorrelationofCurriculumtoAlabamaCCRSResourcesListsofTextsKeyPrinciplesinEffectiveReadingInstructionReadersinteractwithbooksthroughspeaking,listening,writingandmakingmeaningoftexts.

Readersuseself‐monitoringstrategieswhentheyinteractwithtext.

Readersinteractwithavarietyoftextsacrossgenresbyreadingalargequantityoftexts.

Readersstrengthentheircompetenceandfluencythroughdailyreadingofcontinuoustext.

Readersunderstandhowtextsandgenresareorganized.

Readersrecognizelanguageandwordpatternsintext.

Readerslearnnewwordsthroughexperienceswithtext.

Readersreaddifferenttextsfordifferentpurposes.

Readersinteractwithotherreadersthroughconversationandwriting.

Readersreflectonandrespondtotheirreading.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade22

YearataGlanceReading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyAUGUST Establishthereadingcommunity.MMUnit1andPrimaryComprehensionToolkitsupportthesegoals.Establishroutinesforthefollowing: Expectationsforreadersworkshopincluding:focusorminilesson,individualdailyreading(IDR)withindividualizedbookbag/boxes,andsharetimelookandandsoundlike

Takingcareofbooks Howtousetheclassroomlibrary Turnandtalkprocedures Waystorespondtoreading HowtoshareaboutabookMakingMeaningUnit1TheReadingLife:FictionandNonfictionELA1,2,3,4,7,9,10,11,12,13,19)(eachday’sMMlessonshouldtake20‐30minutes,followedbyIDRandsmallgroupinstruction).ListedbelowarethesuggestedtextsandthealternativebookssuggestedbyMakingMeaning:McDuffMovesInPoppleton:TheLibraryTheDayJimmy’sBoaAtetheWashSheilaRae,theBraveShyCharlesTwoMrs.GibsonsEatMyDust!HenryFord’sFirstRaceBabeRuthSavesBaseball!Fireboat(seenotesbelowonPCT‐integration)

PhonicsandWordRecognitionKnowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.ELA20 Distinguishlongandshortvowelswhenreadingregularlyspelledone‐syllablewords

ReviewconsonantdigraphsfromGrade1standards

FluencyReadwithsufficientaccuracyandfluencytosupportcomprehension.ELA21 Demonstrateanunderstandingofthedifferentpurposesforreadingtext

Participateinguided/sharedreadingofdifferentgenresoftext

Makeandconfirmpredictionsintextsreadaloudbyteacher

HCSInstructionaltextreadinglevelgoal:J/KELA9,19Planwithyouradministratorwhenformativeassessments,suchasEasyCBMandFountasandPinnellbenchmarks,shouldbecompleted.

Collectondemandwritingpiecesfromstudentsinthe3genres:narrative,informational,andopiniontohelpestablishastudent’sgrowthonthewritingcontinuum.Grade2studentsmayuseacombinationofdrawingandwritingastheywritetheirideas.Establishthewritingcommunity.BothUnit1ofMMandthePrimaryComprehensionToolkitwillsupportyourinstructionasyouestablishyourwritingcommunity.ELA22,23,24,25,2627,28Studentsviewthemselvesasauthorsandmembersofacommunityofwriters Understandwherewritersgettheirideas

Tell,draw,andwritestoriesfromtheirlives(anexampleofamentortextisPatriciaPolacco’sMyRotten,Red‐HeadedBrother)

Shareideasandwritingwithpeers BegintoidentifytheaudienceStudentsuseclassroomritualsandroutinestoestablishhabitsofindependentwriters Locatingwritingtoolsintheclassroom,bothpaperanddigital

Writingfolders Developingwritingstamina Startanewpieceofwritingwhenthelastoneisfinished

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35

Usecollectivenouns,suchas“group,”“family,”and“team.”

Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Removetheendingfromabasewordtomakeanewword.ELA20Generalizelearnedspellingpatternswhenwritingwords(cage/badgeorboy/boil,forexample)ELA36

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade23Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyPrimaryComprehensionToolkit:MonitoringComprehensionELA10,11,12,13,14,15,16,17,18,19Lesson1.Thislessoncanbetaughtwithmostinformationaltexts,includingtheMM‐providedtext,EatMyDust!HenryFord’sFirstRaceandtheMM‐alternativetext,BabeRuthSavesBaseballandFireboat.Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

BeginCalkins’UnitsofStudy(Grade2)Unit1:ImprovingNarrativeWritingBend1:StudyingtheMastersforInspirationandIdeas.ELA24,25,26,28,29,29,30,31,32,34,35,36,1,2,3,4,5,6,7,8,9 Discoveringsmallmomentsasthemastersmight

Capturingstoryideaswithtopicnotepads

Magnifyingasmallmoment Craftingpowerfulendingsandconclusions.

VocabularyforMakingMeaning isavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.ThisprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast10minutesperday.ELA38,39,40.SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade24Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularySEPTEMBER MakingMeaningUnit2:MakingConnections—FictionELA1,2,3,4,5,6,7,8,9.(bothrecommendedandalternativetextslistedhere)JamaicaTag‐AlongIraSleepsOverMamaElizabetiIdeasforMentorTexts:AlexanderandtheTerrible,Horrible,NoGood,VeryBadDayRegina’sBigMistakeLilly’sPurplePlasticPurseReady,Freddy:Ready,SetSnow!OldGrizzlyNatetheGreatHenryandMudgePinkyandRexandtheSpellingBeePrimaryComprehensionToolkit:AskingQuestionsLesson9ELA10,11,12,13,14,15,16,17,18Viewtoreadandlearnandwonder—usingimagesandwordstogainunderstandingSuggestedtextsinclude:PCTTradebookPack,Recessat20BelowandToolkitTexts2/3ReadingwithYourFingersUseotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.

PhonicsandWordRecognitionELA20 Distinguishlongandshortvowelswhenreadingregularlyspelledone‐syllablewords.

Knowspelling‐soundcorrespondencesforadditionalcommonvowelteams

Decodeletter‐soundcorrespondencesforinflectionalendings(e.g.,‐est,‐ed,‐ing)

Readbasewordsfluentlythatcanhavecommoninflectionalendingsaddedtothem(e.g.,long,play,jump).

Reviewlongvowelrimessuchas:ack,ell,ick,ock,ump,uck,unk

Identifylowerfrequencyphonologicalandorthographicpatterns(e.g.,oughinrough,tough,enough)

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Tohelpstudentsreachthesegoals,youmightaskthemto:echoreaddifferentgenres,choralreaddifferentgenres,partnerread,anddemonstrate

CalkinsUnitsofStudy,Unit1:ImprovingNarrativeWriting.CompleteBend1andBend2thismonthBend1ELA24,25,1,5,10,12,13,16,29,30,35,36,37SuggestedMentorTexts:OwlMoonTheLeavingMorning Discoveringsmallmomentsthatmatter

Capturingstoryideas Writingwithdetail:magnifyingasmallmoment

Buildingstudents’knowledgeofconventions:punctuationandspelling

SettinggoalsforwritingtimeBend2ELA25,28,4,2,10,31,32,35,36,37,SuggestedMentorTexts:DiaryofaWimpyKidASeriesofUnfortunateEvents Revisingwithintent Usingrepetitiontoshowyourbigidea

Increasingthevolumeofstudentwriting

Rereadingandquickediting

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Useglossariesandbeginningdictionaries,bothprintanddigital,todetermineorclarifythemeaningofwordsandphrasesELA38Identifyreal‐lifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicyorjuicy)ELA39AnalyzinghowauthorsusecapitallettersELA36Whenstudyingrepetitionanddialoguebymultiplecharactersduringreadingandwritingworkshop,punctuation“noticing”andinstruction

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade25IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

appropriatephrasingandexpressionwhilereadingdifferenttypesoftexts.HCSInstructionalTextReadingGoal:KElA9,19

naturallycomplementstudents’readingandwriting.ELA39

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade26Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyOCTOBER MakingMeaningUnit4:MakingInferenceswithFictionELA1,2,3,4,5,6,7,8,9Bothrecommendedandalternativetextideasarelistedhere:WhatMaryJoShared;Luka’sQuilt;Emily’sArtErandi’sBraids;TheStoryofRubyBridges;KeeptheLightsBurning,Abbie;Chester’sWay;TheNameJarDearJunoPrimaryComprehensionToolkitLesson10Understandwhysomequestionsareansweredandsomearenotinaparticulartext.ELA1,10,11,12,13,14,15,1617,18SuggestedTexts:Amelia’sRoad“WhoseFeetAreThose?”(ToolkitTexts2/3)“SeeingwithSound”(ToolkitTexts2/3)Lesson11Readwithaquestioninmind.ELA1,10,11,12,13,14,15,1617,18SuggestedTexts:Tornado“WhereintheWorldDoTornadoesHappen?”(shorttextbookwithPCT)Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2

PhonicsandWordRecognition ELA20 Identifysoundsforvariantvoweldigraphs(soundsthatarenotcommonlyclassifiedaslongorshortvowels)(e.g.,awinclaw,auincaught,ooinboot)

Identifysoundsfordipthongs,ortwoconsecutivevowels,eachwhichcontributestothesoundheard(e.g.,oiinsoil,oyintoy,owinnow,ouinloud).

Writethespellingcorrespondencesfordipthongs.

Decoderegularlyspelledtwo‐syllablewordswithlongvowels.

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

HCSInstructionalTextReadingGoal:KELA9,19

CalkinsUnitsofStudy,Unit2:LabReportsandScienceBooksThisunitcanintegratewellwithsciencecourseofstudyforGrade2Bend1:LearningtoWritelikeScientistsELA27,23,25,28,10,11,15,16,12,29,30,31,32,35,36,37SuggestedMentorText:ForcesandMotion(fromtradebookpackfortheCalkinsbox) Studyingproceduralwritinginamentortext

Detailedrecordsmatterwhenconductingexperiments

Experimentconclusionssetthestageforfurtherinvestigations

Scientistslearnfromothersourcesaswellasexperiments

RevisingtousewordsscientistsuseBend2:WritingtoteachothersaboutourdiscoveriesELA23,27,28,25,13,15,16,29,30,31,32,35,40SuggestedMentorText:ForcesandMotion(fromtradebookpackfortheCalkinsbox) Usingtablestoorganizeinformation

Comparingresultsandreadingmoreexpertmaterialstoconsidernewquestions

Designingandwritinganexperiment:usinglabelsandtitles

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Useglossariesandbeginningdictionaries,bothprintanddigital,todetermineorclarifythemeaningofwordsandphrases.ELA38Identifyreal‐lifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicyorjuicy).ELA39SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throw

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade27textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

tohighlightimportantinformation Editingforscience‐specificlanguage

out,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,scrawny)ELA39

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade28Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyNOVEMBER MakingMeaningUnit5Wondering:Fiction(PredictingandInferring)ELA1,2,3,4,5,6,7,8,9.Bothrecommendedandalternativetextideasarelistedhere:TheIncrediblePaintingofFelixClousseauTheGhost‐EyeTreeIHaveanOliveTreeSolomonandtheRustyNailGalimotoDreamWolfOurGracieAuntThePaperCraneSylvesterandtheMagicPebbleSpinkySulksPrimaryComprehensionToolkitLessons12and13integratewellwithinformationaltextandliteratureaboutThanksgiving,ifyouchoosenottousethetextslistedbelow.ELA13,14,15,16,17,18,19InferandVisualizeLesson12:MergebackgroundknowledgewithcluesfromthetestSuggestedTextsTheButterfly“TheWorldisanOpenBook”(ToolkitTexts2/3Lesson13LearntoVisualize:GetapictureinyourheadSuggestedTextsTwilightComesTwicebyRalphFletcher

PhonicsandWordRecognitionELA20,21Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords. Reviewcompoundwords Reviewr‐controlledwords‐‐‐ar,ir,er,ur

Decodewordswithcommonprefixesandsuffixes

Readcommonprefixes(e.g.,un‐re‐,in‐,dis‐)andsuffixes(e.g.,‐s,‐ed,‐ing,‐er)

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension.ELA21

readon‐leveltextwithpurposeandunderstandingELA4,ELA21

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.ELA21

Usepunctuationtocueexpressionwhenreadingon‐leveltext.ELA21

HCSInstructionalTextReadingLevelGoal:KELA9,19

Unit2,Bend3WritingInformationBooksELA23,25,26,27,28,29,30,34,35,36,37,3839,40 Drawingonallweknowtorehearsandplaninformationbooks:creatingtablesofcontent

Studyingmentortexts:integratingscientificinformation

Usingcomparisonstoteachreaders Revealinghiddenworldswithmagnification

Editingandusingapostrophescorrectly

Usingavarietyofstrategiestospelltrickywordscorrectly

Celebratingwriting

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35 Formanduseirregularpluralnouns(e.g.,children,teeth,mice,deer,fish)

Formanduseadjectivesandadverbs

Recognizeandformpresentandpasttensebyusingendings;formparticiplesbyadding–ing(hoptohopping,forexample);

Makeaverbpasttense Useanapostrophetoformcontractionsandfrequentlyoccurringpossessives.

SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throwout,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,scrawny)ELA39

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade29“WingsinWater”(ToolkitTexts2/3)Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade210Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyDECEMBER MakingMeaningUnit6:FictionandNarrativeNonfictionDescribehowcharactersinastoryrespondtomajoreventsandchallengesELA3,2,5,6,14,15,10Bothrecommendedandalternativetextideasarelistedhere:TheTaleofPeterRabbitBeatrixPotterbyWallnerTheArtLessonbydePaola“Draw,Draw,Draw:AShortBiographyofTomiDePaola”PrimaryComprehensionToolkitLesson14:Makingsenseofnewinformationusingtextfeatures,pictures,andwords.ELA11,14,15,16SuggestedTexts:ILikeArt(ShorttextsfromPCT)LadybugGrowsUp(Posterinkit)Fireflies(ToolkitTexts2/3)Lesson15:Inferandvisualizewithnarrativenonfiction.ELA11,12,13,14,15,16,17SuggestedTexts:TheCondor’sEggUseotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.

PhonicsandWordRecognitionELA20Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords. Reviewcompoundwords Reviewr‐controlledwords‐‐‐ar,ir,er,ur

Decodewordswithcommonprefixesandsuffixes

Readcommonprefixes(e.g.,un‐re‐,in‐,dis‐)andsuffixes(e.g.,‐s,‐ed,‐ing,‐er)

Reviewcontractions—n’t,‘s,‘ll,‘m,‘ve,re,‘d

Recoderegularlyspelledtwo‐syllablewordswithlongvowels

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

HCSInstructionalTextReadingLevelGoal:LELA9,19

CalkinsUnitofStudyinWriting,Unit3:WritingaboutReadingBend1:LetterWritingtoShareOpinions.ELA22,25,26,27,28,29,30,32,34,1,2,3,4,5,6,7,9Writingletterstoshareideasaboutcharactersandfavoritebooks Gettingenergyforwritingbytalking

Usingtheopinionwritingchecklisttohelpwriterssetgoals

Writersmaketheirlettersaboutbooksevenbetterbyretellingimportantparts

Don’tgiveawaytheendingofthebookinyouropinionletter

Bends2‐3:RaisingOurLevelofWriting.ELA22,25,26,27,28,29,30,32,34,1,2,3,4,5,6,7,9 Supportingwritersinparagraghing Linkingdetailsandideastogeneratemorewriting

Helpfullinkingwords Usingcapitalletters Addingquotestosupportopinions Writingcomparisonstosupportouropinionsandtoexplainwhyoneisgood,better,orbest

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolul.ELA35ProducecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarificationELA35,37,33DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Produce,expand,andrearrangecompletesimplesentences(e.g.,Theboywatchedthemovie.Thelittleboywatchedthemovie.Theactionmoviewaswatchedbythelittleboy.ELA35SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade211IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade212Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyJANUARY MakingMeaningUnit3:NarrativeNonfiction,Poetry,andFictionELA1,2,3,4,5,6,7,9,10,11,12,13,14,15,16,17,19Bothrecommendedandalternativetextideasarelistedhere:ATreeisNice“MyBabyBrother”inFathers,Mothers,Sisters,Brothers—ACollectionofFamilyPoemsMyFirstOxfordBookofAnimalPoemsAbuelaInsectiopedia(poemsaboutinsects)APetforMe:SelectedPoemsPrimaryComprehensionToolkitLesson2NoticeandThinkaboutNonfictionFeatures—ConstructaFeature/PurposeChart.ELA11,12,14,15,16SuggestedTexts:TheGrizzlyBear(inshorttextsbook)FlywithaButterfly(aposterinthePCTkit)TimeforKids(freeonline)NationalGeographicforKidsmagazines(freeonline)Lesson3Explorenonfictionfeatures(creatingthenonfictionbookisoptionalastimeallows)ELA14,16SuggestedTexts:RidingtheRails(ToolkitTexts2/3)MyPuppyIsBorn(ToolkitTexts2/3)

PhonicsandWordRecognitionELA20,21Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords. Reviewcompoundwords Reviewr‐controlledwords‐‐‐ar,ir,er,ur

Decodewordswithcommonprefixesandsuffixes

Readcommonprefixes(e.g.,un‐re‐,in‐,dis‐)andsuffixes(e.g.,‐s,‐ed,‐ing,‐er)

Reviewcontractions—n’t,‘s,‘ll,‘m,‘ve,re,‘d

Recoderegularlyspelledtwo‐syllablewordswithlongvowels

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

InstructionalTextReadingLevelGoal:L.ELA9,19Schooladministratorstypically

CalkinsUnitofStudyinWriting:Poetry—BigThoughtsinSmallPackagesBend1:SeeingwithPoets’EyesELA24,25,20,21,32,36,37,39 Slowingdownandlingeringonanobjectinapoem—toseeandwritemore

Listeningforlinebreaks Puttingpowerfulthoughtsintinypackages

Addingstrongfeelingsandconcretedetailsoflife

Editingpoemsandtacklingtrickyvowels

Bend2:ExperimentingwithlanguageandsoundtocreatemeaningELA24,25,4,10,21,29,35,39,40) Showing,nottellingandusingprecisewords

Patterningthroughrepetition Capturingmoodandpointofviewinapoem

Usingcomparisonstoclarifyfeelingsandideas

Stretchingoutacomparison Sustaininganimageacrossawholepoem

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.ELA34,35,38DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Produce,expand,andrearrangecompletesimplesentences(e.g.,Theboywatchedthemovie.Thelittleboywatchedthemovie.Theactionmoviewaswatchedbythelittleboy.ELA35SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade213Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

requestthemid‐yearF&PassessmentsthelastFridayinJanuary.CheckwithyouradministratorforformativeassessmentdatesforEasyCBM.

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade214Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyFEBRUARY PrimaryComprehensionToolkitLesson16Figuringoutwhat’simportant:separateimportantinformationfrominterestingdetails.ELA11,15SuggestedTexts:“Crackle,Flash,Boom”(ToolkitTexts2/3)“PrairieDogHomes”(Shorttextsbook)“AmazingHelenKeller”(posterinPCTkit)ComparativeFairyTaleReadingUnitELA8,9,1,2,3,4,5,6,7.Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderella;The3LittlePigs;Goldilocksandthe3Bears;etc.)bydifferentauthorsorfromdifferentcultures.SchoolcampusgradelevelteamsforGrades1‐5willneedtocoordinatesothattwogradelevelsdonotcompletethesamecomparison.Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)

PhonicsandWordRecognition ELA20Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords. Reviewcompoundwords Reviewr‐controlledwords‐‐‐ar,ir,er,ur

Decodewordswithcommonprefixesandsuffixes

Readcommonprefixes(e.g.,un‐re‐,in‐,dis‐)andsuffixes(e.g.,‐s,‐ed,‐ing,‐er)

Reviewcontractions—n’t,‘s,‘ll,‘m,‘ve,re,‘d

Recoderegularlyspelledtwo‐syllablewordswithlongvowels

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

HCSInstructionalTextReadingLevelGoal:LELA9,19

CalkinsUnitofStudyinWriting:Poetry—BigThoughtsinSmallPackagesBend3:TryingStructuresforSizeELA22,25,26,29,36,37,38,39,40 Studyingpoeticstructures Studyingmentorpoemswitha

poet’seyes Matchingstructuretofeelings Playingwithpointofview Revisingpoems—replacingwords

withwordpictures

RevisitingCalkinsUnitsofStudyinWriting,Unit1LessonsfromtheMasters.ELA24,25,26,29,30,32,34,35,36GradelevelteamshouldrevisittheunitideasandactivitiescompletedinAugustandSeptemberanddecidehowwritingnarrativetalescancomplementthecomparativefairytalereadingunitthismonth.Writenarrativeswhichrecountawellelaboratedeventorshortsequenceofevents,includingdetailstodescribeactions,thoughts,andfeelings,usingtemporalwordstosignaleventorder,andprovideasenseofclosure)Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededby

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35ProducecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarificationELA34,35,36,37.DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Produce,expand,andrearrangecompletesimplesentences(e.g.,Theboywatchedthemovie.Thelittleboywatchedthemovie.Theactionmoviewaswatchedbythelittleboy.ELA35SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,andsmallgroupwork.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade215ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

revisingandediting

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade216Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyMARCH MakingMeaningUnit8,ExploringTextFeaturesinExpositoryNonfictionELA14,10,11,12,13,15,16,SuggestedTexts:SnailsbyHughesLadybugsbyHughesSpidersbyHughesBendandStretch:LearningaboutYourBonesandMusclesBreatheIn,BreatheOut:LearningaboutYourLungsThink,Think,Think:LearningaboutYourBrain“IceCreamMania!”(MMarticle)“GiantPanda,RedPanda”(MMarticle)“ClassicSmoothie”(MMarticle)“TheCityZoo:Hours,FeedingTimes,andActivityTimes”(MMtext)PrimaryComprehensionToolkitLesson17ELA15,30,32,34Paraphraseinformation:MergeyourthinkingtomakemeaningSuggestedTexts:TotemPoles,FamilyStories(Shorttextsbook)Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

PhonicsandWordRecognitionELA20Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords. Distinguishlongandshortvowelswhenreadingregularlyspelledoneandtwosyllablewords.

Decodewordswithcommonprefixesandsuffixes—ly,ful,er,or,est,s,es,ies

Knowspellingsoundcorrespondencesforadditionalcommonvowelteams—voweldigraphs—ea,ei,ey,ie,au,aw,oo,ee

LongO–oa,ow LongI—ie,igh,y Recognizingconsonantswithtwosounds—c,g,andth

FluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

HCSInstructionalTextReading

RevisitingCalkinsUnitsofStudyinWriting,Unit2LabReportsandScienceBooks.ELA23,25,26,27,28,29,30,34,35,36,37,3839,40ThegradelevelteamattheschoolshouldmeetanddecidehowthestudyoflabreportsandsciencebooksfromOctoberandNovembercanbeexpandedandrevisitedinMarch,asstudentsstudytextfeaturesininformationaltextsintheirreadingunits.TheIf…Then…Curriculumbookonpages20‐37givessuggestionsforhavingthestudentstowriteinformationbookswithstamina,volume,andindependencewiththoughtfulelaborationandcollectedresources.

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35ProducecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarificationELA35,37,34DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Produce,expand,andrearrangecompletesimpleandcompoundsentences(e.g.,Theboywatchedthemovie.Thelittleboywatchedthemovie.Theactionmoviewaswatchedbythelittleboy.ELA35SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade217selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

LevelGoal: M ELA9,19 andsmallgroupwork.

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade218Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyAPRIL MakingMeaningUnit9:DeterminingImportantIdeas:ExpositoryNonfictionandFictionELA1a,2,9,10,11,12,15SuggestedTexts:“WildRides”“SummeroftheShark”“ANosefortheArts”MeFirstBigAlTimeforKids(online,free)NationalGeographicKidMagazines(online,free)TheMagicFishTheEmptyPotLiangandtheMagicPaintbrushLeotheLateBloomerPrimaryComprehensionToolkitLesson7Mergethinkingwithnewlearning:Stop,think,andreacttoinformation.ELA1a,2,9,10,11,12,15,16,19SuggestedTexts:Insects(PCTtradebook)BreathingUnderwater(ToolkitTexts2/3)Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

PhonicsandWordRecognitionELA20Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords. Dipthongs:ow,ou,oi,oy Recognizingmp,nd,nk,ntending

consonantclusters Recognizingpatternswithending

consonantclusters Vowels—aw,au,au(gh) Possessives Formingpluralsforwordsending

infFluencyELA21 readwithsufficientaccuracyandfluencytosupportcomprehension

readon‐leveltextwithpurposeandunderstanding

usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

Usepunctuationtocueexpressionwhenreadingon‐leveltext

Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

HCSInstructionalTextReadingLevelGoal:MELA9,19Checkwithyourschooladministrator.EndofyearF&PassessmentsareoftenduethelastFridayinApril.

Writerswillformuppercaseandlowercaselettersincursive(ALstandard36).Note:masteryisnotexpectedinGrade2.Thisisanintroductiontocursive.CalkinsUnitsofStudyinWriting:Unit3.ELA22,25,26,27,28,29,32,34,35,37,38,39,40ThegradelevelteamattheschoolshouldmeetanddecidehowtheopinionletterwritingaboutbookscanbeexpandedandrevisitedinApril,asstudentsdetermineimportantideasintheinformationalandliteraturetextsreadthismonth.Mini‐lessonstoconsiderreviewing:

Introducingorreviewingquotationstostrengthenopinions

Writingstrongintroductionsandconclusionsinopinionletters

Dividingourwritingintoparagraphs

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35ProducecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarificationELA35,37,34DemonstratethecommandsoftheconventionsofStandardEnglishgrammar,usage,andspellingwhenspeakingandwriting.ELA35Demonstrateconsistentuseofconventions(capitalization,punctuation,andspelling)whenwriting.ELA36Produce,expand,andrearrangecompletesimpleandcompoundsentences(e.g.,Theboywatchedthemovie.Thelittleboywatchedthemovie.Theactionmoviewaswatchedbythelittleboy.ELA35SpeakingandListeningELA29,30,31,32,33,34.Tobepracticedduringinteractivereadalouds,teacher‐studentconferences,classdiscussions,

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade219selectsome“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

andsmallgroupwork.

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade220Reading ReadingFoundations Writing Language,Listening,

Speaking,andVocabularyMAY PrimaryComprehensionToolkit,Lesson18Organizeyourthinkingasyouread:Takenotestorecordinformation.ELA10,11,12,14,15,16SuggestedTexts:“FromEggtoSalamander”(TT2/3)“CrackleFlashBoom”(TT2/3)“PostcardsfromtheDesertMuseum”(shorttexts)“FlyingAgain”(TT2/3)Lesson19Summarizinginformation:Putitinyourownwordsandkeepitinteresting(aftertakingnotes—lesson18).ELA10,11,12,14,15,16MakingMeaningUnit10,RevisitingtheReadingLifeELA9,19SuggestedTexts:LittleBlueandLittleYellowDearJunoCorneliusTeacher‐selectedbooksStudentfavoritesUseotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade2textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingon

PhonicsandWordRecognitionKnowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.ELA20 Identifywordswithinconsistent

butcommonspelling‐soundcorrespondences

Recognizegrade‐appropriatephonemicandmorphemicspellingpatterns(e.g.,gem/J/soundbeforee;whenaonesyllablerootwordhasashortvowelsoundfollowedby/f/,/l/,or/s/,itisusuallyspelledff,ll,orssasinsniff,hill,ormess.

FluencyELA21Readwithsufficientaccuracyandfluencytosupportcomprehension

Readon‐gradeleveltextorallywithaccuracy,appropriaterate,andexpression

Echoreaddifferentgenres Choralreaddifferentgenres

HCSInstructionalTextReadingLevelGoal:MELA9,19

Ondemandend‐of‐yearwritinginnarrative,information,andopiniongenres.ELA22,23,24WritingfluencyisthegoalforMay:

writingacrossgenres writing“more” writingeveryday editingandpublishing revisingforvariedsentence

length.ELA35,36,37 revisingforwritingwithamix

ofsimpleandcompoundsentences.ELA35

usingtwowords(adjectives)toreflectyourthoughtsaboutapersonortext(ex:RosaParkswasabletohelpherfriendsfindseatsonthebusbecauseshehadcourageandcalm).ELA35

SuggestedMentortext:ActualSizebySteveJenkins

Languageskillscanbeintegratedthroughwriter’sworkshop,readalouds,sharedreading,guidedreading,andTier1smallgroupinstruction.BigIdeaforGrade2:Simpleandcompoundsentenceshavesubjectsandverbs.Adjectives,adverbsandapostrophesmakewritingclear,precise,andcolorful.ELA35TheMaywritinggoalstietotheGrade2standardsforlanguageandvocabulary.Usereflexivepronouns(e.g.,myself,ourselves).ELA35CompareformalandinformalusesofEnglishELA37Usecommasingreetingsandclosingsofletters.ELA36Capitalizeholidays,productnames,andgeographicnames.ELA36DemonstrateunderstandingofwordrelationshipsandnuancesinwordmeaningsELA39Usewordsandphrasesacquiredthroughconversations,reading,andbeingreadto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe.ELA40

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade221appropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,7,8,9

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA38,39,40

TeacherNotesandAdditionalHelpfulResources:

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade222EnglishLanguageArtsCourseofStudy,Grade2,2013AlabamaCollegeandCareerReadyStandards

ReadingStandardsforLiteratureKeyIdeasandDetails1.)Askandanswersuchquestionsaswho,what,where,when,why, and how todemonstrateunderstandingofkeydetailsinatext.[RL.2.1]

a.Inferthemainideaandsupportingdetailsinnarrativetexts.(Alabama)

2.)Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.[RL.2.2] 3.)Describehowcharactersinastoryrespondtomajoreventsandchallenges.[RL.2.3]

CraftandStructure4.)Describehowwordsandphrases(e.g.,regularbeats,alliteration,rhymes,repeatedlines) supplyrhythmandmeaninginastory,poem,orsong.[RL.2.4] 5.)Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.[RL.2.5] 6.)Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.[RL.2.6]

IntegrationofKnowledgeandIdeas7.)Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.[RL.2.7] 8.)Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.[RL.2.9]

RangeofReadingandLevelofTextComplexity9.)Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,intheGrades2‐3textcomplexitybandproficiently,withscaffoldingas

neededatthehighendoftherange.[RL.2.10]

ReadingStandardsforInformationalTextKeyIdeasandDetails10.)Askandanswersuchquestionsaswho,what,where,when,why, and how todemonstrateunderstandingofkeydetailsinatext.[RI.2.1] 11.)Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.[RI.2.2] 12.)Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.[RI.2.3]

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade223

CraftandStructure13.)Determinethemeaningofwordsandphrasesinatextrelevanttoa Grade2topicorsubjectarea.[RI.2.4] 14.)Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationina

textefficiently.[RI.2.5]

15.)Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.[RI.2.6]

IntegrationofKnowledgeandIdeas16.)Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.[RI.2.7] 17.)Describehowreasonssupportspecificpointstheauthormakesinatext.[RI.2.8] 18.)Compareandcontrastthemostimportantpointspresentedbytwotextsonthesametopic.[RI.2.9]

RangeofReadingandLevelofTextComplexity19.)Bytheendofyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltexts,intheGrades2‐3textcomplexity

bandproficiently,withscaffoldingasneededatthehighendoftherange.[RI.2.10]

ReadingStandards:FoundationalSkillsPhonicsandWordRecognition20.)Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.[RF.2.3]

a.Distinguishlongandshortvowelswhenreadingregularlyspelledone‐syllablewords.[RF.2.3a]b.Knowspelling‐soundcorrespondencesforadditionalcommonvowelteams.[RF.2.3b]c.Decoderegularlyspelledtwo‐syllablewordswithlongvowels.[RF.2.3c]d.Decodewordswithcommonprefixesandsuffixes.[RF.2.3d]e.Identifywordswithinconsistentbutcommonspelling‐soundcorrespondences.[RF.2.3e]f.Recognizeandreadgrade‐appropriateirregularlyspelledwords.[RF.2.3f]

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade224Fluency21.)Readwithsufficientaccuracyandfluencytosupportcomprehension.[RF.2.4]

a.Readon‐leveltextwithpurposeandunderstanding.[RF.2.4a]b.Readon‐leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.[RF.2.4b]c.Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.[RF.2.4c]

WritingStandardsTextTypesandPurposes22.)Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supply reasonsthatsupporttheopinion,uselinking

words(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.[W.2.1]

a.Writefreeversepoetrytoexpressideas.(Alabama)

23.)Writeinformativeorexplanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.[W.2.2]

24.)Writenarrativesinwhichtheyrecountawell‐elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.[W.2.3]

ProductionandDistributionofWriting25.)Withguidanceandsupportfromadultsandpeers,focusonatopicandstrengthenwritingasneededbyrevisingandediting.[W.2.5] 26.)Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublishwriting,includingincollaborationwithpeers.[W.2.6]

ResearchtoBuildandPresentKnowledge27.)Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport; recordscienceobservations).[W.2.7] 28.)Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.[W.2.8]

SpeakingandListeningStandardsComprehensionandCollaboration29.)Participateincollaborativeconversationswithdiversepartnersabout Grade2topicsandtextswithpeersandadultsinsmallandlargergroups.[SL.2.1]

a.Followagreed‐uponrulesfordiscussions(e.g.,gainingthefloorinrespectfulways,listeningtootherswithcare,speakingoneatatimeaboutthetopicsandtextsunderdiscussion).[SL.2.1a]

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade225b.Buildonothers'talkinconversationsbylinkingtheircommentstotheremarksofothers.[SL.2.1b]c.Askforclarificationandfurtherexplanationasneededaboutthetopicsandtextsunderdiscussion.[SL.2.1c]

30.)Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.[SL.2.2] 31.)Askandanswerquestionsaboutwhataspeakersaysinordertoclarifycomprehension,gatheradditionalinformation,ordeepenunderstandingofatopicor

issue.[SL.2.3]

PresentationofKnowledgeandIdeas32.)Tellastoryorrecountanexperiencewithappropriatefactsandrelevant,descriptivedetails,speakingaudiblyincoherentsentences.[SL.2.4] 33.)Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplaystostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,

thoughts,andfeelings.[SL.2.5]

34.)Producecompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification. (SeeGrade2Languagestandards35and37forspecificexpectations.)[SL.2.6]

LanguageStandardsConventionsofStandardEnglish35.)DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwritingorspeaking.[L.2.1]

a.Usecollectivenouns(e.g.,group).[L.2.1a]b.Formandusefrequentlyoccurringirregularpluralnouns(e.g.,feet,children,teeth,mice,fish).[L.2.1b]c.Usereflexivepronouns(e.g.,myself,ourselves).[L.2.1c]d.Formandusethepasttenseoffrequentlyoccurringirregularverbs(e.g.,sat,hid,told).[L.2.1d]e.Useadjectivesandadverbs,andchoosebetweenthemdependingonwhatistobemodified.[L.2.1e]f.Produce,expand,andrearrangecompletesimpleandcompoundsentences(e.g.,Theboywatchedthemovie;Thelittleboywatchedthemovie;Theactionmoviewaswatchedbythelittleboy).[L.2.1f]

36.)DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhenwriting.[L.2.2]

a.Capitalizeholidays,productnames,andgeographicnames.[L.2.2a]

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade226b.Usecommasingreetingsandclosingsofletters.[L.2.2b]c.Useanapostrophetoformcontractionsandfrequentlyoccurringpossessives.[L.2.2c]d.Generalizelearnedspellingpatternswhenwritingwords(e.g.,cage→badge;boy→boil).[L.2.2d]e.Formuppercaseandlowercaselettersincursive.(Alabama)f.Consultreferencematerials,includingbeginningdictionaries,asneededtocheckandcorrectspellings.[L.2.2e]

KnowledgeofLanguage37.)Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.[L.2.3]a.CompareformalandinformalusesofEnglish.[L.2.3a]

VocabularyAcquisitionandUse38.)Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedonGrade2readingandcontent,choosingflexiblyfromanarray

ofstrategies.[L.2.4]

a.Usesentence‐levelcontextasacluetothemeaningofawordorphrase.[L.2.4a]b.Determinethemeaningofthenewwordformedwhenaknownprefixisaddedtoaknownword(e.g.,happy/unhappy,tell/retell).[L.2.4b]c.Useaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot(e.g.,addition,additional).[L.2.4c]d.Useknowledgeofthemeaningofindividualwordstopredictthemeaningofcompoundwords(e.g.,birdhouse,lighthouse,housefly;bookshelf,notebook,bookmark).[L.2.4d]e.Useglossariesandbeginningdictionaries,bothprintanddigital,todetermineorclarifythemeaningofwordsandphrases.[L.2.4e]

39.)Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.[L.2.5]

a.Identifyreal‐lifeconnectionsbetweenwordsandtheiruse(e.g.,describefoodsthatarespicyorjuicy).[L.2.5a]b.Distinguishshadesofmeaningamongcloselyrelatedverbs(e.g.,toss,throw,hurl)andcloselyrelatedadjectives(e.g.,thin,slender,skinny,scrawny).[L.2.5b]

40.)Usewordsandphrasesacquiredthroughconversations,readingandbeing readto,andrespondingtotexts,includingusingadjectivesandadverbstodescribe(e.g.,Whenotherkidsarehappythatmakesmehappy).[L.2.6]

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade227HelpfulGrade2ResourcesMakingMeaning,Grade2,2ndEditionbyDevelopmentalStudiesCenterPrimaryComprehensionToolkitbyStephanieHarveyandAnneGoudvisUnitsofStudyinInformation,Narrative,andOpinionWriting,Grade2byLucyCalkinsPhonicsLessons:Letters,Words,andHowTheyWork,Grade2byFountasandPinnellPhonicsLessons,Grade2:TeacherResourceBinderbyFountasandPinnellPleaseaddnoteshereaboutadditionalresources/websites/apps/programsthatyoufind.Wecanaddthemtoournextrevisionofthiscurriculumguide.

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade228FavoriteGrade2TradebookstoSupportInstructions(Hooverteachersandstudentshavemanyfavorites,belowareafew)HenryandMudgebyRylantTheStoriesJulianTellsbyCameronCloudywithaChanceofMeatballsbyBarrettTheFrogPrince,ContinuedbyScieszkaTheAdventuresofTaxiDogbyBarraccaCharlotte’sWebbyWhiteDiaryofaWormbyCroninThePaperboybyPilkeyBlinkandGolliebyDiCamilloPoppletonbyRylantThoseShoesbyBoeltsDearMr.BlueberrybyJamesTheNameJarbyChoiDandelionsbyBuntingFoxandHisFriendsbyMarshallFreckleJuicebyBlumeCamJansen:TheGreenSchoolMysterybyAdlerCamJansen:TheyMysteryoftheStolenDiamondsbyAdlerLunchLadyandtheCyborgSubstitutebyKrosoczkaMercyWatsontotheRescuebyDiCamilloMissDaisyIsCrazy!ByGutmanNatetheGreatbySharmatPolarBearsPastBedtimebyOsborneRickyRicotta’sMightyRobotbyPilkeyVacationundertheVolcanobyOsborneStoneSoupbyForestGoldilocksandtheThreeBearsbyMarshallTheGirlWhoLovedWildHorsesbyGobleTheEnormousTurnipbyTolstoyJohnnyAppleseedbyKurtzTheWolfWhoCriedBoybyHartmanTheThreeLittlePigsbyGaldoneFootprintsontheMoon:PoemsaboutSpacebyCarthewLifetime:TheAmazingNumbersinAnimalLivesbySchaeferLunchLadyandtheSchoolwideScufflebyKrosoczkaNeverSmileataMonkey:And17OtherImportantThingstoRememberbyJenkinsNorth:TheAmazingStoryofArcticMigrationbyDowsonThisIstheRope:AStoryfromtheGreatMigrationbyWoodsonWeaselsbyDolanHottest,Coldest,DeepestbyJenkins

HooverCitySchoolsCurriculumGuide:EnglishLanguageArts,Grade229Winking,Blinking,Wiggling,andWagglingbyMosesEruption!TheStoryofVolcanoesbyGaneriWater,Water,EverywherebyrauzonSlothsbyGuidoneWhatHappenstoaHamburgerbyShowersWhyDoLeavesChangeColors?byMaestroDirt:TheScooponSoilbyRosinskyHowDoYouLifeaLionbyWellsAbeLincoln’sHatbyBrennerBaseball’sBest:FiveTrueStoriesbyGutelleTheBoyWhoInventedTVbyKrullTheGloriousFlight:AcrosstheChannelwithLouisBeriot,July5,1909byProvensenNowandBen:TheModernInventionsofBenjaminFranklinbyBarettaAPictureBookofLewisandClarkbyAdlerFromSeedtoPlantbyGibbonsBatLovestheNightbyDaviesCornisMaizebyAlikiTheStoryofRubyBridgesbyColesBugs!Bugs!Bugs!ByDusslingThinkingaboutAntsbyBrennerWolvesbySimon