Washington Township Public Schools 

 

Grade 2 

 

Reading   

Crosswalk, Pacing Guides, and Resources 

 

Marking Period 1 

Revised 2014

Washington Township Public School

Language Arts/ Reading and Writing Crosswalk

Grade 2

*W2.8 - Should be covered in reading, science, and social studies.

1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period

2

Literacy

By Design

Themes/

Units

Proud to Be

Me

(1,2)

Patterns

in the Sky

(3,4)

Living in

America

(5,6)

Thinking Like

a Scientist

(7,8)

Making a

Difference

(9,10)

From Farm

to You

(11,12)

Earning and

Saving

(13,14)

Water Works

(15,16)

RL

2.3

RI

2.4

2.8

RL

2.1

2.3

RI

2.3

2.5

2.7

RL

2.3

2.6

RI

2.5

2.6

RL

2.5

2.6

2.7

RI

2.3

2.7

RL

2.1

2.6

RI

2.2

2.8

RL

2.2

2.3

RI

2.4

2.6

RL

2.2

2.5

RI

2.5

2.6

RL

2.3

2.7

RI

2.2

2.3

2.7

Writing

Writing

Community

Grammar: Capitalization

and Parts

of Speech

W 2.3,

2.5,

L2.1 a-d,

L2.2 a-b,

L2.5 a-b

Narrative

Telling

More

W 2.3,

2.5

Grammar

Text

Layout

and

Punctuation

L2.2

Narrative

Realistic

Fiction

W 2.3, 2.5

Informative

Explanatory

W 2.2,

2.5, 2.7,

Grammar:

Sentence

Structure,

Compound

Words,

and Plurals

L2.1e-f,

L2.2c

Informative

Explanatory

W 2.1, 2.2,

2.5

Opinion

W 2.1,

2.5

Poems and

Words

W 2.5 2.6

R2.4

Revised 2014

Washington Township Public School

Reading Crosswalk

Grade 2

Reading Whole Group Lesson:

Pacing Guide (Combination of shared text and close reading)

Reading Small Group Lesson:

Literacy by Design and Leveled Texts ~ Guided Reading

Independent Reading:

Independent Library ~ Use “Just Right Books” and Confer with Students; track and monitor reading logs

The Reading Pacing Guide addresses the whole group lesson. Continue to use Literacy by Design books and other Fountas and

Pinnell leveled texts for guided reading lessons. As always, the guided reading lessons should reinforce the whole class

lesson(s). Students will also continue to practice the strategies and standards in their own independent reading and

throughout literacy centers.

1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period

2

Literacy

By Design

Themes/

Units

Proud to Be

Me

(1,2)

Patterns

in the Sky

(3,4)

Living in

America

(5,6)

Thinking Like

a Scientist

(7,8)

Making a

Difference

(9,10)

From Farm

to You

(11,12)

Earning and

Saving

(13,14)

Water Works

(15,16)

RL

2.3

RI

2.4

2.8

RL

2.1

2.3

RI

2.3

2.5

2.7

RL

2.3

2.6

RI

2.5

2.6

RL

2.5

2.6

2.7

RI

2.3

2.7

RL

2.1

2.6

RI

2.2

2.8

RL

2.2

2.3

RI

2.4

2.6

RL

2.2

2.5

RI

2.5

2.6

RL

2.3

2.7

RI

2.2

2.3

2.7

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Revised (July 2014) Reading Guide– Grade 2

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Them

e 1

Ash

a in

th

e A

ttic

Wee

ks 1

an

d 2

Reading Strategy: Making Connections - Follow LBD

Target Skills: Distinguish Fantasy from Reality, Understand Sentences and

Paragraphs – Follow LBD

Essential Standards:

RL2.3 Describe characters, settings, and major events in a story, using key

details.

SL2.2 Recount or describe key ideas or details from a text read aloud or

information presented orally or through other media.

Create anchor chart to review story elements of character, setting, plot, problem, solution

While reading text create stopping points for students to turn and talk and share characters, settings, and key details to chart out as a whole class.

Discuss some way that Asha responds to challenges in the text. Students can complete graphic organizer on how characters respond to challenges.Appendix

Use Venn Diagram to compare and contrast Asha/Grandfather and how they respond to the attic

Create flip book of Asha’s emotions in the attic and how they change throughout the text.

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Revised (July 2014) Reading Guide– Grade 2

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Th

eme

2 H

ello

! I

’m P

atty

Wee

ks 3

an

d 4

Reading Strategy: Create Images - Follow LBD Target Skill: Identify End Punctuation, Map- Follow LBD

Essential Standards: RI2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI2.8 Describe how reasons support specific points the author makes in a text SL2.1a Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Additional Standard to work in during September:

RL2.9 Compare and contrast two or more versions of the same

story (e.g., Cinderella stories) by different authors or from

different cultures.

**RI2.4 ideas can be used in any/all vocabulary lesson(s). * Use whole class chart to discuss unknown words, give definitions and discuss synonyms and antonyms. With partners, students can write riddles for a vocabulary word and share with the class. *For Hello I’m Paty, students can play a matching game with the Spanish word and English definition. Appendix RI2.8 * Within text find, support, and list important activities in Paty’s life that identify her diverse background. *Make a chart comparing and contrasting Patty’s Mexican heritage to life in the US. * Optional Culture and Heritage project that students can do to get a family member’s point of view on their culture. Appendix For Additional Standard: Use The Story of Johnny Appleseed by Aliki (should be in book room) to compare and contrast with another version of Johnny Appleseed. There is also a Raz-Kids version. This can be built in during Social Studies over a few days. Digital options can be used as well. Some suggestions: http://www.bestapples.com/kids/teachers/johnny.shtml SchoolTube: http://www.schooltube.com/video/9e0ef9147f483c

0f55da/

You Tube: http://www.youtube.com/watch?v=484AJlOnOnc

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Revised (July 2014) Reading Guide– Grade 2

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Th

eme

3 T

he

Mis

sin

g M

oo

n M

yste

ry

Wee

ks 1

an

d 2

Reading Strategy: Ask Questions- Follow LBD Target Skills: Understand Role of Author and Illustrator, Identify Plot- Follow LBD Essential Standards: RL2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL2.3 Describe characters, settings, and major events in a story, using

key details.

SL2.3 Ask and answer questions about what a speaker says in order to

clarify comprehension, gather additional information, or deepen

understanding of a topic or issue.

*** Use The Missing Moon Mystery as a close read. *** Use The Missing Moon Mystery as a close read. Have students read it without any prior reading and work through. Students should annotate and use post it notes on first read. After read students should discuss text and ask each other questions about text. The text should then be read with support of the classroom teacher to answer questions. * Article on moon to make comparisons between a fiction and informational text. *Students can complete ask and answer questions organizer for this story and also for an independent reading story to show understand. * Character response organizer can be used to describe the character during major events in the story.

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Revised (July 2014) Reading Guide– Grade 2

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Th

eme

4 S

up

er S

un

Sci

ence

W

eeks

3

an

d 4

Reading Strategy: Determine Importance- Follow LBD Target Skills: Text feature diagram- Follow LBD Essential Standards: RI2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI2.5 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. RI2.7 Explain how specific images (e.g., a diagram showing

how a machine works) contribute to and clarify a text.

SL2.1.b Build on others’ talk in conversations by linking their

comments to the remarks of others.

RI2.3 Chart out with students the technical scientific procedures used to create a sun picture.* Describe connections between scientific concepts. RI2.5 Begin classroom anchor chart of informational text features. Discuss text features and how they support understanding. Add diagram to the anchor chart with a definition. Students should identify various diagrams in the text and make a diagram of the solar system. RI2.7 Students can work in groups to create a book of informational text features. In their booklet they would identify the text feature, define it, and find or create an example. *Appendix documents can be used for nonfiction text features

RL.2.3 Describe how characters in a story respond to major events and challenges.

Characters Respond to Challenges Cause: Challenge this character faces Effect: How the character reacts

Character __________________

Character __________________

Character __________________

Character __________________

Hello! I’m Paty Word Match

Abuelita

grandmother

fiesta

party

Papel picado

Cut paper banners

enchiladas

Tortillas filled

with cheese

pinata

Party decoration filled with toys

and candy

Mama and Papa

Mother and father

CULTURE AND HERITAGE PROJECT

What culture will your child be studying? _____________________________ Interview: 1. Write at least three interview questions to ask a family member about your family background and heritage 2. Interview a family member about his or her heritage 3. Write a paragraph that includes your questions and the responses of the person you interviewed (may be typed or handwritten) Research: Research and gather examples of elements of your culture (Include: food, music, art, dance, language, celebrations, family structure, other cultural traditions and characteristics) Create: A written report that includes (Can be handwritten or typed): A cover page Your interview paragraph Research on elements of your culture including a map (NOTE: Can include

written information as well a pictures with captions) Present: 1. Prepare an oral presentation of your work. Be sure to practice it well before the day it is due (HINT: You may want to use note cards to help you remember important information). 2. Make your presentation interesting by bringing in actual examples from your culture. These can include, but are not limited to: A music CD that we can listen to A short video clip (on CD, DVD, or Flash Drive) A poster collage of pictures related to your culture like family

pictures and pictures you have printed from the Internet or copied from a book Dressing in traditional clothing

Johnny Appleseed Story

On Website and in Hard Copy

Text Feature Page #  How it Helped

Me  

photograph  

caption  

diagram  

map  

graph/chart  

table  

table of contents  

glossary  

heading  

types of print (bold, italics, underlined)  

Name ____________________________  

Nonfiction Text Features  

Kristin Kennedy 2012

Name_________________________________

Title of Text___________________________

Ask and Answer Questions About Text

Who?

What?

Where?

When?

Why?

How?

Name__________________________________ 

Character Response 

 

 

What major event 

happened in the story? 

 

 

The Challenge:           

 

 

 

 

How did the character respond? 

The Major Event: 

Materials _______________________________________________________

Steps Details

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Name _______________________________________________ Date ______________________

Step-by-Step Chart -

Write each step in order. Add details.