prek scope and sequence: level 1 -...

Smarty Ants is a comprehensive program of systematic, explicit instruction in foundational literacy skillsthat personalizes learning to meet students where they are and accelerates early literacy success. Learnmore about the skills addressed in the program in this scope and sequence.

PreK Scope and Sequence: Level 1

Level Lesson Letter Phonics Skills PhonemicAwareness

1

1ABC ABCCapital Letter Names

Primary Sounds:A, B, C

Secondary Sounds:A, C

alligator, astronaut, appleace, apron, acorn

bed, boy, bag cow, can, cupcircus, circle, celery

1DEF DEFCapital Letter Names

Primary Sounds:D, E, F

Secondary Sound:E

duck, door, dollelbow, elf, elephanterupt, eraser, egret

fish, fan, fin

1GHI GHICapital Letter Names

Primary Sounds:G, H, I

Secondary Sounds:G, I

guitar, gold, giftgiraffe, giant, germ

hose, hen, handinch, iguana, itchisland, ivy, iron

1JKL JKLCapital Letter Names

Primary Sounds:J, K, L

jacket, jar, jamkite, kiss, keylock, log, lips

1MNO MNOCapital Letter Names

Primary Sounds:M, N, O

Secondary Sound:O

mat, monkey, moonnet, nest, nail

ostrich, ox, oliveopal, ocean, oval

1PQR PQRCapital Letter Names

Primary Sounds:P, Q, R

pail, pole, pupquilt, quarter, quail

rake, rock, rug

1STU STUCapital Letter Names

Primary Sounds:S, T, U

Secondary Sound:U

saw, socks, soaptea, tub, tiger

umbrella, unzip, underuniform, ukulele, unicycle

1VWX VWXCapital Letter Names

Primary Sounds:V, W, X

van, vest, violinwatch, water, wagonEnding Sounds for X:

ox, fox, wax

1YZ YZCapital Letter Names

Primary Sounds:Y, Z

Secondary Sound:Y

yoyo, yogurt, yarnEnding Y as I Sounds:

cry, sky, shyzipper, zebra, zero

Curriculum Grade Levels Color Legend:

PreK Kindergarten 1st Grade 2nd Grade

PreK Scope and Sequence: Level 2

Level Lesson Letter Phonics Skills PhonemicAwareness

2

2abcabc

Lowercase LetterNames

Primary Sounds:a, b, c

Secondary Sounds:a, c

alligator, astronaut, appleace, apron, acorn

bed, boy, bag cow, can, cupcircus, circle, celery

2defdef


Primary Sounds:d, e, f

Secondary Sound:e

duck, door, dollelbow, elf, elephanterupt, eraser, egret

fish, fan, fin

2ghighi


Primary Sounds:g, h, i

Secondary Sounds:g, i

guitar, gold, giftgiraffe, giant, germ

hose, hen, handinch, iguana, itchisland, ivy, iron

2jkljkl


Primary Sounds:j, k, l

jacket, jar, jamkite, kiss, keylock, log, lips

2mnomno


Primary Sounds:m, n, o

Secondary Sound:o

mat, monkey, moonnet, nest, nail

ostrich, ox, oliveopal, ocean, oval

2pqrpqr


Primary Sounds:p, q, r

pail, pole, pupquilt, quarter, quail

rake, rock, rug

2stustu


Primary Sounds:s, t, u

Secondary Sound:u

saw, socks, soaptea, tub, tiger

umbrella, unzip, underuniform, ukulele, unicycle

2vwxvwx


Primary Sounds:v, w, x

van, vest, violinwatch, water, wagonEnding Sounds for X:

ox, fox, wax

2yzyz


Primary Sounds:y, z

Secondary Sound:y

yoyo, yogurt, yarnEnding Y as I Sounds:

cry, sky, shyzipper, zebra, zero

2Simple Word

Building

Simple CVC WordBuilding with Short

Vowels:a, e, i, o, u

Ending sounds:m, g, n, p, t

cap, nap, map, fan, man, panhen, pen, den, jet, pet, net

fig, wig, dig, fin, tin, pinmop, top, hop, cot, pot, hotnut, hut, cut, bun, run, sun

Kindergarten Scope and Sequence: Level 3a

Level Lesson PhonicsSkills

Lesson WordsELL Vocabulary

Words

RhymingSets

High Frequency& Sneak

Preview Words

3a

CVCWords

3Pat, Pat, Pat

Letter sounds:a, c, f, m, p, r, t, n

ant, cat, fan, man, map,mat, Nan, Nat, pan,

Pap, pat, ran, rat

pan, fan, man,ran, Nan for

4The Mat

Letter sounds:z tap, Zat mat, rat, cat,

Zat, Nat no, on, or, the

5Dip

Letter sounds:d, g, i

and, can, dip, Pip, pin,rip, Tim, tip dip, tip, rip pins

6Hit in Pit

Letter sounds:b, h

big, did, dig, fig, hit, in,it, mitt, pit, tin big, dig, fig a, Pip’s

7Hit it! bam, bim, ram, rim, tat Tim, bim, rim

8Nat Hid cap, had, hid, Pam, jiff cap, map

9Tot Sobs

Letter sounds:l, o, s

dog, log, lot, Mom,sobs, Tom, tot stop, stops, to

10Tom and Bob Bob, got, not, top got, not, tot,

lot

11The Bog

bog, fin, fog, has, hot,is, Ross, sip, sit bog, fog, dog by, grin, slips, swim

12The Cab

bad, bops, boss, cab,dots, fab, hops, mad,

tipsmad, bad are

Kindergarten Scope and Sequence: Level 3b



Words

RhymingSets


Preview Words

3b

CVCWords

13Yes, Yes, Yes

Letter sounds:e, j, y

bed, Ed, get, hen, jet,pen, red, tells, ten,

Tess, yells, yeshen, pen, ten eggs, let’s

14Ten for Ben

Ben, den, jet, jets, Meg,mess, net, pen, pens,

pet, pets, tenjet, pet, net Ben’s

15Mom and Pop

Letter sounds:k, x

bag, box, gag, kiss,miss, ox, Pop gag, bag

an, all, made, thank,too, was, wet, what,

you16

The VanLetter sounds:

v fox, hens, his, Sam, van Sam’s

17Give Gus

Letter sounds:u, w

bug, bus, Gus, buzz,hug, pup, putt, ruff, will bug, hug give, snug

18Pup is Up

Bub, bugs, fun, runs,Russ, sun, tugs, up sun, fun, run done, have, OK, some

19Sad Max

Letter sounds:q

beg, bud, caps, fit, fix,jam, lip, Max, Ned,odd, pals, quit, rips,

sad, sax

sad, fad do, does, I, my, put,so, we, your

20Big Yak

bit, but, fell, fuzz, sat,tug, well, yak fell, well be, oh, said, splat,

this, yak’s

Kindergarten Scope and Sequence: Level 4



Words

RhymingSets


Preview Words

4

Silent ‘e’Words

21Jake’s Cake CVCe: long a

Sound: a_e

ate, bakes, base, cake,came, cane, cape, Jake,Jane, lake, makes, rake,

vase, wades, yum

rake, lake,cake Jake’s

22Brave Dave

bats, cave, Dave, daze,hate, lane, maze, save,

takes, waves

Dave, save,cave am, brave, down, me

23Mike Hikes

CVCe: long iSound: i_e

fire, hike, hikes, likes,line, Mike, mire, Nile,

pine, yikesMike, hike crocodile, into

24Mine!

bike, fine, kite, Liz,mine, rides, time mine, fine any, flies, good, says

25Ben Jokes

CVCe: long oSound: o_e

cone, cope, hole, hose,joke, jokes, mopes,

nose, rose, tote, vole

rose, nose,hose

don’t, drops, gives,like, Meg’s, nice, puts

26I Hope

bone, hope, Mole,nope, note, robe

hope, nope her

27Rules

CVCe: long uSound: u_e (oo)

bite, cubes, cute, five,June, Luke, lute, rule,

rules, tube, tune

lute, flute,cute

bang, flute, flour, ice,lick, more, of, one,

out, sing, three, two

28Game Time

bat, game, hits, home,Pete, pops, zone

arm, ball, has, he, her,pace, run, she, sore,

starts




Words

RhymingSets


Preview Words

5

ConsonantBlends

29Brad Brags

ConsonantBlends:

br-, cl-, cr-, dr-,fl-,fr-, sn-,st-, tr-

Brad, brags, clop, crab,drop, flap, flit, Fran,frog, hop, pal, snap,

snip, stop, trot

drop, stop,clop

bird, fish, horse,monkey, sloth, splash,

swing

30The Quest

ConsonantBlends:

-lt, -mp,-nd,-nt,-st,-ft

belt, bump, end, gust,hand, hint, Kent, lamp,

lint, lost, mist, must,nest, pants, pond,

quest, raft, rest, sand,vest, went, west, wind

rest, west,quest, vest

bonk, find, look, then,with

31The Blimp

ConsonantBlends:

-mps, gl-,gr-,sk,bl-, -sts,-nds,-nts,

-pl,-ts,-fts, sw-

blasts, blimp, drift,drifts, fronds, frost,

glint, Gramps, grunt,lets, past, plant, ponds,

sky, stands, stunts,swift, trip

ponds, fronds eye, when




Words

RhymingSets


Preview Words

6

ConsonantDigraphs

32The Rush

ConsonantDigraphs:

-sh

broke, cash, crash,dash, dish, fed, fish,mush, nosh, rush,

Shane, shop, swish

dish, fish,swish uh

33Mush for Fish gosh, shame, shed,

shut, wish from

34Chet theChimp

ConsonantDigraphs:

-ch

bench, best, bunch,chad, chess, Chet,

chimp, chop, chug, lots,lunch, mop, ranch,store, trench, win

brunch, lunch at, chores, make,wood

35This and That

ConsonantDigraphs:

-th

bath, Beth, broth,cats, dogs, froth,math, milk, moth,

nets, path, sips, sloth,that

froth, broth,moth, sloth

add, both, drink, if,take, thanks, there,

thing, thinks, we

36Beth’s Whisk

ConsonantDigraphs:

-wh

leg, whale, wham,whiff, while, whine,whip, whisk, white,

whiz

egg, love, start, tail,that’s, yolk, Beth’s,

whip-cream

37Zack’s Duck

ConsonantDigraphs:

-ck

back, brick, clock,crack, duck, lick, lock,muck, quack, shack,

sick, slick, snack,snuck, sock, tick, tock,

yuck, Zack

duck, muck,yuck, snuck last, now, saw, Zack’s

38Catch

ConsonantDigraphs:

-tch

catch, clutch, crutch,ditch, fetch, glitch,

Mitch, patch, snatch,toss

catch, snatch,patch fall, him, play, Steph

39Hot Fudge

ConsonantDigraphs:

-dge

badge, budge, Dad,fudge, grudge, hide,judge, left, Madge,

munch, nudge, plate,rob, smudge

nudge, judge,budge,

smudge,grudge

could, hold, it’s, just,loves, shirt, skirt,

wants, would

1st Grade Scope and Sequence: Level 7



Words

RhymingSets


Preview Words

7

R-Controlled

Vowels

40Life on the

Farm

R-ControlledVowels:

“ar”

arms, Barb, barn, Bart,car, cart, dark, drive,drives, far, farm, fly,

hard, lift, milks, mops,parks, plants, shaves,

star, yard, yarn

yard, hardcows, life, sheep,their, they, under,

very, work

41Mort and His

Stork

R-ControlledVowels:

“or”

cord, corn, fork, fort,help, horn, lord, morn,

Mort, next, north,porch, rode, share,

short, sits, snort, stork,storm, stuck, thorn,

torn

short, fort,snort, Mort

blew, day, eat, help,looked, Mort’s, next

42Germs

R-ControlledVowels:

“er, ir, ur”

bake, Bert, blur, curl,dirt, dug, firm, first, fur,Gert, girl, hands, lash,

mud, peck, perm, spun,squirt, stir, Vern, web

fur, bur come, germs, off,wash




Words

RhymingSets


Preview Words

8

‘ng’ and‘nk’

Sounds

AlternateLetter

Sound for‘c’ and ‘g’

43Bing Bang Bong

Ending Blends:ing, ang, ong, ung

bang, bell, Bing, bong,clang, dang, dings,dongs, hum, hush,long, lungs, Ming,

packs, ping, plucks,pong, pot, rings, sing,song, string, strum,sung, things, ting,

twang

Ming, Bing,ting, string,

sing

Ming’s, please,tambourine

44The Stink

Ending Blends:ink, ank, onk, unk

asks, bank, blink, crank,Don, drinks, fink, funk,grins, honk, junk, nods,rank, rink, Ron, skate,

skunk, slide, smell,smells, spin, stink,stinks, trunk, Wes

trunk, junk,funk, skunk

away, kinds,something, turn

45The Price of

Mice

Letter Sounds:soft c

bent, blush, braces,cars, cells, dress, face,lace, mice, pink, price,quite, races, rice, sets,

shrug, since, track,twice, wince

mice, rice,twice, price

also, asked, buy, call,teeth, think

46Ages Ago

Letter Sounds:soft g

age, ages, bikes, cages,cavemen, caves, class,

fringe, gems, hems,huge, kept, kids, large,

pages, rage, rock,sages, trips, wise

sages, stages,pages, cages

ago, caveman, tigers,walls, were, wrote

1st Grade Scope and Sequence: Level 9a



Words

RhymingSets


Preview Words

9a

VowelPatterns

47Tweet

Vowel Digraphand Diphthongs:

ee

beep, birds, burp,cheep, deep, dives,

feet, flee, green, jeep,lifts, meet, peep, pile,reeds, reef, screech,

seeds, sees, sharp, six,sleep, trees, tweet,

weeds, whips

jeep, beep,deep, sleep,

cheepfinds, go, lands

48Fears


ea

clean, Dean, dream,fears, freaks, heat,leaks, mean, melt,

scream, seat, speaks,squeak, steal, treat

Dean, mean,clean them

49Gail Sails


ai

fail, Gail, hail, held,mail, pail, rain, sail,

ship, sails

Gail, mail, fail,hail, rail set

50Kay in the Bay


ay

bay, burst, day, gray,hooray, jay, jays, Kay,lay, rays, spray, stay,

sway, wave

Kay, day, bay,lay, jay, stay,gray, spray

after, began, flew,okay

1st Grade Scope and Sequence: Level 9b



Words

RhymingSets


Preview Words

9b

VowelPatterns

51Joan’s Boat


oa

boast, boasts, boat, bring,cloak, coast, coat, floats,

goat, Joan, oar, oats, roach,road, roast, toad, toast,

whoa, whole, yell

boat, coat,goat

anything, as, ask,holds, Joan’s, row,

rows, what’s

52Come Out


ou

bean, bounds, brings,clouds, couch, count,

grouch, ground, hound,loud, mount, pout, rod,sends, shakes, shouts,slouch, sprouts, trout

trout, pout being, head, laughs,won’t

53The Goof


oo as in room

beans, black, boots, brood,clocks, feel, fuss, gloomy,

goo, goof, goop, hoo, hoot,leak, loot, moo, mood,

room, scoop, sis, smooch,spoons, tooth, yoo

hoot, lootcook, full, Ned’s, silly,soot, such, try, types,

you’re

54The Book


oo as in book

apes, book, cook, crook,feed, foot, hood, hurt, king,

look, rock, shook, stick,stole, woods

book, look,cook, crook,

shook

everything, how,name, need, page,

should, which, who,wrap

55Choices


oi

boil, brush, bun, butter,choice, choices, coils, coin,cool, flip, hair, join, noise,

oil, peach, pool, shout, soil,spoil, tag, tea, toil, voice,

wait

boil, toil,soil, spoil

hear, keep, knows,never, quiet, use,

water

56The Toy


oy

boy, enjoy, joy, ploy, Roy,toy, Troy

Troy, boy,ploy, toy,joy, Roy

where

57Owl on the Prowl


ow as in cow

brown, clown, crown, cow,frowns, gown, howls, now,

owl, plow, prowl, scowl,swoops, town, wow

brown,clown, gown again

58The Big Show


ow as in low

blow, bow, crows, flow,glow, grass, grow, grown,

Jack, Jen, low, mow, mown,show, slow, sow, sown,

stream, thanks, wail, weed

grown,sown, mown

before, found, high,leaves, our, say, see,

sure, these, want,watch



Lesson WordsELL Vocabulary Words

RhymingSets


Preview Words

10

Multi-syllabicWords

59The Mailbox Compound

Words

backtrack, bootstraps, card,cupcakes, doorbell, downhill,

drugstore, gave, grab, Granddad,hiked, hometown, horseback, Kate,

Lapland, mailbox, pancakes,passport, peanuts, plates, popcorn,quicksand, railroad, rainbow, rang,

seashore, shall, shortcut,skateboard, subway, teacups, told,

toothbrush, weekend

around, hello, idea,late, sorry, took, you’ll

60Looking

Suffixes:-ed, -ing

asking, backyard, camping, digging,fetched, fetching, fleas, grilled,grilling, groaned, hole, hotdog,

jumped, lake, looking, marched,moaned, park, picked, picking,

playing, pole, posted, scratching,sleeping, splashed, splashing,

splished, splishing, strayed, surfing,tent, wake, yelp

pole, hole phone, sign, T-bone

61Things Suffixes:

-ed, -ing

ants, bags, baseball, bats, bins,birthday, boxes, brooms, bunches,

busted, cakes, chairs, clamps,cleaned, clips, cowboy, crates,crowns, dishes, fishing, frogs,

gowns, hats, holes, lamps, loads,lunchboxes, mounds, nineteen,

parts, patches, pea, poles, racecar,rocking, rooms, sheds, shirts,

snakes, socks, spare, spoiled, stacks,stamps, stuff, sweet, tracks

clamps,stamps

bears, every, floor,gold, keys, old, sixty

62The Sweetest Bears

Suffixes:-er, -est

beds, chips, cooler, cream, fast,faster, fastest, gumballs, longest,muck, places, shooting, softest,stacked, star, strong, stronger,

strongest, struck, sunbeam,sweeter, sweetest, tar, tow,

towed, truck, warm, warmest,wheels, whipped, woodchuck,

zoomed

far, tar, star

baby, bear, bears, far,Goldilocks, greater,near, Mama, only,

Papa, than

1st Grade Scope and Sequence: Level 10, cont.


Lesson WordsELL Vocabulary Words

RhymingSets


Preview Words

10

Multi-syllabicWords,cont.

63Thankful

Suffixes:-ly, -less, -ful

bashful, boneless, bravely,briskly, dance, dearly, fondly, gift,

gifts, helmet, helpful, hugs,legless, loudly, madly, mostly,

nearly, neatly, painless, quickly,really, ride, sadly, safely, slides,

smoothly, snake, sweetly,thankful

each, failing, friend,friends, June’s

octopus, open, sea,today

64Cutest

SuffixRules:addingsuffixes

that beginwith a

vowel toCVC wordsand CVCe

words

begged, bigger, biting,blabbing, cutest, dimmer,

dropped, ever, fattest, firefly,grabbed, handshake, hugged, its,

kid, making, moped, nodding,sent, sitting, slipping, spinning,

spitting, started, trapped, turned,waving, wiser, yakking, zipped,

zoo

here, Pa, Pa’s, still, toe

65Mishaps

Prefixes:mis-, re-, un-

Bill, boot, cage, chair, days, disturbs, forgets, hose, mess, mishap, misplaces, misuses,

relace, relax, replace, restack, shelf, unclean, undress, unhooks,

unlocks, unpack, unplug, wilt

another,mother

another, because,close, lie, little, mother,

mouse, new, over,overflows, won’t

66Mumble Jumble

Consonants:-le, -ple,-dle, -zle,-gle, -ble,

-tle

apples, candlestick, dazzle, diddle,fiddle, giggles, goggles, hill, Jill,jumble, jumps, kettle, moon,

mumble, nimble, paddles, puddle,purple, quick, razzle, reading,shuttle, snail, snuggle, space,

spoon, struggle, stumbles, tumble,turtle

tumble,jumble

hey, story, rhymes,walking, words




Words

RhymingSets

HighFrequency &

Sneak PreviewWords

11

Possessives

67Nell Won’t

Play

Contractions:can’t, haven’t,

I’ve, isn’t, they’ll,we’ll, we’re

board, can’t, games,hangnail, haven’t, isn’t,

I’ve, moans, mope,Nell, pack, plops, quips,

seeing, they’ll, wails,we’ll, we’re, woke

brother, finally,Nell’s, say, way,

won, write, wrong

68Our Family

Possessives:personalpronouns

Dan, dolls, figs, hers,hook, I’ll, Jan, Jim,lend, peas, shares,

shell, wigs

family, Grandma,Grandpa, guitar,

most, other,pictures, read, soup,

yours

69Gail’s Gift

Possessives:using

“apostrophe s”

around, beach, Bud’s,Dad’s, Dan’s, found,

Gail’s, hat, Jan’s, leash,lucky, Luke’s, lunchbox,Mom’s, Nick’s, notes,planes, ring, Shane’s,

showed, Spot’s, stones,wheel, wool, year

found, around number, people,people’s, right

2nd Grade Curriculum:Authentic Literature Scope & Sequence

Picture Walk Warm-Up My Read Reader’sTheater Greek Chorus

In the Smarty Antsmodel, the PictureWalk’s purpose is todemonstrate tostudents howreaders give purposeto their reading, andalso how they mightinteract with thepictures. Moststories that havepictures are told withthe text and thepicture, not just thetext. Picture walkstherefore, are highlyuseful when readingchapter books withpictures.

In the Smarty Antsmodel, most warm-up lessons teachhow to unlock thepronunciation oflarger words. Thisis the case with thework onsyllabification. Thelessons withcompound words,and especiallyprefixes, suffixes,roots, and Greekcombining formshave as much todo with teachingword meaning asthey do withpronunciation.

In general, a fewvocabulary wordsare alwayshighlighted anddefined, whileexpressions/idiomsare explained. Also,all word-work typewords (e.g., v/cv,prefixes, etc.) can betouched and heardspoken in syllablefor word part formatfor all structuralarrangements taughtup to and includingthat chapter – thatis, longer words withmultiple syllables,which prefixes,suffixes, and roots,and/or with Greekcombining forms.

The function ofReader’s Theater isto provide authenticreason to re-readtext. It also aidsfluency by requiringthe reader to readwith understandingthrough the bestuse of intonation(prosody), giventhe intendedmeaning.

In the Smarty Antsmodel, the GreekChorus is used tomodel many types ofreading behavior, forexample: makingpredictions; seekingexplanation;admittingconfusion; seekingclarification;recognizing frequenttext structures, likecompare/contrastproblem solution,question/answer;questioning, ingeneral; and makingpersonalconnections.

2nd Grade, Authentic Literature Book One:Houndsley and Catina

Section Picture Walk Warm-Up My Read Reader’sTheater

GreekChorus

Chapter 1

Models:Predicting, inferring,drawing conclusions,a desire to read on

Word Work:Students developthe ability to breakmulti- syllabicwords apart bylearning to identifythe common VC/CVsyllable divisionpattern.

Hands-on reading,and specificvocabularyexpressions defined:“through the eyes ofa cat,” “soft-as- a-rose-petal voice,”rodents, “at a loss forwords,” “speechless”

FluencyPractice

Models:Astonishment,contemplation,drawingconclusions

Chapter 2

Models: Predicting,paying attention todetails, inferring andquestioning

Word Work:Students continueto develop theability to breakmulti-syllabicwords apart bylearning to identifythe common V/CVand VC/V syllabledivision patterns.

Hands on readingand specificvocabularyexpressions defined:neighbor, grains,yelped, vegetarian,“you are a wonder,”chili, delicious,blushed, judges,dare, embarrassed

FluencyPractice

Models: Constantquestioning,reflecting onHoundsley’scharacter: showdon’t tell idea

Chapter 3 Models: Predicting,drawing conclusions

Word Work:Students reviewthe commonsyllable-division patternsV/CV. VC/V andVC/CV

Hands-on readingand specificvocabulary/expressions defined:fireflies, nervous,“my mind wanders,”blinked, crickets

FluencyPractice

Models:Observations ofchange,reflecting on howeach characterchanged over thecourse of thebook

2nd Grade, Authentic Literature Book Two:Houndsley and Catina and the Birthday Surprise


GreekChorus

Chapter 1

Models: Text to textconnections,understandingsetting throughdetails, predicting adesire to read on

Comprehension:Students learn toidentify a story’ssetting andunderstand theways in whichsetting is related tothe mood ofcharacters.

Hands on readingand specificvocabulary/expressions defined:raining (multiplemeaning word),moths, “cheer-up”

FluencyPractice

Models:Interpreting,explaining, andthinking abouttext in terms ofthe self (howthe reader wouldfeel)

Chapter 2

Models: Questioning,noticing plotdevelopment, adesire to read on

Word Work:Students continueto develop abilityto break multi-syllabic wordsapart by learning toidentify thecommon VC/CCVsyllable- divisionpattern, andstudents reviewthe common VC/CVsyllable divisionpattern.

Hands-on readingand specificvocabulary/expressions defined:jog, yoga, “surprisebirthday party,”moment, clever

FluencyPractice

Models:Interpreting textand highlightsproblem/solution infiction; also, atchapter’s endmodelsprediction

Chapter 3

Models: Text to self,drawing conclusions,questioning, a desireto read on

Word Work:Students learn torecognizecompoundwords andcontinue todevelop theunderstanding thatlonger words areoften composed oftwo smaller words.

Hands-on readingand specificvocabulary/expressions defined:arrive, crack, excuse,“slipping it on,”squawked, sniffed,“what’s the matter,”exclaimed

FluencyPractice

Models:How plot twistsmove the actionforward, (plot isactually definedand will come upas a warm- uplesson on Book 4)

2nd Grade, Authentic Literature Book Three:Houndsley and Catina and the Quiet Time


GreekChorus

Chapter 1

Models: Attending todetails, predicting,text to self, a desireto read on

Word Work:The concept ofprefixes andsuffixes as meaningunits is explained,with certainexamples explicitlytaught: prefixes in,en, re; as well asspecific suffixes, er,ite, ible, ful, ly

Hands-on readingand specificvocabulary/expressions defined:gazed, white (fig. ofspeech), snowed-in,concert, plenty,storm, replied, “whatwill be will be,” cello,clarinet, cymbals

FluencyPractice

Models: Drawingconclusions,Compare/contrast

Chapter 2

Models: Attending todetails, predicting,evaluating situationsa desire to read on

Additional prefixesand suffixes areexplicitly taught:Prefix, pre; Suffix,y, er, tion

Hands-on readingand specificvocabulary/expressions defined:island, fretted, sofa,cushion, flames,nodded, logs,creatures, crash

FluencyPractice

Models:Understandingmetaphor

Chapter 3Models: Attending todetails, text to self, adesire to read on

Comprehension:Students aretaught to look forcharacter changeand its relationshipto a story’s theme.

Hands-on readingand specificvocabulary/expressions defined:sidewalk trudging,snowshoes,practicing, gazebo,audience, “for aflicker,” ruin,lingered, “for a longwhile,” “making theirway home,” “ofcourse,” “perfect”

FluencyPractice

Models:Summarizingwhile reading

2nd Grade, Authentic Literature Book Four:Houndsley and Catina Plink and Plunk


GreekChorus

Chapter 1

Models: Attendingto details,predicting

Word Work:Students are explicitly taughtthat spelling changes occurwhen some suffixes areadded to roots.Specific examples include:ed, ing, ent, with either1) no change,2) y to i3) e-drop, or4) doubling

Hands-on readingand specificvocabulary/expressionsdefined:canoe, swooped,wake, clamped,“settle down,”nodded, granted

FluencyPractice

Models:Cause/effect;how differentwords canhave similarmeanings(polysemy),predicting

Chapter 2

Models: Attendingto details,predicting

Word Work:Students are taught thatGreek combining forms, likeprefixes andsuffixes are meaning units(morphemes). Specificexamples include “cycle,”which is affixed by one oftwo latin prefixes, bi and triin this chapter.In addition, students reviewall the ways in which wordsget bigger:1) multi-syllabic words2) prefix, suffixes added toroots,3) compound words4) the use of Greekcombining forms, in this casewith Latin prefixes

Hands-on readingand specificvocabulary/expressionsdefined:honk, “springcleaning,”exclaimed,perhaps, “not acloud in the sky,”led, wobbled,helmet, “feelinghis face growhot,” trade

FluencyPractice

Models:Predicting thefuture of astory, explains,a figure ofspeech:Onomatopoeia

Chapter 3

Models: Drawingconclusions, andtrying to follow asequence of events

Comprehension:Students learn to identifythe common plot structureof stories: a beginning, aseries of events that includesa problem, a turning point,and an ending/resolution.Students also learn torecognize how a story’s plotworks to reveal its theme.

Hands-on readingand specificvocabulary/expressionsdefined:

picnic, azalea,spread,admitted,agreed,“anymore,”hospital, “dogpaddle,” rustled

FluencyPractice

Models:Characterchange, storyendings/resolutions

2nd Grade Curriculum:Non-Fiction Science Scope & Sequence

Purpose

Warm-Up Outline My Read Recording &Presentation Summary

1) To provideexplicitteaching ofskilled-readingbehaviors;2) To givestudents theopportunity totransfer a skillto a new text3) To familiarizestudents withacademiclanguage

1) To providebackgroundknowledge2) To explore theways visuals areused in text, bothstatic and interactive3) To buildmotivation, and tobuild in someredundancy ofinformation byexplaining the sameconcepts in differentways

1) To provide grade-appropriate,scientificknowledge2) To provide time toread informationaltext3) To encourage theasking of questionsas a form ofmonitoringcomprehensions4) To understandthat often newvocabulary can beunderstood byexploring thesurrounding context5) To understandthat sometimes afriendly dictionarydefinition is useful6) To give teachersthe opportunity toMonitorunderstandingthrough fourcomprehensionquestions at the endof each text

1) To provide anauthentic purposefor re-reading,hence motivation2) To deepenunderstanding inthe content areasthrough repetition3) To experiencerevision at the orallevel via theopportunity to re-record in order toreview features, suchas pitch, tone, etc.4) To strengthenreading fluency5) To feel pridethrough beingintegrated into anauthentic, content-based production

1) To highlight andteach the mainstrategies used byskilled readers tosummarize2) For the purpose ofDeeplyunderstandingnew material to thepoint of being able totalk about it withaccuracy

2nd Grade Curriculum:Non-Fiction Science Scope & Sequence

Explanation

Warm-Up Outline My Read Recording &Presentation Summary

While many readerspick up skilledbehaviors throughreading widely andintensively, manystudents benefit fromexplicitteaching, hence thewarm-ups. Followingthe warm-ups, studentsareencouraged as theyread the informationalbook, to remember thewarm-up and use thestrategy as they read.

One of the largestdeterrents to studentcomprehension is nothaving enoughbackground and/orvocabulary knowledgeto makeinferences asinformationaltext is read. Eachoutline segmentbrings new conceptsthat relate to the MyRead text into theforefront, as well asnecessary, academiclanguage.

The topics in second gradecurriculum cover scienceknowledge deemedappropriate at both theState and National(Lexile) levels. TheInformation Books inSmarty Ants have beenwritten by professionalwriters; consequently,while staying within a 2ndgrade Lexile range,vocabulary appropriate toeach content is usedwithout reservations.Yes/No questions occurthroughout the text aschildren read as a way tomodel comprehensionmonitoring throughsimple, factual questions;and in all cases, theanswers to the questionsare in the text, spurring avery close reading, wherechildren attend to what thetext says explicitly. OnYes/No items, studentspractice answering yes/noquestions that deal withfactual information in thebook (right–therequestions); students willknow how to look back atthe text to answer factualquestions. OnComprehension items,students practiceanswering comprehensionquestions that require bothfactual retrieval andinferential thinking.Content vocabulary is oftentested, and theunderstanding of a readingstrategy or skill taught inthe book’s “warm-up” istested occasionally.

One of the bestways to become agood reader is toboth read text andre-read it for anauthentic purpose. Thisgives cause tothe recording andpresentationsegments of theprogram. Additionally,newvocabulary islearned throughmultiple encounterswith the same word;thus, the recordingand presentationopportunity givesstudents thisopportunity.

Summary is one of themost difficult skills tomaster. But, there are anumber of research-basedprinciples that informthe summary lessons:1) Delete trivial and/orredundant information2) Substitutesuperordinate termsfor lists3) Select a topicsentence or invent oneif it is missing. Agood question to eitherfind or make up a mainidea is to ask: “Whatare all the sentencesabout?” Our focus forsecond grade is mostly1 and 3, although 2comes up on occasion.Also, there is not anoccasion to have tomake up a topicsentence/ main idea. Inthe 2nd grade material,the main ideas arestated explicitly.

2nd Grade, Non-Fiction Science Book One:Life Cycles

Warm-Up Outline My Read SummaryUnderstanding a sequenceof Events/ Signal Words:

Students will understandthat signal words helpthem understand textstructure/organization andsince the text they areabout to read uses signalwords that relate to stages,they will recognize thesignal words first, second,third and so on.

Concepts:

Movie 1: Life Cycle and theconcepts of life going onand on in a cycle, yetoffspring keep it going:butterfly, frog, and plantlife cycles

Movie 2: Explores theconcept of stages within alifecycle. The example isbutterfly.

Interactive: Stages of plantgrowth and the concept ofpollination.

Take-away Main Ideas forLife Cycles:

Life cycles demonstratethat living things grow andchange; examples in thetext include the life cyclesof butterflies, frogs, andapples. All animals andplants roll along on theirown, individual life cycles.

Highlighted Content orAcademic Vocabulary(definitions):

cycle, stages, caterpillar,stem, chrysalis, tadpole,froglet

Students will use headingsto guide their summarywork; will understand thedifference between mainideas and details; be ableto put their summarysentences into the sameorder as the book, andthey will be able to wrapup a summary with whatwas said about the topic:the main idea.

2nd Grade, Non-Fiction Science Book Two:Plants

Warm-Up Outline My Read SummarySynthesizing Information:

After completing thislesson, students will knowto think about what theyalready know as they learnto accommodate newinformation into knowninformation. This is animportant realizationbecause knowledge gain isincremental, and one wayit builds upon itself isthrough the act ofcombining the new withthe known.

Concepts:

Movie 1: No matter thesize, plants need to grow.The concept ofphotosynthesis isexplained.

Movie 2: Plants need justthe right amount of water,heat (temperature), andsunlight; plants and seedsmove.

Interactive: Studentspractice choosing whethera given plant part shown isa root, shoot, or fruit.

Take-away Main Ideas forPlants:

Plants are everywhere onthe planet; they need justthe right amount ofsunlight and heat. Becausethey have differentrequirements; plants maketheir own food through theprocess of photosynthesis;minerals help thephotosynthesis process;the food plants make helpstheir roots, stems, andleaves grow; these plantshave different functions;plants and seeds move.


planet, algae, habitat,rainforests, meadows,moss, deserts, minerals,photosynthesis, chemical,roots, leaves, stems,carbon-dioxide, tendril,sprout, depend,environment

Students will build on theknowledge they used towrite a summary for BookOne, but in addition, theywill realize the importanceof defining an importantcontent word in theirsummaries, if applicable.

2nd Grade, Non-Fiction Science Book Three:Traits

Warm-Up Outline My Read SummaryDetecting an Explicit MainIdea:

Students will know that inorder to find the main ideaof a paragraph it is usefulto ask: “What are all thesentences about?” Usuallythis sentence will occur atthe beginning of theparagraph, but studentswill also know it can comeat the end, or evensometimes in the middle.The key is the question:“What are all thesentences about?”

Concepts:

Movie 1: “Reproduction”and the concept of“uniqueness” are woventogether.

Movie 2: Frogs and rabbitsare compared with theidea that living things arealike yet different,depending on their needs,which are often affectedby the environment;specific traits supportsurvival.

Interactive: A review of theconcept that animals andplants have different traitsthat help them survive,grow and produceoffspring.

Take-away Main Ideas forReproduction andInherited Traits:

Reproduction is how adultsmake young of their ownkind; young inherent traits;all living things are liketheir parents in someways, and unlike them inothers; yes, all living thingsare unique because traitsare inherited from bothparents.


resemble, fact, offspring,reproduction, inherited,characteristics, produce,unique, combination,pollen, compare, habitat

Students will build on theknowledge they used towrite a summary for BookOne and Two, but inaddition they will realizethe importance of wordrepetition in discoveringthe main idea of aparagraph.

2nd Grade, Non-Fiction Science Book Four:Rocks

Warm-Up Outline My Read SummaryUnderstanding anAuthor’s Purpose:

Students will understandthat texts are written witha purpose and that theymust take the author’spurpose into account whenthey read texts. They mustunderstand that authorsconsider their audience,the most important thingsthey have to say abouttheir topic, and how theywill organize theirinformation.Students need to look forwhat the most importantinformation is and how thetext is organized.

Concepts:

Movie 1: Rocks are animportant part of thelandscape; rockscontribute to the naturalhabitat of living things;rocks are used to makemany things; rocks arecomposed of differentminerals.

Movie 2: Rocks are alteredby weathering throughsuch forces as wind, water,and temperature to createsmaller particles (e.g.sand); three differentcategories of rocks exist:sedimentary, igneous, andmetamorphic; describe thethree categories of rocksand give examples.

Interactive: Reviews thethree kinds of rock—sedimentary, igneous, andmetamorphic; introducesspecific examples of kindsof rock—what they are andtheir use.

Take-away Main Ideas forRocks:

The earth is mostly rock;rocks are made ofthousands of types ofminerals, which aredifferent from each other;minerals are used in manydifferent ways; there arethree types of rocks,sedimentary, igneous, andmetamorphic


ingredients, minerals,crystals, classified,sediments, fossils, melted,statues

Students will build on theknowledge they used towrite a summary for BookOne-Three, but in additionthey will understand theycan’t make up informationand also that they canchange long lists into asuperordinate idea/term.

2nd Grade, Non-Fiction Science Book Five:Fossils

Warm-Up Outline My Read SummaryUnderstanding the “5 Wsand H” Text Structure andTypical Signal Words Used:

Students will understandorganizing structure of5Ws (who, when, why,what, where) and H (how)by learning these keyquestion words andattending to answers thatcapture the main ideabehind each question.

Concepts:

Movie 1: Fossils areevidence of life from longago; many fossils are fromextinct organisms; manyfossils are similar tomodern organisms; fossilsare formed in differentways: imprints, fossilizedbones and preservation inamber, tar and ice.

Movie 2: Not all body partseasily become fossils—bias towards things likebones, teeth, and shells;fossils give us clues aboutancient plants and animals(life long ago); fossils helpus understand how theearth has changed overtime.

Interactive: Reviews theconcepts of extinct andmodern and provides thestudents the opportunityto “dig” for fossils.

Take-away Main Ideas forFossils:

Definition of fossils; howfossils are formed howbones turn into fossils;how imprints turn intofossils, why fossils areimportant; who studiesfossils


evidence, fossils, remains,amber, proof, decompose,fossilize, woollymammoths, minerals,imprints, sediment, mold,Antarctica, climates,extinct, paleontologists

Students learn to use the5Ws and H question wordsto form a summaryparagraph. The idea ofomitting interesting,though less-importantdetails is reinforced,Additionally, students arereminded to look forhighlighted words from thetext to include in theirsummaries.

2nd Grade, Non-Fiction Science Book Six:Measurement

Warm-Up Outline My Read SummaryUnderstanding “Problem/Solution” Text Structureand Typical Signal WordsUsed:

Students will understandthat text can be structuredaround the idea ofproblems that need to besolved (theproblem/solution textstructure), and becomesaware of typical signalwords used in thisstructure, such as“because” “as a result,”and so on.

Concepts:

Movie 1: Estimate lengthsusing standard units;introduce concept ofstandard measure; makepredictions based onobserved patterns and notrandom guessing

Movie 2: Introduction ofmeasuring tools (e.g.rulers, scales, and so on);measuring withappropriate tools,expressing measurementsin both English system andMetric system

Interactive: Review ofmeasuring tools and whatthey’re used to measure.

Take-away Main Ideas forMeasurements:

Measuring solvesproblems; many tools areused to measure length,weight, and volume; thereare two measuringstandards: English andMetric; rulers measurelength; scales measureweight; thermometersmeasure temperature,several tools measurevolume, such as teaspoonsand liters; ordinary peopleand scientists need tomeasure things.


measure, solutions,guessing, precisely, unit,measurement, standards,English system, metricsystem, centimeter, meter,kilometer, ruler, balance,kilograms, grams,temperature, estimate,thermometer, volume,ingredients, precise, liters

The idea that titles andheadings carry the maintopic and main ideas innonfiction texts isreinforced; studentsdistinguish betweenimportant ideas andinteresting details;students learn to collapseinformation by combiningsentences; they arereminded that summariesdon’t include the asking ofquestions, but rather justthe fact and informationgiven.

2nd Grade, Non-Fiction Science Book Seven:Light

Warm-Up Outline My Read SummaryUnderstanding the“Categorical” TextStructure and TypicalSignal Words Used:

Students will understandthat much of our scientificknowledge is organized bycategories, and thatcategories are oftenhierarchical. They willbecome aware of typicalsignal words used in thistext structure, such as“like,” “another kind of,”and so on.

Concepts:

Movie 1: Understand thatlight is necessary for us tobe able to see objects, andthat mirrors and prismscan alter a light beam’spath.

Movie 2: Understand thatmaterials of various kindsallow different amounts oflight to pass through them.(transparent/translucent/opaque). Also understandthat shadows are createdwhen light cannot reach aparticular area opposite ofa light source.

Interactive: Experiencedeciding whether specificobjects are transparent,translucent, or opaque.

Take-away Main Ideas forLight:

Light is needed for livingbeings to see and requiresthe use of eyes, the brainand light; light travels instraight lines; the surfaceof objects (e.g. rough,shiny) partially determineshow much light isreflected; shadows arecreated when light shineson opaque objects, whitelight is made up of sevencolors, which can often beseen when a rainbowappears; rainbows areformed when light fromthe sun hits raindrops inthe sky and the lightscatters into all the colorsof the rainbow; in sciencetexts, readers encounter“types” of things orcategories.


light, source, reflects,shadow, opaque,transparent, translucent,frosted, scatter, prisms

Students arereminded that titles andheadings often reflect themain ideas of a scientificarticle, and that they canbe used to build a precisesummery. In addition,students are encouragedto use signalwords/phrases, such as“types of” to categorizeimportant information.Lastly, students arereminded that summariesare short and are meant tocapture the mainideas, only.

2nd Grade, Non-Fiction Science Book Eight:Sounds

Warm-Up Outline My Read SummaryCause/Effect:

Students will understandthat science is all aboutfiguring out cause/effectrelationships. They will alsolearn several of thecause/effect signal words,such as “so,” “as a result,”and “since.”

Concepts:

Movie 1: How sounds aremade and how they travel,from dogs barking, musicalnotes, bicycle horns, toalarm clocks; for sounds totravel, air is required; howsounds are heard via thehuman ear.

Movie 2: Why sounds areimportant and theconcepts of pitch andvolume.

Interactive: Studentsmatch sounds to theirsource.

Take-away Main Ideas forSounds:

Sounds are everywhere;they are made by ripplingwaves that cause matter tomove; moving matter, likeair particles, funnel intoour ears; moving mattercan be high or low (pitch);sound waves can travelthrough solids, liquids, andgases; the volume of soundcan be high or low; soundwaves move from our earsto our brain through aseries of cause/effectreactions.


clap, vibrate, matter, pitch,vibrations, volume, eardrums, transmitter

Students will build on theknowledge they used towrite a summary for BookOne through Seven, but inaddition they will recognizewhen they’ve added theirown opinion to a summaryand will know it must berevised. Opinions of theauthor are fine, but not thesummary writer.

2nd Grade, Non-Fiction Science Book Nine:Forces

Warm-Up Outline My Read SummaryThe Use of Titles andHeadings to GuideComprehension:

Students will know that thetitle of a book is its maintopic and that if there areheadings, they will mostlikely say something abouteach main idea. They willunderstand that reviewinga text in this way before, orduring, reading aidsunderstanding.

Concepts:

Movie 1: Scientists havequestions, producehypotheses, and doresearch and experimentsto find answers to theirquestions; the use of toolsand machines affect/easethe forces on objects, likegravity and its hold on theability to build pyramids.

Movie 2: An explanation ofhow to reduce friction sothat moving objectsbecomes an easier task;the positive aspects offriction; a few thoughts onthe nature of revision inboth science and writing.

Interactive: A review ofhow friction gets reducedthrough grease, incline,logs, pulleys, short incline,magnet, and theimportance of choosing theright tool for the rightpurpose.

Take-away Main Ideas forForces:

Pushing and pulling areforces, as is friction.Friction can make thingshard to move; Egyptiansused forces to buildpyramids, and to makethings easier they oftenpushed and pulled stonesover rounded logs, whichreduced friction; Egyptiansalso used ramps, so lessforce would be needed tomove and stack the stones;today, as in ancient times,nothing moves without aforce of some kind.


forces, friction, pyramids,ramps, inclined, plane

Students recognize thatsummaries must have atitle, tell the big ideas inorder, and sometimes usepictures and captions toinform their summary.They also are reminded tolook for headings and forwords that are repeatedmultiple times whenwanting to capture themain ideas. Additionally,they will understand thatsummaries often closewith an idea that relates tothe topic of the entire text.

prek scope and sequence: level 1 -...

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