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GRADE 2 Page | 3

GRADE

2

2018 – 2019 SCHOOL YEAR

The Grade 2 Scope and Sequence document provides an outline of the standards and a recommended teaching order. This document is broken down by quarters and includes three crucial learning criteria:

· student standards that make up one or more learning unit(s)/part(s) of instruction in the grading cycle

· the suggested order for teaching the content and skills on a ten week cycle

· the recommended number of lessons and amount of time for instruction

CHIEF ACADEMIC OFFICES

1111 Superior Avenue, E. Suite 1800

Cleveland OH 44114

Phone: 216.838.0101

Email: [email protected]

GRADE 2

•SCOPE & SEQUENCE GUIDE

•INSTRUCTIONAL PACING GUIDE

Learning in Ohio Resources may be found at:

http://education.ohio.gov/Topics/Learning-in-Ohio

Language Arts

SCOPE & SEQUENCE

1st QUARTER

SUGGESTED

PACING

Unit 1

30-40 DAYS

Lessons

7-10 days

Reading Standards for Literature

Key Ideas and Details

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.2 Analyze literary text development.

a. Determine the lesson or moral.

b. Retell stories, including fables and folktales from diverse cultures.

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

Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.6 Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.

Integration of Knowledge and Ideas

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Range of Reading and Level of Text Complexity

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Reading Standards for Informational Text


RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2 Analyze informational text development.

a. Identify the main topic of a multiparagraph text.

b. Identify the focus of specific paragraphs within the text.

Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.


RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Foundational Skills

Phonics and Word Recognition

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

d Decode words with common prefixes and suffixes.

f Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression.

c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

Text Types and Purposes

W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3 Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Research to Build and Present Knowledge

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Speaking & Listening Standards

Comprehension and Collaboration

SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners 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).

b Build on others’ talk in conversations by linking their comments to the remarks of others.

c Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2 Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally).

SL.2.3 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.

Presentation of Knowledge and Ideas

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Language Standards

Conventions of Standard English

L.2.1a Use collective nouns (e.g., group).*

b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

e Use adjectives and adverbs, and choose between them depending on what is to be modified.

f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the

movie; The action movie was watched by the little boy).

L.2.2a Capitalize holidays, product names, and geographic names.

b Use commas in greetings and closings of letters.

c Use an apostrophe to form contractions and frequently occurring possessives.

d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Recognize formal and informal uses of English.

b. Compare formal and informal uses of English.

Vocabulary Acquisition and Use

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).

e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender,

skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Language Arts

INSTRUCTIONAL ALIGNMENT

1st QUARTER

DIGITAL / PRINT TEXT

Lesson 1

T 2-95

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What is a perfect pet like?

Target Skill – Sequence of Events

Target Strategy – Infer/Predict

“Henry and Mudge ”

“All in the Family ”

Writing - Narrative Writing: Sentences That Tell a True Story

Focus Trait - Ideas

Grammar - Subjects and Predicates

Spelling - Short vowels a, i

Optional Lesson - LLG pp 186-187

Write About Reading - Your Turn – T41

Narrative Writing - Sentences That Tell a Story– T72-73

Cumulative Performance Assessment - Task 1 of 5

Research and Media Performance Task pp. xxiv - xxv

Leveled Readers

“Pet Rabbits ”

“Ben and Sooty ”

“Lucy and Billy ”

“A Pet That Fits ”

“Billy, the Pet Bird ”

Differentiated Comprehension T84-85

Differentiated Vocabulary Strategy T92-93

Options for Reteaching T94-95

Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers

Writing – Common Core Handbook

Thinkcentral

Specialized Academic Vocabulary

TE 14-21

ASSESSMENTS

Weekly Test T 74-75, Performance Assessment, Cold Reads, Examview, Assessment App

Spelling T70, Narrative Writing T72-73, Grammar T70-71

NOTES:

Language Arts


1st QUARTER


Lesson 2

T 97-173

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question- What are some things that families like to do together?

Target Skill – Compare and Contrast

Target Strategy - Question

“My Family ”

“Family Poetry”

Writing – Narrative Writing Friendly Letter

Focus Trait – Voice

Grammar – Simple Sentences

Spelling – Short vowels o, u, e

Optional Lesson: LLG pp 188-189

Write About Reading – T139

Narrative Writing: Friendly Letter– T170-171

Cumulative Performance Assessment – Task 2 of 5


Leveled Readers

“Who is in Your Family?”

“Let’s Make Music!”

“Happy Birthday, Everyone ”

“How to Make a Family Tree ”

“Birthdays Around the World ”

Differentiated Vocabulary Strategies T190-191



Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 110-117

ASSESSMENTS


Spelling T168 , Narrative Writing T170-171, Grammar T168-169

NOTES:

Language Arts


1st QUARTER


Lesson 3

T 196-291

PERFORMANCE TASKS

DIFFERENTIATION

Leveled Readers

Essential Question- Why do pets need to be healthy and happy?

Target Skill - Author’s Purpose

Target Strategy – Analyze/Evaluate

“Dogs ”

“ Helping Paws“

Writing: Narrative Writing Sentences that Describe

Focus Trait – Word Choice

Grammar – Types of Sentences

Spelling – Long vowels a, i


Writing About Reading – T237

Narrative Writing – Sentences That Describe- T268-269



“Pets at the Vet ”

“Hamsters Make Great Pets ”

“ Caring for Cats”

“Talking with Birds ”

“Cats ”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T208-215

ASSESSMENTS

Weekly Test T270-271, Performance Assessment, Cold Reads, Examview, Assessment App

Spelling T266, Narrative Writing T268-269, Grammar T267

NOTES:

Language Arts


1st QUARTER


Lesson 4

T 293-374

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How do good friends act?

Target Skill - Cause and Effect

Target Strategy – Summarize

“Diary of a Spider ”

“A Swallow and a Spider ”

Writing – Narrative Writing: True Story

Focus Trait – Ideas

Grammar – What is a Noun?

Spelling – Long vowels o, u, e



Narrative Writing: Personal Story – T370-371


Research and Media Performance Task pp. xxiv – xxv

Leveled Readers

“Along Came a Spider ”

“Cub Saves the Day ”

“Fly to the Rescue ”

“Ferdinand Saves the Day ”

“Flora the Fly Saves the Spiders ”

Differentiate Comprehension T382-383



Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T306-313

ASSESSMENTS


Spelling T 368, Narrative Writing T 370-371, Grammar T 369

NOTES:

Language Arts


1st QUARTER


Lesson 5

T396-497

Essential Question – How is a school like a community?

Target Skill – Story Structure

Target Strategy – Visualize

“Teacher’s Pets ”

“See Westburg by Bus!”

Writing – Narrative Writing – True Story

Focus Trait – Sentence Fluency

Grammar – Singular and Plural Nouns

Spelling – Consonant Blends with r, l, s

Optional Lesson – LLG pp 194-195

PERFORMANCE TASKS


Narrative Writing: True Story 470-471 – T



DIFFERENTIATION

Leveled Readers

“Fun Pets ”

“Caty the Caterpillar ”

“ Foster’s Farm”

“Where is Gus-Gus?”

“Foster’s Famous Farm ”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral

ASSESSMENTS

Benchmark Test, Test Power T476-478 , Weekly Test T472-473, Benchmark Test, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE, Assessment App, Spelling T468 , Grammar T 469, Writing T470-471

NOTES:

Language Arts


1st QUARTER


Lesson 6

T 1 – 97

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What are animal homes like?

Target Skill – Text and Graphic Features

Target Strategy – Question

“Animals Building Homes”

“Whose Home Is This?”

Writing - Informative Writing: Informational Paragraph


Grammar - More Plural Nouns

Spelling - Common Final Blends nd, ng, nk, nt, ft, xt, mp

Optional Lesson: LLG pp 196 - 197

Write About Reading – T 43

Informative Writing – Informational Paragraph – T 74 - 75


Research and Media Performance Task pp. xxiv – xxv, T 71

Leveled Readers

“ Amazing Nests”

“A Busy Beaver”

“Busy Bees”

“The Lives of Ants ”

“Bees at Work ”

Differentiated Comprehension T 86 - 87

Differentiated Vocabulary Strategy T94 - 95

Options for Reteaching T 96 - 97

Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T14 -21

ASSESSMENTS

Weekly Test T 76 - 77 , Performance Assessment, Cold Reads, Examview, Assessment App,

Spelling T 72, Informative Writing T 74 - 75, Grammar T 73

NOTES:

Language Arts


1st QUARTER


Lesson 7

T 99 – 198

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What can you learn from planting a garden?

Target Skill – Conclusions


“The Ugly Vegetables ”

“They Really Are GIANT!”

Writing – Informative Writing: Informational Paragraph

Focus Trait – Organization

Grammar – Proper Nouns

Spelling – Double Consonants and ck



Informative Writing: Informational Paragraph – T 176 - 177



Leveled Readers

“The Three Sisters”

“Grandma’s Surprise”

“The Community Garden ”

“Cross-Country Cousins”

“Luz and the Garden ”


Differentiated Vocabulary Strategy T196 - 197

Options for Reteaching T 198 -199

Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T112 - 119

ASSESSMENTS

Weekly Test T178 – 179, Performance Assessment, Cold Reads, Examview, Assessment App,

Spelling T 174, Informative Writing T 176 -177, Grammar T 175

NOTES:

Language Arts


1st QUARTER


Lesson 8

T 201 -297

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can some storms be dangerous?

Target Skill – Main Ideas and Details


“Super Storms”

“Weather Poems”


Focus Trait: Word Choice

Grammar - What is a Verb?

Spelling - Consonant Digraphs th, sh, wh, ch, tch



Informative Writing – Informational Paragraph– T 274 -275


Research and Media Performance Task pp. xxiv – xxv, p. 271

Leveled Readers

“Let It Rain!”

“A Snowy Day”

“What is in the Wind?”

“Lessons About Lightning”

“The Wind”


Differentiated Vocabulary Strategy T 294 -295


Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T214 - 221

ASSESSMENTS

Weekly Test T276 -277, Performance Assessment, Cold Reads, Examview, Assessment App,


NOTES:

Language Arts

SCOPE & SEQUENCE

2nd QUARTER

SUGGESTED

PACING

Unit 2

30-40 DAYS

Unit 3

(continues into 3rd Quarter)

Lessons

7-10 Days



RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.*





Craft and Structure








RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.*




Craft and Structure













b Know spelling-sound correspondences for additional common vowel teams.

c Decode regularly spelled two-syllable words with long vowels.



Fluency



Writing Standards


W.2.1 Write opinion pieces that introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.


















SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)*

Language Standards


L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).





c Use an apostrophe to form contractions and frequently occurring possessives.

e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.*




c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).




Language Arts


2nd QUARTER


Lesson 9

T299 -399

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can stories help you learn a lesson?

Target Skill – Understanding Characters


“How Chipmunk Got His Stripes”

“Why Rabbits Have Short Tails”

Writing - Informative Writing: Instructions


Grammar - Verbs in the Present

Spelling - Base Words and Endings –ed, -ing



Informative Writing – Writing Instructions – T 376 -377



Leveled Readers

“Native American Folktales”

“Camel’s Hump”

“How Coyote Stole Fire”

“Uncle Rabbit”

“How People Got Fire”

Differentiated Comprehension T 388 -389



Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 312 -319

ASSESSMENTS

Weekly Test T 378 -379, Performance Assessment, Cold Reads, Examview, Assessment App,


NOTES:

Language Arts


2nd QUARTER


Lesson 10

T 401 – 501

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What is special about animals that live in the ocean?

Target Skill – Fact and Opinion

Target Strategy – Monitor/Clarify

“Jellies: The Life of a Jellyfish”

“Splash Photograph ”

Writing - Informative Writing: Instructions


Grammar - Verbs: Present, Past, and Future

Spelling - Contractions



Informative Writing – Instructions – T 474 - 475



Leveled Readers

“Coral Reefs”

“Animals at the Aquarium”

“Life in Tide Pools”

“Bottlenose Dolphin”

“Tide Pools”


Differentiated Vocabulary Strategy T 498 - 499


Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T414 -421

ASSESSMENTS

Unit Test, Test Power, T 479 -482, Weekly Test T 476 – 477, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 472, Informative Writing T 474 -475, Grammar T 472 - 473

After Unit 2

3 Days

Extended Reading: Poppleton in Winter – Lesson Plans T 504 - 510

Language Arts


2nd QUARTER


Lesson 11

T 1 – 97

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can people and animals help each other?



“Click, Clack, Moo: Cows That Type”

“Talk About Smart Animals!”

Writing - Opinion Writing: Persuasive Letter


Grammar - Compound Sentences

Spelling - Base Words and Endings –s, -es



Opinion Writing: Persuasive Letter – T 74 - 75



Leveled Readers

“From Typewriters to Computers ”

“Zoo Party”

“Pay Attention!”

“E-mails from the Teacher”

“The Smiths and Their Animals”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 14 -121

ASSESSMENTS

Weekly Test T 76 – 77, Performance Assessment, Cold Reads, Examview, Assessment App,

Spelling T 72, Opinion Writing T 74 - 75, Grammar T 72 - 73

NOTES:

Language Arts


2nd QUARTER


Lesson 12

T 99 – 191

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What are different ways to enjoy music?



“Ah, Music!”

“There’s a Hole at the Bottom of the Sea”

Writing - Opinion Writing: Opinion Paragraph

Focus Trait: Voice

Grammar - Expanding/Rearranging Compound Sentences

Spelling - Vowel Digraphs ai, ay



Opinion Writing: Opinion Paragraph – T 168 - 169

Cumulative Performance Assessment: Task 2 of 5

Research and Media Performance Task pp. xxiv – xxv T 165

Leveled Readers

“Bongos, Maracas, and Xylophones”

“Make Your Own Music!”

“Musical Families”

“Talking Drums ”

“All Kinds of Music ”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 112 - 119

ASSESSMENTS



NOTES:

Language Arts


2nd QUARTER


Lesson 13

T 193 – 289

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How are some schools different from each other?



“Schools Around the World ”

“An American School ”

Writing - Opinion Writing: Persuasive Paragraph


Grammar - Quotation Marks

Spelling - Vowel Digraphs ee, ea

Optional Lesson – LLG pp 210 - 211


Opinion Writing: Persuasive Paragraph – T 266 - 267



Leveled Readers

“One Room Schools ”

“Guide Dog School ”

“School Long Ago ”

“A School in a Garden ”

“What School Was Like Long Ago ”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 206 - 213

ASSESSMENTS


Spelling T 264, Opinion Writing T 266 - 267, Grammar T264 - 265

NOTES:

Language Arts


2nd QUARTER


Lesson 14

T 291 – 387

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can you communicate in different ways?

Target Skill – Author’s Purpose


“Helen Keller ”

“Talking Tools ”

Writing - Opinion Writing: Persuasive Essay


Grammar - Using Proper Nouns

Spelling - Long o (o, oa, ow)

Optional Lesson: LLG pp 212 -213


Opinion Writing: Persuasive Essay – T 364 - 365


Research and Media Performance Task pp. xxiv – xxv, pp. 361

Leveled Readers

“Special Tools ”

“Anne Sullivan ”

“Alexander Graham Bell ”

“The Adventures of Erik ”

“Inventor of the Telephone ”

Differentiated Comprehension T 376 -377



Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 304 - 311

ASSESSMENTS

Weekly Test T366 -367, Performance Assessment, Cold Reads, Examview, Assessment App,


NOTES:

Language Arts


2nd QUARTER


Lesson 15

T 389 – 493

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – Why is it important to follow safety rules?

Target Skill – Cause and Effect


“ Officer Buckle and Gloria”

“Safety at Home ”

Writing - Opinion Writing: Persuasive Essay

Focus Trait – Organization

Grammar - Abbreviations

Spelling - Compound Words



Opinion Writing – Persuasive Essay – T 466 - 467


Research and Media Performance Task p. xxiv -xxv

Leveled Readers

“Police in the Community ”

“Firedog!”

“Good Citizen”

“A Well-Trained Dog ”

“ The Best Student”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 402 -409

ASSESSMENTS

Benchmark Test, Test Power T 471 -474 , Weekly Test T 468 - 469, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 464, Opinion Writing T 466 - 467, Grammar T 464 - 465

NOTES:

Language Arts

SCOPE & SEQUENCE

3rd QUARTER

SUGGESTED

PACING

Unit 3

(continued from 2nd Quarter)

Unit 4

30-40 DAYS

Unit 5

(continues into 4th Quarter)

Lessons

7-10 Days





Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated line) supply rhythm and meaning in a story, poem,

or song.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.










RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure









RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.






e Identify words with inconsistent but common spelling-sound correspondences.


Fluency



Writing Standards



W.2.3 Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.









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).








Language Standards


L.2.1c Use reflexive pronouns (e.g., myself, ourselves).*





b Use commas in greetings and closings of letters.





c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).



L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


Language Arts


3rd QUARTER


Lesson 16

T 1 – 98

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can helping others make you feel good?



“Mr. Tanen Tie Trouble ”

“The Jefferson Daily News ”

Writing - Narrative Writing: Story Paragraph


Grammar - Pronouns

Spelling - Base Words and Endings –ed, -ing



Narrative Writing: Story Paragraph – T 76 - 77



Leveled Readers

“Raising Funds”

“Our Library ”

“The Bake Sale”

“The Town Auction”

“Ms. Hawkins and the Bake Sale”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 14 - 21

ASSESSMENTS

Weekly Test T 78 – 79, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 74, Narrative Writing T 76 - 77, Grammar T 74 - 75

NOTES:

Language Arts


3rd QUARTER


Lesson 17

T 101 – 199

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – Why is it important to keep trying even if something is difficult to do?



“Luke Goes to Bat ”

“ Jackie Robinson”

Writing - Narrative Writing: Story Paragraph

Focus Trait – Voice

Grammar - Subject-Verb Agreement

Spelling - Long I (I, igh, ie, y)



Narrative Writing: Story Paragraph – T 176 -177



Leveled Readers

“The Brooklyn Dodgers”

“The Winning Hit”

“Take Me Out to the Ballpark”

“The New Field”

“The Summer of Baseball Parks ”




Write in Reader

Reader’s Notebook

My WriteSmart

Literacy Centers


Thinkcentral


T 114 - 121

ASSESSMENTS

Weekly Test T 178 - 179, Performance Assessment, Cold Reads, Examview, Assessment App,

Spelling T 174, Narrative Writing T 176 - 177, Grammar T 174 - 175

NOTES:

Language Arts


3rd QUARTER


Lesson 18

T 201 – 298

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – Why are reading and writing important?



“My Name is Gabriela ”

“Poems About Reading and Writing ”

Writing - Narrative Writing: Descriptive Paragraph


Grammar - The Verb Be

Spelling - The Long e Sound for y



Narrative Writing – Descriptive Paragraph – T 276 - 277



Leveled Readers

“All About Chile”

“Beatrix Potter”

“The Life of Jack Prelutsky ”

“The Life of Langston Hughes”

“Jack Prelutsky ”




Write in Reader

Reader’s Notebook

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T214 - 221

ASSESSMENTS

Weekly Test T 278 - 279, Performance Assessment, Cold Reads, Examview, Assessment App,


NOTES:

Language Arts


3rd QUARTER


Lesson 19

T 301 – 398

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How are signs helpful?



“The Signmaker’s Assistant ”

“ The Trouble with Signs ”

Writing - Narrative Writing: Fictional Story

Focus Trait - Organization

Grammar - Commas in Dates and Places

Spelling - Words with ar

Optional Lesson- LLG pp 222 - 223


Narrative Writing- Fictional Story – T 376 - 377

Cumulative Performance Assessment- Task 4 of 5

Research and Performance Task pp. xxiv - xxv

Leveled Readers

“ Signs Are Everywhere”

“Aldo and Abby”

“Finding the Party”

“Too Many Signs!”

“Sam Finds the Party”




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T 314 - 319

ASSESSMENTS



NOTES:

Language Arts


3rd QUARTER


Lesson 20

T 401 – 503

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What makes someone a hero?



“Dex: The Heart of a Hero”

“Heroes Then and Now ”

Writing - Narrative Writing: Fictional Narrative

Focus Trait- Organization

Grammar - Commas in a Series

Spelling - Words with or, ore



Narrative Writing- Fictional Narrative – T 476 - 477



Leveled Readers

“Everyday Hero”

“Two Heroes”

“Superheroes to the Rescue”

“ The Mysterious Superhero”

“ Superheroes Save the Day”




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T 414 - 421

ASSESSMENTS

Unit Test, Test Power 482 – 484, Weekly Test T 476 - 477 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 474, Narrative Writing T 476 - 477, Grammar T 474 - 475

After Unit 4

5 Days

Extended Reading: “Where Do Polar Bears Live?” – Lesson Plans T 505 -514

Language Arts


3rd QUARTER


Lesson 21

T 1 – 99

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How do animals care for their young?



“Penguin Chick ”

“Emperor Penguins ”

Writing - Informative Writing: Problem-Solution Paragraph

Focus Trait - Word Choice

Grammar - What is an Adjective?

Spelling - Words with er

Optional Lesson - LLG pp 226 - 227


Informative Writing- Problem-Solution Paragraph – T 76 - 77



Leveled Readers

“ Antarctic Animals”

“Penguins”

“Exploring Antarctica”

“McMurdo Station”

“Going to the South Pole”




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T 14 - 21

ASSESSMENTS


Spelling T 74, Informative Writing T 76 - 77, Grammar T 74 - 75

NOTES:

Language Arts


3rd QUARTER


Lesson 22

T 101 – 199

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How do friends help each other?



“Gloria Who Might Be My Best Friend”

“How to Make a Kite”

Writing - Informative Writing: Compare and Contrast Paragraph

Focus Trait - Organization

Grammar - Using Adjectives

Spelling - Homophones



Informative Writing - Compare and Contrast Paragraph – T 176 - 177



Leveled Readers

“Friendship Rules!”

“The Kite Contest ”

“Every Kind of Wish”

“Sand Castle Contest”

“Elena’s Wish”




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T 114 - 121

ASSESSMENTS



NOTES:

Language Arts

SCOPE & SEQUENCE

4th QUARTER

SUGGESTED

PACING

Unit 5

(continued from 2nd Quarter)

Unit 6

Optional

(A Review of Units 1-5)

Lessons

7-10 Days








Craft and Structure


RL.2.5 Describe the overall structure of a story, including describing how the be ginning introduces the story and the ending concludes the action.

RL.2.6 Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story.



RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.*








RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure



RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.*


RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.*







RF.2.3b Know spelling-sound correspondences for additional common vowel teams.




Fluency

RF.2.4a Read grade-level text with purpose and understanding.

b Read grade-level text orally with accuracy, appropriate rate, and expression.

Writing Standards


W.2.1 Write opinion pieces that introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.



















SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.*

Language Standards


L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).




L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.


Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Recognize formal and informal uses of English.

b. Compare formal and informal uses of English.




c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).*



b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender,

skinny, scrawny).


Language Arts


4th QUARTER


Lesson 23

T 201 – 299

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How is art connected to the past?



“The Goat in the Rug ”

“Basket Weaving ”


Focus Trait- Word Choice

Grammar - Irregular Verbs

Spelling - Suffixes –y, -ly, -ful



Informative Writing- Informational Paragraph – T 276 - 277



Leveled Readers

“Weaving”

“From Sheep to Sweater”

“Wool”

“Textiles from Around the World”

“How We Use Wool”




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T 214 - 221

ASSESSMENTS


Spelling T 274, Informative Writing T 276 - 277, Grammar T274 - 275

NOTES:

Language Arts


4th QUARTER


Lesson 24

T 301 – 399

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – Why are some stories told over and over again?

Target Skill – Cause and Effect


“Half-Chicken ”

“The Lion and the Mouse ”

Writing - Informative Writing: Research Report

Focus Trait: Ideas

Grammar - Irregular Action Verbs

Spelling - Prefixes re-, un-



Informative Writing - Research Report T 376 - 377



Leveled Readers

“ Clever Animals”

“Favorite Fables”

“Coyote and Rabbit”

“Groundhog’s New Home”

“The Trick”




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T 314 - 321

ASSESSMENTS



NOTES:

Language Arts


4th QUARTER


Lesson 25

T 401 – 499

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How do plants grow and change?



“From Seed to Plant”

“Super Soil”

Writing - Informative Writing: Research Report

Focus Trait: Voice

Grammar - More Irregular Action Verbs

Spelling - Words with aw, ai, o



Informative Writing - Research Report – T 472 - 473


Research and Media Performance Task pp. xxiv --- xxv

Leveled Readers

“Grow a Bean Plant!”

“Plant and Animal Partners”

“The Life Cycle of a Tree”

“Desert Plants”

“How a Tree Grows ”




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T 414 - 421

ASSESSMENTS

Benchmark Test, Test Power T 477 – 480, Weekly Test T 474 – 475, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 470, Informative Writing T 472 - 473, Grammar T 470 - 471

NOTES:

Language Arts


4th QUARTER


Lesson 26

T 1 – 99

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How do some animals change as they grow?



“The Mysterious Tadpole”

“From Eggs to Frogs”

Writing - Opinion Writing: Response Poem

Focus Trait- Word Choice

Grammar - Contractions

Spelling - Words with oo, ew, ue, ou



Opinion Writing - Response Poem – T 76 - 77


Research and Media Performance Task xxiv - xxv

Leveled Readers

“The Loch Ness Monster”

“Larry the Singing Chicken”

“Planet Zogo”

“Katy’s Inventions”

“Jason and the Space Creature”




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T 14 - 21

ASSESSMENTS



NOTES:

Language Arts


4th QUARTER


Lesson 27

T 101 – 199

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – How can you learn about animals that lived long ago?

Target Skill – Fact and Opinion


“The Dog That Dug for Dinosaurs”

“La Brea Tar Pit”

Writing - Opinion Writing: Opinion Paragraph

Focus Trait- Organization

Grammar - What is an Adverb?

Spelling - Words with oo (book)



Opinion Writing- Opinion Paragraph – T 176 - 177


Research and Media Performance Task pp. xxiv - xxv, T 173

Leveled Readers

“ Dinosaur Fossils”

“The Mysterious Bone”

“Sue Hendri ckson”

“Sir Hans Sloane”

“Sue Hendrickson: Fossil Hunter”




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T 114 - 121

ASSESSMENTS



NOTES:

Language Arts


4th QUARTER


Lesson 28

T 201 – 295

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What can you learn from reading a fairy tale?



“Yeh-Shen”

“Cinderella”

Writing - Opinion Writing: Response Paragraph

Focus Trait- Ideas

Grammar - Possessive Nouns

Spelling - Vowel Diphthongs ow, ou


Write About Reading 241– T

Opinion Writing: Response Paragraph – T 272 - 273



Leveled Readers

“Festival Fun in China”

“The Youngest Brother”

“The Three Princes”

“The Shoemaker”

“The King and the Princes”




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T 214 - 221

ASSESSMENTS



NOTES:

Language Arts


4th QUARTER


Lesson 29

T297 – 395

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – What good things happen when people work together?



“Two of Everything”

“Stone Soup”

Writing - Opinion Writing: Response Essay

Focus Trait - Ideas

Grammar - Possessive Pronouns

Spelling - Reading Longer Words with Long Vowels a and i



Opinion Writing: Response Essay – T 372 - 373



Leveled Readers

“Take a Trip to China”

“Brer Rabbit at the Well”

“Mouse and Crocodile”

“Wali Dad’s Gifts ”

“The Smart Mouse”




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T 310 - 317

ASSESSMENTS



NOTES:

Language Arts


4th QUARTER


Lesson 30

T 397 – 499

PERFORMANCE TASKS

DIFFERENTIATION

Essential Question – Why might a person from long ago still be important today?



“Now & Ben”

“A Model Citizen”

Writing - Opinion Writing: Response Essay

Focus Trait: Word Choice

Grammar - Choose Between Adjectives and Adverbs

Spelling - Reading Longer Words with Long Vowels o and e



Opinion Writing- Response Essay – T 472 - 473



Leveled Readers

“Philadelphia 1756 ”

“Making a Newspaper”

“America’s First Firefighters ”

“From Trails to ighwaysHi Highways”

“Firefighters in America ”




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T 410 - 417

ASSESSMENTS

Unit Test, Test Power T 477 -480, Weekly Test T 474 – 475, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 470, Opinion Writing T 472 - 473, Grammar T 470 - 471

After Unit 6

5 Days

Extended Reading: “Exploring Space Travel” – Lesson Plans T 501 -510

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